Heard on the Hill T1, W6

Enterprise Learning, Problem Solving, Project-based Learning. While each has its own description and subtle differences, these labels are a pseudonym for making the learning for students real and relevant. In our attempt to develop these critical thinking skills in our students we often develop a “Project” or contrive a “Problem” to solve that is as close to the real world as we can manage – but it is still in all reality - just another task.

So how do we do this well? The truth is we can’t when we try to fit curriculum into our project/research task.  To develop the critical thinking, collaboration, technology skills listed in the Shergold Report we must allow the students to choose problems, from our surroundings, that interest them. Sometimes we will need the help of industry or other tertiary educational institutions. If we are not assessing specific curriculum, then what are we assessing.  We are assessing the skills developed through how well they can apply the process to come up with a solution to the problem they have chosen.  Most of the learning area’s have a process strand that describes very clearly how to problem solve.  The Mathematics one, for example, listed below, is universal to solving any problem. 

Did you know that we have an extensive collection of professional texts just for teaching staff? These cover a wide range of topics and we add to them regularly. Please send suggestions for texts we should purchase to Kelly.

Just recently we have added a book about Autism and how to support students in the classroom, and a book about SOLO Taxonomy - a way of assessing student learning through structured observation.

Last year we purchased a range of texts such as Teach like a Champion - Lemov, and Visible Learning - Hattie.

If you do read any of our collection and find something useful, please share it with the rest of the staff - you can do this by submitting an article for Heard on the Hill via your HOLA/PC.

Kelly Anderson
Deputy Principal

Differentiation involves adjustments the teacher makes that can have a huge impact on a student being able to engage and achieve in the classroom. Every classroom has students at educational risk (SAER). This can be due to trauma, learning difficulties, disabilities, health issues and so on. The responsibility for each student's learning ultimately lies with each of their classroom teachers. When you get ready to design a unit of work, or a lesson, or an assessment, please consider the students at risk who are in your class.

1. Read each student's plan on Academy. If you need more information, contact the Learning Support Coordinator or their Head of Year.
2. Set your expectations for learning at a level that will include all students. This doesn't mean holding back those who need to take the learning further.
3. Apply strategies as suggested in the plan (but through your curriculum focus) that will support those students to access and engage with the learning. Refer to the resource given to all staff last year "Support Students With Learning Difficulties" (green laminated poster) - this is in the School Templates folder under Learning Support.

Kelly Anderson
Deputy Principal

Snapshot Year 11 and Year12 progress reports will be issued on Monday 15 March. Please ensure data has been entered for all senior school courses.

Coffee Club

This Thursday in the library conference room will be another Coffee Club session, starting at 8.00am. This is for staff who are unable to go to the Tuesday one last week. Place your coffee orders with Andrew.

Influenza has a significant impact on absenteeism, but also presenteeism – where employees are sick on the job. It can have a devastating effect on the workplace with the virus circulating quickly between co-workers.

The best defence against the flu is to receive the influenza vaccine. The best time to receive the vaccine is in April/May.

As in previous years, we are in negotiations with a local pharmacy to offer the flu vaccine to our staff, the school will pay. Please indicate your intention to receive the vaccine via the attached WuFoo Form by the end of this week Friday 12 March. Further information will be forwarded after this date.

Sue Gledhill
Manager of Corporate Services

It is great to see students and teachers settling into the new school year and forming positive relationships and routines.

It is great to see that a number of teachers have already sent home Letters of Commendation and given House Merits. I would encourage all staff to read the House Merit Allocation Process document that is located within Quicklinks.

There are several ways that staff can manage this process. I would recommend that at least a couple of times per term some time is allocated to recognise student achievement behaviours by the sending of Commendation letters and/or House Merits.

Tim Fry
Head of Senior School & Student Services

Assessment data is now being entered on RTP. Thank you! Ongoing conversations will now be occurring with all senior students throughout Semester 1. Please continue to enter academic as a priority as this assists in the review process.

Feedback from Year 11 teachers is indicating there is a small group of students still struggling to meet Senior School behavioural standards. Please continue to document concerns, communicate with parents and involve HOLAs in supporting these students to improve.

There will be a Year 11 meeting on Wednesday 10 March. Key messages will include Country Week requirements (behaviour & attendance), Senior School Assessment Policy, academic requirements and an update for general students (non ATAR students) on VET matters.

P3 teachers are requested to bring their class to the library as a matter of urgency.

The next big event, really big event, is the Ball on Saturday 13 March. The Ball Committee is doing an outstanding job. More information to come!

Tim Fry
Head of Senior School & Student Services

The 2021 Year 8 HASS Market Day is taking place, this Wednesday the 10 March, at Lunch 1 and Lunch 2. Thank you in advance for your patience regarding the disruptions on this day. Please have a look at the information below, especially if you teach Year 8 students.

All staff: We are requesting volunteers for set-up (7.30am), two bankers for Lunch 1, two bankers for Lunch 2 and volunteers for Period 5 pack-up. The morning is the biggest need as we need to put up all the shade and tables before the students arrive. This opportunity for students would be impossible without volunteers and we extend our gratitude for those who have helped in the past and those who continue to volunteer. Please let me know if you are able to lend a hand, Geoff is not available so the more hands we get the better.  

All Year 8 teachers: This Tuesday can you please allow bags in the class and remind students to be vigilant with money. Unfortunately, we have had issues with theft and lost money in the past.

Wednesday Period 2 and Period 4 Year 8 teachers: please pack up earlier (30 minutes before the bell P2 and 20 minutes P4) and escort students to the front lawn. Students will set up their stalls, collect their esky, food etc, set up their sign and be ready to trade for the start of Lunch 1 & 2. Could you please stay in the area, as the HASS teachers will have classes and may not be there. The desks for stalls and power will have already been set up. Students will know the space they have been allocated and there will be maps placed around the area to confirm this.

Wednesday Period 3 and Period 5 Year 8 teachers please wait in your class for your students. Different groups take longer to pack up depending on what they are selling. We want to make sure that students are responsible for the tidiness of their area this year, so they may return back to class later than usual, we will try and keep disruption this to a minimum.

If you have any questions about the above please see me. Thank you and remember to bring some spare change to support the students on the day.

Sarah James
PC HASS/CAVE/Languages