Residential Life Curriculum
Residential Life Curriculum 2006/07
Term 1
Session 1: What makes a good communicator? (Communication)
Guest Presentation By Elaine Macha
Followed By Small Group Discussions
Term 1
Session 2: Do communities need structure? (Community)
Anarchy Role-Play: Creating a simulated society without structure! What can we learn from this?
Term 2
Session 3: Is Leadership a shared Endeavour? (Responsibility)
Socratic Dialogue: The above question will be
discussed in a relaxed Socratic seminar.
Term 2
Session 4: Is cleanliness next to godliness? (Environment)
Compare And Contrast Cleanliness And Godliness.
How similar are they?
Term 3
Session 5: Is Self-Respect the basis of all respect? (Respect)
Guest Presentation By Dr. Bonnie
Followed By Small Group Discussions
Residential education at International School Moshi revolves around The Five Pillars of Boarding. Each year there will be one Residential Life topic that relates to each of the Five Pillars. We have chosen this approach as our Life Skills programme in tuition caters to the general Heath & Social education needs of our students. However, it is our desire to further root the concepts embodied in The Five Pillars of Boarding into each of our boarders, as we believe this will better facilitate their success in our residential setting.
Following on from this, our yearly theme will be the through-line that binds our programme together. Our current theme, for example, is "Living Together Better." Each session will, therefore, build on this theme. By the end of the school year, the programme will have thus fostered a greater understanding of The Five Pillars of Boarding and our yearly theme.
Each session will centre around an open-ended guiding question. They purpose of each session is not to instill a correct answer, but to engage in the process of mutually beneficial shared inquiry.
There are four Residential Life groups. One is lead by the Head of Boarding and the other three by the Residential Boarding Parents. Each group is comprised of an equal number of students from each year level and both genders. An attempt is also made to assure the groups are adequately ethnically diverse.
