Learning and Teaching at the College
- 26 February - Staff PD day (Curriculum / Pastoral)
- 1 March – Year 7 2022 Open Night
- 26 March – Year 12 Academic Reports Available to parents (COMPASS)
- 31 March – Year 12 PTS Interviews
- 1 April – Years 7-10 Tracking Reports Available to parents (COMPASS)
Year 12 2020 HSC High Achievers Assembly
The College today acknowledged those students who attained an ATAR of 90 or above. We again congratulate:
|
Jones |
Emma |
99.05 |
|
Andrawis |
Mina-Michael |
98.75 |
|
Asuit |
Mia |
98.45 |
|
Atkins |
Lincoln |
97.85 |
|
Martin |
Joel |
97.65 |
|
Clarke |
Tamsyn |
97.2 |
|
Fathallah |
Christopher |
96.45 |
|
Legaspi |
Jaden |
95.45 |
|
Hatton |
Lara |
95.25 |
|
Bennett |
Beyonce |
95.05 |
|
Alivio |
Jireh |
94.75 |
|
Del Castillo |
Frances |
94.1 |
|
Abadilla |
Alyanna Kayla |
92.4 |
|
Frost |
Jessica |
91 |
|
Kedari |
Pranali |
90.65 |
Year 11 2021 Information Evening
Year 11 students have access to the information presentations and the College Assessment Handbook. It is important that all parents / carers view this presentation with their son / daughter and ensure that the College Assessment Handbook is read and understood.
Class Groupings 2021 – Year 7-10
Flexible ability groups
In 2021 we will CLUSTER groups of students in ability groups. This is a broader concept than streaming because students are not placed into groups purely on performance but taking into account their intellectual ability. The groups are flexible because we will constantly monitor student progress and will move the learning environment appropriately. Realistically in our educational setting, this will occur at two points in a year.
We create homogenous groups of students grouped together based on identified learning needs. In these groups like learners have the opportunity to learn together in an appropriate learning environment. Students are placed into a learning environment that will best support their learning needs so that they achieve their full potential.
This grouping practice also allows teachers to explicitly focus on addressing learning needs.
A focus on PEDAGOGICAL DESIGN will allow teachers to adjust the learning environment, teaching instruction and content organization; each of these explicit approaches should enable students to achieve in the full range of achievement in the Common Grade Scale.
PROCESS of GROUPING STUDENTS
- After enrolment and placement testing the Curriculum Coordinator and specialist practitioners review diagnostic test data for individual students (AGAT, NAPLAN, PAT). This data provides information about the ways students learn and their capacity.
- Students are placed into a learning environment that will best support the identified student learning needs so that they achieve their potential.
- They will be clustered into three learning groups:
STUDENTS REQUIRING EXTENSION OR CHALLENGE in their LEARNING |
CORE LEARNING |
STUDENTS REQUIRING STRUCTURE in their LEARNING |
|
Students working at or beyond the stage who suit a faster pace or complexity in learning. Included in this group would be the majority of students identified as gifted and/or highly capable learners. Explicit teaching is focused on pre- assessment and subsequent curriculum compacting to allow extension and enrichment activities to occur, engaging with higher order thinking processes. |
Students working successfully within the stage who require a steady pace of learning and some explicit metacognitive planning for complexity in learning. This group has a stronger focus on the explicit teaching of language and communication skills. |
Students working within or below the stage who require a slower paced and more explicit teaching model. The aim would be a structured approach to move towards complexity with more modelling and scaffolding. This group would include the majority of students identified as having learning deficits. (Support from Learning Support Team) |
TEACHERS ORGANISATION OF LEARNING - Differentiation
In any one year all students follow the same program of work, studying essential content and working towards the achievement of syllabus outcomes.
Teachers of classes will vary (differentiate) the learning activities to support students in learning content, and these activities will support the different learning needs of the Core, Structured and Extended learning groups. This will mean that periodically classes will engage in different activities in order to learn the same content.
2021 Class Groupings
|
Year 7 |
Year 8 |
Year 9 |
Year 10 |
|
|
Extended |
E, R |
E, R |
E |
E |
|
Core |
D, J, O, S, T |
D, J, O, S, T |
D, J, O, R, S, T |
D, J, O, R, S, T |
|
Structured |
P |
P |
P |
P |
Additional Information:
YEAR 10: RCS NOT E/C/S (Coded as D, E, J, O, P, R, S, T) due to grouping with Electives
YEAR 9: RCS NOT E/C/S (Coded as D, E,J , O, P, R, S, T) due to grouping with Electives
YEAR 8 : HSIE/TEC/VAR – NOT E/C/S due to TAS grouping
R, S, T, P / D, E, J, O. Half Blocks
YEAR 7 : RCS/TEC/PHP – NOT E/C/S due to TAS grouping
R, S, T, P / D, E, J, O. Half Blocks. (Maths and English)
Maths
|
Year 9 |
Year 10 |
|
|
Extended 5.3 |
D, E, J, |
D, E |
|
Core 5.2 |
O, R, S, T |
J, O, R, S, T |
|
Structured 5.1 |
P |
P |
Ms Judith Tolomeo
Curriculum Coordinator