Brisbane Independent School

September 09, 2008, at 02:29 PM by 124.187.2.45 -

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For almost 40 years Brisbane Independent School has stayed true to its origins as an exemplar of alternative education in Brisbane. A non-systemic school, we reflect the needs of our current community by adapting aspects of our philosophy over time rather than staying stuck in philosophies from the last century. We believe education must reflect the zeitgeist or spirit of our times to truly engage our children for the new century.

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For 40 years Brisbane Independent School has stayed true to its origins as an exemplar of alternative education in Brisbane. A non-systemic school, we reflect the needs of our current community by adapting aspects of our philosophy over time rather than staying stuck in philosophies from the last century. We believe education must reflect the zeitgeist or spirit of our times to truly engage our children for the new century.

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Over the last 39 years we have been famous for providing a source for an education that is embedded in passionate learning and dynamic social change. Although many parts of our teaching and learning have changed the two tenets that have remained the same are:

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Over the last 40 years we have been famous for providing a source for an education that is embedded in passionate learning and dynamic social change. Although many parts of our teaching and learning have changed the two tenets that have remained the same are:

October 27, 2007, at 06:58 AM by Tracey Bryan -

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Over the last 39 years we have been famous for providing a source for an education that is embedded in passionate learning and dynamic social change. Although many parts of our teaching and learning have changed the two tenants that have remained the same are:

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Over the last 39 years we have been famous for providing a source for an education that is embedded in passionate learning and dynamic social change. Although many parts of our teaching and learning have changed the two tenets that have remained the same are:

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July 29, 2007, at 04:57 PM by 124.187.62.178 -

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Brisbane Independent School is set in idyllic semi-rural surrounds and operates within a cooperative family environment. Our mission is to nurture, develop and trust our pupils’ innate love of learning and positive values, and to produce graduates who are respectful, confident, competent and self-motivated, with the skills necessary for life-long learning in all facets of their lives.

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Brisbane Independent School is set in idyllic semi-rural surrounds and operates within a co-operative family environment. Our mission is to nurture, develop and trust our pupils’ innate love of learning and positive values, and to produce graduates who are respectful, confident, competent and self-motivated, with the skills necessary for life-long learning in all facets of their lives.

June 19, 2007, at 09:23 AM by Jenny -

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You see we don't nurture sheep at BIS we nurture thinkers.

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June 05, 2007, at 05:49 PM by 203.101.225.27 -

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June 05, 2007, at 05:48 PM by 203.101.225.27 -

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June 01, 2007, at 01:44 PM by 203.101.227.247 -

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welcome

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Welcome

January 19, 2007, at 02:32 PM by JennyMansfield -

January 18, 2007, at 10:38 AM by JennyMansfield -

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For almost 40 years Brisbane Independent School has stayed true to its origins as the alternative voice of education in Brisbane. A non systemic school we reflect the needs of our current community by adapting aspects of our philosophy over time rather than staying stuck in philosophies from the last century. We believe education must reflect the zeitgeist or spirit of our times to truly engage our children for the new century.

Throughout our various incarnations over the last 39 years we have been famous for providing a voice for an education that is embedded in passionate learning and dynamic social change. We don't nurture sheep at BIS we nurture thinkers.

to:

For almost 40 years Brisbane Independent School has stayed true to its origins as an exemplar of alternative education in Brisbane. A non-systemic school, we reflect the needs of our current community by adapting aspects of our philosophy over time rather than staying stuck in philosophies from the last century. We believe education must reflect the zeitgeist or spirit of our times to truly engage our children for the new century.

Over the last 39 years we have been famous for providing a source for an education that is embedded in passionate learning and dynamic social change. Although many parts of our teaching and learning have changed the two tenants that have remained the same are:

The individual's journey is at the core of the curriculum
The individual's voice must be heard in decision-making

You see we don't nurture sheep at BIS we nurture thinkers.

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To this end, we provide a supportive, flexible and democratic educational environment for the development of the whole child, including social, emotional, ethical, physical and cognitive development, within a school community that supports our values.

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To this end, we provide a flexible and democratic educational environment for the development of the whole child, including social, emotional, physical and cognitive development, within a school community that supports our values.

January 18, 2007, at 10:25 AM by JennyMansfield -

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For almost 40 years Brisbane Independent School has stayed true to its origins as the alternative voice of education in Brisbane. A non systemic school we reflect the needs of our current community by adapting aspects of our philosophy over time rather than staying stuck in philosophies from the last century. We believe education must reflect the zeitgeist or spirit of our times to truly engage our children for the new century.

Throughout our various incarnations over the last 39 years we have been famous for providing a voice for an education that is embedded in passionate learning and dynamic social change. We don't nurture sheep at BIS we nurture thinkers.

January 17, 2007, at 06:54 PM by 203.214.151.147 -

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To learn more about this school with a difference, please take the time to review this site. Alternatively, contact the school between 9am and 3pm on (07) 3378-5466 and ask for a prospectus or arrange to visit.

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To learn more about this school with a difference, please take the time to review this site. Alternatively, contact the school between 9am and 3pm on (07) 3378-5466 and ask for a prospectus or arrange to visit.

January 17, 2007, at 06:53 PM by 203.214.151.147 -

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Brisbane Independent School

Truly Awesome Hi Sue you are cool

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welcome

Brisbane Independent School is set in idyllic semi-rural surrounds and operates within a cooperative family environment. Our mission is to nurture, develop and trust our pupils’ innate love of learning and positive values, and to produce graduates who are respectful, confident, competent and self-motivated, with the skills necessary for life-long learning in all facets of their lives.

To this end, we provide a supportive, flexible and democratic educational environment for the development of the whole child, including social, emotional, ethical, physical and cognitive development, within a school community that supports our values.

To learn more about this school with a difference, please take the time to review this site. Alternatively, contact the school between 9am and 3pm on (07) 3378-5466 and ask for a prospectus or arrange to visit.

January 17, 2007, at 05:09 PM by 203.214.151.147 -

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January 17, 2007, at 05:07 PM by 203.214.151.147 -

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January 17, 2007, at 04:06 PM by JennyMansfield -

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Individualized Component

Definition This component of the curriculum supports the student through a process of self-discovery as it engages them in meta-cognitive awareness and psychological explorations within a combination of set skill learnings about self exploration and within unstructured explorations of their own interests. These two facets are combined as each student needs support in addressing issues of self awareness, self esteem, realistic self image, resilience, health and well being and personal goal setting and management to achieve successful personal goals.

Skill Learning Teachers and guides on the interior journey of self have developed a range of skills that help us as individuals get in touch with our interior self and find ways to express articulate and reflect what we find. Students will look at the meaning of self, self esteem, self image and how we construct our own reality. This process will of course be centered on readiness to tackle these concepts. Students will be explicitly taught these skills and be provided with regular and sequential skill development practice.

Students will also be supported through the exploration of body and mind/sprit awareness with studies of topics such as diet, exercise, self control, belief and healing. Students will look at a range of cultural expressions of these concepts and explore shared cultural stories and experiences.

Self Exploration – Omni Sessions This self exploratory part of our curriculum is designed as an enrichment model of learning similar to the revolving door model developed by Renzulli that allows students to move through their nominated goals for self expression based around their investigations and interest. The overall goal of this process is to both stimulate interest and extend stimulate whilst allowing them to explore their personal interests and interior journey of self discovery.

Students come into the Omni session at a basic research point called level 1, which is geared towards stimulating interest and developing an overview of the topic. This overview can then provide them with the breadth to hone their topic selection. Once they have achieved these first level goals they move into a level 2 project that develops their new skills into a form of self expression. The final optional phase or level 3 allows students to maintain long term projects that develop greater skills in their chosen area. Occurring for one to two scheduled Omni sessions per week, it allows students to submerge themselves in their chosen area.

David loves drawing cartoon characters. With the teacher he identifies specific goals for skill learning to help him learn new insights into this area. His teacher will work with him to find information, mentors or resources for him to access to achieve his goals. Once these goals are achieved David will develop a project to work upon that is entirely based upon self expression. David spends three weeks working on a cartoon image of his family. (Once complete he may or may not decide to share the final product)

 David has not lost interest in the topic and decided to take on a long term project t develop a cartoon strip using his family cartoon images as the basis. He also explores publishing the strip on the BIS web page or into weekly newsletter. As part of this long term project he is linked up with a parent mentor who helps organize a trip to a newspaper and a meeting with a well known comic strip artist.

Students are encouraged to work upon their projects outside the scheduled sessions.

Objectives • To support students in their personal journey • To provide structure to the interior journey but not to the path chosen • To encourage passion and enthusiasm for learning in students • To support the development of self direction skills

Skill Learning

 Features

• Provides skills to be used across the curriculum • Isn’t assessed by external methods and involves personal goal setting

Content • Exploring the mind – mind mapping, visualisation, goal setting • Exploring the body – brain function, memory, physical encoding • Exploring the spirit - relaxation, meditation,

Process • Range of process models drawn from written curriculum and Teaching with Respect

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January 17, 2007, at 04:05 PM by JennyMansfield -

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Hi Sue you are cool

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Hi Sue you are cool

Individualized Component

Definition This component of the curriculum supports the student through a process of self-discovery as it engages them in meta-cognitive awareness and psychological explorations within a combination of set skill learnings about self exploration and within unstructured explorations of their own interests. These two facets are combined as each student needs support in addressing issues of self awareness, self esteem, realistic self image, resilience, health and well being and personal goal setting and management to achieve successful personal goals.

Skill Learning Teachers and guides on the interior journey of self have developed a range of skills that help us as individuals get in touch with our interior self and find ways to express articulate and reflect what we find. Students will look at the meaning of self, self esteem, self image and how we construct our own reality. This process will of course be centered on readiness to tackle these concepts. Students will be explicitly taught these skills and be provided with regular and sequential skill development practice.

Students will also be supported through the exploration of body and mind/sprit awareness with studies of topics such as diet, exercise, self control, belief and healing. Students will look at a range of cultural expressions of these concepts and explore shared cultural stories and experiences.

Self Exploration – Omni Sessions This self exploratory part of our curriculum is designed as an enrichment model of learning similar to the revolving door model developed by Renzulli that allows students to move through their nominated goals for self expression based around their investigations and interest. The overall goal of this process is to both stimulate interest and extend stimulate whilst allowing them to explore their personal interests and interior journey of self discovery.

Students come into the Omni session at a basic research point called level 1, which is geared towards stimulating interest and developing an overview of the topic. This overview can then provide them with the breadth to hone their topic selection. Once they have achieved these first level goals they move into a level 2 project that develops their new skills into a form of self expression. The final optional phase or level 3 allows students to maintain long term projects that develop greater skills in their chosen area. Occurring for one to two scheduled Omni sessions per week, it allows students to submerge themselves in their chosen area.

David loves drawing cartoon characters. With the teacher he identifies specific goals for skill learning to help him learn new insights into this area. His teacher will work with him to find information, mentors or resources for him to access to achieve his goals. Once these goals are achieved David will develop a project to work upon that is entirely based upon self expression. David spends three weeks working on a cartoon image of his family. (Once complete he may or may not decide to share the final product)

 David has not lost interest in the topic and decided to take on a long term project t develop a cartoon strip using his family cartoon images as the basis. He also explores publishing the strip on the BIS web page or into weekly newsletter. As part of this long term project he is linked up with a parent mentor who helps organize a trip to a newspaper and a meeting with a well known comic strip artist.

Students are encouraged to work upon their projects outside the scheduled sessions.

Objectives • To support students in their personal journey • To provide structure to the interior journey but not to the path chosen • To encourage passion and enthusiasm for learning in students • To support the development of self direction skills

Skill Learning

 Features

• Provides skills to be used across the curriculum • Isn’t assessed by external methods and involves personal goal setting

Content • Exploring the mind – mind mapping, visualisation, goal setting • Exploring the body – brain function, memory, physical encoding • Exploring the spirit - relaxation, meditation,

Process • Range of process models drawn from written curriculum and Teaching with Respect

November 06, 2006, at 01:53 PM by JennyMansfield -

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Truly Awesome

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Truly Awesome Hi Sue you are cool

November 04, 2006, at 04:38 PM by JennyMansfield -

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Awesome

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Truly Awesome

September 02, 2006, at 01:48 PM by 210.49.89.105 -

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"Brisbane Independent School"

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Brisbane Independent School

Awesome

September 02, 2006, at 01:47 PM by 210.49.89.105 -

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"Brisbane Independent School"

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"Brisbane Independent School"

September 02, 2006, at 01:47 PM by 210.49.89.105 -

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