Year 6 Transition Parent Information - St Hilda's...
Transcript of Year 6 Transition Parent Information - St Hilda's...
Years 7/8 strong foundation in literacy, numeracy with strong pastoral, personal and spiritual development programme with opportunity for EXPOSURE to other disciplines – balanced development, high basics, low specialisation.
Years 9/10 consolidation of literacy and numeracy with continued pastoral, personal and spiritual awareness programme with opportunity to EXPLORE disciplines of interest – balanced consolidation, high basic, moderate specialisation.
Years 11/12 continuation of literacy and numeracy, with pastoral, personal and spiritual support programme with opportunity to SPECIALISE in disciplines of choice for tertiary and post senior schooling – balanced support, maintaining basic, high specialisation.
Academic Structure
English
Mathematics
Science
Humanities - History, Geography
Health & Physical Education (HPE)
Languages - French or Japanese
Creative Arts - Drama, Music, Visual & Media Arts
Technology - Design & Technology (D&T), Hospitality, Financial
Futures (FF), Coding & Digital Creation (CDC)
Religious Education
Learning Areas
Head of Curriculum & Innovation - Mr David Lyon
English - Ms Natalie Cooper
Mathematics - Mrs Terry Jacka
Science - Dr Ed Stolarchuk
Humanities - Mrs Kate Wain
Health & Physical Education (HPE) - Mr Matt Krenske
Religious Education - Mr Richard Larsen
Languages - Mr Chris Dunn
Drama - Mrs Belinda Gravel
Music - Ms Janette Kelly
Visual Art - Ms Alana Hampton
Business & Enterprise Education - Mrs Janelle Maurer
Design - Mr Brandt Ward
Learning Enhancement - Mrs Lucy Hunn
ESL - Mrs Kate Powell
Sport - Mrs Jill Moore
Heads of Faculty
The National Assessment Program for Literacy and
Numeracy (NAPLAN)
Tuesday 9th, Wednesday 10th and Thursday 11th May
(Catch up day – Friday 12th May)
For planning purposes parents need to be aware of these dates as
it is important that your daughter attends school on these days.
NAPLAN
Literacy
reading
writing
spelling
punctuation and grammar
Numeracy
number
measurement
chance and data
space
working mathematically
algebra function and pattern
NAPLAN
Start with students entering Year 11 in 2019.
(Year 9, 2017).
QCAA needs more time to redevelop senior syllabuses
and deliver professional development for teachers.
New assessment system and
tertiary entrance system
The “OP” will be replaced with the Australian Tertiary Admission Rank (ATAR).
Combination of internal assessment and external assessment
The QCS Test will be replaced by a process of inter-subject scaling which is still to be finalised.
What will the new system be
like?
What will ATARs be based on?
• Either
– best 5 general subjects
• Or
– 4 general subjects + 1 applied learning
subject.
• And a Sound Level of Achievement in one
of five English subjects.
What will the new assessment
be like? • 3 school-based assessments and 1
external assessment
• External assessments are designed to
give an extra layer of information about
what students have learnt and can do in a
subject.
• best aspects of school-based and external
assessment.
What will the new assessment
be like? • All school-based assessments will be
endorsed by the QCAA before they are used.
• The QCAA will select representative samples of completed student responses from each school.
• Trained assessors will review a sample of student work to check the accuracy of grades awarded by teachers.
How will learning be different?
• A focus on 21st century skills to ensure
school leavers are:
– innovators
– entrepreneurs, valued employees
– life-long learners
– responsible global citizens
• A focus on new assessment techniques
Will the subjects change?
• Yes for example:
– Prevocational Mathematics and Mathematics A, B and C will be replaced by Essential Mathematics, General Mathematics, Mathematics Methods, and Specialist Mathematics.
• There will be similar changes to English subjects.
• There will be changes to ICT and Technology subjects.
How is St Hilda’s involved?
• St Hilda’s teachers and students are
participating in trials and activities
throughout the transition period.
• We are committed to a rigourous
professional development program to
support our teachers.
How should we choose
subjects for next year? • Your daughter should:
– choose what she enjoys and is good at.
– pay close attention to the prerequisite
requirements of the courses she is
considering for tertiary study.
English Resources
• Ties That Bind, Ties that Break
• Harry Potter & the Philosophers Stone
• Window
• Knowledge Quest Book 1
• iTunesU Homework Course
• Library resources
• Blackboard Resources
• Dictionary App
• Emphasis:
Developing a love of reading
Developing reading skills
Developing independent writing skills
Australian Curriculum
• Content strands
Language
Literature
Literacy
• Receptive modes
Listening
Reading
Viewing
• Productive modes
Speaking
Writing
Creating
Assessment
SEMESTER 1 Topic/Text Assessment
TERM 1
Weeks 1-9
TERM 2
Weeks 1-9
Telling stories – words and
pictures
Window By Jeannie Baker
Persuading others/
Entertainment in the 21st
Century
Literacy testing preparation
EBook – aimed at a choice of audience on a
chosen theme
Narrative response written under test conditions
Spelling and Language Conventions Test
Persuasive video on an issue.
Spelling and Language Conventions Test
SEMESTER 2 Topic/Text Assessment
TERM 3
Weeks 1-10
TERM 4
Weeks 1-5
Weeks 6 - 8
Novel Study: Ties That Bind Ties
That Break – to be read in Term
2
Fantasy:
Novel –Harry Potter & the
Philosophers Stone
Short stories
Film e.g. The Lion the Witch and
the Wardrobe
Poetry
Short essay
• Narrative intervention (letter)
Spelling and Language
Conventions Test
Reflective oral presentation –
multi-modal on The Dark Hills
Divide and student choice of film
Spelling and Language
Conventions Test
Assessment
YEAR 7 PERSUASIVE RESPONSE
A B C D E
The student work has the following characteristics:
Discerning selection, organisation
and synthesis of a variety of
relevant ideas and information for
the purpose of a persuasive letter
Effective selection, organisation
and synthesis of a variety of
relevant ideas and information for
the purpose of a persuasive letter
Selection, organisation and
synthesis of a variety of relevant
ideas and information for the
purpose of a persuasive letter
Selection and combination of
ideas for a persuasive letter.
Statement of ideas
Discerning use of persuasive
letter structure to achieve
purpose and effects
Effective use of persuasive letter
structure to achieve purpose and
effects
Use of persuasive letter structure
to achieve purpose and effects
Use of persuasive letter structure
to achieve purpose
Use of aspects of persuasive
letter structure
Discerning use of a range of
grammatical structures and
vocabulary to achieve different
purposes and effects
Effective use of a range of
grammatical structures and
vocabulary to achieve different
purposes and effects
Use of a range of grammatical
structures and vocabulary to
achieve different purposes and
effects
Use of grammatical structures
and vocabulary to achieve
different purposes
Use of a narrow range of
grammatical structures and
vocabulary
Discerning use of a variety of text
and language features to achieve
different purposes and effects:
written features
grammar and punctuation
spelling
Effective use of a variety of text
and language features to achieve
different purposes and effects:
written features
grammar and punctuation
spelling
Use of a variety of text and
language features to achieve
different purposes and effects:
written features
grammar and punctuation
spelling
Use of text and language
features that vary in suitability:
written features
grammar and punctuation
spelling
Use of text and language
features that impede meaning:
written features
grammar and punctuation
spelling
Homework
• 5 nights, up to 15 minutes
• Reading
• Spelling
• iTunesU homework
course based on
Knowledge Quest
workbook
• Possible additional tasks
Independent but supported
Our aim is to develop the girls’ capacity to
be independent writers.
However, we offer support through a tutorial
session each Thursday afternoon, from 3.30
to 4.30. This usually takes place in M3. This
session is primarily for support in
assignment work.
What are we using?
Text: MATHS QUEST 7 -for the Australian Curriculum (on iPad)
BlackBoard - for delivery of worksheets and activities
Calculator Casio fx82
Education Perfect – online learning tool Detailed individual feedback Supporting students’ learning in and out of class
Emphasis: • Relevance to the real world • Investigative approach • Problem solving – challenging all abilities • Mathematical Communication
Classes • Currently classes are mixed ability.
• There will be some rearrangement at the end of Term1.
- this will help us to cater more for
students’ individual learning needs
- information to be sent to parents later in the term
Australian Curriculum Content strands Number and Algebra Measurement and Geometry Statistics and Probability. Proficiency strands Understanding Fluency Problem Solving Reasoning The proficiencies reinforce the significance of working mathematically within the content and describe how the content is explored or developed.
First Assessment Item:
• To be handed out to classes in the week beginning 20th February
• Due 7th March
• “Antopolis Airport”
Assignment • Some work will be
done in class and some will be done at home
Assessment & Reporting
• Assessment and Reporting will follow Australian Curriculum guidelines
• Assessment results will be available on BB after they have been moderated by teachers
Homework
• 5 nights , up to 15 minutes • Consolidation - class work • Number facts • Problem solving • Education Perfect tasks • NAPLAN
Problems?
• Tutorial:
Tuesday & Wednesday 3:30 to 4:30pm with Mrs McNamee & Mrs Greening
• Questions ??:
If you have concerns about your daughter's progress please contact her maths teacher (via their maths exercise book, phone or email) or Mrs Jacka (Head of Faculty 55777248)
The personal development of each student, as an individual
and as a member of our community, is of paramount
importance to us.
Pastoral Care
Pastoral care is a vital component of student experience, shaping student
attitudes, willingness and ability to continue with their studies.
Head of Middle School – Mrs Susan Sanburg
Head of Year – Mrs Catherine Jobson
Administration Support Officer – Ms Vivian Radin-Brown (MSC)
Year 7 CLD Teachers
7C – Ms Caitlin Craik
7H – Miss Rachel Horner
7K – Mrs Jo Karathanasopoulos
7M – Ms Jenny Mahon
7Y – Mr Young
PC Teacher
Deputy Principal – Ms Wendy Lauman
School Counsellor – Mrs Nicole Hinchcliffe
Pastoral Support Structure
St Hilda’s School is committed to the safety and well being of children and
protection of children from harm. The School follows procedures formally
adopted by the Corporation of the Synod of the Diocese of Brisbane for
the protection of harm of students in Anglican schools.
If students are at any time feeling unsafe or fearful of being harmed or
they are concerned for another student, we encourage them to speak
with a trusted adult. This could be a teacher, one of the School’s
Student Protection Officers as listed below, or the Head of School, Dr
Julie Wilson Reynolds.
School Protection Officers in the Middle/Senior School:
Ms Wendy Lauman, Deputy Principal
Mrs Nicole Hinchcliffe, School Counsellor
Mrs Caroline Broader, Head of Senior School (in training) You can read the School’s Child Protection Policy on the School website in the Quick Links Safeguarding
Students Policies.
Child Protection
Be aware of your daughter's changing needs as she begins the
transition into adolescence - monitor her adjustment to Middle
School particularly in relation to:
workload balance
participation
relationships
general feelings
Communication between parents and teachers is essential to
your daughter’s development. If you have any concerns or
queries, please contact your daughter’s HOY.
Communication between parents and their daughters is even
more important. Take time to talk together.
Supporting your Daughter’s Learning
Daily Life
School Times
Period 1 starts – 8.20am
School finishes – 3.25pm
Pick Up & Drop off
Scholar’s Gate, Cougal Street
Flagpole – Gate 2
Water St/ Spencer St – Round about pick up
Whitby Street – sisters in the Junior School
Daily Life
Lunch
If they forget their lunch – students can obtain a voucher from the MSC.
Dropping off items
If you need to get an item to your daughter during the day – deliver to the
MSC.
Messages
If you need to contact your daughter – messages can be phoned through to
the MSC.
Lost Property
Please make sure that all items are clearly named.
Students who have lost an item should check the lost property located at
Student Reception.
Developing positive relationships and teaching responsible behaviour
include:
Proactive measures:
- Promote respect and trust
- Develop clear expectations
- Code of Conduct – Non Nobis Solum
Taking action:
- Problem solving approach
- Choices and consequences
Behaviour Management
Recognise and promote positive student behaviour
Certificates are presented at Middle School Assembly
Linked to 3 learning dimensions
- Capable (Head)
- Connect (Heart)
- Contribute (Hand)
Spirit Awards
Hands-on approach
Collaborative learning
- group discussions, projects, presentations.
Learning styles - to understand how they learn best
Developing a sense of responsibility for learning
- organisational skills, study skills
- tutorials
- assessment schedule
Being capable:
Thinking and Learning
Being Capable:
Timetable – Weeks A & B PERIOD
MONDAY, WEDNESDAY,
FRIDAY PERIOD TUESDAY, THURSDAY
PERIOD 1 8.20 - 9.20 PERIOD 1 8.20 - 9.20
PERIOD 2 9.20 - 10.20 PERIOD 2 9.20 - 10.20
PERIOD 3 PC Group
10.20 - 10.40
RECESS
10.20 - 10.40
RECESS 10.40 - 11.00
PERIOD 4
11.00 - 11.55 PERIOD 3 10.40 - 11.40
PERIOD 5
11.55 – 12.50 PERIOD 4 11.40 - 12.40
LUNCH 12.50 - 1.35 LUNCH 12.40 - 1.25
PERIOD 6
1.35 - 2.30 PERIOD 5 1.25 - 2.25
PERIOD 7
2.30 -3 .25 PERIOD 6
2.25 - 3.25
Thursday WKB:
MS Assemblies /
House Meetings
Character & Leadership Development (CLD)
Chapel
PC Groups
Middle School Assembly
Senior Assembly
House meetings
Timetable
Homework helps students by complementing and reinforcing
classroom learning, fostering good lifelong learning and study habits,
and providing an opportunity for them to be responsible for their own
learning.
Students are encouraged to use their School Diary and/or
iPad/diary app to record homework
Not completing homework on a regular basis will be followed up by
teachers or HOY
Successful practice:
Involves up to 60 minutes per day
Homework may include extension of class work, assignments, essays and
research
Should include daily independent reading
Being Capable:
Homework
Organisation and time management skills are critical for the girls to
develop.
Students are encouraged to use their School Diary
Prioritising work
Maintaining a neat locker and study space
Accessing, reading and responding to emails.
Communicate with teachers and peers
Knowing what’s on and meeting commitments
Arrange a co-curricular agreement form if there is a clash
Being Capable:
Organisation
Establish a regular routine both morning and evening.
Create a family calendar to keep track of schedules and events.
Provide a space for homework with necessary supplies.
Show a genuine interest in everything your daughter does at school.
Spend time together to reflect/discuss the day’s events.
Establish good relationships with your daughter’s teachers.
Take every opportunity to praise your daughter and help foster a
positive attitude towards school.
Encourage your daughter to feel good about herself.
Help set realistic and specific goals and focus on the positives.
Listen and ask questions to help your daughter resolve problems.
Encourage your daughter to be a thinker.
Teach your daughter that it’s OK to make mistakes.
Parents can help by:
Connections
The belief that underpins pastoral care
in the Middle School is the recognition that opportunities
for growth and development can only occur
in a supportive environment.
Student Progress
The Middle School aims to keep parents informed of their
daughter's progress throughout the year.
Communication mechanisms include:
Parent Information sessions
Parent Lounge
Semester Reports
Parent Teacher Interviews
Website
- School Calendar
- Assessment Schedules
The Extra (weekly newsletter)
Blackboard
Connecting with Parents
Parent Lounge
Correspondence
Excursions
Updating information ie medical
School reports
Parent Involvement
Sport, school events
Communication
Partnership between home and school:
Parent Lounge
Blackboard
Phone
Meetings
Parent Teacher Interviews
Text message
We can best care for your daughter
when we have up to date information
Student Communication
Blackboard
- Subject information, task sheet and resources
Student Café
- Students can access Student Café via the icon on their desktop
(use their normal computer username and password)
- Timetable
- Blackboard
- Co-curricular
- Calendar
- Excursions
We recognise the importance of leadership and community
service opportunities.
SCR, YLR, House rep, CLD, Buddy,
Chapel wardens
Focus Weeks, Shrove Tuesday activities,
fund raising
Contributing
Co-curricular
Co-curricular activities are an integral part of the Middle
School experience. Activities which encourage
participation and accommodate students' interests can
enhance academic success, build self-confidence, and
promote self discipline and a positive work ethic.
Cultural - music, drama, debating etc
Sport - QGSSSA
2 per semester
House Carnivals
House Swimming (Term 1)
House Cross Country (Term 1)
House Athletics (Term 3)
QGSSSA Sport (Queensland Girls' Secondary Schools Sports Association)
Swimming (Term 1), Cross Country (Term 2), Athletics (Term 4)
Fixtures
Autumn: Basketball, Soccer, Touch
Winter: Volleyball, Tennis, Netball, Hockey
Summer: Softball, Badminton
Artistic Gymnastics and Rhythmic Gymnastics
Sport
Instrumental Ensembles
Middle School and Senior Concert Bands, Senior Strings
Ensemble, Chamber String Ensembles, Big Band and
Rhythm and Blues Band
Choirs
Senior Choir - singers from Years 7 to 12
Senior Show Choir - singers from Years 7 to 12 who are
members of Senior Choir will have the opportunity to
audition for the Show Choir at the end of Term 1
Music
Uniform
All students are required to wear the
correct school uniform.
Years 7 to 9 need to own a school
blazer (Terms 2 & 3)
Hair appropriate length and style (natural colour)
Hair tied back with navy blue ribbon
No make up or nail polish
Jewellery - watch, earrings (small sleepers/stud – silver/gold/pearl
or with a small gem stone)
Panama or winter hat worn to and from school
Hat are worn during breaks
All items need to be named
Encouraging Independence:
Encouraging Independence:
Belongings
Girls are encouraged to be organised
with and responsible for their
belongings.
Lockers
Naming of all belongings is very important. Even
engraving of watches assists with returning these
belongings to the girls
Lost property
Encouraging Independence:
iPads Security – named, locker
Recharge each night
IT support
iPad tips
Find my iPhone
Information on website
Absences from School
Normal Absences
Parents are asked to telephone and advise the School if their daughter is
unexpectedly absent. The student should bring a note to the MSC on the day
of her return to class.
If your daughter has a medical appointment during the day, please check her
in and out of the Student Reception located in the James Administration
Building. Where possible, written requests/advice should be received at least
a day in advance.
Leave
Applications for leave, need to be made in writing to the Head of Middle
School.
Late
If students are late they need to report to Student Reception in the James
Administration Building to be issued with a late slip.