Page 31 - Education Supp February 2022 Digital

used, their understanding of relationships is actually formed by the behaviour of the adults around Royce agrees. “Suitability is assessed again
them, both in their homes and at school. We have an interesting position at the moment where on graduation from the Prep school. If co-ed
our Girls Prep is headed up by a male Head, and the Boys Prep is headed up by a female Head, so is really not the right choice for a particular
the cross-gender influences are most definitely at play in both.” pupil at the College level, we will advise
the parents to explore alternative options.
Some research has shown that girls in a co-ed environment tend to downplay academic Whether you prefer a monastic or co-ed
achievement in the presence of their male peers. However, the emphasis placed on instilling a approach is an individual preference. If,
culture of empowerment, positive education philosophy, and self-realisation in the foundation however, your choice is to educate at
phases at St Peter’s, ensures that pupils enter their College phase confident and secure in their St Peter’s, you can rest assured that
own abilities, with a healthy disregard for stereotypes. everything possible is done to make sure
that the pupils graduate as well-adjusted,
Co-ed Secondary Phase responsible and confident young individuals,
with the ability to tackle real-world issues
The College was established in 1998 as a day school, which meant that graduates from St Peter’s like patriarchal bias, discrimination and
Prep schools needing a boarding option went elsewhere. Even today, around 50% of Prep inequality, with impunity,” he says.
graduates choose a boarding school for their secondary phase. With this change in mind, from an
intake perspective, it made sense to combine both genders at this level, so from Grade 8, St Peter’s St Peter’s Schools are independent
pupils continue their education in a co-ed environment. Anglican, English medium schools.
The schools follow a values-based
“I strongly believe that we have a unique model at St Peter’s which gives our students the benefit
of experiencing both a monastic and a co-ed environment at an age-appropriate stage of their educational approach that
schooling,” says College Headmaster, Rui Morais. “In a high school environment, students need produces a positive school
to grow together and challenge each other. They have to share and learn from each other. There culture. Children are encouraged to
are a lot of theories supporting either monastic or co-ed models, but our overall conviction is that
students should not grow up ‘alone’.” be responsible, appreciative,
and develop a growth mindset.
While there are some differences which have been in place from the founding of the schools, one
of which is the different models in the Prep and College, Morais points out that the overarching
similarities underpinning the relationship between the schools are highly valued, namely the
St Peter’s name/brand, an Anglican ethos, and the shared values of Resilience, Responsibility and
Respect (Prep) and Resilience, Responsibility, Relationships and Respect (College).

“As the Headmaster of a co-ed High School, I feel that the intrinsic value of co-ed schools is
invaluable,” adds Morais. “The social interaction and inherent lessons contained therein are,
by definition, integral to receiving a holistic education. A counter-argument could well be that
single-sex schools allow for higher levels of concentration and, consequently, better academic
achievement. However, the world is not a single-sex world, thus we believe that our students are
more socially aware and well-adapted for ‘the real world’.”

“Of course, no two pupils are the same, and a child’s personality should influence the decision.
Some are better suited to a co-ed environment, and others to a monastic environment; hence
there is a need for both co-ed and single-sex schooling,” he adds.

#AheadoftheGameBehindEveryChild

Image: Hugatree Spontaneous Photography

Education | February 2022 | 29