The Middle School Handbook provides information to parents on the curriculum, co-curricular activities, policies and procedures for boys in Years 6 to 8 at The Armidale School. It outlines the academic subjects offered each year as well as the extensive options available in sports, arts, clubs and leadership. The handbook is intended to inform parents about how the Middle School is organized and caters to the developmental needs of early adolescent students.
The document provides a summary report on Stronsay Junior High School for the 2012/2013 academic year. It outlines the school's vision, aims, staffing, facilities and key developments and priorities. Some of the school's achievements include developing new curriculum aims with input from students and the community, improving tracking of student progress, and enhancing the nursery learning environment. Key priorities for the future include continued development of the Curriculum for Excellence, self-evaluation, leadership opportunities, and ensuring school facilities meet student needs. The report also provides data on student enrollment, attainment levels, gender/disability issues and extracurricular opportunities.
The document provides an overview of the upcoming Term 2 at The Gardens School. It discusses that students have adjusted well to the new building and routines. In Term 2, the school will continue building on the foundations laid in Term 1. It also introduces the new Piwakawaka 5 Whanau teacher, Mrs Jess Tomkins. The document outlines the school's learning program, expectations for homework, reading, spelling and mathletics. It discusses topics like literacy, maths, inquiry and various specialist classes. Important dates like the school cross country event are also noted.
I suggest that we alter the traditional school schedule by replacing the summer vacation with seven, evenly distributed, one-week breaks. Additionally, the school schedule would be a four-day week, and we’ll still have traditional holidays off. The length of the school day would remain the same. This revised schedule would have the same amount of learning time, just spread out differently to encourage a better work/life balance.
Why?
With adopting my new schedule, students will benefit by not losing academic momentum during the summer, having a consistent and supportive schedule, experiencing less burnout, and increasing their school attendance. My schedule will be advantageous to teachers because they will have extra time to plan more quality lessons, have increased attendance, and have less teacher burnout. Parents will be thrilled with this schedule because they will not have the burden of planning more than two months of expensive activities. Most importantly, all parties will be satisfied, especially administrators, because my schedule will increase the quality of student learning through year-long instruction.
Standards and quality report2011 12 new v2AP Pietri
This report summarizes the work and developments of Stronsay Junior High School over the 2011-2012 school year. It outlines the school's vision, aims, and priorities. The school focuses on improving teaching quality and providing opportunities to develop students' leadership, ICT, and life skills. Updates are provided on curriculum developments, additional support for students, and extracurricular activities/trips offered. Overall enrollment numbers and staffing are included. Successes are noted in student engagement, embracing curriculum reforms, and providing a wide range of opportunities. Future priorities include continued curriculum development and improving monitoring of student progress.
Stronsay standards and quality 2010 11 comp feb 12AP Pietri
This document is the 2010/2011 Standards and Quality Report for a Junior High School. It provides:
- An overview of staffing changes and curriculum developments at the school over the past year.
- Details of successes and key events at the school such as fundraising efforts, performances, and attendance at conferences.
- Brief updates on the work of the Parent Council and Pupil Council to engage and involve the wider school community.
Chapter 7 - Prepare for the Opening andf Closing of School by William Allan K...William Kritsonis
The document provides guidance for teachers on preparing for the opening and closing of the school year. It recommends teachers check their certifications and health records, prepare lesson plans and class materials, familiarize themselves with the school schedule and procedures, and ensure the classroom and school environment are ready. It also advises teachers to complete all administrative tasks like records and reports before the end of the year and leave the classroom neat and orderly.
This document outlines the school improvement plan for Stronsay Junior High School from 2014-2017. It identifies 5 strategic priorities, including continuing development of the curriculum, self-evaluation, leadership, support for learning, and the nursery provision. Under each priority, it lists specific outcomes and implementation strategies, timelines, leads, and quality indicators. The plan focuses on curriculum development, assessment, transitions, leadership opportunities for students, and increasing community links.
The Stronsay Junior High Nursery provides daycare for up to eight children aged 3-5 every morning. Based in Stronsay Junior High School, the nursery aims to encourage learning and develop skills through a welcoming environment. A recent inspection found the nursery's quality of care, environment, staffing, and management to be very good. Parents were satisfied with the activities, staff support, and community involvement provided. The nursery environment was bright, with indoor and outdoor play areas. Staff were qualified and engaged in ongoing training. Leadership involved parents and self-evaluation to further improve the service.
The document provides a summary report on Stronsay Junior High School for the 2012/2013 academic year. It outlines the school's vision, aims, staffing, facilities and key developments and priorities. Some of the school's achievements include developing new curriculum aims with input from students and the community, improving tracking of student progress, and enhancing the nursery learning environment. Key priorities for the future include continued development of the Curriculum for Excellence, self-evaluation, leadership opportunities, and ensuring school facilities meet student needs. The report also provides data on student enrollment, attainment levels, gender/disability issues and extracurricular opportunities.
The document provides an overview of the upcoming Term 2 at The Gardens School. It discusses that students have adjusted well to the new building and routines. In Term 2, the school will continue building on the foundations laid in Term 1. It also introduces the new Piwakawaka 5 Whanau teacher, Mrs Jess Tomkins. The document outlines the school's learning program, expectations for homework, reading, spelling and mathletics. It discusses topics like literacy, maths, inquiry and various specialist classes. Important dates like the school cross country event are also noted.
I suggest that we alter the traditional school schedule by replacing the summer vacation with seven, evenly distributed, one-week breaks. Additionally, the school schedule would be a four-day week, and we’ll still have traditional holidays off. The length of the school day would remain the same. This revised schedule would have the same amount of learning time, just spread out differently to encourage a better work/life balance.
Why?
With adopting my new schedule, students will benefit by not losing academic momentum during the summer, having a consistent and supportive schedule, experiencing less burnout, and increasing their school attendance. My schedule will be advantageous to teachers because they will have extra time to plan more quality lessons, have increased attendance, and have less teacher burnout. Parents will be thrilled with this schedule because they will not have the burden of planning more than two months of expensive activities. Most importantly, all parties will be satisfied, especially administrators, because my schedule will increase the quality of student learning through year-long instruction.
Standards and quality report2011 12 new v2AP Pietri
This report summarizes the work and developments of Stronsay Junior High School over the 2011-2012 school year. It outlines the school's vision, aims, and priorities. The school focuses on improving teaching quality and providing opportunities to develop students' leadership, ICT, and life skills. Updates are provided on curriculum developments, additional support for students, and extracurricular activities/trips offered. Overall enrollment numbers and staffing are included. Successes are noted in student engagement, embracing curriculum reforms, and providing a wide range of opportunities. Future priorities include continued curriculum development and improving monitoring of student progress.
Stronsay standards and quality 2010 11 comp feb 12AP Pietri
This document is the 2010/2011 Standards and Quality Report for a Junior High School. It provides:
- An overview of staffing changes and curriculum developments at the school over the past year.
- Details of successes and key events at the school such as fundraising efforts, performances, and attendance at conferences.
- Brief updates on the work of the Parent Council and Pupil Council to engage and involve the wider school community.
Chapter 7 - Prepare for the Opening andf Closing of School by William Allan K...William Kritsonis
The document provides guidance for teachers on preparing for the opening and closing of the school year. It recommends teachers check their certifications and health records, prepare lesson plans and class materials, familiarize themselves with the school schedule and procedures, and ensure the classroom and school environment are ready. It also advises teachers to complete all administrative tasks like records and reports before the end of the year and leave the classroom neat and orderly.
This document outlines the school improvement plan for Stronsay Junior High School from 2014-2017. It identifies 5 strategic priorities, including continuing development of the curriculum, self-evaluation, leadership, support for learning, and the nursery provision. Under each priority, it lists specific outcomes and implementation strategies, timelines, leads, and quality indicators. The plan focuses on curriculum development, assessment, transitions, leadership opportunities for students, and increasing community links.
The Stronsay Junior High Nursery provides daycare for up to eight children aged 3-5 every morning. Based in Stronsay Junior High School, the nursery aims to encourage learning and develop skills through a welcoming environment. A recent inspection found the nursery's quality of care, environment, staffing, and management to be very good. Parents were satisfied with the activities, staff support, and community involvement provided. The nursery environment was bright, with indoor and outdoor play areas. Staff were qualified and engaged in ongoing training. Leadership involved parents and self-evaluation to further improve the service.
The document provides guidance on writing a successful personal statement for a UCAS application. It outlines key points to consider, such as explaining why you are interested in your chosen course and linking personal interests to relevant skills. The document also provides tips on structure, content, formatting and common dos and don'ts when constructing a personal statement.
This document summarizes the standards and quality report for Stronsay Junior High School for 2017/2018. It provides details about the school, including the number of students and staff. It outlines the school's vision and aims to ensure students achieve their full potential. It then summarizes the school's progress on priorities to raise attainment in mathematics and literacy. For mathematics, strengths included new resources and training that led to improved standardized test scores. For literacy, the school continued developing assessments and underwent writing moderation. The next steps are continuing these efforts to further improve teaching and learning in mathematics and literacy.
This document provides an overview of activities and achievements at Al Yasmina School's primary department. It discusses how Year 6 students embraced active learning on their residential camp and Greek studies unit. It profiles Omar, a Year 6 student who won third place in a short story writing competition. Other topics covered include Year 4's client-focused design projects and Year 5's success in a junior Formula 1 competition. The document aims to celebrate progress and provide parents with information about the school.
Standards and quality report 2015 16 finalAP Pietri
Stronsay Junior High School provides education for children aged 3-16 on the island of Stronsay, Orkney. In the 2015-16 school year there were 4 students in nursery, 18 in primary school, and 13 in secondary school. The school aims to help all students achieve their full potential and enjoy being part of a caring learning community. Successes that year included SQA exam results meeting or exceeding expectations, additional support helping students achieve, and positive evaluations from students on the quality of teaching. The school continued developing the curriculum to meet new national guidance and individual student needs, and strengthened links with other local schools to share resources and training.
This document provides an acknowledgement for those who helped create the School Improvement Plan (SIP) for Silanga Elementary School. It thanks God, the Schools Division Superintendent for providing training, and speakers who shared their expertise. It also thanks school staff for their contributions of data, ideas and assistance in completing the SIP. Local officials and the PTA President are recognized for their support. The introduction explains that the SIP is a 3-year development plan aimed at quality learning and excellence. It was created through consultation with stakeholders to identify key areas for achieving the school's vision and serving as an evaluation tool. The SIP aligns with laws empowering schools to improve learning.
The document provides guidance for writing a strong personal statement for a university application. It discusses the components of the UCAS application form and what admissions tutors look for in applicants. The personal statement is described as the applicant's chance to impress and stand out from other candidates by demonstrating aptitude, suitability, and enthusiasm for their chosen subject or profession. The document provides tips for an effective personal statement, including focusing primarily on the subject, avoiding excessive use of "I", and demonstrating skills relevant to the subject through experiences and activities. Reference letters are also addressed, with suggestions for providing an honest assessment of the applicant's academic ability and suitability for their chosen course of study.
Making The Education Of Social Workers Consistently EffectiveSir Martin Narey
This document discusses the education of social workers in the UK. It finds that, unlike other professions like medicine, there is no clear definition of what skills and knowledge newly qualified social workers should have. It makes several recommendations to improve the quality and consistency of social work education, including:
1. Developing a framework that clearly defines the core competencies expected of new social workers, similar to guidelines for doctors.
2. Raising entry standards for social work university programs and ensuring consistent quality across programs.
3. Strengthening practice requirements and the process for endorsing university programs to better prepare students for fieldwork.
Homework is an opportunity for children to learn and for families to be involved in their children's education. However, helping children with homework isn't always easy. At parent-teacher meetings and in conferences with parents, teachers often hear questions such as:
-- How can I get Michael to do his homework? Every night it's a struggle to get him to turn off the TV and do his homework.
-- Why isn't Maria getting more homework?
-- Why is Jonathan getting so much homework?
-- When is Suki supposed to do homework? She takes piano lessons, sings in her church choir, plays basketball and helps with family chores. There's hardly any time left to study.
-- How can I help Robert with his math homework when I don't understand it?
-- Do homework assignments really help my child learn?
This document discusses the causes and effects of young people having little leisure time and being under pressure to work hard in their studies in some countries. The key causes mentioned are high expectations from parents, a heavier and tougher education system that leaves little free time, and ineffective educational facilities. Effects include stress, poor health, lack of social relationships, and boredom from constant studying without breaks. The document recommends reducing school hours, including community service, and improving education to be more efficient with students' time.
This document provides a summary of Hera Thompson's professional background and qualifications. It outlines her experience as a KS1 leader and teacher across various schools since 1998. Her most recent role was as KS1 Leader and ICT Coordinator at Middleton St Mary's Primary School from 2014-2016. She has a Bachelor's degree in Hospitality Management and Qualified Teacher Status. Her interests include spending time with her family, the outdoors, and staying up to date with teaching techniques.
Small faith can move mountains. When Alia fell ill with a viral disease and doctors gave up on treating her, she had faith that her friend Ishan, a doctor in London, could help. Through her suffering, Alia maintained faith that God would save her life and help her achieve her dream of becoming a doctor. Though unable to move, she contacted Ishan about her condition. Ishan researched daily and eventually returned to India with medicines for Alia, proving that even a small amount of faith can overcome difficult obstacles.
8 helpful tips to kick start a fresh virtual academic yearRaviVerma537
A big shout out to all the parents! For successfully going through this year while beating all the odds of the academic year for your children.
Trust us, we all have been through this! You and your children deserve applause for the perseverance and calmness that you have tried to maintain.
The document summarizes responses from teachers, parents, and trustees about the greatest strengths of St. Gregory School based on a survey. The top strengths identified were close relationships and sense of community between students and teachers, breadth of academic and extracurricular programs, small class sizes that allow for individual attention, an independent and innovative curriculum, preparation for college, excellent teaching, and a beautiful campus.
This document provides materials for a 3 day lesson plan that teaches first grade students opinion writing. Students will read a passage, complete a graphic organizer to generate an opinion on the passage, write an opinion piece stating their opinion and two reasons while providing closure. They will then edit independently and with peers. The lesson is aligned to Colorado writing and communication standards for first grade.
The document summarizes the results of a survey given to teachers, parents, and trustees at St. Gregory School to identify the greatest strengths of the school. For teachers, the top strengths identified were close relationships and trust between teachers and students, the breadth of the academic program, smaller class sizes, an independent and creative curriculum, college preparation, excellent teaching, the campus, writing instruction, safety, community service, leadership development, good students, critical thinking, and serving "B" students. For parents, the top strengths identified were excellent teachers, small class sizes and low student-teacher ratios, and good teachers.
This document provides information about Hirshhorn Middle School's counseling department and programs. It includes the school's vision, mission, student population data from 2011-2014, discipline and attendance rates, and MSA scores. Key needs identified include high discipline rates for 6th grade African American males, low attendance among Hispanic females, and low math scores for 8th grade special education students. Goals are set to address each need by 2015. The school counselor's duties and programs are outlined, including use of time, advisory council meetings, and professional development plans.
The document provides 6 quick tips for teachers: 1) Come to school early to prepare for the day; 2) Plan lessons together with other teachers to share the workload; 3) Meet regularly with a mentor to discuss new teaching materials and techniques; 4) Replace worksheets with more engaging activities like foldables to better connect with learning; 5) Build meaningful relationships with students through fun games and activities; 6) Stay organized with lesson plans and grades to have a successful school year.
Martin Bryant is a teacher of physical education for ages 9-19. He has experience developing physical education curriculums and implementing British sports. He has organized many successful school competitions, trips, and internal school competitions. Bryant is also experienced in establishing physical education budgets, clothing, and websites.
DeLaina Simpson is applying for a position with the organization. She has 16 years of experience in education and holds degrees including a Bachelor's in Political Science, Master's in Public Administration, Master's in Education, and is currently pursuing her Doctorate in Educational Leadership. She has experience as both a classroom teacher and activities director, and brings skills in areas such as curriculum development, instructional strategies, and leadership.
The letter welcomes parents and students back to school after summer break. It recognizes several students' achievements over the summer and announces the appointment of new House Captains. It provides information for different year groups, including details about coursework, mock exams, CAS requirements, and Focus Week activities. For year 11 specifically, it emphasizes the importance of student-led consultations and preparation for mock exams in December.
Nazi foreign policy was driven by the pursuit of lebensraum, or living space, for the German nation to expand territorially, as well as the ideology of Aryan racial supremacy. The goals included abolishing the Treaty of Versailles so that all German-speaking people could be united in a single nation led by an authoritarian Führer, reflecting beliefs in social Darwinism about the superiority of the Aryan race.
This document provides instructions for a student assignment to research and present on a revolution of their choosing. Students are asked to explore how their case study exemplifies a "time of change" by properly citing sources, sequencing events, and communicating their understanding. They can choose from example revolutions listed or an independent topic approved by the teacher. Presentation options include a multimedia portrait exhibit, illustrated map/timeline, or acting as a radical thinker at a press conference. The student will be evaluated on their presentation of key events, use of relevant information, and demonstrated understanding of the revolution's causes and consequences.
The document provides guidance on writing a successful personal statement for a UCAS application. It outlines key points to consider, such as explaining why you are interested in your chosen course and linking personal interests to relevant skills. The document also provides tips on structure, content, formatting and common dos and don'ts when constructing a personal statement.
This document summarizes the standards and quality report for Stronsay Junior High School for 2017/2018. It provides details about the school, including the number of students and staff. It outlines the school's vision and aims to ensure students achieve their full potential. It then summarizes the school's progress on priorities to raise attainment in mathematics and literacy. For mathematics, strengths included new resources and training that led to improved standardized test scores. For literacy, the school continued developing assessments and underwent writing moderation. The next steps are continuing these efforts to further improve teaching and learning in mathematics and literacy.
This document provides an overview of activities and achievements at Al Yasmina School's primary department. It discusses how Year 6 students embraced active learning on their residential camp and Greek studies unit. It profiles Omar, a Year 6 student who won third place in a short story writing competition. Other topics covered include Year 4's client-focused design projects and Year 5's success in a junior Formula 1 competition. The document aims to celebrate progress and provide parents with information about the school.
Standards and quality report 2015 16 finalAP Pietri
Stronsay Junior High School provides education for children aged 3-16 on the island of Stronsay, Orkney. In the 2015-16 school year there were 4 students in nursery, 18 in primary school, and 13 in secondary school. The school aims to help all students achieve their full potential and enjoy being part of a caring learning community. Successes that year included SQA exam results meeting or exceeding expectations, additional support helping students achieve, and positive evaluations from students on the quality of teaching. The school continued developing the curriculum to meet new national guidance and individual student needs, and strengthened links with other local schools to share resources and training.
This document provides an acknowledgement for those who helped create the School Improvement Plan (SIP) for Silanga Elementary School. It thanks God, the Schools Division Superintendent for providing training, and speakers who shared their expertise. It also thanks school staff for their contributions of data, ideas and assistance in completing the SIP. Local officials and the PTA President are recognized for their support. The introduction explains that the SIP is a 3-year development plan aimed at quality learning and excellence. It was created through consultation with stakeholders to identify key areas for achieving the school's vision and serving as an evaluation tool. The SIP aligns with laws empowering schools to improve learning.
The document provides guidance for writing a strong personal statement for a university application. It discusses the components of the UCAS application form and what admissions tutors look for in applicants. The personal statement is described as the applicant's chance to impress and stand out from other candidates by demonstrating aptitude, suitability, and enthusiasm for their chosen subject or profession. The document provides tips for an effective personal statement, including focusing primarily on the subject, avoiding excessive use of "I", and demonstrating skills relevant to the subject through experiences and activities. Reference letters are also addressed, with suggestions for providing an honest assessment of the applicant's academic ability and suitability for their chosen course of study.
Making The Education Of Social Workers Consistently EffectiveSir Martin Narey
This document discusses the education of social workers in the UK. It finds that, unlike other professions like medicine, there is no clear definition of what skills and knowledge newly qualified social workers should have. It makes several recommendations to improve the quality and consistency of social work education, including:
1. Developing a framework that clearly defines the core competencies expected of new social workers, similar to guidelines for doctors.
2. Raising entry standards for social work university programs and ensuring consistent quality across programs.
3. Strengthening practice requirements and the process for endorsing university programs to better prepare students for fieldwork.
Homework is an opportunity for children to learn and for families to be involved in their children's education. However, helping children with homework isn't always easy. At parent-teacher meetings and in conferences with parents, teachers often hear questions such as:
-- How can I get Michael to do his homework? Every night it's a struggle to get him to turn off the TV and do his homework.
-- Why isn't Maria getting more homework?
-- Why is Jonathan getting so much homework?
-- When is Suki supposed to do homework? She takes piano lessons, sings in her church choir, plays basketball and helps with family chores. There's hardly any time left to study.
-- How can I help Robert with his math homework when I don't understand it?
-- Do homework assignments really help my child learn?
This document discusses the causes and effects of young people having little leisure time and being under pressure to work hard in their studies in some countries. The key causes mentioned are high expectations from parents, a heavier and tougher education system that leaves little free time, and ineffective educational facilities. Effects include stress, poor health, lack of social relationships, and boredom from constant studying without breaks. The document recommends reducing school hours, including community service, and improving education to be more efficient with students' time.
This document provides a summary of Hera Thompson's professional background and qualifications. It outlines her experience as a KS1 leader and teacher across various schools since 1998. Her most recent role was as KS1 Leader and ICT Coordinator at Middleton St Mary's Primary School from 2014-2016. She has a Bachelor's degree in Hospitality Management and Qualified Teacher Status. Her interests include spending time with her family, the outdoors, and staying up to date with teaching techniques.
Small faith can move mountains. When Alia fell ill with a viral disease and doctors gave up on treating her, she had faith that her friend Ishan, a doctor in London, could help. Through her suffering, Alia maintained faith that God would save her life and help her achieve her dream of becoming a doctor. Though unable to move, she contacted Ishan about her condition. Ishan researched daily and eventually returned to India with medicines for Alia, proving that even a small amount of faith can overcome difficult obstacles.
8 helpful tips to kick start a fresh virtual academic yearRaviVerma537
A big shout out to all the parents! For successfully going through this year while beating all the odds of the academic year for your children.
Trust us, we all have been through this! You and your children deserve applause for the perseverance and calmness that you have tried to maintain.
The document summarizes responses from teachers, parents, and trustees about the greatest strengths of St. Gregory School based on a survey. The top strengths identified were close relationships and sense of community between students and teachers, breadth of academic and extracurricular programs, small class sizes that allow for individual attention, an independent and innovative curriculum, preparation for college, excellent teaching, and a beautiful campus.
This document provides materials for a 3 day lesson plan that teaches first grade students opinion writing. Students will read a passage, complete a graphic organizer to generate an opinion on the passage, write an opinion piece stating their opinion and two reasons while providing closure. They will then edit independently and with peers. The lesson is aligned to Colorado writing and communication standards for first grade.
The document summarizes the results of a survey given to teachers, parents, and trustees at St. Gregory School to identify the greatest strengths of the school. For teachers, the top strengths identified were close relationships and trust between teachers and students, the breadth of the academic program, smaller class sizes, an independent and creative curriculum, college preparation, excellent teaching, the campus, writing instruction, safety, community service, leadership development, good students, critical thinking, and serving "B" students. For parents, the top strengths identified were excellent teachers, small class sizes and low student-teacher ratios, and good teachers.
This document provides information about Hirshhorn Middle School's counseling department and programs. It includes the school's vision, mission, student population data from 2011-2014, discipline and attendance rates, and MSA scores. Key needs identified include high discipline rates for 6th grade African American males, low attendance among Hispanic females, and low math scores for 8th grade special education students. Goals are set to address each need by 2015. The school counselor's duties and programs are outlined, including use of time, advisory council meetings, and professional development plans.
The document provides 6 quick tips for teachers: 1) Come to school early to prepare for the day; 2) Plan lessons together with other teachers to share the workload; 3) Meet regularly with a mentor to discuss new teaching materials and techniques; 4) Replace worksheets with more engaging activities like foldables to better connect with learning; 5) Build meaningful relationships with students through fun games and activities; 6) Stay organized with lesson plans and grades to have a successful school year.
Martin Bryant is a teacher of physical education for ages 9-19. He has experience developing physical education curriculums and implementing British sports. He has organized many successful school competitions, trips, and internal school competitions. Bryant is also experienced in establishing physical education budgets, clothing, and websites.
DeLaina Simpson is applying for a position with the organization. She has 16 years of experience in education and holds degrees including a Bachelor's in Political Science, Master's in Public Administration, Master's in Education, and is currently pursuing her Doctorate in Educational Leadership. She has experience as both a classroom teacher and activities director, and brings skills in areas such as curriculum development, instructional strategies, and leadership.
The letter welcomes parents and students back to school after summer break. It recognizes several students' achievements over the summer and announces the appointment of new House Captains. It provides information for different year groups, including details about coursework, mock exams, CAS requirements, and Focus Week activities. For year 11 specifically, it emphasizes the importance of student-led consultations and preparation for mock exams in December.
Nazi foreign policy was driven by the pursuit of lebensraum, or living space, for the German nation to expand territorially, as well as the ideology of Aryan racial supremacy. The goals included abolishing the Treaty of Versailles so that all German-speaking people could be united in a single nation led by an authoritarian Führer, reflecting beliefs in social Darwinism about the superiority of the Aryan race.
This document provides instructions for a student assignment to research and present on a revolution of their choosing. Students are asked to explore how their case study exemplifies a "time of change" by properly citing sources, sequencing events, and communicating their understanding. They can choose from example revolutions listed or an independent topic approved by the teacher. Presentation options include a multimedia portrait exhibit, illustrated map/timeline, or acting as a radical thinker at a press conference. The student will be evaluated on their presentation of key events, use of relevant information, and demonstrated understanding of the revolution's causes and consequences.
1. 9/11 was a tragic event that killed nearly 3,000 people, but it did not signify the start of a "clash of civilizations" or usher in an era of hyper-terrorism as some initially thought.
2. While al Qaeda has continued isolated attacks, they were largely defeated by international cooperation against terrorism and failed to repeat another 9/11. Osama bin Laden's death during the Arab Spring further marked their decline.
3. The US overreaction to 9/11 through actions like the Iraq war had unintended consequences and cost the US financially, morally, and diplomatically while distracting from priorities like Afghanistan. 9/11 accelerated history but its impact was more
The document summarizes the Nazi consolidation of power in Germany from 1933-1934 through the process of "Gleichschaltung", which refers to the legal measures taken by the Nazi government to coordinate all aspects of German society and align them with Nazi ideology. This included eliminating non-Nazi political parties and organizations, establishing a one-party dictatorship under Hitler, and suspending civil liberties through laws like the Reichstag Fire Decree. By 1934, Germany had become a fascist state under totalitarian Nazi rule as all political opposition had been suppressed.
The war created new opportunities for women's employment outside the home as traditional male jobs became available due to labor shortages from conscription. While women faced resistance initially, by 1915 thousands worked in munitions factories and other industries. After the war, women were expected to return to traditional roles but had gained some independence, and their participation in the workforce helped pave the way for women's suffrage and rights in the early 20th century.
1) The Road by Cormac McCarthy tells the story of a man and his young son journeying alone through a post-apocalyptic American wasteland. Very few people remain and extreme weather and lack of resources have devastated the environment.
2) The man and boy travel south towards the coast, scavenging for food and supplies while trying to avoid dangerous groups of cannibals. They carry only a pistol for protection and rely on each other for survival in this bleak, dangerous world.
3) Throughout their journey, flashbacks reveal that the man's wife took her own life years earlier out of despair about their circumstances. The man remains fiercely devoted to caring for and protecting his son
The document discusses how Web 2.0 tools like wikis, blogs, podcasts and social media platforms allow for collaborative knowledge sharing and creation. It provides examples of how students can use these tools to work together, provide feedback on writing, and make global connections. Web 2.0 encourages learner-centered and self-directed education through constructionist and lifelong learning pedagogies.
The document describes Ruben Puentedura's SAMR model, which categorizes technology usage into four levels: Substitution, Augmentation, Modification, and Redefinition. Substitution involves using technology to replace existing tasks without functional change, while Augmentation includes some functional improvement. Modification allows for significant task redesign, and Redefinition creates new tasks not previously possible. An example is given of a writing teacher whose technology integration progresses from word processing to online collaboration and cross-curricular projects.
The document discusses strategies for improving writing instruction for boys. It argues that boys want to feel competent and look smart, so teaching writing skills and tools rather than focusing on content or personal choice seems critical. Focusing on the craft of writing through explicit instruction can help support boy writers.
The document discusses several key literary elements and techniques used in writing including:
- Tone, which is the writer's attitude conveyed through their work.
- Mood, which is the overall feeling or atmosphere created through elements like plot, characters, and description.
- Theme, which is the central idea or message, and can be explicitly stated or implied. Themes are often conveyed through how they make the reader feel, characters' thoughts and conversations, or events in the story.
- Foreshadowing, which are subtle hints the author provides about future events to build suspense and make the narrative more believable.
The document summarizes the impact of World War 1 on Germany and the instability of the Weimar Republic from 1918-1924. It discusses how Germany was devastated economically and socially by the war and Treaty of Versailles. The defeat led many Germans to believe in the "Stab-in-the-back myth" that the army was betrayed. The Weimar Republic struggled with political and economic crises which allowed the Nazis to rise to power by 1933.
The document provides instructions for students to research various topics about William Shakespeare and his life and times in 16th century England. These include Shakespeare's life, the Elizabethan period when he lived and wrote, intellectual and religious life during that era, Elizabethan theatre including the Globe Theatre, marriage customs and family life, and words or phrases coined by Shakespeare. Students are asked to research these topics using online sources and compile a bibliography.
The man wakes in the dark woods holding a sleeping child. He has a dream of exploring a deep cave with the child, where they see a pale creature rise from a black lake and lurk into the darkness.
Women faced significant inequality in the late 19th and early 20th centuries, as they had no right to vote, own property if married, or work in many professions. The women's suffrage movement began to advocate for women's rights. During World War I, women took on more jobs as men went off to war, doing work like driving trucks and ambulances. This expanded women's roles and helped their cause. However, after the war ended, pre-war attitudes largely returned and women's employment levels decreased again as they were expected to return to domestic roles in the home.
George Orwell's dystopian novel 1984 explores an oppressive future society controlled through propaganda, surveillance, and the restriction of information and independent thought. The protagonist Winston Smith questions the social and political system but struggles to escape, representing citizens who feel something is terribly wrong with their world. Through Winston's perspective, Orwell critiques trends towards totalitarian control and the illusion of a perfect yet oppressive society.
Hitler's foreign policy, Nazi expansion, road to WWIIJoanie Yeung
Hitler's foreign policies since 1935, Nazi expansion from the Saar to Poland, Appeasement policy and the Munich Agreement of 1938, and causes of WW2 http://curriculumglobal.blogspot.com
French Indochina refers to France's colonial control over Vietnam, Cambodia, and Laos from the late 1800s to 1945. [1] Vietnam first gained independence from China in 938 CE and developed a sense of national identity, but fell under French control in the late 1800s. [2] France established protectorates and full colonial control over the region until its defeat in 1945, after which Vietnam attempted to gain full independence under Ho Chi Minh but faced war with France and later involvement from the US. [3] The region was eventually reunified in 1975 under communist rule.
Under the Defence of the Realm Act (DORA) passed in 1914, the British government was given wide powers over propaganda and censorship during World War 1. Censorship involved deleting unfavorable news from newspapers and letters from the front to preserve morale, and propaganda aimed to spin events in a way that supported the war effort. As voluntary recruitment fell over time, conscription was introduced in 1916, requiring all British men aged 18 to 41 to join the army unless they worked in essential industries.
Eugene Delacroix's painting Liberty Leading the People, painted in 1830, depicts a symbolic scene from the French July Revolution of 1830, with Liberty leading the people forward over the bodies of the fallen, holding the flag of the French Revolution in one hand and a bayoneted musket in the other. The painting promotes the ideals of liberty, republicanism, and resistance to tyranny.
Mrs. Laura Gomez
Assessment Policy: Students are assessed regularly
through classwork, homework and end of topic tests.
There are exams at the end of each term which make up
40% of the final grade.
No of classes per 2-week cycle: 8
Homework: Homework is set once a week and should
take approximately 60 minutes. Homework includes
practice of skills and consolidation of classwork.
External exams: At the end of Year 9, students will sit
mock exams in preparation for IGCSE Mathematics.
IPad Project: Ipads are used to enhance learning through
the use of interactive apps such as GeoGebra, Desmos and
K
This issue of The Primary PARTnership from Al Yasmina School provides updates on various initiatives in the primary school. It introduces the new Curriculum Team Leaders who are working to improve the curriculum, assessments, and teaching approaches across subject areas like math, literacy, ICT, and science. Some highlights mentioned include the successful Book Week and Spelling Bee competitions, the upcoming implementation of new ICT tablets and curriculum, and plans to further enhance Science Week and make home science challenges a regular event. The issue aims to celebrate progress and inform parents about developments at the school.
This newsletter provides information to parents about upcoming events at Tisbury School. It discusses the start of Term 3, including dates for sports events and teacher only days. It highlights achievements of students in speech competitions and the fundraising walkathon. It provides updates on curriculum focus, student writing progress, and cyber safety sessions. It also includes reminders about absent notifications, library books, and using the school drive in area appropriately.
This tourbook was developed with a goal of helping to ensure that parents remember what they experienced upon touring the RLS facilities and what makes the environment unique and unduplicable.
WELCOME TO QSI INTERNATIONAL SCHOOL OF PHUKET
QSI International School of Phuket welcomes you to a new school year. QSI International of Phuket (QSIP) believes in a personalized approach to instruction leading to mastery within a positive, enjoyable learning environment. Founded in 2001 as a member of Quality Schools International, its fundamental goal is to prepare students not only for successful further schooling, but also for the challenging difficulties which will be encountered in the changing social, economic, and political environment of the modern world.
QSIP offers you a challenging academic curriculum which includes a full complement of courses for students from three years of age through secondary (high school). Studies are tailored to meet individual needs to ensure success and mastery. QSIP is accredited by the Middle States Association of Colleges and Schools which allows all of our students, upon graduation, to receive a diploma that is recognized by colleges and
universities around the world...
The document provides a summary of the Standards and Quality Report for Stronsay Junior High School for 2018/2019. It outlines the school's vision and aims, including ensuring wellbeing and raising attainment. It discusses successes in literacy and numeracy, including improved exam results. It also highlights developments in health and wellbeing programs, outdoor learning, and initiatives led by the pupil parliaments to support charities and improve facilities.
The document discusses the ongoing siege and blockade of Gaza by Israel. It identifies Gaza as a war crime and crime against humanity as it punishes innocent civilians for offenses they have not committed. The UN Special Rapporteur for the Occupied Palestinian Territories has stated that the siege of Gaza must be lifted to uphold basic human rights.
The document provides an overview of Stronsay Junior High School's standards and quality report for 2014/2015. It discusses the school's vision, aims, strengths, and areas for improvement. Some of the key points are:
- The school aims to ensure all students achieve their full potential in a caring learning environment.
- Attainment is excellent, with students achieving a wide range of qualifications. Data shows value added is above national expectations.
- Areas of focus for improvement include continuing curriculum development, strengthening self-evaluation processes, developing leadership skills, and improving support for learning.
- The school facilities underwent redevelopment to provide a learning environment fit for purpose. Enhanced staffing has improved
Pupils are encouraged to seek help from their
teacher or assistant if they are struggling with any aspect of
their Maths work. Extra support sessions are also available
during lunchtimes and after school.
Assessment: Regular assessments are held throughout the
year to monitor progress. End of term exams contribute 30%
to the final grade.
Web Pages:
- www.mymaths.co.uk
- www.bbc.co.uk/schools/ks3bitesize/maths
- www.mathsisfun.com
- www.nrich.maths.org
8
YEAR 8 HANDBOOK
Recommendations:
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The document provides an overview of King George V School's new Middle School Curriculum for Years 7-9. It introduces the vision and rationale for developing a coherent, skills-based curriculum led by the school rather than an external framework. Key aspects include using the IB's Approaches to Learning (ATLs) to identify 5 generic skills (thinking, social, communication, self-management, research) that all subjects will help develop. Each subject creates a skills profile outlining how it will explicitly teach outcomes related to the generic skills through its content. The curriculum aims to holistically develop students' skills to prepare them for future learning and life.
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This school inspection report finds the school to be outstanding overall. It summarizes that teaching is of very high quality, leadership is exceptional, and pupils make excellent progress and achieve high outcomes regardless of their backgrounds. The report also notes the sixth form is effectively led and students achieve excellent results.
This document provides classroom expectations and procedures for students entering Grade 4. It outlines the goals of Grade 4 which are to provide students with academic and behavioral tools to succeed, create a supportive learning environment, and have fun while learning. It introduces the teaching staff and covers the subjects that will be taught including Language Arts, Math, Science, and more. It describes classroom management strategies like a traffic light system and Caught in the Act rewards program. It outlines homework expectations and a home reading program. It emphasizes the importance of parent involvement and communication to support student success.
This document provides information about post-16 courses available at Clyst Vale Community College. It includes:
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2) Descriptions of the courses available including A-Levels, BTECs, and GCSE retakes in core subjects. Requirements for admission to courses are also outlined.
3) Details about reporting, assessment, and target setting to monitor student progress, as well as parents' evenings.
4) An overview of the wider curriculum including compulsory enrichment activities, an outdoor residential program, careers guidance, guest speakers, and
The document summarizes Cardinal Newman High School's efforts to implement Scotland's Curriculum for Excellence. It discusses interdisciplinary projects connecting multiple subjects for students in S1-S3, use of ASDAN qualifications, and a homeroom system to support students. Evaluation found the initiatives improved student engagement and reduced disciplinary issues. The school aims to continue and expand these programs to fully realize the goals of the Curriculum for Excellence.
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This document provides information from a teacher, Miss B, to parents about her classroom policies and procedures. It includes details about Miss B's background, arrival times, uniform expectations, behavior policies, homework requirements, specialist class schedules, birthday celebrations, volunteer opportunities, and the importance of parent-teacher communication. The teacher emphasizes consistent routines, high standards for learning and behavior, and working together as a team to support students.
- This document provides information for parents about their child's transition to secondary school at SBAS.
- It discusses differences between primary and secondary school, the pastoral and academic support systems in place, building relationships and developing resilience.
- The evening will involve introductions from school staff, information about routines, behaviour, and developing a culture of grit. It aims to help new families thrive as part of the school community.
Uplands Years 7-9 handbook 2018-19 web2cinbarnsley
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This document discusses learning organizations and engaging 11-14 year olds in learning. It advocates that learning organizations should be places where people expand their capacity for creative thinking and collective learning. It asks what the specific learning needs are of 11-14 year olds based on research, and what types of teaching have been shown to successfully engage this age group in international schools. It introduces the "Think, Puzzle, Explore" routine as one that encourages connecting prior knowledge, stimulating curiosity, and laying the groundwork for student inquiry.
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The document provides information for parents about TAS Middle School. It discusses that middle school is designed to meet the intellectual, social, and emotional needs of young adolescents during a period of rapid development. It also notes the importance of partnerships between school and home. The document outlines the academic expectations, including challenging curriculum and assessments. It discusses the school's emphasis on co-curricular activities, service, and leadership opportunities for students.
The document contains exam questions related to three topics: World War I, Conflict in Indochina 1954-1979, and National Study: Germany 1918-1939. For each year from 2002 to 2009, there are multiple choice exam questions provided for each of the three topics, along with guidance on using sources to answer the questions.
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The document summarizes the iconic photograph "Raising the Flag on Iwo Jima" taken during World War II which depicts U.S. Marines and a Navy corpsman raising the American flag atop Mount Suribachi during the Battle of Iwo Jima. When President Roosevelt saw the photograph, he ordered the surviving men pictured to return to the U.S. to support the war effort. Though it highlighted victory and pride, the battle continued for 26 more days after the photo, and 3 of the 5 men pictured later died in battle.
This document discusses the history and use of 1:1 learning programs, where every student and teacher has access to a personal computing device, beginning in the 1990s and expanding through the 2000s. It notes several Australian schools introduced 1:1 programs in the late 1990s and 2000s, including Melbourne Girls Grammar adopting such a model in 1998. The document also outlines how the Tasmanian school system began implementing 1:1 learning through providing wireless laptops to all students and teachers starting in 2006.
Ho Chi Minh was a Vietnamese communist revolutionary leader who led Vietnam's independence movement from France and later unified Vietnam. He was born Nguyen Sinh Cung in 1890 in central Vietnam and used various names throughout his life including Nguyen Tat Thanh and Nguyen Ai Quoc. He worked in London and Paris in the early 1900s where he was exposed to socialism and joined the French Communist Party in 1920 advocating for Vietnamese independence.
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This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
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There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
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This presentation was provided by Racquel Jemison, Ph.D., Christina MacLaughlin, Ph.D., and Paulomi Majumder. Ph.D., all of the American Chemical Society, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.
THE SACRIFICE HOW PRO-PALESTINE PROTESTS STUDENTS ARE SACRIFICING TO CHANGE T...indexPub
The recent surge in pro-Palestine student activism has prompted significant responses from universities, ranging from negotiations and divestment commitments to increased transparency about investments in companies supporting the war on Gaza. This activism has led to the cessation of student encampments but also highlighted the substantial sacrifices made by students, including academic disruptions and personal risks. The primary drivers of these protests are poor university administration, lack of transparency, and inadequate communication between officials and students. This study examines the profound emotional, psychological, and professional impacts on students engaged in pro-Palestine protests, focusing on Generation Z's (Gen-Z) activism dynamics. This paper explores the significant sacrifices made by these students and even the professors supporting the pro-Palestine movement, with a focus on recent global movements. Through an in-depth analysis of printed and electronic media, the study examines the impacts of these sacrifices on the academic and personal lives of those involved. The paper highlights examples from various universities, demonstrating student activism's long-term and short-term effects, including disciplinary actions, social backlash, and career implications. The researchers also explore the broader implications of student sacrifices. The findings reveal that these sacrifices are driven by a profound commitment to justice and human rights, and are influenced by the increasing availability of information, peer interactions, and personal convictions. The study also discusses the broader implications of this activism, comparing it to historical precedents and assessing its potential to influence policy and public opinion. The emotional and psychological toll on student activists is significant, but their sense of purpose and community support mitigates some of these challenges. However, the researchers call for acknowledging the broader Impact of these sacrifices on the future global movement of FreePalestine.
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2. Index
Welcome to Middle School
.........................................
Page 2
Why Middle School - Curriculum Overview ................
Page 3
Communication ..................................................................
Page 4
Newsletter - TAS Talks
Page 5
Subject Lists per Year Group
Middle School Homework Policy.......................................
Page 7 - 8
Co curricular
Page 9
Sport ...........................................................................................
Page 10
Drama
Page 11
......................................................
.........................................
..................................................................
..............................................................................
Page 6
Music ..............................................................................
Page 12
Visual Arts ..............................................................................
Page 13
Public Speaking & Debating
Page 14
.........................................
Cattle Team .................................................................. 15
Page
Student Clubs/Middle School Clubs .............................
Page 16-17
Community Service ...............................................................
Page 18
Round Square ........................................................................
Page 19
School Day .................................................................................
Page 20
Absence, Illness, Punctuality ..........................................
Page 21
Casual Boarding .....................................................................
Page 22
Canteen and Boarders Lunches
.............................
Page 23
School Uniform
..................................................................
Page 24
Term Dates 2014 ..................................................................
Page 25
Map of the School .................................................................
Page 26
3. Welcome to Middle School
As I write this welcome message I’m energized by the thought of ‘heading up’ one of this country’s oldest
Middle Schools and that in so doing I’m fortunate to be working with staff who specialize in that amazing
area of middle years schooling.
This is a time when young adolescents undergo phenomenal change in the ways that they think about
school, their peers and their ‘place’ in relation to both. Accordingly, TAS Middle School is a metaphorical
‘bridge’ between childhood and adolescence and since this latter state is, in a number of ways, only a
whisker away from adulthood, the way in which we minister to the needs and interests of young people
necessitates the ability of staff to be sensitive to rapid changes in ‘being’ and critical thinking skills. The
physical, emotional and academic dimensions of this period of growth are mutually dependent: they form the
basis of all that we plan for and do in every aspect of the wider curriculum at TAS. The job is as challenging
as it is enlivening, requiring the capacity to effect change in an environment that needs to be relevant, stimulating
and also stable. The purpose of this document is to inform you about the ways in which we organize,
manage and cater to these needs and interests of your sons at this fascinating and, at times, frustrating
juncture of their early adolescent lives at The Armidale School.
Mr. Mark Harrison
Head of TAS Middle School
Page 2
4. Why Middle School?
Curriculum Overview
The TAS Middle School curriculum offers a rich, challenging and stimulating program, designed to generate
an enthusiasm for learning and instil the value of learning as a lifelong process. The curriculum aims to
develop a strong foundation of skills, knowledge and understanding while meeting the unique needs of
adolescent students in Years 6–8.
Central to our philosophy is the belief that pupil motivation and self-esteem are undermined, not when
too much is expected of them, but too little. Students need to be challenged by offering them an array
of learning experiences, by setting high standards and by providing opportunities for students to be
responsible and accountable for their learning. We believe that we will achieve this goal by providing a
demanding, adventurous and well-balanced curriculum.
Our Middle school is staffed by a team of talented homeroom teachers who are committed to working
with this age group.
Our Middle School program provides the means for students to experience a smooth transition from primary
to the senior school in an environment that fosters a sense of belonging, stability, security and happiness.
Page 3
5. Communication
Contacting the Middle School - Telephone (02) 6776 5819
Parents may wish to leave a message at Middle School Office by calling (02) 6776 5819. Messages for
teachers or students may be left there throughout the day. We will endeavour to deliver messages to staff
and children as soon as possible. However, messages left in the afternoon may not always be delivered as
the office is often unattended in the afternoons. As it is not possible for teachers to answer calls during
class times, or they may have playground supervision during breaks, a message left at the Middle School
Reception will enable staff to return your call at a suitable time.
Head of Middle School
Year 7 Homeroom Teachers
Mr. Mark Harrison
Email: mharriso@as.edu.au
Mr. Andrew O’Connell
Email: aoconnel@as.edu.au
Middle School Curriculum Coordinator
Ms. Cindy Barnsley
Email: cbarnsle@as.edu.au
Ms. Cindy Barnsley
Email: cbarnsle@as.edu.au
Middle School Boarding Housemaster
Mr. Andrew Junge
Email: ajunge@as.edu.au
Middle School Office
Mrs. Alison Evans
Email: aevans@as.edu.au
Ms. Jayne Heagney
Email: jheagne1@as.edu.au
Year 8 Homeroom Teachers
Ms. Fiona Taber
Email: ftaber@as.edu.au
Mrs. Alexandra Murray
Email: amurray1@as.edu.au
Year 6 Homeroom Teachers
Mr Ralph Hunt
Email: rhunt@as.edu.au
Mr. Luke Polson
Email: lpolson@as.edu.au
Learning Support
Mrs. Kirsty Brunsdon
Email: kbrunsdo@as.edu.au
Mrs. Regina Pollard
Email: rpollard@as.edu.au
Page 4
6. Newsletter - TAS Talks
In order to keep you fully informed about what is happening in our School, we have a weekly newsletter,
TAS Talks.
•
It is emailed on Wednesdays to parents on the TAS Talks mailer list.
•
TAS Talks is also placed on the school website each Wednesday and can be accessed via the parent
portal.
Please read it and add any dates, events and venues to your family’s calendar or diary. There may be tear-off
responses required to assist with planning for forthcoming events.
To join the TAS Talks mailer list, go to the following link and sign up. You will then receive the newsletter
via email each week.
http://zeus.as.edu.au/mailman/listinfo/tastalks
Page 5
7. Subject Lists per Year group
Year 6
English
Science
Mathematics
HSIE
PDHPE
French
Japanese
Music
Art
Ethics
Christian Development
*Detailed overviews of each course can be
found on the school website
Year 7
English
Science
Mathematics
HSIE
PDHPE
French
Japanese
Music
Drama
Art
Christian Development
Technology
Year 8
English
Science
Mathematics
HSIE
PDHPE
French
Japanese
Music
Drama
Art
Ethics
Christian Development
Technology
*Detailed overviews of each course can be
found on the school website
*Detailed overviews of each course can be
found on the school website
Page 6
8. Middle School Homework Policy
Homework benefits middle school students by
complementing classroom learning, fostering
ef fec t i ve s t u d y h a bi ts a n d prov i di ng an
o pp or t u n i t y for students to be responsible for
their own learning. It also enables parents to be
involved in their child’s learning and support
their academic development.
due, when students spend more time on their work.
The best time to do this is often on weekends rather
than extending the amount of work completed on
school nights. Students are also encouraged to read
widely throughout their years at TAS as this directly
impacts on their literacy levels and achievement in
many subjects.
Our aim is for students to develop academic skills,
knowledge and behaviours that will prepare them
for the transition to senior school. For this to occur,
they need to have developed the ability to revise,
study, organise their time and meet deadlines as well as
developing their skills in specific subjects. Our approach
of mandatory homework and the use of homework
timetables and assessment calendars for years 6 to
8 are all aimed at developing these skills.
The homework timetable (distributed to students
whenever a new timetable is issued) allocates a
number of subjects each night so that students,
parents, advisors and boarding house staff are aware
of what students should be working on. Homework
set on a Friday can be completed at any point over the
weekend. Homeroom teachers monitor the amount
of homework given to students and give feedback
to individual teachers when required.
As a general guide, the total homework for a student
on any one night should be approximately 10
minutes per Year. For example, a Year 6 student would
expect approximately 60 minutes of homework
on any night. There may be times in the year, for
example in exam weeks or when major projects are
Homework is to be valued by both students and
staff. This requires the student to record homework,
do their own work to the best of their ability and
be punctual with its return. It requires the teacher
to check homework and give appropriate feedback.
Page 7
9. Middle School Homework
Policy Cont.
Recording Homework
Assisting positive attitudes towards homework
Students record homework in their TAS diaries in
summary form with more detailed descriptions in
their workbooks when required. Diary entries have
a space for each period to record homework or its
absence, entering ‘No Prep’ where appropriate.
Each boarding house checks diligence during
Prep and a staff member is available to assist with
homework. This support is a mixture of specific subject
advice to more general advice offered by the staff on
duty. Students are encouraged to work collaboratively
(with peers or those in older year groups) to gain
maximum advantage of living on site.
Monitoring completion of Homework
If students have a good or genuine reason for not Middle School boarders do Prep in their class areas
completing homework, parents or House staff can and have access to their books and computers as
record this in the student’s diary.
well as additional tutors where deemed necessary.
Teachers check homework, sometimes using a Positive homework efforts are rewarded through
sample of the class, and record the successful class feedback, boarding house privileges, diary
completion in their own records. Teachers contact entries and report comments.
with homeroom teachers, boarding housemasters
and parents when issues regarding non-completion
arise.
It may be necessary to give a homework detention
for repeated failures to meet responsibilities. This
should be recorded in the diary and entered via
the school’s intranet. Parents of Middle School
boys will be contacted prior to students attending
the detention and all students should have at least
24 hours notice to attend. It may be necessary to
negotiate the afternoon of detention based on
other school commitments.
Attitude towards and completion of homework
may be recorded as part of the student’s personal
profile on Semester reports.
In boarding houses, a student’s performance during
Prep time is regularly assessed and recorded.
Page 8
10. Co-curricular
At TAS, we see education as more than the pursuit of academic achievement alone, it is about the training
and skill development needed for life. The firm belief that academic endeavours must be balanced with activities
outside the classroom is a philosophy that is embedded in the culture of the school.
The co-curricular offering is broad and engaging, with all students required to participate in opportunities
offered in sport, drama and creative arts, public speaking and debating, and a range of student clubs such as
chess, photography, film making, and electronics. This active participation challenges boys to be creative and
expressive, to build resilience, courage and organisation and leadership skills.
The involvement of both academic and non-academic staff in coaching and tuition builds strong pastoral ties
with every student. Further, student leadership in co-curricular activities promotes initiative, leadership and
personal growth. Our close partnerships with external sporting, music, drama and other organisations gives
students wishing to extend their skills and talents, greater opportunity to do so.
TAS will continue to work closely with its community of local, regional and GPS schools to further enhance
our comprehensive co-curricular program.Our co-curricular pursuits are the natural heartland of our school
spirit where supporting each other’s efforts galvanizes pride and a sense of belonging for every student,
uniting our school community.
Page 9
11. Sport
Even before The Armidale School joined the Athletic Association of Great Public Schools of NSW in 1897,
sport had been at the very heart of a diverse co-curricular offering. The goal today is, as it has always been,
that every student is immersed in an environment where they dare to achieve all that is within them, as is
the case with every field of endeavour at TAS.
Sport is prioritised highly in our educational philosophy, and as such is a compulsory element of the
school’s extensive co-curricular offering. TAS students enjoy participation in sport at all levels from mass
participation, through to representative honours at state and even national levels.
TAS believes sport should enhance a student’s academic pursuits, enabling each student to achieve their
overall goals for a vibrant and successful life both at school and beyond. As each season commences our
boys are filled with enthusiasm and yet, they are well aware of the social responsibility that comes with
participating in sport and the importance of maintaining the humility necessary to handle success and
failure with the same positive attitude.
Our staff are the backbone of this offering and their commitment to the co-curricular experiences of our
boys is testament to their belief that all students at TAS have the right to explore, experience and excel in
all that they do. Equally important is the contribution of parents and our broader school community,
exemplified by the drive and vision of sporting Supporters Groups.
While many of our students excel at the highest level of sporting endeavour, TAS is also proud of those
boys who immerse themselves in our offering for the joys that come from the camaraderie, and healthy
competition alone.
Our Prefect body continue to focus on school spirit as an holistic approach across the school. Sport is a
natural heartland of this school spirit where supporting each other’s efforts galvanises pride and a sense
of belonging for every students, as well as bringing the school family, past and present, together as one.
Page 10
12. Drama
Both within and outside the academic curriculum, students at TAS have a wide range of opportunities to
excel in drama, music and the creative arts.
The home of Drama at TAS is the Hoskins Centre, a purpose-built teaching facility that incorporates a 240seat theatre.
More broadly, each year the department stages a major musical at the Hoskins Centre in association with
the independent girls’ schools PLC and NEGS plus a play production and a number of in-house concerts
and showcases. The musicals in particular are open to all students, regardless of whether they study
Drama, and give them the rich, unique and thrilling opportunity to explore and excel on the stage, in the
music pit, or as part of the production crew.
Rehearsals are well underway for the 2014 musical West Side Story, being staged in conjunction with New
England Girls’ School, PLC Armidale and O’Connor Catholic College. In recent years, productions have
been as diverse as Gilbert & Sullivan’s Pirates of Penzance, Grease, Joseph and His Amazing Technicolour
Dreamcoat, and Les Miserables.
Students who study Drama at TAS also have the opportunity to see professional touring productions and
take part in masterclasses from time to time.
Other co-curricular Drama programs (offered on a fee basis)
Trinity College London Speech and Drama program
Trinity Speech and Drama lessons are available to students in Years 3 to 11 using the internationally
recognised Trinity College London syllabus. Subjects offered include Speech and Drama, Individual Acting
Skills, Acting in Pairs, Group Drama, Communication Skills and Performance Arts. The Trinity syllabus
provides a structured framework designed to encourage progressive development of integrated performance
and communication skills over time.
In charge of the Trinity program at TAS is Ms Colette Brus, who trained as an actor and then acted in a
number of Australian feature films before seeing the light and moving to Armidale to focus on Drama
education.
NIDA Open program at Hoskins
Once again, the National Institute of Dramatic Art’s community access arm ‘NIDA Open’ ran school holiday
workshops for young people at the Hoskins Centre in July 2013. As the major sponsor of NIDA’s program in
Armidale, TAS was awarded one scholarship place available for each course for students who study Drama
at TAS.
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13. Music
Through a diverse range of musical activities and
learning experiences, students at TAS develop their
respect and appreciate for music as an art form. This
is achieved via a comprehensive, well-integrated and
all-inclusive curriculum in which every student is
given the opportunity to develop a life-long passion
for music, foster a sense of achievement and perform
in an educational environment where musical
excellence can be realised.
We also offer a comprehensive performance groups to
complement our classroom work: TAS Singers, Chapel
Choir, Junior Choir, other vocal ensembles, Jazz Band,
Big Band, the Drum Line and other groups to suit all ages
and abilities. The school is also privileged to have access
to a range of highly talented peripatetic instrumental
and vocal teachers, whether students wish to purse
formal qualifications such as AMEB grades, or simply to
become more competent performers.
It is through a broad range of curricula at TAS that a
strong knowledge, understanding and appreciation
of both modern and classical conventions as well
as various world music traditions are promoted in
a relatable manner. The learning environment at
TAS incorporates a range of activities catering to
individual learning styles and fostering experiential
learning in a ‘sound-before-symbol’ environment. An
extensive range of state-of-the-art technologies are
used throughout the Music Department, all geared
towards aiding music learning.
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14. Visual Arts
Students at TAS have the
opportunity
to
further
explore visual arts as part
of the co-curricular offering
in photography, film and
pottery.
Photography Club
Film Making
The Photography Club meets
most weeks on Thursday
lunchtimes to share ideas,
ask questions, practice and
learn
techniques.
From
composition, lighting and
exposure to the latest in
camera bodies, accessories
and apps, the club covers a
wide range of interests. Guest
speakers from both inside
the school and the wider
community willingly share
their expertise. The club is
working towards a photo
exhibition and competition
in November. All interested
students and staff are
welcome; contact vlucas@
as.edu.au
Using state of the art equipment, this club is for film buffs interested film writing, directing, producing,
lighting, editing and sound. A strong focus will be on the creation of high-quality videos of school life for
promotional purposes.
The club generally meets on Friday afternoons after school, in the Hoskins Centre. Open to boys from
year 6 up. For more information email the student leaders Nick Murray nmurray@as.edu.au or Harrison
Abeyasekera habeyase@as.edu.au
Pottery
Noted New England potter Rick Hatch conducts classes for students in Terms 1-3, in the ground floor art
room in the Hoskins Centre. Classes for students from 5 to 11 years are held on Monday afternoons from
4.00-5.00pm.
Classes for students 12 years and older are held on Wednesday evenings from 6.00pm-8.00pm. Fees apply.
For more information and booking contact Rick Hatch on 6772 5371or email weemalapot@yahoo.com.au
Page 13
15. Public Speaking and Debating
Public Speaking and Debating at TAS is fostered through the club environment of TAS Speakers, which
seeks to build the profile of this endeavour both within the school and the broader community through
a diverse range of activities and events.TAS Speakers consists of four different arms, each building and
extending skills in critical thinking, confidence, leadership and initiative.
Debating
Starting in Junior School where key concepts are introduced, Debating is a keystone of the extra-curricular
offering. In both Middle and Senior Schools Debating opportunities are numerous: against other Armidale
schools as part of the formal Dale Debates and Tri-Schools Debating competitions; other schools from
regional NSW, and in inter-house competition which accrues points for the Clemson Cup for Public
Speaking and Debating. As a resurgence of this ‘sport of the mind’ over the past two years there have also
been Students v Staff debates; debates against teams from Sydney Boys’ High School (with points for the
Hannon Harris Trophy), and for the first time in 20 years, a School v Old Boys debate on Old Boys Weekend.
Student debaters generally meet on Friday afternoons in Terms 2-4.
Public Speaking
In both Middle and Senior School, students take part in the public speaking section of the inter-house
competition for the Clemson Cup.
Held in the Hoskins Centre in front of a capacity audience, this always-entertaining evening is a showcase
of skilful oratory, youthful confidence and wit. Thanks to a partnership with New England Toastmasters
Club 4210, Middle School boys are also given mentoring in public speaking and confidence.
Speakers of Interest
Open to all TAS students, the Speakers of Interest program brings to TAS guests from diverse backgrounds
and experiences who will share their stories. Launched in 2013, featured speakers included inspirational
quadriplegic author and farmer (and TAS Old Boy) Sam Bailey, and international lawyer and aid worker
Amy Smith.
Careers Forum
A new initiative of TAS Speakers is the Life Skills program including a Careers Forum where members of the
TAS community, many of whom are Old Boys, return to share with Senior School boys their experience in
different professions, businesses and trades. Other opportunities include workshops in study skills and job
interview techniques.
Page 14
16. Cattle Team
The Armidale School Cattle Team meets on a regular basis to train
and prepare animals for the show ring. Students learn about ring
craft, judging, clipping and grooming, general health and welfare
and nutrition. Each year the school exhibits against commercial studs
at local shows, the Sydney Royal Easter Show and Dubbo National
Poll Hereford bull show and sale. Students also participate at junior
heifer shows using the school’s cattle from the TAS Poll Hereford Stud,
which started in 1989 through a donation of foundation cows from
members of the Northern NSW Poll Hereford group. Since that time
cows and bloodlines have been added to the stud from many leading
Poll Hereford herds around Australia and internationally.
The school’s herd is used as a major teaching resource in both the
Agriculture and Primary Industries curriculum. Students are involved
in all aspects of the stud from genetic selection, breeding, AI, Embryo
Transfer programs, pregnancy testing, husbandry operations, feeding
and showing.
Over the years a number of Agriculture teachers have been in charge of
the stud, each having the objective of breeding high quality animals as part of an educational resource. The
stud has seen much success in the show and sale ring with a highlight being the reserve junior champion
bull at the 50th National Poll Hereford Show and Sale at Dubbo in 2011.
Bulls have also been sold to many leading studs in all states. The school prides itself on not only producing
quality cattle but also quality cattlemen with many students gaining the benefit of preparing and showing
animals at the top level.
The cattle team is open to anyone who has a keen desire to work with cattle. For more information contact
Mr Mike Ball at mball@as.edu.au
Page 15
17. Student Clubs
From chess to electronics, film-making and photography to dance: Student Clubs at TAS reflect the diversity,
dynamism and drive of the students who make up our school. The core philosophy that education is more
than simply an academic pursuit is reflected in the model for our Student Clubs, which challenge, engage and
broaden the experience of all who are involved.
In Middle and Senior School, clubs are student-driven and staff supported, ensuring they reflect the interest and
passions of the student body, while promoting initiative and personal growth.
Middle School Clubs
Chess Club
The Middle and Senior School chess
teams compete at local and regional
level in various competitions, including
the inter-school Junior Chess League.
Middle School Chess Club meets
on Wednesday at lunchtime in the
library, as well as during Monday
lunchtime to mentor Junior School
players. Senior players are in the
library most lunchtimes. An interhouse competition is planned for
2014. For more information contact
cboydell@as.edu.au
Engineering Club
The TAS Engineering Club provides an interactive environment with opportunities in designing, planning
and the constructing of different projects.
The Engineering Club is open to all students from Year 6 and above who have an interest in science, technology,
engineering, electronics, robotics and making things.
The club is restricted to 15 places. It will meet at the Trade Training Centre on Thursdays, with a bus departing
from the Q Store area at 5:00pm and returning at 6:15pm. Day boys may be collected direct from the TTC.
Cost: Free.
Page 16
18. GAS (God and Stuff)
Middle School GAS is held every Thursday lunch time at 1.20pm in the McConville Centre and is run by Rev
Newton, and a few Year 12 volunteers. It generally involves games and fellowship at the start to kick things
off followed by biblical discussions in small groups.
Hoskins Production Crew
The Hoskins Centre Production Crew crew meets each Thursday lunchtime to learn about the technical
aspects of theatre including sound, lighting, stage management, set building and safety procedures. They
then get to apply these skills and operate the centre’s amazing equipment at many of the great shows
staged at Hoskins. Mr Pat Bradley and Mr Luke Polson are the leaders together with the crew’s student
leader Anthony Carlon. To learn more, contact lpolson@as.edu.au
Blokes Breaky and Bible
Meets every Monday morning at 7:30am to enjoy fellowship over breakfast followed by a Bible study and
discussion. It is open to anyone from Years 6 - 12 who is interested in finding out more about the Bible
or has some questions they want answered. The Bible study is lead by the school’s chaplain Rev Richard
Newton.
Bible Club
Held every Thursday during morning tea from 11.00am Bible Club is an opportunity for any students, Year
5 and above, to meet together and read and discuss the Bible. It is hosted in Rev Newton’s room and the
office next door. Any boys are welcome to come along if they are interested.
Tae Kwon Do
Instructor Koa Dowsett offers a full martial arts program which allows students to be assessed and promoted
through the ranks if they choose to do so. Outcomes of this program will include greater flexibility, cardio fitness,
strength endurance, reaction time and general body awareness; self defence is also a key training area.
Koa Dowsett is a first degree black belt in the art of United Taekwondo and is also a TAS old boy. For further
details contact Director of Co-curricular Mr Jason Lincoln at jlincoln@as.edu.au or his Assistant Karen Hutton
khutton@as.edu.au.
Page 17
19. Community Service
Students in Middle School are encouraged to perform 20 hours of Community Service a year.
Students’ commitment to Community Service is an important aspect of their learning and helps them
develop a greater sense of self-worth and confidence by helping others and developing links with the
wider community.
There are a range of programmes that are organised by the school including:
*
*
*
*
*
Red Cross Calling
Clean Up Australia
Relay for Life
Round Square service projects or
internal projects such as table waiting at formal dinners and fundraisers, junior school functions,
car parking.
Students are also strongly encouraged to devise their own community service projects and participation is
recorded each term by the homeroom teachers. Students must have their service approved and recorded
in their diary. This is then transferred to the school database.
Some requirements include that:
*
*
*
*
The student must volunteer
The student must NOT receive money to complete the task
The Community must benefit NOT an individual or business
Community service may be assistance given to those who are unable to complete a task due to
illness, age or disability.
Page 18
20. Round Square
Round Square...the oxymoron that unites
60 international schools. It is an association
of schools that share a commitment,
beyond academic excellence, to personal
development and responsibility through
service,
challenge,
adventure
and
international understanding.
It is based on the educational philosophy of
Dr Kurt Hahn who was associated with Salem
in Germany and Gordonstoun in Scotland. He
believed that an individual's potential could
be realised by an all-round education which
extended the student intellectually, spiritually
and physically.
The six pillars of Round Square are International
Understanding, Democracy, Environment,
Adventure, Leadership and Service (IDEALS).
TAS joined the Round Square in 1998 and is
now a very active member. Our students enjoy
the benefits derived from attending, young,
regional and international conferences.
They are also enriched by the inflow of
exchange visitors who bring with them the
views and values of other cultures. Our students
return from exchange with new perspectives
on society, education and the world.
There is an annual Young conference (available for 12-14 year olds) hosted by a regional school for around
4 days. Each conference addresses a theme, completes a service component and allows time for group
discussion on various issues. There is also time for socialising, reflection and personal growth and provides
an avenue to secure real friendships between students and schools.
Page 19
21. School Day
7.15am - 8.00 am
Boarders’ breakfast
(Inspection and Roll Call is by internal arrangement by Houses. All boys must attend.)
8.30 am
8.45 am
9.30 am
Staff Briefing in Common Room
Period 1
Period 2
10.15 am
Recess
10.35 am
Period 3
10.35 am
School Assembly (Tuesdays only) replaced by Activities briefings on the Tuesday
prior to each Activities Day only
11.20 am
Advisor Group (Prefects’ Assembly Fridays)
11.40 am
12.25 pm
Period 4
Period 5
1.00 pm
Lunch
2.00 pm
2.45 pm
Period 6
Period 7
3.30 pm
Classes conclude
3.45 pm
Sports practices / Detentions (Tuesday, Wednesday or Thursday)
6.00 pm
Boarders’ Dinner
6.55 pm
Boarder’s Roll Call (in houses)
7.00 pm
Boarder’s Prep
*
We operate on a 10 day timetable with lessons of 45 minutes duration.
Page 20
22. Absence, Illness, Punctuality
Parents are asked to advise the school if their child is absent, by 8.45am on the day. A note explaining your
child’s absence and, signed and dated by you, should be sent or emailed to the Middle School Office upon
your child’s return to school. The email address to send absentee notes to is middle@as.edu.au
Students arriving at school late, or leaving early, need to use the sign in or out book which is located in the
Middle School staff room.
Parents of day students who fall ill during the day, will be contacted so that the child may return home to
be cared for. The school requires all students to attend school for the full term.
Requests for Leave
To comply with recent changes in Board of Studies requirements for student leave, parents need to
access the Parental Application for Exemption from Attendance at School form, located on the parent
portal of the website. This form will need to be printed, completed and signed before being faxed or
emailed to the School for approval. If sending via email, please email to middle@as.edu.au
Requests for extended leave are considered by the Headmaster.
Page 21
23. Casual Boarding
Be it for a single night or several weeks, Casual Boarding is proving to be increasingly popular.
Casual boarding provides an opportunity to stay overnight at the school should involvement in school
activities or family circumstances make it convenient to do so. This is a terrific opportunity for day boys
to enjoy the company of their boarder friends and participate in the full life of the school. For a small fee,
many day boys also enjoy joining boarders for lunch in the Dining Room where each day a range of salads
and hot food are provided in abundant quantities to satisfy growing adolescents. This casual mingling
between staff and students adds enormously to the collegiality, support and rapport between day boys and
boarders, teachers and students alike. Similarly, day boys often invite boarding friends to stay with them on
weekends or during school breaks. Just as day students comment on the advantages of meeting friends
from all over the world who board at TAS, boarding students find their lives enriched by contact with
friends and families who welcome them into their homes.
The cost of casual boarding (1 to 3 nights) is $70 per night inclusive of linen, dinner and breakfast.
Parents seeking casual boarding should be aware that due to increasing enrolments (together with the
provision of boarding experience nights for prospective students), space in particular Houses may not
always be available at the times required.
To make a booking for Casual Boarding, go to the school website. Enter your details, together with your
child’s details. These details will help our staff to best help you with placing your child in a boarding house.
On receipt of your application, Veronica Lucas will contact the boarding house of your choice and
confirm availability. Once confirmation is received from the boarding house, Veronica will contact you to
confirm the placement.
Page 22
24. Canteen & Boarders’ Lunches
The canteen is located in the TAS Sports Centre and is available to Middle School students at recess and
lunch. A price list and menu are published at the beginning of each term.
Boarder’s lunches are available from the school Dining Room.
To access lunch in the Dining Room, student’s need to use their swipe card (issued to them by the
school). A charge for the lunch will be made to your son’s school account.
Page 23
25. School Uniform
General
Blazer; school
Tie; school
Formal school Hat – Akubra
Trouser; TAS style, mid-grey
Pullover; grey school
Socks; grey
Shoes; black laces & stitching, leather uppers (eg Clarks or Athletes Foot brand)
Shirts, white, long sleeves
TAS School Bag
Winter
Shirts; grey cotton, long sleeves,
Winter Coat; navy blue TAS
Summer
Shirts; khaki, short sleeves
Shorts; khaki (metal zip such as Yakka brand)
Socks, pairs, long khaki
Garters
Sportswear
Shorts; navy PE
‘TAS’ white polo with navy collar
Socks; pairs, white (no logo)
Track suit; TAS, style
Polo Shirt; House colour
Swimming costume; Navy speedos
TAS Sports Jacket
Shoes, white sports shoe (no black soles)
Hat
TAS; navy cap
Additional Items Supplied by Student (not available from Clothing Shop)
2 towels for both Boarders and Day Students
Please note, each article must be clearly marked with a name tag.
Page 24
26. TERM DATES 2014
Term 1
Staff Day (Boarders return)
Classes resume
Last Day of Term
Staff PD Day
Tuesday 28 January
Wednesday 29 January
Thursday 10 April (Athletics Championships)
(Boarder buses depart from 8.00 am Friday 11 April)
Friday 11 April (Good Friday 18 April)
Term 2
Staff Day (Boarders return)
Monday 28 April
Classes resume
Tuesday 29 April
*Queens Birthday Long Weekend 7-9 June (inc)
(Classes conclude on Thursday 5 June)
(Boarder buses depart from 8.00 am Friday 6 June)
Last day of term
Thursday 19 June (Classes conclude at 3.30 pm)
(Boarder buses depart from 8.00 am Friday 20 June)
Staff PD Day Friday 20 June
Term 3
Staff Day (Boarders return)
Monday 14 July
Classes resume
Tuesday 15 July
Last day of term
Thursday 18 September (Classes conclude at 3.30 pm)
(Boarder buses depart from 8.00 am Friday 19 September)
Valedictory Day (Yr 12 & families only)
(Staff PD Day)
Friday 19 September
Term 4
Boarders Return
(No Staff Day/Labour Day)
Classes resume
Junior School closes
Speech Day (Middle & Senior)
Monday 6 October
Tuesday 7 October
Wednesday 3 December (Classes conclude)
Thursday 4 December
Page 25