2016 The more assets a young person has, the better she will be able to manage life's problems and avoid unhealthy or dangerous choices. Support Commitment to Learning Expectations Involvement Social Positive Identity Family support Positive family communication School structure PC Teacher CLD teacher Head of Year Head of Middle School Supported by: Deputy Principal School Counsellors Chaplain St Hildas 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 Schools Student Protection Officers as listed below, or the Head of School, Mr Peter Crawley. School Protection Officers: Ms Wendy Lauman, Deputy Principal Mrs Nicole Hinchcliffe, School Counsellor You can read the Schools Child Protection Policy on the School website in the Quick Links Safeguarding Students Policies. Achievement Motivation Responsibility School engagement Homework 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 Foundations for lifelong learning Broad range of subjects - diverse interests, meaningful learning experiences, challenge Focus - inquiry and creativity, discovery, a love of learning Common core curriculum 2 year course - deep understanding and development of skills Core Subjects Electives English Mathematics Science History Health & Physical Education Religious Education English Literature French Japanese Geography Sport Science Drama Music Visual Art Media Arts Business, Finance & Management Design & Technology Hospitality Factors: Work load can be more demanding The work has increased in difficulty Expected to be responsible for their learning Greater independence Peer pressure High motivation and effort Strong study skills Effective time management Good test-taking strategies The National Assessment Program for Literacy and Numeracy (NAPLAN) will be conducted on 10, 11 and 12 May Literacy - reading - writing (either a persuasive or narrative writing prompt) - spelling - punctuation and grammar Numeracy - number -measurement - chance and data - space - working mathematically - algebra function and pattern For planning purposes parents need to be aware of these dates as it is important that your daughter attends school on these days. Mr Tony Daley LEAP St Hildas STEM Institute 5 nights - 20 to 25 minutes Reading important part of English homework girls should always have a book that they are reading reading time at the start of most lessons Writing developing capacity to be independent writers developing drafting and editing skills only 1 draft of assignments submitted to their English teacher - girls are encouraged to understand that they should undertake more drafting Spelling core spelling lists each week additional lists in Knowledge Quest Book 2 English iTunesU course outlines the grammar, spelling and punctuation homework for the term in conjunction with the Knowledge Quest Workbook - only access iTunesU on their ipads. (the registration card with Knowledge Quest (English workbook) allows access to the game that goes with this which can be used on a computer at home) Assessable Elements: Knowledge and understanding Interpreting texts Constructing texts Appreciating texts Reflecting Getting Help: Review class work Ask the English teacher English tutorials - Thursday 3.30 to 4.30pm 9 ENGLISH The Running Man (novel) The Power of One (film) Protest Poetry Much Ado about Nothing ( Shakespearean Play) 9 LEAP ENGLISH The Book Thief (novel) The Merchant of Venice ( Shakespearean Play) Film Study and Own Novel study Poetry of Change Emphasis: Active Learning Relevance to the real world Investigations Understanding and Fluency Problem solving and Reasoning Mathematical Communication setting out, terminology Catering for individual needs: Wide range of learning experiences and activities Blackboard resources for all levels Textbook (iPad) with worked examples and answers iPad Apps are used widely in class and for assessment Getting Help: Review class work Look over worked examples in the textbook Ask your Maths teacher Tutorials: Tuesday & Wednesday 3.30 4.30 pm iTunes U courses 5 nights - 20 to 25 minutes Consolidation of class work set exercises, marked and corrected. Revise work from the term Problem solving Blackboard task Assignment work NAPLAN preparation tasks Each criteria is graded A E An overall grade is determined each semester Individual results will be available on blackboard. Knowledge Comprehension Application Analysis seeing patterns, organization of parts, recognition of hidden meanings, identification of components Question Cues: analyze, separate, order, explain Synthesis use old ideas to create new ones, generalize from given facts, relate knowledge from several areas, predict, draw conclusions Question Cues: create, design, invent, formulate, generalize Evaluation compare and discriminate between ideas, assess value of theories, presentations, make choices based on reasoned argument, verify value of evidence, recognize subjectivity Question Cues: convince, judge, discriminate, support, conclude Encourage her to take responsibility for her own learning and organisation Know whats happening and when things are due ie assessment schedule Help her to organise homework, assignments and other activities Listen and ask questions to help her solve her own problems and plan what is the best way to proceed Encourage and praise your daughter Choices and consequences School expectations Role models High expectations Family boundaries Above the Line Ownership Accountable Responsible OAR Below the Line Blame Excuse Deny BED When we operate above the line, we take ownership, create accountability and accept responsibility for our actions. If we make a mistake, we accept responsibility for it and take appropriate action to rectify it. This means you are rowing your own boat in in control of the direction you head, that is why you have an "OAR" O = Ownership A = Accountability R = Responsibility (Response able) If you choose not to operate in any of the above points - just stay in bed B = Blame E = Excuses D = Denial The Learning Team Take ownership of their actions and decisions Show accountabililty in all that they do Take responsibility of gaining the knowledge they need The Victim Team Blame others for all their misfortunes or failures Make excuses to cover their poor efforts Deny they knew, heard or didnt try Pre Frontal Cortex Planning Anticipating consequences Attention Decisions CONNECTCAPABLECONTRIBUTE Identity Teamwork Relationships Communication Thinking Skills Management of Self Resilience Personal Safety Citizenship Community Leadership House activities Co-curricular Leadership Roles Service to others Clubs or other community organisations Time at home Interpersonal skills Positive peer influence Peer pressure Conflict resolution Cultural understanding Self-esteem Sense of purpose Positive view Safety Fitness Maintain a good frame of mind Get involved in school life Water Get enough sleep Healthy foods choices - pasta, peanut butter, non-sugar cereals, and fresh fruit -provide energy Breakfast Avoid junk foods Don't rely on coffee and drinks (contain high doses of caffeine) Pastoral care support system School Counsellor Objectives Empowerment giving our students the necessary information and understanding to make appropriate decisions concerning their own safety, well-being and development. This will: Encourage personal responsibility Develop self esteem Encourage respect and consideration for others Provide support for them and their friends Help them feel secure when working in this area Cyberbullying, Chatrooms, Messenger, Social Networking Sites Know what your daughter is accessing on the Internet. Know how it works and take an active interest in what she is looking at on the Internet. Know the on-line friends that your daughter is communicating with. Set up family agreements for Internet usage - address issues like the time of day allowed on, length of time allowed online, how to deal with privacy and net etiquette. Take an interest in the new sites your daughter is finding online. Put the computer with the Internet access in a public area of the home. Have family talks about the Internet and encourage your daughter to let you know if she come across anything disturbing. Discuss the nature of material found on the Internet. If you are speaking with people on-line, and even using webcam, you are letting a person into your home. If your daughter feels uncomfortable, it is for good reason. The objectives of the learning skills program are to: Equip students with the skills, knowledge and attitudes required for academic success Provide students with the opportunity to experience and develop a range of different strategies Increase student motivation and overall satisfaction Contribute to students academic success and lifelong learning goals Facilitate the development of confidence in students' ability to succeed Enable students to be more responsible for their own learning Enable students to make connections across curriculum areas