Year 7

Parent Information

Session

2017

Parent Information

Session

Mrs Catherine Jobson

Head of Year 7

Dr Paul Van Buynder Public Health Medical Officer

School Immunisation Program

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

Mr David Lyon Head of Curriculum & Innovation

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.

From Year 8 onwards

LEAP program

Ms Natalie Cooper Head of Faculty for English

ENGLISH @ ST HILDAS 2017

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.

Mrs Terry Jacka Head of Faculty for Mathematics

We

WE MATHS @

ST HILDAS 2017

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.

Term 1

• Integers – whole number operations

• Measurement – perimeter and area

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

NAPLAN • In-class practise, so that students are

confident and prepared for the test.

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

Email

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

Special Events

Outdoor Education

- Term 1

TSS Socials

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

Mobile Phones

iPads

Money

Encouraging Independence:

Valuables

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.

Year 7