Middle School – Classes 7 to 10
2012 Class Guardians
- Class 7 Celia Linklater and Cathy Jones
- Class 8 Ross Nobel and April Galetti
- Class 9 Gabrielle Mangleson and Tony van den Driest
- Class 10 Deirdre Korobacz, Gillian Rogers and Joshua Scott-Jouir
Welcome to the Middle School community
“A healthy social life is found only, when in the mirror of each soul the whole community finds in its reflection, and when in the whole community the virtue of each one is living.” Rudolf Steiner
Shearwater has a strong, cohesive, social and learning environment in which the Pastoral Care/Mentorship program is an integral part of our holistic approach to Middle School. At its foundation rest the following values areas, which we address:
A responsive and inclusive community
• Being valued and feeling safe
• Working towards, defining and identifying common values – creating a sense of empowerment
• Listening and sharing: bringing knowledge and personal experience (wisdom) to establish meaning
• Valuing self – identity within a culturally diverse community
• A nurturing community environment where student, teacher and parent relationships are cultivated
A human centric learning program underpinned by Anthroposophy and an understanding of the evolving stages of adolescent development:
• The unfolding of the sentient body (the body of the senses) and its awakening to the world of emotions
• Emphasis on pastoral care, where through empathy, teachers offer friendship and mentorship
• Students learn through the activities of self expression and self realization
• Students build meaning by combining new experiences (subjects taught) with personal knowledge (what they bring to the lesson).
• Learning that has the human being as the measure of all things
The environment: the local and global approach
“Sustainability does not simply mean whether something can last. It addresses how particular initiatives can be developed without compromising the development of others in the surrounding environment, now and in the future.” Andy Hargreaves
• Creating a space conducive to study and learning
• Class room management
• Clean & environmentally conscious community
• Address local and global issues
• Priority given to creating ‘values’
• Culture building initiatives: ownership & responsibility
A strong content focus: Art & Humanities, Science and Technological Literacy catered to in an Across-the- Curriculum learning program
• Meeting Board of Studies requirements
• Identifying Shearwater’s commitment to Steiner Education and aesthetics through the arts
• Working towards an enhanced science program
• Developing a ‘constructivist’ approach to technological literacy
Literacy & Numeracy
• Shearwater acknowledges the importance of foundation literacy and numeracy as fundamental skills required for living in the 21st century.
• Target and identify literacy and numeracy levels of each student.
• Provide individual & small group assistance for students requiring literacy and numeracy remediation via the government funded programs.
• Provide opportunity for after hours private tuition outside government funding parameters.
Assessment and communication
– Students in Middle School should expect to be regularly tested
– Double guardianship: Male/Female will ensure a better communication
– Creation of a Class Guardian Forum meeting fortnightly
– New tools for internal and external communication: Student Intranet – Shearwater Website
– Parent / Teacher emails
– Class Teacher / Parent Meetings
Implementing and developing strategies for a cohesive Middle School community
After extensive observation and planning, Shearwater is now ready to introduce a focussed program of personal development for Middle School students to further develop and enhance our holistic school culture that values care, security and self confidence.
The program of daily morning activities we have developed, will help students focus on self-awareness, meaningful values, work practices and world awareness (current events and issues).
Activities will involve dynamic (moving) meditation practices, including Eurythmy, (Life Movement), Iaido (Japanese sword training), Yoga (Astanga), wet-on-wet Watercolour Painting and Current Affairs (Civics and Citizenship). After already successfully implementing aspects of this program, we have consolidated these across-the curriculum practices and organised them into a cohesive timetable. In these activities, students have the opportunity to develop critical reflection, a foundation process necessary for what is recognised as higher learning.
Shearwater has a strong, cohesive, social and learning environment in which the Pastoral Care/Mentorship program is an integral part of our holistic approach to Middle School. At its foundation rest the following values areas, which we address:
A responsive and inclusive community
• Being valued and feeling safe
• Working towards, defining and identifying common values – creating a sense of empowerment
• Listening and sharing: bringing knowledge and personal experience (wisdom) to establish meaning
• Valuing self – identity within a culturally diverse community
• A nurturing community environment where student, teacher and parent relationships are cultivated
A human centric learning program underpinned by Anthroposophy and an understanding of the evolving stages of adolescent development:
• The unfolding of the sentient body (the body of the senses) and its awakening to the world of emotions
• Emphasis on pastoral care, where through empathy, teachers offer friendship and mentorship
• Students learn through the activities of self expression and self realization
• Students build meaning by combining new experiences (subjects taught) with personal knowledge (what they bring to the lesson).
• Learning that has the human being as the measure of all things
The environment: the local and global approach
“Sustainability does not simply mean whether something can last. It addresses how particular initiatives can be developed without compromising the development of others in the surrounding environment, now and in the future.” Andy Hargreaves
• Creating a space conducive to study and learning
• Class room management
• Clean & environmentally conscious community
• Address local and global issues
• Priority given to creating ‘values’
• Culture building initiatives: ownership & responsibility
A strong content focus: Art & Humanities, Science and Technological Literacy catered to in an Across-the- Curriculum learning program
• Meeting Board of Studies requirements
• Identifying Shearwater’s commitment to Steiner Education and aesthetics through the arts
• Working towards an enhanced science program
• Developing a ‘constructivist’ approach to technological literacy
Literacy & Numeracy
• Shearwater acknowledges the importance of foundation literacy and numeracy as fundamental skills required for living in the 21st century.
• Target and identify literacy and numeracy levels of each student.
• Provide individual & small group assistance for students requiring literacy and numeracy remediation via the government funded programs.
• Provide opportunity for after hours private tuition outside government funding parameters.
Assessment and communication
– Students in Middle School should expect to be regularly tested
– Double guardianship: Male/Female will ensure a better communication
– Creation of a Class Guardian Forum meeting fortnightly
– New tools for internal and external communication: Student Intranet – Shearwater Website
– Parent / Teacher emails
– Class Teacher / Parent Meetings
Implementing and developing strategies for a cohesive Middle School community
After extensive observation and planning, Shearwater is now ready to introduce a focussed program of personal development for Middle School students to further develop and enhance our holistic school culture that values care, security and self confidence.
The program of daily morning activities we have developed, will help students focus on self-awareness, meaningful values, work practices and world awareness (current events and issues).
Activities will involve dynamic (moving) meditation practices, including Eurythmy, (Life Movement), Iaido (Japanese sword training), Yoga (Astanga), wet-on-wet Watercolour Painting and Current Affairs (Civics and Citizenship). After already successfully implementing aspects of this program, we have consolidated these across-the curriculum practices and organised them into a cohesive timetable. In these activities, students have the opportunity to develop critical reflection, a foundation process necessary for what is recognised as higher learning.
Middle School’s Practicals
Year 7 and the transition from Primary to Secondary School
Although the Board of Studies regards Year 7 as the beginning of secondary school, most Steiner schools in Australia consider Year 7 as the completion of Primary School. With the onset of puberty, the students not only look back over their years in Primary School, but also ahead to the future as they tumble and launch themselves into adolescence. From this perspective the 7th year is seen as a year of transition.
The Class Teacher, who has played such an important, authoritative and pastoral role with the children, begins a gradual withdrawal, in favour of specialist Teachers, one of whom would already have been selected as the new Class Guardian.
From the classroom to the world
In adolescence the student develops rational thinking in the face of a rising tide of emotions and personal feelings. The student’s healthy idealism needs to be nurtured and directed, allowing intelligent and sensitive inner feelings and experiences to unfold. Teachers become respected as friends for their love of their subject and the integrity with which they present it.
As they find personal expression through art, music and drama and confidence by relating to the ‘real’ world, the students are encouraged to connect with their studies through artistic activity and worldly experience.
Shearwater also seeks to break down the barrier between the classroom and the workplace. Professionals from the community are encouraged to bring their expertise to the classroom so the students experience the specialisation and the professional demands of a self-sustaining studio, shop or factory.
The Class Guardians
“The teacher must be a person of initiative in everything they do great and small. The teacher should be one who is interested in the being of the whole world and of humanity.
The teacher must be one who never makes a compromise in their hearts and minds with what is untrue. The teacher must never get stale or grow sour”.
R. Steiner – Discussions with Teachers 1919
As the Class Teacher directs his Class from Year 1 to Year 7, the Class Guardians guide the same Class group from Year 8 to Year 12. (In recent years, male and female co-guardians have been successfully appointed to more effectively deal with higher class numbers and provide extra options to our co-ed classes.) This continuity of the teachers’ involvement within the same group is where the similarity ends. Whereas the Primary School children are happy to be authoritatively guided and directed, young adolescents need the assistance of worldly experienced teachers who can answer their concerns with clarity and assurance.
The role of the Class Guardians is as strongly pastoral as it is content based. The Guardian Teachers may only teach the class for part part of the year, but he or she is the one who attends to the students personal learning needs, organises excursions, camps, fieldtrips, arranges their learning program, attends to personal problems (if required), co-ordinates parent liaison and monitors the individual student’s progress and coordinates the bi-annual reporting of student progress.
Expectations in Middle School & Students’ accountability
Generally, expectations in Middle School involve the following three areas:
a) the fulfilment of education/study expectations, e.g. meeting assessment criteria and assignment deadlines
b) behaviour and conduct within and outside lessons
c) attendance and punctuality.
Requirements for the School Certificate
The School Certificate is generally awarded to eligible students after four years of secondary school. To be eligible, you are required to attend a government school or an accredited non-government school, usually between the ages of 11 and 16 years. You must also follow and complete the pattern of courses required by the Board of Studies.
In Years 7 to 10, students study a variety of courses to qualify for the award of the School Certificate. As well as taking the necessary combination of courses, they are also required to have applied themselves satisfactorily to their studies.
At the time the School Certificate Testamur is awarded, students also receive a Record of Achievement Part A listing the courses studied, grades and hours of study, and a Record of Achievement Part B, listing test results.
The award of the School Certificate is the usual requirement if you wish to go on and study for the Higher School Certificate. The Years 7-10 curriculum is designed to provide a basis for many of the courses of study offered for the Higher School Certificate.
The School Certificate Tests
You are required to sit for the School Certificate Tests in English Literacy, Mathematics and Science. You will also be required to sit a test in Australian History, Geography, Civics and Citizenship, Computer skills. It is important that all students who will be undertaking the School Certificate Tests read the following pages on rules and procedures.
Board of Studies Course Requirements
In the four years leading up to the School Certificate, you need to have studied the following courses:
Mandatory courses:
– English: studied substantially in each of Years 7-10 with 400 hours to be completed by the end of Year 10.
– Mathematics: studied substantially in each of Years 7-10 with 400 hours to be completed by the end of Year 10.
Science: studied substantially in each of Years 7-10 with 400 hours to be completed by the end of Year 10.
– Human Society and Its Environment: studied substantially in each of Years 7-10 with 400 hours to be completed by the end of Year 10. Included in this requirement are at least 100 hours of Australian History and 100 hours of Australian Geography.
– Creative Arts: studied for 200 hours and comprising the 100 hour courses in both Visual Arts and Music.
– Technology: studied for 200 hours in years 7&8.
– Technological and Applied Studies: studied for 200 hours and consisting of the Design and Technology course. At least 50 hours of the course must be devoted to learning about and using computers.
– Personal Development, Health and Physical Education (P.D.H.P.E.): studied for at least 300 hours in total over Years 7-10. You must have studied this course in each of Years 7-10. (See the Outdoor Education sections below)
– Languages Other Than English (L.O.T.E.): studied for at least 100 hours, to be completed in one language over one continuous 12-month period between Year 7 and 10 but preferably in Years 7-8. This requirement became compulsory for all students who began Year 7 in 1996 or thereafter.
– Outdoor Education: Shearwater’s Outdoor Education is a mandatory commitment required of all students in the Personal Development, Health and Physical Education program and to the Class group.
Elective courses
In year 9 & 10 students select an additional 400 hours of elective courses that may be drawn from Visual Arts, Visual Design, Industrial Technology (timber, metalwork, photography, multimedia, building & construction, automotive), Food Technology, Music & Drama. An additional 100 hours study in Visual Design is undertaken by all students working in the area of Wearable Arts.
If you think you will not meet these requirements by the end of Year 10, you should speak to your School Certificate coordinator or the Director of Teaching.
Students Portfolios
Students receive a report on their academic progress biannually
Every student receives a record of his or her achievements at the school. Each lesson is outlined and a personalised comment is made by the Teacher.
Attendance
The Director of Teaching may grant students leave for legitimate reasons such as illness, physical injury or holidays. If leave has been granted during the year there will be no effect on course completion requirements provided that you have completed compensatory assignments during the period of absence or have been able to catch up on missed work on your return to school.
If absence is prolonged and work is not possible during the period, the Director of Teaching may judge that it is not feasible to make up the work during the year.
Any extensive period of unapproved absence may result in unsatisfactory completion of a course(s) and may impact on your eligibility for the award of the School Certificate.
Absence from school on the day of an assessment test will jeopardise completion of your course requirements. If a student is unable, due to medical or other acceptable reason, to sit for a test it may be taken on the third working day during the lunch break.
It is a requirement for the award of the School Certificate that Year 10 students attend school until the final day of Year 10 as determined by the School system or Director of Teaching, unless an exemption has been granted by the Director of Teaching.
If you leave before the last day of Year 10 without an exemption or approval you will not be awarded either a School Certificate or a Record of Achievement. Unauthorised early departure from School in Year 10 may also jeopardise entry into Preliminary and HSC courses in Years 11 and 12.
Satisfactory completion requirements
For the satisfactory completion of a course, it is your responsibility to:
– complete all assigned work including each assessment task to the best of your ability;
– ensure that any questions about marks, grades or comments awarded for an individual piece of work are resolved at the time the work is handed back by the Teacher;
– demonstrate that through effort and achievement you have met the requirements of the course.
Homework and Assignment Deadlines
– General
In Senior Primary, Middle and High School, homework and assignments are an important component of the school day.
With parental involvement and a consistent approach, students will be able to learn more effectively and be better prepared to participate in the lessons.
In many cases, students will be able to regulate their commitment themselves, but parent awareness is recommended to help students maintain their efforts.
To facilitate awareness and understanding of course requirements, there will be a Notice Board in each classroom.
– Recommended Homework Hours are as follows:
Monday to Thursday (inclusive) These are the minimum expected:
Year 7 45 minutes
Year 8 60 minutes
Year 9 75 minutes
Year 10 90 minutes
– Notice Board
This will be used by every teacher taking the Class, so they can notify students of dates when all work must be submitted for each lesson. This also includes dates for exams, reports, elective projects, assignment tasks etc. Many teachers use an electronic notice board via e-mail.
– Student Homework Diary Guidelines
In order to successfully complete Years 7 to 10 many assessment tasks will require completion outside of school hours.
To help students organise and manage their studies, the Shearwater College of Teachers recommends that the following guidelines be implemented:
– Students will be required to produce this diary in every lesson as a matter of course.
– All assessment tasks and other homework will be entered into the diary as well as completion deadlines.
– We request that all diaries be read and signed by a parent or guardian every Thursday evening. Any communication can be noted in the diary.
– The Class Guardian will check these diaries every Friday morning.
– Failure to produce diaries in lessons and failure to complete requested assignments will result in students attending a study lesson on Friday afternoons (1.15 p.m. to 3.00 p.m.). This will be held under teacher supervision in the Class 8 homeroom.
The College also envisages the diary as a means of communication between Teacher and parents/guardians. Use this opportunity to keep in touch.
A clear understanding and implementation of these guidelines by both parents and teachers will help ensure that the students develop sound work practices.
– Extensions and exceptions
Extensions will only be granted by the subject Teacher in consultation with the Middle School Coordinator. An extension will be given when the student can prove a case of ‘extreme’ difficulty in meeting an assignment deadline. Application forms are available in the Office and need to be completed prior to the due date.
Extenuating circumstances, illness and misadventure on exam days needs to be confirmed by parents or doctor.
– Penalties
Penalties for late submission of work will be as follows:
– 10% of total assessment mark will be deducted for every school day that work is submitted late;
– after three days no work will be accepted.
Grading and Assessment
For each course, a set of course Performance Descriptors has been developed based on the General Performance Descriptors. Each descriptor is a positive statement about achievement related to the knowledge, understandings and skills relevant to the course.
Teachers will meet during Term 4 to determine Grades. Assessment information about achievements in all courses will be collected and related to Course Performance Descriptors.
Assessment will be a continuous process and it is important that tasks are completed to the best of each student’s ability.
At the conclusion of Year 10, grades will be awarded for each subject and indicate your level of achievement.
General Performance Descriptors
Grade A indicates excellent achievement in the course. The Student has an extensive knowledge and understanding of the course content and can readily apply this knowledge. In addition, the student has achieved a high level of competence in the processes and skills of the course and can apply it to new situations.
Grade B indicates a high level of achievement in the course. The student has a thorough knowledge of and understanding of the course content and competence in the processes and skills of the course. In addition, the student is able to apply this knowledge and these skills to most new situations.
Grade C indicates substantial achievement in the course. The student has demonstrated an attainment of the main knowledge and skills objectives of the subject and has achieved a sound level of competence in the processes and skills of the course.
Grade D indicates satisfactory achievement in the course. The student has demonstrated an acceptable level of knowledge and understanding of the course content and has achieved a basic level of competence in the processes and skills of the course.
Grade E indicates elementary achievement in the course. The student has an elementary knowledge and understanding of the course content and has achieved limited competence in some of the processes and skills of the course.
Where an A to E grade appears opposite a course, the student has satisfactorily completed the course by meeting the following requirements:
a) attendance – meeting the required number of hours
b) participation in the required learning experiences and assessment tasks
c) meeting requirements in terms of effort and achievement.
d) reaching at least some of the course goals.
Where “N” appears in place of an A to E grade this indicates the student has failed to meet one or more of the above requirements.
You will receive an ‘N’ determination (Unsatisfactory Achievement) in a course if you do not:
– follow the course developed or endorsed by the Board; and
– apply yourself with diligence and sustained effort to the set tasks and experiences provided in the course by the School; and
– achieve some or all of the course outcomes.
Satisfactory completion of courses is judged, among other things, by your attendance and level of involvement in Class, assessment tasks, homework, etc. completed and your level of achievement.
If the Director of Teaching determines that you are in danger of not completing a course satisfactorily, you will be warned in writing in time for you to correct the problem and satisfactorily complete the course.
If your participation is deemed unsatisfactory in a course, you will receive an ‘N’ beside the course on your Record of Achievement Part A and this may mean that you are not eligible for the award of a School Certificate in that year.
You have the right to appeal against an ‘N’ determination. Appeals against ‘N’ determinations should be lodged with your principal, who will advise you of the date by which your appeal must be submitted. If you are dissatisfied with the result of the School review of your appeal, you should advise the Director of Teaching that you wish the appeal to be referred to the Board of Studies.
Although the Board of Studies regards Year 7 as the beginning of secondary school, most Steiner schools in Australia consider Year 7 as the completion of Primary School. With the onset of puberty, the students not only look back over their years in Primary School, but also ahead to the future as they tumble and launch themselves into adolescence. From this perspective the 7th year is seen as a year of transition.
The Class Teacher, who has played such an important, authoritative and pastoral role with the children, begins a gradual withdrawal, in favour of specialist Teachers, one of whom would already have been selected as the new Class Guardian.
From the classroom to the world
In adolescence the student develops rational thinking in the face of a rising tide of emotions and personal feelings. The student’s healthy idealism needs to be nurtured and directed, allowing intelligent and sensitive inner feelings and experiences to unfold. Teachers become respected as friends for their love of their subject and the integrity with which they present it.
As they find personal expression through art, music and drama and confidence by relating to the ‘real’ world, the students are encouraged to connect with their studies through artistic activity and worldly experience.
Shearwater also seeks to break down the barrier between the classroom and the workplace. Professionals from the community are encouraged to bring their expertise to the classroom so the students experience the specialisation and the professional demands of a self-sustaining studio, shop or factory.
The Class Guardians
“The teacher must be a person of initiative in everything they do great and small. The teacher should be one who is interested in the being of the whole world and of humanity.
The teacher must be one who never makes a compromise in their hearts and minds with what is untrue. The teacher must never get stale or grow sour”.
R. Steiner – Discussions with Teachers 1919
As the Class Teacher directs his Class from Year 1 to Year 7, the Class Guardians guide the same Class group from Year 8 to Year 12. (In recent years, male and female co-guardians have been successfully appointed to more effectively deal with higher class numbers and provide extra options to our co-ed classes.) This continuity of the teachers’ involvement within the same group is where the similarity ends. Whereas the Primary School children are happy to be authoritatively guided and directed, young adolescents need the assistance of worldly experienced teachers who can answer their concerns with clarity and assurance.
The role of the Class Guardians is as strongly pastoral as it is content based. The Guardian Teachers may only teach the class for part part of the year, but he or she is the one who attends to the students personal learning needs, organises excursions, camps, fieldtrips, arranges their learning program, attends to personal problems (if required), co-ordinates parent liaison and monitors the individual student’s progress and coordinates the bi-annual reporting of student progress.
Expectations in Middle School & Students’ accountability
Generally, expectations in Middle School involve the following three areas:
a) the fulfilment of education/study expectations, e.g. meeting assessment criteria and assignment deadlines
b) behaviour and conduct within and outside lessons
c) attendance and punctuality.
Requirements for the School Certificate
The School Certificate is generally awarded to eligible students after four years of secondary school. To be eligible, you are required to attend a government school or an accredited non-government school, usually between the ages of 11 and 16 years. You must also follow and complete the pattern of courses required by the Board of Studies.
In Years 7 to 10, students study a variety of courses to qualify for the award of the School Certificate. As well as taking the necessary combination of courses, they are also required to have applied themselves satisfactorily to their studies.
At the time the School Certificate Testamur is awarded, students also receive a Record of Achievement Part A listing the courses studied, grades and hours of study, and a Record of Achievement Part B, listing test results.
The award of the School Certificate is the usual requirement if you wish to go on and study for the Higher School Certificate. The Years 7-10 curriculum is designed to provide a basis for many of the courses of study offered for the Higher School Certificate.
The School Certificate Tests
You are required to sit for the School Certificate Tests in English Literacy, Mathematics and Science. You will also be required to sit a test in Australian History, Geography, Civics and Citizenship, Computer skills. It is important that all students who will be undertaking the School Certificate Tests read the following pages on rules and procedures.
Board of Studies Course Requirements
In the four years leading up to the School Certificate, you need to have studied the following courses:
Mandatory courses:
– English: studied substantially in each of Years 7-10 with 400 hours to be completed by the end of Year 10.
– Mathematics: studied substantially in each of Years 7-10 with 400 hours to be completed by the end of Year 10.
Science: studied substantially in each of Years 7-10 with 400 hours to be completed by the end of Year 10.
– Human Society and Its Environment: studied substantially in each of Years 7-10 with 400 hours to be completed by the end of Year 10. Included in this requirement are at least 100 hours of Australian History and 100 hours of Australian Geography.
– Creative Arts: studied for 200 hours and comprising the 100 hour courses in both Visual Arts and Music.
– Technology: studied for 200 hours in years 7&8.
– Technological and Applied Studies: studied for 200 hours and consisting of the Design and Technology course. At least 50 hours of the course must be devoted to learning about and using computers.
– Personal Development, Health and Physical Education (P.D.H.P.E.): studied for at least 300 hours in total over Years 7-10. You must have studied this course in each of Years 7-10. (See the Outdoor Education sections below)
– Languages Other Than English (L.O.T.E.): studied for at least 100 hours, to be completed in one language over one continuous 12-month period between Year 7 and 10 but preferably in Years 7-8. This requirement became compulsory for all students who began Year 7 in 1996 or thereafter.
– Outdoor Education: Shearwater’s Outdoor Education is a mandatory commitment required of all students in the Personal Development, Health and Physical Education program and to the Class group.
Elective courses
In year 9 & 10 students select an additional 400 hours of elective courses that may be drawn from Visual Arts, Visual Design, Industrial Technology (timber, metalwork, photography, multimedia, building & construction, automotive), Food Technology, Music & Drama. An additional 100 hours study in Visual Design is undertaken by all students working in the area of Wearable Arts.
If you think you will not meet these requirements by the end of Year 10, you should speak to your School Certificate coordinator or the Director of Teaching.
Students Portfolios
Students receive a report on their academic progress biannually
Every student receives a record of his or her achievements at the school. Each lesson is outlined and a personalised comment is made by the Teacher.
Attendance
The Director of Teaching may grant students leave for legitimate reasons such as illness, physical injury or holidays. If leave has been granted during the year there will be no effect on course completion requirements provided that you have completed compensatory assignments during the period of absence or have been able to catch up on missed work on your return to school.
If absence is prolonged and work is not possible during the period, the Director of Teaching may judge that it is not feasible to make up the work during the year.
Any extensive period of unapproved absence may result in unsatisfactory completion of a course(s) and may impact on your eligibility for the award of the School Certificate.
Absence from school on the day of an assessment test will jeopardise completion of your course requirements. If a student is unable, due to medical or other acceptable reason, to sit for a test it may be taken on the third working day during the lunch break.
It is a requirement for the award of the School Certificate that Year 10 students attend school until the final day of Year 10 as determined by the School system or Director of Teaching, unless an exemption has been granted by the Director of Teaching.
If you leave before the last day of Year 10 without an exemption or approval you will not be awarded either a School Certificate or a Record of Achievement. Unauthorised early departure from School in Year 10 may also jeopardise entry into Preliminary and HSC courses in Years 11 and 12.
Satisfactory completion requirements
For the satisfactory completion of a course, it is your responsibility to:
– complete all assigned work including each assessment task to the best of your ability;
– ensure that any questions about marks, grades or comments awarded for an individual piece of work are resolved at the time the work is handed back by the Teacher;
– demonstrate that through effort and achievement you have met the requirements of the course.
Homework and Assignment Deadlines
– General
In Senior Primary, Middle and High School, homework and assignments are an important component of the school day.
With parental involvement and a consistent approach, students will be able to learn more effectively and be better prepared to participate in the lessons.
In many cases, students will be able to regulate their commitment themselves, but parent awareness is recommended to help students maintain their efforts.
To facilitate awareness and understanding of course requirements, there will be a Notice Board in each classroom.
– Recommended Homework Hours are as follows:
Monday to Thursday (inclusive) These are the minimum expected:
Year 7 45 minutes
Year 8 60 minutes
Year 9 75 minutes
Year 10 90 minutes
– Notice Board
This will be used by every teacher taking the Class, so they can notify students of dates when all work must be submitted for each lesson. This also includes dates for exams, reports, elective projects, assignment tasks etc. Many teachers use an electronic notice board via e-mail.
– Student Homework Diary Guidelines
In order to successfully complete Years 7 to 10 many assessment tasks will require completion outside of school hours.
To help students organise and manage their studies, the Shearwater College of Teachers recommends that the following guidelines be implemented:
– Students will be required to produce this diary in every lesson as a matter of course.
– All assessment tasks and other homework will be entered into the diary as well as completion deadlines.
– We request that all diaries be read and signed by a parent or guardian every Thursday evening. Any communication can be noted in the diary.
– The Class Guardian will check these diaries every Friday morning.
– Failure to produce diaries in lessons and failure to complete requested assignments will result in students attending a study lesson on Friday afternoons (1.15 p.m. to 3.00 p.m.). This will be held under teacher supervision in the Class 8 homeroom.
The College also envisages the diary as a means of communication between Teacher and parents/guardians. Use this opportunity to keep in touch.
A clear understanding and implementation of these guidelines by both parents and teachers will help ensure that the students develop sound work practices.
– Extensions and exceptions
Extensions will only be granted by the subject Teacher in consultation with the Middle School Coordinator. An extension will be given when the student can prove a case of ‘extreme’ difficulty in meeting an assignment deadline. Application forms are available in the Office and need to be completed prior to the due date.
Extenuating circumstances, illness and misadventure on exam days needs to be confirmed by parents or doctor.
– Penalties
Penalties for late submission of work will be as follows:
– 10% of total assessment mark will be deducted for every school day that work is submitted late;
– after three days no work will be accepted.
Grading and Assessment
For each course, a set of course Performance Descriptors has been developed based on the General Performance Descriptors. Each descriptor is a positive statement about achievement related to the knowledge, understandings and skills relevant to the course.
Teachers will meet during Term 4 to determine Grades. Assessment information about achievements in all courses will be collected and related to Course Performance Descriptors.
Assessment will be a continuous process and it is important that tasks are completed to the best of each student’s ability.
At the conclusion of Year 10, grades will be awarded for each subject and indicate your level of achievement.
General Performance Descriptors
Grade A indicates excellent achievement in the course. The Student has an extensive knowledge and understanding of the course content and can readily apply this knowledge. In addition, the student has achieved a high level of competence in the processes and skills of the course and can apply it to new situations.
Grade B indicates a high level of achievement in the course. The student has a thorough knowledge of and understanding of the course content and competence in the processes and skills of the course. In addition, the student is able to apply this knowledge and these skills to most new situations.
Grade C indicates substantial achievement in the course. The student has demonstrated an attainment of the main knowledge and skills objectives of the subject and has achieved a sound level of competence in the processes and skills of the course.
Grade D indicates satisfactory achievement in the course. The student has demonstrated an acceptable level of knowledge and understanding of the course content and has achieved a basic level of competence in the processes and skills of the course.
Grade E indicates elementary achievement in the course. The student has an elementary knowledge and understanding of the course content and has achieved limited competence in some of the processes and skills of the course.
Where an A to E grade appears opposite a course, the student has satisfactorily completed the course by meeting the following requirements:
a) attendance – meeting the required number of hours
b) participation in the required learning experiences and assessment tasks
c) meeting requirements in terms of effort and achievement.
d) reaching at least some of the course goals.
Where “N” appears in place of an A to E grade this indicates the student has failed to meet one or more of the above requirements.
You will receive an ‘N’ determination (Unsatisfactory Achievement) in a course if you do not:
– follow the course developed or endorsed by the Board; and
– apply yourself with diligence and sustained effort to the set tasks and experiences provided in the course by the School; and
– achieve some or all of the course outcomes.
Satisfactory completion of courses is judged, among other things, by your attendance and level of involvement in Class, assessment tasks, homework, etc. completed and your level of achievement.
If the Director of Teaching determines that you are in danger of not completing a course satisfactorily, you will be warned in writing in time for you to correct the problem and satisfactorily complete the course.
If your participation is deemed unsatisfactory in a course, you will receive an ‘N’ beside the course on your Record of Achievement Part A and this may mean that you are not eligible for the award of a School Certificate in that year.
You have the right to appeal against an ‘N’ determination. Appeals against ‘N’ determinations should be lodged with your principal, who will advise you of the date by which your appeal must be submitted. If you are dissatisfied with the result of the School review of your appeal, you should advise the Director of Teaching that you wish the appeal to be referred to the Board of Studies.
