Heard on the Hill T1, W9

Thank you, one and all for the fabulous job during Term 1 this year. The row of firsts continues to roll along for me. Although this is a new year, this is my first Term 1 at Bunbury Senior High School. The unusual circumstances didn’t abate with us starting a week later than many other schools in the state. Still, we persevered to complete a term's work in just 8 weeks.

I hope that you have appreciated the articles on Behaviour and Relationships. The strategies build Safe, Orderly and Accountable classrooms.  This is a pre-condition for school improvement and sustainability. I have focussed our efforts on this in Term 1 to ensure that we have laid the foundations to focus on the practices that build a high performing school through the rest of the year.

• Having high expectations
• An instructional model and instructional skills
• Peer observation to build a culture of sharing and responsibility, for high-quality teaching
• Using data to drive improvement

It is important not to wish your life away but I’m glad that the holiday is on the horizon. Some staff have lost family/friends during the term and I again send my deepest condolences to them and their families. Working in a school can be stressful enough without these added pressures so I hope the break comes at a time that allows everyone to gather their thoughts and spend time with family relaxing and recharging.

Happy Easter

En Avant

Mike Sinagra
Principal

Are you feeling frazzled and overworked? We all know how that feels. Sometimes it feels like there’s overwhelming pressure to do everything and do it perfectly – at work and at home.

Being busy has become almost a status symbol, and being digitally connected 24/7 can make it difficult to switch off and stay balanced.

Psychologist Alison Hill shares some strategies we can all use to boost our productivity and our wellbeing.

Planned leave
Please deliver Lesson Plans (see Lesson Plan Outline in the School Templates folder) and all resources the day before your absence to one of the following:

• Directly to the Relief Co-ordinator,
• In the Relief Co-ordinator pigeon-hole located in the staff room or
• Relief Co-ordinator tray in the Admin Office

If the planned absence is long term ie multiple days, please provide clear instructions to the Relief Co-ordinator so relief staff can be directed on where to collect lessons and resources.

HOLA/PCs should also be provided with a copy of lessons and relevant resources in the event that lessons are misplaced or lost.

Unplanned absence
In the case of an unplanned absence, notifying the Relief Co-ordinator as soon as possible allows them to find quality relief teaching staff.

• Advise the Relief Co-Ordinator via text of absence as soon as practicable, preferably no later than 6.30am on the day of absence.
• Email Relief Lessons (see Lesson Plan Outline below) to the Relief Coordinator by no later than 7.45am.
• Include your PC/HOLA in your email to the Relief Co-Ordinator.
• Include any requests for photocopying, Laptops, iPad’s and other resources in your email. These will be managed by your HOLA/PC in your absence.

Lesson Plans outline
In your lesson plans, please ensure:

• You include special notes about students with extreme behavioural issues or severe medical conditions
• There are clear instructions for Relief staff to follow, such as where to locate any additional resources, equipment etc.
• That work is sufficient to have students fully occupied for the entire lesson, with some reserve for early finishers
• You check that accessibility to any links for websites, YouTube videos etc are correct and currently functioning
• There is an outline of class rules and seating plans.
• Separate lessons for each class lesson, preferably using the Relief Lesson Template provided in the School Templates folder.
• You prepare work which does not require specific knowledge or expertise (unless prior arrangements have been made or you have been advised by the Relief Co-ordinator). You can expect active supervision.
  
  

Concerns about relief lessons, delivery etc can be directed to Kelly Anderson, Deputy Principal.

Kelly Anderson
Deputy Principal

Project Based Learning is a structured way of teaching that shifts the focus away from the teacher being the expert and delivering knowledge to students, towards the students driving their own inquiries into knowledge in order to solve a problem or meet a challenge.

The teacher is still needed to pose questions and to support the inquiry process, as well as to assess the learning being acquired by the student. This learning can be both curriculum content relevant, as well as the learning of those skills we want to foster - skills for lifelong learning. These are things like communication skills, collaborative and problem-solving skills, critical thinking skills and creativity.

Don't try and jump into PBL without seeing how others have been doing it. Talk to staff in our school who do this regularly, or take a few minutes to read this teacher blog about PBL. If you are keen to deliver part of your curriculum using a project approach but aren't sure how to start, please see those experts in our school, or Kelly, who will offer some guidance.

Kelly Anderson
Deputy Principal

Year 10 students were involved in the annual Hawaiian Ride for Youth during Week 8. One of the riders shared her personal story and there was an obvious impact on the group. A small number of students were provided additional support on the day. Can we continue to monitor our students in the lead up to the holidays and inform Student Services of any concerns.

Term 2 commences with a Whole School Assembly [Wednesday 21 April P2] and there is an Anzac Service on Friday 23 April [P2]. Please remind your students [next term] of the expectations of exemplary behaviour.

Have a great holiday and enjoy the Athletics Carnival!

Nic Andrew
Head of Year 7/9