Shining a Spotlight on the Significance of Service Learning at GNS—Part 2

At Glenlyon Norfolk School, our students are expected to participate in service learning. But why is this such an integral part of the student experience at GNS? 

As an International Baccalaureate school, our educational programme values service by centring it in age and stage-appropriate ways at all grade levels. In addition, service experiences contribute to the substantive experiential learning requirement for the Dogwood Diploma, the graduation certificate for students in BC. 

In a six-part series, we will explore service learning, and its many facets at GNS, through interviews with teachers, leaders, and students of our Senior School. This part looks at the evolution and history of service learning at GNS.

How has service learning evolved at GNS?

Early records of service at Norfolk House and Glenlyon Schools describe daily actions by older students serving as prefects and leaders with the younger students: helping with guidance, student movement around campus, and coverage during recesses. These were the first actions towards service within our earlier schools. The creation of Houses at both schools further provided opportunities for older students to help the younger ones in organisational or support roles.

Through these different aspects of service, students took responsibility as school leaders and as peer supporters to contribute to their community. Through planned cooperative ventures, peer counselling and peer tutoring, they have learned to collaborate and cooperate both for their joint benefit and the benefit of others, acquiring the qualities that ultimately contribute to their involvement in subsequent academic communities and societies beyond those of school and university. and mentoring capacity. The establishment of Parent Auxiliaries and Alumni Associations increased service opportunities for all students by providing specific ways for them to raise funds as class initiatives for events that supported the schools. 

Creating this culture of service was generated by the ideas of teachers, parents and students, giving momentum to the students as they learned the importance of service and saw that it could be part of their own educational journey. It has always been a part of the school’s intention since those early years of giving and serving and it is reflected in the GNS Mission Statement: To empower and support each of our students to do their best through truth and courage in learning [service] and in life.

The first time we see significant service action by students is during WWII. This was particularly evident at NHS with the HMCS Restigouche Project when a small group of senior students organized to collect and send packages of clothing, knitting, magazines and food to the crew of this Canadian warship. More recently, examples of service now range throughout the school and most importantly, actions of service extend beyond our own school community to initiatives in the local, national and global communities. This culture of service at GNS can be seen in the activities of the whole school and its importance is reflected in the school’s awards and recognitions. 

From the youngest classes, students become involved in service to others through the many events and drives organized around the school. They have been introduced to the concepts of helping the needy of the world over the years through UNICEF, Santas Anonymous and local charities. They have been involved by raising funds for foster children in Mali and Tanzania, with Loonies for Lives to help people in the Himalayas, and supporting a Kindergarten class in Papua, New Guinea. 

As students progress through the school, they move from participating in events to organizing them. Community and Service Prefects organize ambitious and effective service projects throughout the school. Over the years, creating service clubs like the UN Club, joining organisations like Round Square, and adopting programmes like the International Baccalaureate, have all provided a strong service requirement and are an integral part of the students’ educational journey. They provide a great opportunity to identify a plethora of specific initiatives that support and promote better understanding and opportunities for students to help and to learn how to serve. 

This has happened through actions that include Food Bank collections for Mustard Seed and the St.Vincent de Paul Society, Christmas Warm-a-Soul gift collections with Extreme Outreach, Jump Rope for Heart with the Heart & Stroke Foundation of Canada, cancer research support through Terry Fox runs and support of Cops For Cancer, environmental issues like beach and invasive plant clean-ups, as well as being part of student projects in other parts of the world with Round Square. Older students have also participated in a 30-hour fast to support World Vision Canada and searched for solutions at Model United Nations Summits, Royal Commonwealth Student Conferences, Public Affairs Conferences and World Affairs Conferences.