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PDF 2011 Curriculum Council Secondary Education
STUDENT ACHIEVEMENT The Curriculum Council congratulates the Beazley Medallist: This is because: Beazley Medal: WACE and the Beazley Medallist: VET for their outstanding • the number of students taking WACE courses varies from Beazley Medal: WACE individual achievements. school to school. VET The Curriculum Council also congratulates the winners of the • many socio-economic factors are associated with the level of The Beazley Medal: WACE is general exhibitions for their outstanding achievement in student examination performance. The Beazley Medal: VET is awarded to awarded to the student obtaining the WACE courses and the students who achieved course, • students vary greatly in their career ambitions and application the student who has demonstrated the highest score in the determination of VET or Workplace Learning exhibitions, certificates of to study. best results in a vocational program. distinction, special certificates of distinction and certificates of the general exhibitions. • academic achievement does not cover all aspects of the work excellence. of schools. The winner of the 2011 Beazley Medal: The winner of the 2011 Beazley SCHOOL COMPARISONS The representatives of government, Catholic and independent VET is Medal: WACE is The Curriculum Council recognises the contribution which schools, universities and the community, who constitute the schools and teachers make to student performance. At the Curriculum Council, are adamant that comparing schools solely CALUM JEROME FELIX BRAHAM same time, the Curriculum Council is convinced that comparing on the basis of examination results is misleading. NICOLE ANN KERR TRINITY COLLEGE the numbers of high achieving students is not a legitimate basis – EMERITUS PROFESSOR PATRICK GARNETT WOODVALE SECONDARY for judging schools. -
Results Reveal the Year's Best Performers
THIS COPYRIGHT MATERIAL MUST NOT BE REPRODUCED WITHOUT PERMISSION OR PASSED ON TO ANY THIRD PARTY. CONTACT: January 10-11, 2015 HOW YOUR SCHOOL RATES [email protected] First class Results reveal the year’s best performers 8-PAGE LIFTOUT EXAM REPORT CARD: HOW YOUR SCHOOL FARED P4-6 THIS COPYRIGHT MATERIAL MUST NOT BE REPRODUCED WITHOUT PERMISSION OR PASSED ON TO ANY THIRD PARTY. CONTACT: 2 HOW YOUR SCHOOL RATES Small classes better motivated erth’s only Jewish school ATAR than a big one, it was still a “That dates back 5000 years,” he has achieved the highest remarkable achievement by said. median tertiary entrance talented and motivated students. “That whole culture of valuing Pranking in the State. Though Carmel was a Jewish learning is inculcated in the Though Carmel School does not school it also had an open families and the schools.” appear on the official table released enrolment policy and took a few Mr Taylor said Carmel had the by the School Curriculum and non-Jewish students. opposite problem from many Standards Authority because it had Mr Taylor said it had been an schools because it had to fewer than 20 students last year, it advantage for the students to be in discourage some students from achieved a stellar median such a small year group which was doing too much homework. Australian Tertiary Admission about half the size of a normal Year Noa Levin, 17, who was head girl Rank of 96.65. 12 cohort. last year and scored an ATAR of This means that half the school’s “Each of the courses had very 98.4, said the Year 12s were a 17 university-bound students small class sizes and the teachers close-knit group who had shared achieved an ATAR above that. -
Post-Compulsory Education Review. a Discussion Paper
Published by the Curriculum Council 27 Walters Drive Osborne Park Western Australia 6017 Telephone: (08) 9273 6300 Facsimile: (08) 9273 6301 Email: [email protected] Website: http://www.curricuIum.wa.edu.au The text in this document may be reproduced in any form. Additional copies of the publication may be obtained from the Curriculum Council. SC1S No: 985856 ISBN 0 7307 2717 3 • ѓ#1•7 mister's forewor Pro'a ьІ y the greatest challenge facing education in Western Australia is that of meeting students' needs as we enter the twenty-first century. The Curriculum Council's Curriculum Framework has placed this State at the forefront of curriculum development in Australia. The task of the Council's Post-Compulsory Education Review is to ensure that upper-secondary is consistent with the Framework and meets the numerous and increasing demands upon our schools. These demands include widespread provision of vocational education and training, responding to the changing workplace and the spread of information technology, and greater flexibility in delivery of education to young people. The first stage of the Review has involved consultation with educationists, teachers, students and industry representatives to develop this discussion paper for community consideration. The paper proposes a new post-compulsory education system that aims to ensure all students are provided with opportunities to develop the knowledge, understandings, skills and values to succeed in their lives. I expect community involvement to be extensive during the consultation phase of the Review. There will be school visits and community seminars in country and metropolitan areas to provide information to teachers, parents and the wider community and to seek their input. -
Beazley Medal
Beazley Medal: STUDENT ACHIEVEMENT Beazley Medal: The Curriculum Council congratulates the Beazley Medallist: TEE This is because: TEE and the Beazley Medallist: VET for their outstanding individual • the number of students taking WACE courses and/or TEE subjects VET achievements. varies from school to school. The Beazley Medal: TEE is awarded to The Curriculum Council also congratulates the winners of the • many socio-economic factors are associated with the level of The Beazley Medal: VET is awarded to the student obtaining the highest score general exhibitions for their outstanding achievement in WACE student examination performance. the student who has demonstrated the in the determination of the general courses and tertiary entrance rank subjects, and the students who • students vary greatly in their career ambitions and application to best results in a vocational program. exhibitions. achieved course/subject exhibitions, certificates of distinction, study. certificates of excellence, special course/subject awards and special • academic achievement does not cover all aspects of the work of The winner of the 2009 Beazley Medal: The winner of the 2009 Beazley Medal: certificates of distinction in the full range of courses and subjects. schools. VET is TEE is The representatives of government, Catholic and independent SCHOOL COMPARISONS schools, the WA Department of Education, universities and the ANDREW JOHN REYNOLDS HAYLEY LOUISE ANDERSON The Curriculum Council recognises the contribution which schools community, who constitute the Curriculum Council, are adamant and teachers make to student performance. At the same time, the that comparing schools solely on the basis of examination results is WA COLLEGE OF AGRICULTURE – CHURCHLANDS SENIOR HIGH Curriculum Council is convinced that comparing the numbers of high misleading and invalid. -
Public Schools' Association of Western Australia
PUBLIC SCHOOLS’ ASSOCIATION OF WESTERN AUSTRALIA The Public Schools’ Association of Western Australia was formed in 1905. Over the years it consisted of Aquinas College, Christ Church Grammar School, Guildford Grammar School, Hale School, Scotch College, Wesley College and Trinity College. It has been variously named the Public Secondary Schools’ Association of W.A. and the Public Schools’ Association of W.A. Its main function was to provide for competition in various Inter-school sports. It was run by a committee of two delegates from each school. Source: see this collection -1570A/11-12; 1570A/1; 8112A/2 MN ACC meterage / boxes Date donated CIU file Notes 235 1570A [? 1.2 m] December 1967 BA/PA/11/0158 8112A 1.53 m 8284A 17 cm SUMMARY OF CLASSES CONSTITUTION INSURANCE POLICIES CORRESPONDENCE MINUTES DIAGRAMS PRINTED MATERIAL FILES REPORTS FINANCIAL STATEMENTS RESULTS REQUEST THIS DATE RANGE DESCRIPTION NUMBER ACC CONSTITUTION ACC 1570A/13 1965 Constitution – Minutes of meetings – Sports Report ACC 1570A/14 1966 Constitution proposed - Proposed rules for cricket - Athletic equipment stock take CORRESPONDENCE ACC 1570A/2 1953-1961 General Correspondence (includes index) ACC 1570A/3 1939 -1960 Files of correspondence etc relating to the annual Interschool Athletic Meetings ACC 1570A/4 1956 -1970 Files of correspondence etc relating to the annual Interschool Rowing Regatta (Head of the River) ACC 1570A/5 1950 -1970 Files of correspondence etc relating to the annual Interschool Swimming Contest ACC 1570A/5a 1962 -1969 Files of correspondence -
Booklet 2021
SECONDARY CHAMPION SCHOOL BASKETBALL OVERVIEW - 2021 In 2021 the Senior and Junior Leagues will all be run as day-carnivals. Senior Leagues will conduct their competitions as one-day carnivals followed by North and South of the River knock out competitions for the All Schools and a Round Robin for the Champion Schools competitions. Both All Schools and Champion Schools will conclude with a Grand Final. The Grand Final will be held at Bendat Stadium during the school day in 2021. Junior Leagues will conduct their competitions as one-day carnivals followed by North and South of River finals being held in the one-day format and concluding with Grand Finals being held on a separate date. All grand finals will be held at Bendat Basketball Centre. The Organising Committee comprises of representatives from School Sport WA and individual schools. Thank you to those members who were involved in 2020 and to those who have made themselves available for 2021, your dedication and support is very much appreciated. 2021 Organising Committee Robyn Brierley Executive Officer, School Sport WA Kelvin Browner Basketball Convenor, School Sport WA Nathan Trengove Basketball Coordinator, School Sport WA The Organising Committee would like to thank all School administration and teaching staff for their support of the competition and encouraging their Schools to participate in the competition. The 2021 Coordinators are: Airport League Sean Fagan Beach and Alkimos League Kelvin Browner Canning River League Blair Kearsley Central League Joshua Daniells Harbour League Stephen Watson Hills League Debbie Fitzsimmons Northern Suburbs League Nathan Trengove (Vacant) Peel League Stephen Watson Railway League Kurt Slabolepszy Southern Suburbs League Sean Fagan 2020 Secondary Champion School Results Congratulations to the below teams on their success in 2020. -
2021 Boarding Handbook About This Handbook
2021 Boarding Handbook About this Handbook The Guildford Grammar School Boarding Handbook is compiled for the benefit of the boarding community. The Handbook is designed to be a comprehensive directory of the life, work and organisation of junior and senior boarding at the School. It is also a formal statement of the expectations that the School has of all its boarders. 2021 Term Dates Term 1: Begins (Years K-12) Wednesday 27 January Ends Thursday 1 April (Mid-Term break: Friday 26 February – Monday 1 March inclusive) Term 2: Begins Tuesday 20 April Ends Friday 25 June (Mid-Term break: Friday 4 June – Monday 7 June inclusive) Term 3: Begins Monday 19 July Ends Friday, 24 September (Mid-Term break: Friday 20 August – Monday 23 August inclusive) Term 4: Begins (Years K-11) Monday 11 October (Year 12) Wednesday 13 October Ends (Years K-6) Thursday 2 December (Years 7-12) Friday 3 December Welcome Dear Boarders, Parents and Guardians, Matthew Weston I would like to take this opportunity to formally Director of Boarding welcome you to the Guildford Grammar School boarding community. This year we are embarking on a new and exciting era as our students move into one of the most modern with the philosophies, practices and principles that boarding facilities in the country. This year underpin the community your child will reside within we will have close to 120 male and female this year. boarders from Years 6-12 living under one roof Whilst we seek to nurture each child’s individual in a residence that is secure, safe and homely. -
State a Grand Scale BETHANY HIATT Year 8 Right Through to Additional Programs We Run "M Year 11 and 12To Support Them," He Said
general Sharyn O’Neill said many BETHANY HIATT State schools had "punched well EDUCATION EDITOR above their weight" when the socio- Numberin top third % Churchlands Senior High School has economic status of their students was : - Total taken into consideration. 1 St Hilda’s Anglican School For Girls 117 91 77.78 a State School in I She singled out high schools in 2 ’Hale School 177 119 67.24 Manjimup, Katanning and Denmark, 3 ’ Christ Church Grammar School 178 116 65.17 Which all made the top 50. Ms O’Neill 4 Methodist Ladies’College 125 81 64.80 said she expected all schools to have 5 Perth College 139 90 64.75 Girls was crowned leading TEE high expectations of their students, Churchlands Senior High School 202 128 63.36 regardless of their background, their 6 school lastyear after taking out first 7 St Mary’s Anglican Girls’ School 150 93 62.00 place on two tables measuring race or where they lived. 124 74 59.68 And she warned that some schools 8 Presbyterian Ladies’ College academic achievement and having the 9 ’ PenrhosCollege 135 80 59.26 top median tertiary entrance rank in highest ranking achieved by a public which did not do as well as expected 56.67 would have to review their results to 10 Great Southern Grammar School 30 17 the State of 94. 65. school on that measure since the Cur- 161 91 56.52 Itrankedfirstbasedonthepercent- riculum Council started compiling find areas where they could improve. 11 Shenton College 12 ntation College age of students who achieved an aver- tables 10 years ago. -
The English Public Schools, Ritualism, Freemasonry, and Imperialism. REPORT NO ISBN-0-7212-0754-5 PUB DATE 89 NOTE 157P.; Photographs Will Not Copy Adequately
DCCUMENT RESUME ED 359 076 SO 021 785 AUTHOR Rich, P. J. TITLE Elixir of Empire: The English Public Schools, Ritualism, Freemasonry, and Imperialism. REPORT NO ISBN-0-7212-0754-5 PUB DATE 89 NOTE 157p.; Photographs will not copy adequately. AVAILABLE FROMRegency Press Ltd., 125 High Holborn, London WC1V 6QA, England, United Kingdom (9.95 British pounds). PUB TYPE Books (010) Reports Descriptive (141) EDRS PRICE MF01/PC07 Plus Postage. DESCRIPTORS *Cultural influences; *Educational History; Elementary Secondary Education; Foreign Countries; Foreign Culture; *Imperialism; Political Power; *Public Schools; Role of Education IDENTIFIERS *England; *Nineteenth Century ABSTRACT In order to understand the British Empire,one must understand the British public school and its rituals. The 19th century saw an expansion in the public schools, which seized the opportunity to prepare boys for service in the Empire. The schools developed an elaborate systems of totems and talismans. Their rituals were reenacted all over the world. The rich symbolism of schooldays prepared colonial administrators for staging the Imperial drama. The public schools also became deeply involved with freemasonry,a secret fraternal society. The final chapter of the book providesan assessment of the public school in post-imperial days and notes that in the 20th century the schools have placed pragmatismover principles in order to survive political threats. (DB) *********************************************************************** Reproductions supplied by EDRS are the best thatcan be made from the original document. *********************************************************************** .i....d LC) t'm wT- 1 0 CD ty"re% iC: In J1.411. C't AL Q The English Public Schools, Ritualism, 4 Freemasonry and Imperialism_ PERMISSION TO REPRODUCE THIS U DEPARTMENT OF EDUCATION Ofhc of Educabonal Research and improvement RIAL HAS BEEN GRANTED BY EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) liflirochus document hall boon reOrOduCed as lowed from tn. -
Future Footprints Program
Future Footprints Program The Future Footprints program, an initiative of the Association of Independent Schools of WA (AISWA), aims to support Indigenous students from remote regions in Western Australia attending boarding schools in metropolitan Perth. The broad aim of the program is to support students’ engagement in education and to enhance their transition to, through and from, school to further education, employment and/or training. Program Participation 350 100% 90% 300 80% 250 70% 200 60% 50% 150 40% 100 30% Graduating Students Graduating Particpating students Particpating 20% 50 10% 0 0% 2004 '05 '06 '07 '08 '09 '10 '11 '12 '13 '14 '15 Program Year Male Female Total Total Students Graduated The program aims to: • Increase the number of Indigenous students in Independent schools in Western Australia. • Increase retention of Indigenous students from Years 10 to 12. • Increase the number of Indigenous students completing Year 12 • Develop a range of partnerships between schools, higher education institutions, trade training providers. • Develop partnerships between schools and Indigenous parents/ communities. Key Elements of the Program Contact Us • Partnerships between schools and communities with parental Coordinator involvement an important feature. Mrs Roni Forrest [email protected] • A data base of Indigenous boarding students in participating schools which includes year of entry, vocational aspirations and post school Indigenous Liaison Officer destinations. Miss Christina Geerlings • Culturally appropriate mentoring to students and weekly meetings [email protected] which include tracking homework/study progress, family and peer P (08) 9441 1647 relationships, and addressing boarding away from home issues. M 0408 259 954 • A support structure for teaching and boarding staff in schools by AISWA, 3/ 41 Walters Drive significantly increasing cultural awareness, knowledge of Indigenous Osborne Park WA 6017 learning styles, literacy and numeracy needs, family/peer relationships and health issues. -
How to Make the Right Educational Choices for Your Child
WEDNESDAY, FEBRUARY 8, 2017 How to make the right educational choices for your child ᔡ The co-ed debate ᔡ Schools bursting at the seams ᔡ Do rankings matter? ᔡ Global classrooms THE WEST AUSTRALIAN • WEDNESDAY, FEBRUARY 8, 2017 THE WEST AUSTRALIAN • WEDNESDAY, FEBRUARY 8, 2017 2 CHOOSING A SCHOOL CHOOSING A SCHOOL 3 CONTENTS New schools ...................... 4 Pre-kindy programs ........ 5 Co-ed debate .................. 10 Needs of child the Global classroom ............ 14 Students’ view ................. 16 THE TEAM Editor foremost criteria Jenni Storey, [email protected]; ᔡ Bethany Hiatt cultural interest? Last but not area where most families are Education Editor EDUCATION EDITOR least, what is going to fit your fairly well off, then be aware Bethany Hiatt, budget? its results may have less to do bethany.hiatt@ t is the decision many While there is far more with the school and more to wanews.com.au; parents agonise over. information available now do with the fact all the Advertising Where you plan to send about schools’ performances parents have read books to Raj Kulkarni, 9482 3567, I your child to school is a topic on tests such as NAPLAN, their offspring from birth. rajesh.kulkarni@ that crops up regularly at choosing a school based But if a school in a wanews.com.au barbecues and in playgroups. solely on results found on a disadvantaged area can show And it could be one of the website is not wise. its students are improving at COVER IMAGE Students enjoy the great most important choices you Just because a group of a greater rate than those in outdoors at Serpentine will ever make on your child’s students from one year group similar schools, that is a far Jarrahdale Grammar behalf. -
2016 Annual Report 2016 ANNUAL REPORT
2016 Guildford Grammar School 2016 annual report 2016 ANNUAL REPORT Guildford Grammar School is a prestigious Anglican School established in 1896. The School is magnificently situated on almost 100 hectares along the banks of the Swan River, and houses one of the most beautiful and historical chapels in WA; the Chapel of St Mary and St George. The School has a long- standing reputation for providing a broad-based education for young people and is known for its high academic standards, sporting and cultural opportunities and traditional values. Guildford Grammar School is co-educational from K-6 (454 students) and boys’ only from Years 7-12 (727 students). There are boarding facilities for 148 boys from Years 7-12. Guildford Grammar School is leading the way in 21 Century education, through the introduction of its unique Catalyst curriculum, developed especially for students in Years 7-9. Catalyst allows students to participate in a three-year program of electives and projects designed to build on skills that will enable them to contribute to our changing world. Numeracy and literacy are the foundations of the Catalyst BIG skills, with a strong focus on critical thinking, problem solving, teamwork, collaboration and research; skills all highly sought after by 21 Century employers. An innovative new teaching facility has been built to accommodate the flexible learning style of the program. We offer a wide range of sporting and co-curricular programs, competing in the PSA sporting competition in Rugby, Soccer, Hockey, Cricket, Swimming, Water Polo, Tennis, Volleyball, Cross Country and Rowing. Co-curricular programs include Music, Drama, Chess, Debating, Cadets, Philosothon, Tournament of Minds, Human Powered Vehicle Challenge, Public Speaking, World Scholar’s Cup, DaVinci Decathalon, OptiMinds and Golf.