AQUINAS COLLEGE Senior School
1894
For Others Quis Pro Aliis
STUDY PLANNER 2018 1894
Christ in Me
Christ has no body now but yours, No hands, no feet on earth but yours
Yours are the eyes through which, He looks with compassion on this world
Yours are the feet with which He walks to do good
Yours are the hands with which He blesses all the world
Yours are the hands Yours are the feet Yours are the eyes You are His body
Saint Teresa of Avila Headmaster David McFadden Deputy Headmaster Duncan Warlters
College Leadership Team
Head of Junior School Head of Development Steven Males Peter Robertson Head of Middle School Head of Arts and Culture Michael Dempsey Chris McMillan Head of Senior School Head of Boarding Nick Ognenis Sean Henderson Head of Sport Head of Business and Finance David Gault Stephen Mann
Divinity Faculty Across College Directors Head of Religious Ed...... Paul Kelly Aboriginal Education...... Mike Bell Director of Spirituality...... Andrew Kania Careers/Transition...... Robyn Ekberg Director of Charity and Service Learning...... John Richards VET Coordinator...... Peter Gellin Director of Justice and Advocacy...... Richard Mavros Music...... Jane Alderson ICT Facilitator...... Lachlan Bowyer Head of Learning Areas Learning...... John Van Dyk Arts...... Jeremy Sivewright Learning Centre...... Jo Critch English...... Michael Mueller Learning Support...... Glynis Holborow Health & PE...... Brendan Chapman Sport...... David Gault Technologies...... Chris Brehaut Sport (Asst Director)...... Bryan Johnson Languages...... Maria Lo Presti Staff Services...... Jason Fowler Mathematics...... Amanda Hird Technology Integration and Innovation...... Grant Haggerty Science...... David White HASS...... Megan Monks Assistant to Heads of School Mark Weston (Middle School) Bernard Major (Senior School)
Head Head Directors of Middle School Houses of Senior School Houses of Boarding School Houses Bryan...... Tim Bucknell Chaney...... Simon Montgomery Brothers...... Br Robert Stewart Edmund...... Maree Brennan Cullity...... Kylie Virgo Gibney...... Ross Meadow Glowrey...... Sarah Berry Durack...... Lauranne Woodhouse Nunan...... Jordan Owenell Treacy...... Craig Herbert Prendiville...... James O’Neill Pinder Boor...... Steve Montgomery
1 2018 COLLEGE PREFECTS
College Captain - Timothy Bodlovich College Vice Captain - Timothy Andrews Captain of Boarding - Regan Clarke
Middle School - House Prefects Bryan - Callum Milne Edmund - Matthew Colliss Glowrey - Jonathon van den Einden Treacy - Nicholas Klvana-Hooper
Senior School - House Prefects Chaney - Noah Humich and Lachlan McLean Cullity - Christopher Kilroe and Samuel Hoskin Durack - Sabian Peaker and Tom Loughnan Prendiville - Lachlan Dodge and Thomas Dwyer
Boarding Prefects Gibney - Mitchell Lord Pinder Boor - Mitchell Russell Nunan - Lachlan Thomas
Across College Prefects Academic - Daniel Nazzari Advocacy - Charlie McCormack Culture - Andre de Moeller-Samarin Divinity - Benjamin Bianchini Environment - James Lodge Service - Lucas Brown Sport - Nelson Aranda
2 CONTENTS College Team...... 1 2018 College Prefects...... 2 Catholic Social Teaching...... 4 Prayers...... 8 Formation for Justice...... 10 Blessed Edmund Rice...... 12 Aquinas College: An Erea School...... 13 The Touchstones of Aquinas College...... 13 History of the College...... 14 Patron Saint of the School...... 14 Service Learning...... 15 Community Service Awards...... 15 Mt Henry Peninsula Conservation Group...... 17 College Houses...... 19 Tuatha Shield...... 19 Rules and Regulation for Students...... 20 Good Standing Statement...... 24 Senior School Curriculum Awards...... 26 Academic Awards...... 27 Year 10-12 Academic Awards Criteria...... 27 Aquinas College Honour Boards...... 28 Senior School Assessment Procedures...... 33 Assessment Matters...... 35 Revision Program...... 39 Revision Program – Term 1...... 40 Revision Program – Term 2...... 41 Revision Program – Term 3...... 42 Revision Program – Term 4...... 43 Year 10 Homework and Study Timetable...... 44 Year 11-12 Homework and Study Timetable...... 45 Years 10-12 Revision: Examination Study Timetable – Week 1...... 46 Years 10-12 Revision: Examination Study Timetable – Week 2...... 47 Assessment Reflection...... 48 WACE Information...... 49 Calculating your ATAR...... 49 Atar Conversion Table...... 50 Academic Pathways...... 50 Sample Diary Pages...... 52 My Academic & Character Goals...... 54 My Goals For Term 1 - 2018...... 55 Years 10-12 Holiday Revision Timetable – Week 1...... 78 Years 10-12 Holiday Revision Timetable – Week 2...... 79 My Goals For Term 2 - 2018...... 81 Years 10-12 Holiday Revision Timetable – Week 1...... 100 Years 10-12 Holiday Revision Timetable – Week 2...... 101 My Goals For Term 3 - 2018...... 103 Years 10-12 Holiday Revision Timetable – Week 1...... 124 Years 10-12 Holiday Revision Timetable – Week 2...... 125 My Goals For Term 4 - 2018...... 127 ICT Code of Conduct...... 144 ICT Information...... 144 The 7 Habits of Highly Effective Pupils...... 146 Writing A Reference List...... 147 Habits of a Successful Learner...... 148 The Cornell Notetaking System...... 149 Glossary of key words used in the formulation of examination questions - Years 10-12...... 150 Study Skills Worksheets...... 152 Classroom Map...... 159 College Map...... 160 3 CATHOLIC SOCIAL TEACHING
Over a considerable period of time Catholic Social Teaching has been developed in response to key social issues. The teaching is contained in a wide variety of documents. Some of the key principles are highlighted below. 1. The Dignity of the Human Person Every human person is created in the image and likeness of God. People do not lose this dignity because of disability, poverty, age, gender, lack of success, race or ethnicity. 2. Participation People have a fundamental right to life, food, shelter, health care, education and employment. As a consequence of this they then have a responsibility to participate in decisions that affect their lives and hence build their society. They need to take an active role in the development of socio- economic, political and cultural life. They should be shapers of history, not passive recipients of other people’s decisions. 3. Purpose of Society and the Economy Social structures, especially the economy, are there to serve people. A Prayer of Compassion It is not intended that people are simply objects designed to serve May I become at all times, both now and forever, A protector the/an economy. People have a right to decent and productive work, for those without protection, fair wages, private property and economic initiative. A guide for those who have lost their way, 4. Universal Purpose of Goods A ship for those with oceans to cross, The goods of the earth are meant for all to share. The Church A bridge for those with rivers to cross, upholds the right to own private property, but this is not absolute, A sanctuary for those in danger, there is a responsibility to allow access to the goods of the earth to A lamp for those without light, all people so that the common good is served. A place of refuge for those who lack shelter, And a servant for 5. The Common Good all in need. The human person is social by nature. We do not exist alone. We have to be in right relationship with each other and aim for what is best for all. 6. Solidarity We are interdependent. We are all brothers and sisters of each other, whether we like it or not. We need each other. We are one human family. Our responsibilities to each other cross national, racial, economic and ideological differences. 7. Option for the Poor The moral test of a society is how it treats its most vulnerable members. We are required to stand with the poor and the marginalised. They should receive more precisely because they have less. The Church must be the voice of the voiceless. We are called to look at public policy decisions through the eyes of persons who are made poor and kept poor. A just society is achieved only when the needs of the poor in society are given first priority. 8. Care for Creation The earth is a gift from God. We, as trustees and stewards, have a responsibility to care for what we have received, to share it and to conserve it for the future and not merely be consumers and users.
4 Aquinas College Values We continue to read the signs of the time to provide service through Catholic education for boys, and we endeavour to live an authentic Christian life based on our core values and beliefs.
Values through effort Faith in action We journey in our faith and express it by living the Gospel Values through life and prayer. Justice with compassion We express our faith by doing justice through being an inclusive community and recognising the rights and responsibilities of each person. Service with generosity We aim to reach out to each other and the community by responding with compassion to need and encouraging a reflective and practical awareness of social inequity and its causes. Respect for all We respect others by treating individuals with dignity, and we foster the formation and ongoing commitment of Aquinas staff to the Edmund Rice charism. Excellence every day We strive to challenge our College community by focussing on holistic success and the facilitation of opportunities for boys to achieve.
5 Aquinas College - Our Values In Action
Respect (for all) is..... • Treating others with kindness – students, staff and parents, • Listening to my peers when they say stop or ask not to be given a hard time, • Treating others online with dignity, • Adhering to the values of the College and Blessed Edmund Rice, • Wearing my uniform correctly and with pride (shirt tucked in, socks pulled up, tie pushed up, top button done up), • Adhering to the grooming guidelines of the College (clean shaven, hair correct length and neat and tidy), • Following the directions and instructions of a staff member the first time, • Using my manners – please, thank you, opening the door for a staff member, • Saying hello to a staff member everyday when I walk past them, • Using the bins that are provided to look after the school environment, • Standing when an adult enters the classroom.
Service (with generosity) is.... • Reaching out to others, • Seeking opportunities to serve others inside and outside of the College community, • Helping my peers, staff and parents, • Practicing kindness, • Responding with compassion to the needs of others, • Love in action is service (Mother Teresa), • Life long advocates for the poor and Faith marginalised. (in action) is... • Living in a Christ like manner (considering others, helping others, rising above poor behaviour, respecting others), • Practicing the servant leadership style of Jesus, • Being courageous in the face of fear, • Practising forgiveness and mercy, • Acting with dignity, compassion, humility and integrity, • Praying for and expecting God to transform you, • Being a steward of the environment, • Attending my House mass on a Thursday morning, • Committing to each RE lesson, • Developing prayer as an everyday ritual, • Participating in school masses and liturgies, • Actively participating in retreats.
6 Aquinas College - Our Values In Action
Justice (with compassion) is..... • Doing what I know is right (respecting people and property), • Committing to not allowing other students to being unkind, • Being fair and just in my dealings with peers, staff and parents, • Being an “upstander” in the community, • Seeking the help of others when needed and when I cannot do it on my own • Including others, • Recognising the rights of my peers, staff and parents, • Taking responsibility and being accountable for my actions and behaviour, • Behaving in a way that respects others.
Excellence (everyday) is..... • Being the best I can be – spiritually, academically, culturally, in sport, in service learning, • Looking the best I can (uniform and grooming), • Giving genuine effort and time to all I do (having a go!), • Creating and nurturing quality relationships with others, • Representing the College, myself and my parents in the community, in the best way I can, • Supporting and recognising the efforts of others, • Not distracting others in class, • Arriving to class on time and prepared for every lesson (the right frame of mind, books, pens, diary), • A willingness to challenge myself and engage with the content of each lesson, • Completing my homework correctly and with effort, • Seeking feedback and reflecting on my learning for improvement, • Setting and reviewing realistic goals for myself, • Submitting all assignments knowing I have done my best, • Revising for tests and exams, such that I have challenged myself to get the best possible outcomes, • Learning from mistakes and benefiting from advice, • Fostering a spirit of enquiry and a life long commitment to learning.
7 PRAYERS
THE SIGN OF THE CROSS PRAYER AT THE BEGINNING Son; (Using Your Right Hand To Sign) OF THE DAY now, through his suffering and death In the name of the Father, and Almighty God, lead us to the glory of his resurrection. of the Son, and of the Holy Spirit. you have given us this day; We ask this through Christ our Lord. Amen. strengthen us with your power R. and keep us from falling into sin, Amen. THE LORD’S PRAYER so that whatever we say or think or do Our Father, who art in heaven, THE AQUINAS PRAYER may be in your service and for the sake hallowed be thy name, God, grant me the grace to of your kingdom. Thy kingdom come, open myself completely to your Holy Spirit, We ask this through Christ our Lord. Thy will be done, that I may be led into all truth; Amen. on earth as it is in heaven. The truth of your Word and Give us this day our daily bread, PRAYER FOR ALL OCCASIONS the truth of a daily life which glorifies you. and forgive us our trespasses Lord, may everything we do begin with your May no-one be caused to stumble as we forgive those inspiration and continue with your help, so by any word or action of mine; who trespass against us, that all our prayers and works may begin in may no-one be poorer you and by you be happily ended. and lead us not into temptation, because of my neglect or thoughtlessness. We ask this through Christ our Lord. but deliver us from evil. Touch my mind, Amen. Amen. so that I may think of you; touch my eyes, THE HAIL MARY EDMUND RICE ANTHEM God has shown his favour. that I may see others as you see them; Hail Mary, full of grace, His hand is surely here. touch my lips, the Lord is with thee; Light shines on this work, so that my words might comfort, blessed art thou among women, a light of grace so clear. encourage or rebuke as necessary; and blessed is the fruit Now so many years have passed. touch my hands, of thy womb, Jesus. Blessed by one man’s days; so that all tasks might be performed well; Holy Mary, Mother of God, The birth of Edmund Ignatius touch my heart, my innermost being, pray for us sinners now Rice is honoured in our praise. so that your love might guide me. and at the hour of our death. Chorus: Men died for God on history’s every page; Amen. Amen. Men lived for God as well in every state and age. INVOCATION GLORY BE (DOXOLOGY) Saint Thomas Aquinas: (R) Pray for us Glory be to the Father and to This man who lived for God – Edmund Ignatius Rice Blessed Edmund Rice: (R) Pray for us the Son and to the Holy Spirit, Showed all the world a living sacrifice. Live Jesus in our Hearts: (R) Forever as it was in the beginning, is now Faith gave greater strength to him, and ever shall be, world without end. a faith as calm as dawn. Amen. Hope kept him eager with earthly GUARDIAN ANGEL PRAYER help withdrawn. Love, his constant compass point Angel of God, My Guardian Dear made his path quite sure. to whom God’s love commits me here. The work of Edmund Ignatius Rice is God’s Ever this day be at my side and must endure. (Chorus) to light and guard and rule and guide. Lead us to a noble life, Amen. inspired by your ideal. In imitation of Edmund Rice, Guide us to value not false ideals GRACE BEFORE MEALS but real. students are welcome to make Bless us, O Lord, and these thy Hold your torch above us, a visit to our Lord in the Blessed gifts which we are about to show your shining face. Sacrament of our College We hail you Edmund Ignatius, a man of God receive from thy bounty through Chapel. Christ our Lord. and grace. (Chorus) Amen. THE ANGELUS PRAYER FOR THE DEAD V. The angel spoke God’s message to Mary, “Eternal rest grant unto them, O Lord, R. and she conceived of the Holy Spirit. and let perpetual light shine upon them. Hail, Mary... May they rest in peace. Amen” V. “I am the lowly servant of the Lord: MEMORARE R. let it be done to me according to your Remember, O most gracious Virgin Mary, word.” that never was it known that anyone who Hail, Mary... fled to your protection, implored your V. And the Word became flesh help or sought your intercession was left R. and lived among us. unaided. Inspired with confidence, Hail, Mary... I fly to you, V. Pray for us, holy Mother of God, O virgin of virgins, my Mother. R. that we may become worthy of the To you I come, before you I stand, promises of Christ. sinful and sorrowful. O Mother of the Word Incarnate, despise Let us pray. not my petitions, but in your mercy, hear Lord, fill our hearts with your grace: and answer me. Amen. once, through the message of an angel you revealed to us the incarnation of your
8 PRAYERS
PRAYER OF ST FRANCIS NICENE CREED ANYWAY Lord, make me an instrument I believe in one God, (Veritas Vincit) of your peace, the Father almighty, People are often unreasonable, Where there is hatred, let me sow love; maker of heaven and earth, illogical and selfish; Where there is injury, pardon; of all things visible and invisible. Forgive them anyway. Where there is doubt, faith; I believe in one Lord Jesus Christ, If you are kind, people may accuse you Where there is despair, hope; the Only Begotten Son of God, of selfish, ulterior motives; Where there is darkness, light; born of the Father before all ages. Be kind anyway. Where there is sadness, joy. God from God, Light from Light, If you are successful, O Divine Master, true God from true God, you will win some friends, grant that I may not so much seek to be begotten, not made, consubstantial and make some enemies; consoled, as to console; with the Father; Succeed anyway. to be understood, as to understand; through him all things were made. If you are honest and frank, to be loved, as to love. For us men and for our salvation people may cheat you; For it is in giving that we receive. he came down from heaven,(all bow) Be honest and frank anyway. It is in pardoning that we are pardoned, and by the Holy Spirit was incarnate What you spend years working at, and it is in dying that we are born to of the Virgin Mary, someone could destroy overnight; Eternal Life. and became man. Build anyway. Amen. For our sake he was crucified under Pontius If you find serenity and happiness, Pilate, people may be jealous; he suffered death and was buried, THE APOSTLE’S CREED Be happy anyway. and rose again on the third day I believe in God, If you find serenity and happiness, in accordance with the Scriptures. the Father almighty, people may be jealous; He ascended into heaven Creator of heaven and earth, Be happy anyway. and is seated at the right hand of the Father. and in Jesus Christ, his only Son, our Lord, The good you do today, He will come again in glory who was conceived by the Holy Spirit, people may forget tomorrow; to judge the living and the dead born of the Virgin Mary, Do good anyway. and his kingdom will have no end. suffered under Pontius Pilate, Give the world the best you have; I believe in the Holy Spirit, was crucified, died and was buried; it may never be enough; but the Lord, the giver of life, he descended into hell; Give the world the best you’ve got anyway. who proceeds from the Father and the Son, on the third day he rose again You see, in the final analysis, from the dead; who with the Father and the Son it is between you and God; is adored and glorified, he ascended into heaven, It was never between you and them who has spoken through the prophets. and is seated at the right hand ANYWAY. of God the Father almighty; I believe in one, holy, catholic and apostolic Church. Kent Keith from there he will come to judge the living and the dead. I confess one Baptism for the forgiveness of sins I believe in the Holy Spirit, and I look forward to the resurrection of ST. THOMAS AQUINAS the holy Catholic Church, the dead PRAYER BEFORE STUDY the communion of saints, and the life of the world to come. Creator of all things, the forgiveness of sins, Amen. Give me a sharp sense of understanding, the resurrection of the body, A retentive memory, and life everlasting. and the ability to grasp FATIMA PRAYER Amen. things correctly and fundamentally. O my Jesus, forgive us our sins, Grant me the talent of being exact in my save us from the fires of hell, explanations, lead all souls to Heaven, and the ability to express myself with especially those most in need of Thy mercy. thoroughness and charm. Amen. Point out the beginning, direct the progress, and help in the completion. Live Jesus in Our Hearts Forever. Amen.
9 FORMATION FOR JUSTICE
“what is it you plan to do with your one wild and precious life?” Mary Oliver – The Summer Day An Aquinian, will strive to be the best he can be….. Finding my ‘Reflective Practice’ a rhythm and practice of contemplation and action, for others…. one informing the other. What are you doing to; Q: What works for me? How can I lean into these practices to support and Understand nurture my daily decisions? Celebrate Nurture and Fulfil your identity as an Aquinas student, part of a Catholic School in the Edmund Rice Tradition.
Understanding ‘Justice’ educating myself about the world and changes required for a more just society. Q: Where do I get my information from? What do I need to do to stay informed, to know multiple sides of key stories that shape people’s lives?
Living in ‘Peace’ promoting peaceful communities through a spirituality of non-violence. Q: What do I understand non-violence and peace building to be? How does my peaceful presence encourage others to live peacefully?
“We cannot remain indifferent before the cries of our brothers and sisters. These ask of us not only material assistance – needed in so many circumstances – but above all, our help to defend their dignity as human persons, so that they can find the spiritual energy to become once again protagonists in their own lives. They ask us to fight, in the light of the Gospel, the structural causes of poverty: inequality, the shortage of dignified work and housing, and the denial of their rights as members of society and as workers. As Christians we are called together to eliminate that globalization of indifference which today seems to reign supreme, while building a new civilization of love and solidarity.” Pope Francis November 2014
10 FORMATION FOR JUSTICE
Committed to ‘Advocacy’ telling the unjust stories, especially to power - suggesting alternatives, amplifying voices of those seldom heard. Q: Is there an issue that I would like to lend my voice to? If so, how might I do that? What are the unmet rights and who are the duty bearers?
Prepared for ‘Activism’ being creative to draw attention to unmet rights - to inform, guide and transform. Q: What creative ideas do I have for grabbing people’s attention? What am I prepared to do for a good cause?
Aquinas is here to inform, nurture, support and accompany you on this journey….
11 BLESSED EDMUND RICE Founder of the Christian Brothers
The Early Years specialist care given her needs and this high and he never abandoned those who Blessed Edmund Rice was born in the town became his priority. had needs. of Callan Ireland in 1762. He was a member He also devoted an extraordinary amount He was a man of great faith, integrity and of a large family of 9 children and lived on of time building up his uncle’s business honour who moved quietly throughout a very successful farm. Edmund’s childhood and sought guidance and wisdom through his communities to offer people hope and was full of activity and challenge. many Bible passages. His devotion and courage to become what they dreamt to He was a spirited sportsman and became commitment to volunteer work increased. become. He was passionate in his service to involved in hurling, running, jumping, and He was believed to regularly profess the people and together with his humility gives weight throwing. He was a competent adage that “actions speak louder than him hero status. words”. horseman and rower. Unlike many other He encouraged his students and his Catholic boys in the area, Edmund attended Change of Lifestyle brothers to seek excellence in all that they school where he learnt the basics. For thirteen years after his wife’s death, did so that they might achieve the best When Edmund became a teenager he was Edmund Rice was discerning his future possible outcomes for themselves and their sent to the town of Kilkenny to receive direction, which brought with it much society. special business training from an Academy. confusion and heartache. At 17, he moved to the thriving port city The Expansion of Waterford where his uncle owned He was heavily involved in assisting the Beginning in 1825, the brothers opened and operated a very successful store and local church with their support projects, schools in England followed by openings warehouse business. Edmund worked with especially in the setting up of a convent in Canada, United States,Australia, New his uncle in assisting him with the school for poor girls by the Presentation Zealand, Italy, India, Latin America, Papua sisters. He regularly visited the streets of organisation and operations of this Waterford and came across many boys who New Guinea,Africa and Asia. Thousands of merchant business. He devoted much were roaming the streets and getting into brothers have taught tens of thousands of time and energy in building up his uncle’s mischief. young people around the globe for over business to a significant status in the city. 200 years. The legacy of Blessed Edmund His association with the Presentation Edmund was given the responsibility for Rice continues to flourish throughout the sisters excited him to consider a similar world even though the number of brothers his family upon the death of his father project and administered the family property has diminished. appropriately. He was very involved in for the poor boys of Waterford city. It was in 1802 that Edmund together with a The Future the life of the city of Waterford. He was a small group of followers opened a school The many people who have been touched devout church goer and joined a group of for boys in a disused stable in New Street by the spirit of Blessed Edmund Rice in young Catholic men who were committed Waterford. diverse ways will continue to share his to developing their spiritual lives as well as vision and dream in new ways into the performing service to others, especially to This venture was extremely difficult future. the poor and needy in the area. as many of the boys were unruly and undisciplined and were very difficult to “Live Jesus in our hearts. Forever”. He became involved in assisting many work with. Many of his early followers groups in the city using his business skills. deserted him due to the harshness of the Edmund regularly helped the homeless, conditions and the boys. orphans and widows. He would visit the elderly and played the role of advocate in The Christian Brothers upholding legal rites for those who were Edmund continued his work at New Street not able to defend themselves in a society while purchasing land in the working class that looked down on Catholics, especially district a few blocks away. In 1804, the new the poor. His visits to the prisons gave school Mount Sion was ready for occupancy many unfortunate souls great comfort and thus the traditions of Edmund Rice and support. He also took on the role of Education were born. guardian for some young people who lost By 1812, he had opened six schools in six their parents. cities or towns and he had a brotherhood Waterford was a very prosperous city of teachers working with him to help with its wealth and poverty. Edmund and overcome evil with good. It was 1820 some of his friends regularly visited the when Edmund’s brothers were officially slum areas. He also frequented the military recognised by the Pope. posts unchallenged, which was a rare phenomenon of the time. Edmund Rice Education He enjoyed dancing, singing and regularly Edmund’s system of education was built took time to enjoy the musical culture of upon the spiritual foundation of his the city. Poetry was also a favourite past students who were regularly exposed time and spent many hours with his friends to prayer, instruction and reflection, an enjoying this art form. education founded on faith. The generosity of Edmund Rice, together At Mount Sion he established a bakery and with his deep appreciation of the arts, his tailor’s shop to provide the very basics of love of sport and his devotion and to his life for his students. It is interesting to note friends, are virtues that appealed to his that contemporaries and led to his popularity as students left the school, he would with those who knew him. provide them with a set of clothes that would help their image in their search for Love and Marriage work. He gave them hope, dignity and a set At 23 years of age, Edmund met and fell in of values by which they could find happiness love with Mary Elliott, a young woman from and fulfillment. He inspired them to be a wealthy family. They soon married and leaders in their communities wherever they were deeply in love. After a may be. few years of marriage, Mary died late in While deeply engaged in schooling, Edmund her pregnancy. Their daughter Mary was continued his work with outside groups. His born prematurely and was handicapped. service to the community continued He devoted much time to young Mary while contemplating his future without especially with the homeless and elderly. his beloved wife. Their daughter required His fight for justice for all kept his spirits
12 AQUINAS COLLEGE: AN EREA SCHOOL
EREA schools strive to offer a liberating education, based on a schools operated by the Christian Brothers at that time. gospel spirituality, within an inclusive community committed to With the addition of schools established since 2007 there are over justice and solidarity. 50 schools in 2015 enrolling over 35,000 students, through all states Edmund Rice Education Australia (EREA) is the network of schools, and territories of Australia. As part of their mission within the entities and offices offering a Catholic education in the tradition of Church and shaped by the charism of Blessed Edmund Rice, schools Blessed Edmund Rice. offer an education guided by the Charter for Catholic Schools in Two hundred and fifteen years since Edmund Rice commenced his the Edmund Rice Tradition. first school for boys in Waterford, Ireland, one hundred and forty- nine years since Brother Ambrose Treacy stepped onto the dock at Station Pier in Melbourne and ten years since the commencement of Edmund Rice Education Australia (EREA), Established by the Christian Brothers in 2007, EREA now has full responsibility for the
THE TOUCHSTONES OF AQUINAS COLLEGE
These touchstones give us ideals authentically linked with the Charism which underpins the ministry at Aquinas College and our educational endeavours. The Touchstones help us set our direction and define our goals as, following Blessed Edmund’s vision, we continue to reflect and to seek to make the Gospel a living reality in our communities.
Liberating Education Inclusive Community Gospel Spirituality Justice and Solidarity
We open hearts and minds, Our community is accepting We invite all people into We are committed to justice through quality teaching and and welcoming, fostering the story of Jesus and strive and peace for all, grounded learning experiences, so that right relationship and to make his message of in a spirituality of action and through critical reflection committed to the common compassion, justice and reflection that calls us to and engagement each person good. peace a living reality within stand in solidarity with those is hope-filled and free to our community. who are marginalised and build a better world for all. the Earth itself.
13 HISTORY OF THE COLLEGE
The Christian Brothers opened Christian Brothers College (CBC started moving to the fast developing Aquinas College campus at Perth), on 31 January 1894. CBC Perth was built on the corner of St Salter Point. In 1937, the PSA committee transfer PSA membership Georges Terrace and Victoria Avenue in Perth. The college was also and records of CBC Perth to Aquinas. Aquinas inherited the college commonly called CBC Terrace. CBC Perth was the first Christian colours red and black, as well as the honour boards, achievements Brothers school as well as the second oldest high school and the and history for the period 1894-1937. second oldest boarding school in Western Australia. The Aquinas College foundation stone was laid on 11 July 1937, and The Brothers were invited to the colony by Bishop Matthew Gibney the school opened in February 1938 with 160 boarders and 55 day who knew of the work of the Brothers in Ireland, England, and in students. the eastern colonies of Australia. At first, CBC Perth was a day school. However, due to the rapid population growth in Western Australia during the gold rush, the Christian Brothers were pressured to allow boarders to live in makeshift conditions at the college. The first boarding students were enrolled in June 1896. Accommodation at the site was very limited and overcrowded. In 1917, Brother Paul Nunan, headmaster of the college, set-about acquiring a larger property away from the city center in order to reside the whole school on a much larger campus. In 1937, CBC Perth began to splinter. Boarders and some day boys
PATRON SAINT OF THE SCHOOL St Thomas Aquinas
Thomas Aquinas lived a long way from Australia, a long time ago. He intelligence or our faith tells us is the case. was very much into knowledge and discovery, keen to understand It was because he was a saint, dedicated to a total following of the the natural world, interested in searching for the truth about human gospel of Christ, that Thomas found his call to become a radical life and anxious to know as much as possible about the good and thinker. His humble trust in the victory of truth, his diffidence even, creative source of all things which human beings generally call ‘God’. did not prevent him from developing a radically new theological Thomas Aquinas was born, probably in 1225, near the famous synthesis which troubled and unsettled his contemporaries. monastery of Monte Cassino not far from Naples in Italy. Against But his new theology was eventually recognized as a masterful the wishes of his family, who saw him as a future Abbot of that re-presentation of the classical Christian and humanist tradition of rich and powerful monastery, Thomas insisted on joining the newly the western world. For all his intellectual gifts Thomas Aquinas is a founded Order of Preachers, the Dominicans, The monks followed simple, transparent witness to the light of God’s truth. a relatively secluded and rural lifestyle whereas the new orders of friars, founded by Dominic and Francis of Assisi, settled in the towns and cities and involved themselves directly in the intellectual, social and religious controversies of the time. Thomas lived a simple and straightforward life. He studied at the fledgling universities of Naples and Paris, and at the Dominican house of studies in Cologne. His reputation as a Christian thinker of extraordinary brilliance was well established even during his lifetime. His writings were treasured and copied throughout Europe. He was often consulted on philosophical and theological questions by his order, by political leaders, by other scholars and teachers, and by the papacy. He died in 1274 at the relatively young age of 49.The tradition of learning and teaching that flows from his work continues to the present day. His thinking, so far from us in space and time, continues to nourish intellectual debate into the 21st Century. Thomas Aquinas is a fine guide for students, teachers and scholars. He shows us how to enter into the thought of others, how to allow our own views to be examined and criticized, how to recognize and acknowledge the demands of truth, humbly submitting to what our
14 SERVICE LEARNING
“Were we to know the merit of only going from one street to another to serve others for the love of God, we should treasure it more than gold or silver” - Blessed Edmund Rice
The vision of Aquinas as a “Catholic school in the Edmund Rice Website (Parents) tradition” asks us to seek justice and compassion for others. The Log on to https://community.aquinas.wa.edu.au/portalTabs/charism/ Service-Learning Program is a vital part of the school curriculum. serviceLearning.php It reflects our Catholic teachings and it has unique educational value. Young students in Junior School begin their awareness of Transport community needs through group activities involving guest speakers All day boys taking part in service placements are required to from volunteer agencies; as well as regular excursions to see find their own transport. Arrangements will always be made for service programs at work in their community. Some of their subject boarders at no cost to families. learning in school will bring them into contact with community groups that work for the betterment of others. SENIOR SCHOOL PROGRAM The Service-Learning Program provides opportunities for all All students from Year 10-12 must complete a ‘Senior Service secondary students to become involved in a wide range of Project’ as agreed to by the Director of Service Learning. The volunteer activities catering for different age groups. It allows them College has partnered with several community agencies with whom to experience the joy of giving and sharing with others and provides we have created specific rosters for students to apply for. Senior a unique learning experience that goes beyond the classroom and students can also choose a program of their own. school environment. The time to reflect and give meaning to their The main requirement of the Senior Service-Learning Program service experience is critical to the success of the program. The is that all placements must be core hours. This means that an integration of gospel values and those values demonstrated by the activity involves ‘face to face’ contact with people in need. Core work of Blessed Edmund are the cornerstone of Christian Service- hours also includes time spent on conservation and environment Learning at Aquinas College. work. Activities such as fundraising, club coaching and cleaning will It is expected that all graduates from Aquinas College will have only count as support hours and will not go towards their Senior demonstrated a willingness and ability to assist those in their Service-Learning Project. community who are in need. It is important that our students There are no minimum hours that students must complete in develop compassion and empathy for those less fortunate than Senior School. Each activity has a minimum number of sessions that themselves through active preparation, involvement and critical will allow students to immerse themselves in a program. Students reflection. A gradual process of learning and instruction has been only have to finish a program once. So if they complete a program designed to develop these values. such as Red Cross Soup Patrol in Year 10, they do not have to do it again in Year 11 or 12. Students must prepare to undertake active General Information volunteer service with one program until completion. After their Director of Service Learning (Year 10-12) final placement, students must also submit a Service Reflection John Richards Essay. A list of all Service Options and their minimum requirements Phone...... 9450 0613 can be found on the College portal. Mobile...... 0417 933 470 Students are encouraged to visit the Service Room for signing up Fax...... 9313 1901 for all rosters and publicised events. This room is located in the E-mail...... [email protected] Mount Sion Formation Centre. Students have until the end of Office.Ground Floor, Mt Sion Formation Centre Year 11 to complete their project and this is a prerequisite for an Aquinas College graduation. Website (Students) Log onto the Portal and go to link ‘Charism’ and then Service Learning’
COMMUNITY SERVICE AWARDS
Although it should never be the purpose Service Colours The John Beekink Participation or aim of any student to seek awards or This award is available to any student who Award rewards of any kind for participating in has completed and recorded a minimum volunteer work, it is nevertheless important This award is presented to ONE student of 60 hours of Community Service over who has made the most significant from the school’s and community’s TWO consecutive academic years with perspective that we recognise achievement contribution to the service of others in one a minimum of 30 hours per year. At least academic year. and effort in the same way as we recognise 50% of these hours each year must be achievement and effort in other areas of ‘core hours’. A formal reflection paper and College life. evaluation must also be completed at the Service Learning Awards are available to end of the program. all students at Aquinas College. The levels of achievement are significant and over Service Honours many years they have served to reflect the This award is available to any student who importance and effort attributed to many have completed a minimum of 100 hours hours of unselfish generosity and service. of community service over THREE or FOUR consecutive academic years with Service Award a minimum of 30 hours per year. At least This award is available to all students who 50% of these hours each year must be ‘core has completed and recorded a minimum of hours’. Students must also prepare one 30 hours of Community Service over ONE oral reflection report during their final year. academic year. At least 50% of these hours each year must be ‘core hours’.
15 SERVICE LEARNING
SENIOR SCHOOL PROGRAM
Soup Kitchen, Eddie Rice Camps, Peer Support?
Encounter What Derby Retreat Leader, Immersion, Mentor, Philippines Red Cross will Immersion, Soup Patrol? you do? Shopfront?
Sportsfun, Southcare?
16 MT HENRY PENINSULA CONSERVATION GROUP
Mt Henry Peninsula Conservation • Weeding, planting and watering native Group (MHPCG) flora Aquinas students from Years 4 – 12 can • Trimming and spreading mulch around participate in environmental work on Mt the DFES vehicle access track Henry Peninsula as part of the College’s • Clean Up Australia Day Service Learning Program. MHPCG has the • The Annual Great Cocky Count following programs: MHPCG newsletters are featured in the • Saturday Bush Care Days – 1.15pm to College newsletter ‘The Aquinian’. 3.30pm (afternoon tea provided) These photographs show some of the • After School Environmental Service environmental activities undertaken by Learning on Wednesday and Thursday - student volunteers. Further information 3.15pm to 4.45pm is available from Mrs Mavis Andrews The programs are carried out during Terms – Coordinator, Mt Henry Peninsula 2 and 3. Parents/guardians are welcome to Conservation Group at mavis.andrews@ participate with their sons in conservation aquinas.wa.edu.au or Mob: 0407 447 669. of the natural bushland. The environmental activities, which are supervised by staff and parent/friends volunteers include:
17 RECORD OF SERVICE This is the official record of your community service. Each time you participate in a service activity or event record it here. When you have completed your hours of service give this log book to your supervisor who will record your achievements on the College database. Additional Record Sheets are available in Mount Sion. Full Name: Curriculum Council Student Number:
SERVICE ACTIVITY AND VALIDATED Number of DATE ORGANISATION (full name) Signature Phone Contact Hours
Date: Total Hours: School Contact Number 9450 0600
18 COLLEGE HOUSES
There are four College day houses in the Senior School. Each house has a Head of House under the leadership of the Head of Middle School. Each year within the House level is divided into two Tutor groups with a Tutor teacher. There are approximately 20 students in each tutor group.
Head of Senior School Mr Nick Ognenis
Head of House
Chaney House Dark Grey Simon Montgomery
Cullity House Orange Kylie Virgo
Durack House Purple Lauranne Woodhouse
Prendiville House Black James O’Neill
Chaney House Durack House Sir Frederick Chaney (’33) excelled at sport at CBC Perth. He Irish farmer Michael Durack sailed to Australia with his family in became a schoolteacher and then joined the Air Force in WWII 1853. He died soon after and his eldest son Patrick took up the and was State President of the RSL after the war. He was elected paternal reigns. Patrick and his brothers spent more than two to Federal Parliament as Member for Perth and was appointed years droving stock and family to the State’s outback in the 1880s. Minister for the Navy. He served as Administrator for the Northern The family played a significant role in the development of the East Territory and later as Lord Mayor of Perth. Kimberley. Frederick’s four sons also attended Aquinas College. Fred, AO More than 35 Duracks, from various branches of the family, have (’57) served as a Federal Senator and Member of the House of attended CBC Perth and Aquinas College. John Peter (1907) and Representatives; Richard, PhD (’65) had a career in Humanities his brother Neal were the first Durack CBC graduates. John later prior to practising medicine; Michael, AO (’67) became a leading studied law and along with his brother Neal served in WWI. Peter businessman and Chancellor of UWA; and John, SC (’70) became a (‘43) studied law at UWA, became a Rhodes Scholar in 1949 and Justice of the Supreme Court. Their three sisters pursued teaching later Attorney General. Patrick B Durack was a great supporter of careers with a focus on community development. Aquinas College, donating the Dux prize for 34 years. His nephew Kim (’29) was also a graduate, went on to inspire the Ord River Cullity House Scheme. Neal Edward (‘41) was Head Prefect and became a pilot in Michael John Cullity migrated from Ireland and sent his four sons WWII, one of eight Durack family members who fought in WWII. to a Christian Brothers College. He viewed education as vital to the future success of his family – a family value which has continued Prendiville House throughout the generations. Michael John’s sons studied at UWA Garrett Prendiville and his family migrated from Ireland. Garrett’s (the eldest two among the university’s first student cohort) and sons flourished in WA and became respected community members. studied law, engineering and agricultural science. Redmond Prendiville became the Catholic Archbishop of Perth and Generations of Cullitys have been educated at CBC Perth and maintained close interest in Aquinas College. He was nicknamed Aquinas College. Maurice Jr (’53) was Aquinas’ sixth Rhodes Scholar, “the builder” by the wider Aquinas community for his role in which led to his career as a Superior Court Justice of Ontario. He is blessing the original College building in 1938 and, despite failing one of two Cullity family members to be awarded the scholarship. health, the Junior School building in 1963. The generations of Cullity men educated at Aquinas have since Challenges and faith grew a resilient Prendiville family which has made significant contributions to law, medicine, viticulture and always strived for excellence in the community. forest industry manufacturing in Australia. Seizing opportunities Garrett’s grandsons (Peter’s four sons) were educated at CBC. The offered by their education, the family has continued to practice the youngest of the boys became boarders at very young ages when core values inherited from its Irish/Australian forebear. their mother died. Pat (’40) recalls watching barges transport the whole College upriver to the Mt Henry site. Pat’s older brother Edward (’37) was Dux of the College in 1936. Garry (’39) was a College Prefect. Redmond (’41) was College Captain and Head Prefect. All of the brothers enlisted in WWII – Garry was killed in action in New Guinea.
TUATHA SHIELD
The underlying principle of the Aquinas College House system Country carnivals, Academic points, House Eisteddfod and debating is to value each other as peers and to promote a strong sense competitions and other Interhouse contests. of togetherness in our community. To support these values, the In 2018 the College expanded the House system to include an College has dedicated an award system that encompasses the spirit extra 4 houses, Chaney, Cullity, Durack and Prendiville. Each School of competition through teamwork and pride that comes from will have their own seperate House system. Junior school has kept membership to a House. Clune, Egan, Quinlan and Redmond House. Middle School has Bryan, The word “Tuatha” derives from the Gaelic language meaning family, Edmund, Glowrey and Treacy House. Senior School will have the community and a sense of belonging. The Tuatha Shield comprises new houses Chaney, Cullity, Durack and Prendiville. diversity of sporting, cultural and academic activities. Each year Senior School will compete for the Tuatha Shield. the schools Houses compete for points that go toward winning School’s shield. Middle School will compete for the Tuatha Cup. Each School will have their own House competitions. Some of the activities will be Interhouse Swimming, Athletics and Cross
19 RULES AND REGULATION FOR STUDENTS
Aquinas College as a Catholic School in the Edmund Rice tradition, Academic Integrity strives to offer a liberating education, based on a gospel spirituality, Students are expected to be honest about their College work at all within an inclusive community committed to justice and solidarity. times; copying others’ work, plagiarism and cheating in coursework In partnership with parents, the College aims through a Christ- tests or examinations, are serious offences. centred curriculum, to develop young men of faith, good character, strong intellect and generous spirit, who will be able to move Physical Violence confidently into the world and who will use their talents and gifts to Students who fight and those watching or inciting fights are both lead and serve others. acts regarded as a serious breach of regulations. Rules and regulations are necessary for a community to flourish and 5. UNLAWFUL DISCRIMINATION AND to ensure the standards and expectations of this College. We have the highest expectations of all of our students and expect each to BULLYING demonstrate outstanding levels of attendance, appearance, courtesy, The College is committed to treating everyone with equality of respect and work ethic throughout their time at our school. We are esteem, respect and dignity, and aims to prepare its students committed to providing a Catholic education based on these core to serve as witnesses to the moral and spiritual values of the values and beliefs: Gospels and to recognise and value the enrichment which flows from diversity of age, gender, racial, national and social origins, Faith in action abilities, culture and religion. Justice with compassion The College is committed to respectfulness and discouraging all Service with generosity forms of unlawful discrimination, both direct and indirect, on the Respect for all grounds of age, race, colour, nationality, ethnic origin, gender, marital Excellence every day status, sexual orientation, disability, political views and religious or similar philosophical beliefs. 1. PREFACE Unlawful discrimination and bullying, physical, cyber or otherwise, or Students are expected to meet the expectations under which they the encouraging or supporting of bullying, will not be tolerated and are admitted to the College, follow the Rules and Regulations, show will be regarded as a serious breach of regulations. Bullying includes a proper regard at all times for the high standards and reputation of making fun of others; calling others or members of their families Aquinas College, behave decently and with good sense, and maintain names; other forms of abusive or silly behaviour towards or about a smart appearance. They are expected to behave in an orderly, others; deliberately isolating others; and behaviour which generally civilised and well-mannered way at all times, both in and out of makes life unpleasant for others. school, showing proper courtesy and respect for others and not to Any student who believes that he is being bullied (which includes behave in a way that might cause inconvenience or put at risk the being excluded or isolated), threatened or intimidated, should health and safety of others, or cause damage to property and take report the matter immediately, either directly to a member of staff care to keep the College clean, tidy and litter-free. or through a parent or another student. Anyone who knows, or has 2. JURISDICTION good reason to suspect, that a student is being or has been bullied, threatened or intimidated, has a responsibility to report the matter Unless otherwise stated, the Rules and Regulations apply to immediately. Any student who is the victim of bullying, or anyone students at any time they are on the College premises, under the reporting an incident, can be assured that the matter will be dealt jurisdiction of the College, wearing College uniform, whether in with sensitively but firmly. College or outside, while taking part in any activity organised by or under the auspices of the College or a member of staff, whether 6. TOBACCO AND ALCOHOL during or outside College terms and times, and representing the The possession, distribution or smoking of tobacco or electronic College. cigarettes and the possession, distribution or consumption of Behaviour by a student which brings the good name and reputation alcohol by students is a serious breach of regulations for which of Aquinas College into disrepute, prejudices the education or a student will normally be suspended from College and may be well-being of other students or the good order and discipline of permanently excluded. the College, will be regarded as a serious matter which may lead to disciplinary action regardless of when or where the behaviour takes 7. ILLEGAL SUBSTANCES place. The possession or use of drugs (other than those prescribed by a medical practitioner or non-prescription drugs being used for 3. BREACH OF RULES AND REGULATIONS proper medical purposes) or other illegal substances by a student Students who do not follow the Rules and Regulations of the will be regarded as a serious breach of regulations, for which a College may face consequences including: the withdrawal of student will normally be excluded permanently from the College. privileges including the participation in extra and co-curricular Drugs include any addictive, harmful or mind/mood altering activities; the setting of written punishment, exercises or tasks; substance. reporting before during or after school; on Saturday mornings In all instances, the penalty for selling, buying or distributing drugs or outside term time; other appropriate punishments; or by or other illegal substances will be permanent exclusion. suspension or exclusion from the College. In these rules and regulations, repeated acts of minor breach or ‘a single serious 8. FORBIDDEN ITEMS AND ACTIVITIES breach of regulations’ is misconduct for which the response may be Weapons suspension or exclusion of the student. Possession of knives, firearms (including air guns) and ammunition, 4. CONDUCT whether real or simulated, or other weapons will be regarded as a serious breach of regulations. General Valuables When travelling to and from College and moving about the College during the day, students must behave in an orderly way and not run Valuable items must not be brought into College unless the through the school; respect the area around the Chapel as a quiet permission has been sought and granted by a member of staff. In area; and take care when opening and going through doors and on these circumstances the item should be lodged with the teacher the stairs. concerned on arrival at the College. Students are expected to be courteous at all times, including on the Watches and Calculators way to or from the College. Students are advised not to wear expensive watches or carry Students are expected to address others in a courteous respectful expensive calculators when attending College. Smart watches are manner and to hold doors open for members of staff, visitors and forbidden and alarms on electronic watches, calculators etc. should for other students. In particular, they must not behave in a way that be switched off when at College to avoid unnecessary disruption or might cause inconvenience to others education or put at risk the the item may be confiscated. health and safety of others, or cause damage to property. Failure to 9. MOBILE TELEPHONES be respectful to others or refuse to cooperate with a staff member is a serious breach of regulations. Mobile phones in schools often • impede social interaction and play, which are important socialising opportunities
20 RULES AND REGULATION FOR STUDENTS
• disrupt teaching and learning email the attendance officer before 9:15am confirming the reason • present opportunities for boys to use the phone in a manner for the late arrival/early departure or that the student cannot which can cause distress to others attend school. Absences from sport or from functions arranged by the school is regarded as absence from school. Whilst the College acknowledges that boys may need to use mobile phones prior to or after school, the College restricts their 13. BEHAVIOUR ON PUBLIC TRANSPORT use during the school day. Mobile telephones must remain in the Whilst on public transport students are expected to behaviour in student locker throughout the College day (8.30am – 3.15pm) or a manner that upholds the good name and reputation of Aquinas in the case of boarders remain in their boarding house. Mobiles College. Courtesy, respect and good manners are to be displayed use while at school (from the commencement of tutor period at all times with students offering their seat to adults when throughout the day until the end of the School day), is strictly not necessary. Students are expected to sit properly, facing forward at permitted, unless in very exceptional circumstances permitted by all times with bags and belongings under their seat, keeping the aisle and under the supervision of a staff member. clear at all times. Students are to converse quietly and refrain from In emergencies, students may refer to their Head of House and using obscene language always being mindful of the impact their School Office to make outgoing calls or use a mobile phone conversation may have on the driver’s concentration as well as the under the supervision of a staff member. Unless in an emergency, comfort of other passengers; students are to refrain from having The Student Office is unable to forward messages to students. conversations on their mobile phone and when necessary keep the Students should be aware that they bring personal mobile devices time to a minimum. to the College at their own risk and must be responsible for their For the safety of themselves and other passengers, students are care and security. As the College does not take responsibility for not to put any part of their body outside the vehicles windows stolen items and the College’s Insurance does not cover Student’s at any time and throwing items inside or outside of the vehicle is personal items. prohibited. 10. TRANSACTIONS Students are to refrain from eating and drinking (this includes Students may not engage in trading, buying, selling or swapping any chewing gum) on public transport, this protects students, goods, money, services or favours. passengers or drivers that may have food allergies and anaphylaxis, plus helps maintain cleanliness of the vehicle. 11. PUBLICITY Behaviour by a student on public transport which brings the good No student may give information or contribute photographs, name and reputation of Aquinas College into disrepute, prejudices articles, letters etc. concerning Aquinas College to any journalist the comfort or well-being of other passengers, students or the or publication, other than an official College publication, or to any driver will be regarded as a serious breach of regulations. person who does not have a legitimate right to the information or items, without the specific permission of the Headmaster. Unofficial 14. UNIFORM social media sites linked to the College are not permitted. Students Students are expected to ensure they wear their uniform and creating or using such sites puts the College into disrepute and this have an appearance that upholds the good name and reputation will be seen as a serious breach of regulations. of Aquinas College. The College has a formal school uniform (the winter uniform), a separate summer uniform, as well as a 12. ATTENDANCE uniform for sport and Physical Education. At other times boys are Students are expected to be in attendance at school during normal expected to wear the appropriate school uniform whilst travelling school hours and are prohibited from leaving the College grounds to and from school and for all school functions unless informed during the school day without permission. When a student arrives to the contrary. Whenever the College uniform is worn, it must late to school or needs to depart before the end of the school be complete and not mixed with non-uniform clothes or sports day he must attend the school office to sign in/out and record his uniform and shirts must be tucked into shorts/trousers at all times. arrival/departure time. Please refer to the next page for the summer, winter and sport uniform. Parents/guardians should write a note in the student’s diary or call/
Summer Winter Sport House Summer Uniform Students are expected to wear the summer uniform during Terms 1 and 4. This is made up of: The College grey shorts or long grey melange trousers, Aquinas white shirt with crested pocket, long grey College socks and black lace-up school shoes. On cooler days students are permitted to wear the College grey pullover (black for Year 12). All Students are required to wear the College hat during Break A and Break B.
21 RULES AND REGULATION FOR STUDENTS
Winter (Formal) Uniform Students are expected to wear the winter uniform during Terms 2 and 3. This is made up of: Long grey melange trousers with black leather belt, Aquinas white shirt with crested pocket, College red and black tie, College black blazer, grey or black coloured socks and black lace- up school shoes. If students wear the College pullover they MUST still wear the College blazer. On special occasions, such as award or team presentations at College assemblies, a white shirt may be requested to be worn. Boys are required to wear their blazers to and from school and whenever the formal school uniform is worn. Sport Uniform Students are expected to wear the sport uniform for Physical Education and PSA sport training and matches. This consists of: College red polo sport shirt, College tracksuit, Aquinas sport shorts, white socks and appropriate sport shoes. The house polo shirt may be worn instead of the red sports polo for Physical Education classes or sport training and must be worn for House events. Match uniforms will vary according to the type and nature of the sport concerned such as jerseys or football socks, if this is the case, students must change into these at the game venue. 15. HAIR AND GROOMING Student’s hair must be clean, neat and well-groomed and retain its natural colour at all times. Cuts or styles which, in the opinion of the school, are peculiar, ostentatious, bizarre or extreme in style are unacceptable. Hair must not extend below the top of the collar, hang down over the face or be closely shaven (no shorter than an electric comb setting of number 2). Gel and similar products are not allowed. Student’s faces must be clean-shaven with sideburns not extending below the middle of the ear. If in doubt consult the College before making radical changes to hair. The school remains the final arbitrator of what constitutes an acceptable haircut. Students whose hair styles are unacceptable will not be allowed to attend the College until their hair style is rectified to meet the expected standard of the College.
Acceptable hair Unacceptable hair
16. BODY ADORNMENTS periods and must report any damage or defacement to a teacher Students are not permitted to wear any form of jewellery while in immediately. school uniform or at school functions or activities. This includes 19. COLLEGE BAGS tattoos and body piercings of any type including clear plastic Books and equipment must be carried in a College backpack. retainers used to keep piercings open. Students must have written their name on the bag with an 17. PERSONAL PROPERTY acceptable marker pen. There must be no other writing, designs, All personal property, including uniform and sports kit, must be marks or stickers on bags. clear¬ly marked with the owner’s name. Students must not bring 20. VEHICLES expensive equipment to College unless with the prior approval The use of a vehicle for students to drive and park at college of the Headmaster. The College will not accept responsibility is prohibited to all students, with the exception of a limited for loss of, or damage to, private property brought into or left in number of Year 12 students who have permission from the Head the College by students. The College accepts no liability for the of School to park on College grounds. Application process that personal property of any users of the premises, including students. includes demonstrated completion (Service) and commitment Parents who are concerned about the loss of any particular item (Co-curricular) criteria. are strongly advised to arrange their own insurance to cover any possible loss. Skateboards and Long boards are not permitted to be used in the school grounds. All boards must be stored appropriately. Approved Students taking part in Sport or PE should have valuables (watches, protective helmets are required to be worn by boys cycling to and money, jewellery etc. locked securely in their locker for safe keeping. from school. Bicycle racks to accommodate bikes are provided. Teachers will not be expected to investigate the loss of items which Bikes and helmets must be locked during the day. have not been secured. 21. COLLEGE CAMPS, JOURNEYS AND VISITS 18. CARE OF COLLEGE PROPERTY Students are expected to show a proper regard at all times for the Students are expected to take good care of all College property high standards and reputation of the College, to maintain a smart and parents will be asked to pay for any non-accidental or careless appearance and in general to behave decently and with good sense. damage to College property. They are expected to behave in an orderly, civilised and well- Books, materials and equipment mannered way at all times, showing proper courtesy and respect for All exercise and text books must be properly labelled and must others, and have proper regard for those in authority. not be defaced or damaged or have pages removed. Students are Any student who breaks the rules or regulations of the College, expected to take proper care of all books, materials and equipment behaves badly, prejudices the good of others or is disobedient, may lent to them by the College. Payment may be required for loss be sent home. Where it is necessary for a student to be sent of or damage to any items which are the property of the College. home for disciplinary reasons, parents will be expected to meet the Students who do not take care of exercise books must buy a full cost and to co-operate with the College in making whatever replacement and copy all work into the new book. arrangements may be necessary for the safe conduct of the student. Students will be sent home immediately for serious or gross Desks and Lockers misconduct, which includes persistent disobedience and misconduct Desks must be kept tidy and in good order. Students are following a final warning. responsible for the place where they sit in lessons and tutor Smoking and drinking on school journeys and visits are strictly
22 RULES AND REGULATION FOR STUDENTS
forbidden. Students may not bring tobacco or alcohol with them, • Students with faulty locks must have their padlock replaced or purchase tobacco or alcohol, while taking part in a College • The Head of School assigns locker areas for each year level. journey. Any student found with tobacco or alcohol, or any substance or item which is illegal under Australian law or the • Tutors are to assign locker number and record. Spare keys or law of the host country, will be sent home. Likewise, any student locker codes must be given to the Tutor. knowingly associated with the purchase, carrying or consumption • Whilst locker security is the student’s responsibility in the first of tobacco or alcohol, or any substance which is illegal under instance Australian law or the law of the host country, will be sent home • Carry of bags to classes is not permitted. immediately. Students may not purchase tobacco or alcohol from the duty free shops, even as gifts. • Locker checks will be conduced throughout the term during Tutor time. 22. HEALTH CENTRE: The Health Centre is a facility provided for the Boarding 26. ATTENDANCE PROCEDURE Community and for emergency medical care.The following Absences, late arrivals or early departures guidelines apply to day students: Students are prohibited from leaving College grounds during the • The Health Centre staff are not available for sports strapping. school day without permission. Absences from sport or from functions arranged by the school is regarded as absence from • Students may only visit the Health Centre with a medical school. issue that occurred whilst at school, not with a pre-existing condition. When a student arrives late for class or departs before the end of the school day he must report to the school office to record his • If students do attend the Health Centre, they must have a note arrival/departure time. in their diary from their current teacher.This also applies to boarders. Tutor period begins on the bell. If a student arrives to class before the end of Tutor class they must go directly to Tutor class. Their 23. USE OF THE COLLEGE COMPUTING Tutor will enter in their attendance. FACILITIES AND INTERNET Guardians should write a note in the student’s planner or call the The College will provide students in Years 10 access to a laptop attendance officer before 9:15 on that day on 9450 0599 or email whilst students in Year 11 and 12 are expected to bring their own [email protected] confirming the reason for the late device that will work off the College network system. arrival/ early departure or that the student cannot attend school. Students are required to bring their device to the College fully (The school portal also has contact details under ‘Attendance’). charged and recently backed-up each day. When not in use Absentee System (Entered into SEQTA, our during the day, at break times and during sports training or PSA fixtures, students are required to store their device in their locker. Learning management system) Insurance provisions may not cover the loss or damage of a 1. Teachers enter attendances directly into SEQTA for Tutor laptop from a school bag left at the side of an oval during sporting Group and Periods 1 – 6 matches. Students must take their device home each night and 2. Student absences advised by parents via phone and email are under no circumstances are laptops to remain in lockers overnight. entered into Seqta Student identification must remain permanently present on both 3. SMSs are sent to parents of students marked absent in Tutor a student’s device, and their protective bag. Students must travel Group and Period 1 (10:30am at the latest) with their laptops in their protective case at all times. 4. If no reply to SMS, a phone call is made to parents, followed Unless teacher permission is granted, students are not to use by an email their device during either Break A or B to ensure students actively 5. Tutor teachers amend students’ absences on receipt of involve themselves socially with others. noted explanation from parents Whilst at school, students must use the College’s Internet Service 6. Attendance Officer follows up on unexplained absences Provider (ISP) only. Students may not use any other method or device to access the Internet while at school. While significant 7. Heads of Year and Head of School follow up on attendance filters have been put in place at the College, it is the responsibility irregularities of the student to ensure that sites accessed via the internet abide Extended absences and permanent departures by the College internet guidelines and all work conducted on the device is educational and appropriate. Due to the software All notification with regard to temporary departures from the embedded in the laptop there is the capacity to take digital images, College should be sent in writing to the Head of School. A letter both still and video. Unless appropriate permissions are sought, will be returned from the College outlining your son’s obligations the taking of digital images is an invasion of personal rights. Under before he leaves and while he is absent. no circumstances can computers be used to take or distribute If the departure is of a permanent nature a formal letter must digital images without both the expressed permission of the person be written to the Headmaster and all College equipment must whose image is being taken and the supervising teacher. Students be returned. This is coordinated through the student’s Tutor. For and parents are responsible for all downloaded material present on Boarders this will be coordinated through the Head of Boarding. a student’s device and must ensure that copyright laws are adhered to. Monitoring of Attendance • All teaching staff have a responsibility to record attendance 24. PSA SPORT: • The Attendance Officer monitors, identifies and reports It is a condition of enrolment when a student has gained selection frequent non attenders to the Heads of School in a particular team this commitment must take priority over • If a student’s attendance rate falls below 90% over a ten-week outside sporting involvement. Should a student require an period, the College will further investigate the reasons why exemption to the above situation, then that request needs to be the student is not attending school. A letter may be sent home put in writing to the Director of Sport prior to the commencement asking the parents to come in for a meeting. of the season. The request will be discussed with the relevant stakeholders, prior to a decision being made. Each request is made • If a student is identified as being a regular or chronic non- on a case by case basis. attender, and the intervention strategies implemented by the school have not been successful in restoring the student’s 25. LOCKER GUIDELINES attendance, the College is to inform the Catholic Education All students have made the commitment to respect others and Office and consult with their expertise and other outside their own property. The provision of student lockers hopes to agencies as needed to help restore attendance. promote and support students in learning and actively taking • Students found to be truant from class will be managed in responsibility for the safe keeping of their valuables, reducing the accordance with the Pastoral Care System and appropriate burden of carrying excessive weight to and from school in their strategies and consequences will be actioned. Head of School school bags, and promote organisational skills. or Heads of House communicate with parents/guardians and if • Lockers must be secure at all times with a lock. necessary set up a meeting. • Lockers are to be clean and tidy at all times.
23 GOOD STANDING STATEMENT
GOOD STANDING STATEMENT period of approved absence students are required to submit this work prior to departure. Where unforeseen absence occurs it is PHILOSOPHY: the student’s responsibility to initiate contact with the teacher and The Good Standing Policy is designed to create a positive school qualify the absence with acceptable explanations. environment, protecting the rights and responsibilities of all Where unexplained absence includes the due date of an assignment: members of the School community and enabling students to • a penalty of 10% of the possible mark is imposed for 1 day late. take responsibility for their learning. It aims to ensure students are creating a positive environment and achieving substantial • for between 1 and 2 days late, 20% of the possible mark is lost. educational progress. The College asks our students to live the • for more than 2-5 days late, 50% of marks are lost. College values through their everyday actions including Faith in • More than 5 days late the student will receive a mark of zero, action, Justice with compassion, Service with generosity, Respect for yet is still responsible to submit the task. all and Excellence every day. Good Standing gives students the right to make their own informed choices concerning their involvement 3. Behaviour, uniform and personal presentation in the College community and to make them aware of the College according to school rules expectations regarding these choices. Students are required to meet the expectations under which they PURPOSE: are admitted to the College, adhere to the Rules and Regulations, show a proper regard at all times for the high standards and To assist students in taking responsibility for their own education. reputation of the College, behave decently and with good sense and PRINCIPLES GUIDING GOOD STANDING maintain a smart appearance. It is important that all boys in the • Students have the opportunity to learn and develop as College lead by example when wearing the uniform appropriately responsible community members. and maintaining a neat standard of personal presentation. • Students are made increasingly more responsible for their own Students are expected to adhere to the College values. This learning. This applies to: includes behaving in an orderly, civilised and well-mannered way at all times, in and out of College; showing proper courtesy and - Being prepared for class. respect for others. They must not behave in a way that might cause - Completing assigned work, homework tasks and meeting inconvenience or put at risk the health and safety of others, or deadlines. cause damage to property and take care to keep the school clean, - Ensuring their personal presentation is at a satisfactory level tidy and litter-free. at all times.. Students are to be courteous and respectful at all times, address - Following instructions in class sessions. others properly and stand for staff or visitors entering rooms. Failure to report when requested to do so by a staff member is a - Actively participating in the wide range of College activities serious offence. • Students accept the principles and practices governing good The College recognises its obligation to provide an education for conduct within the school community and adhere to College its students free from disruption or distraction. We believe it is the values at all times. This applies to: right of every student to have the best education we can offer. We - Living their faith through their everyday actions also believe that each student has a responsibility to respect the - Exhibiting justice to all those in the College and wider rights of others. To this end, any disruptive behaviour in classes will community. result in a clear warning followed by removal from the class if the disruptive behaviour continues. - Respectful manner of addressing staff and peers - Accepting opportunities to serve others. 4. Punctuality and preparedness for class - Striving for excellence in every aspect of the College. Students are required to be at school prior to the start of the Tutor period. Should there be less than 95% attendance at Tutor periods • Years 7 to 9 are seen by the College community as a transition per term, the student will be required to attend an interview with to the senior years of school and gain entry into senior school the Head of House. Students are expected to arrive on class on by maintaining their “Good Standing”. time and with the appropriate learning materials. • Years 10-12 students are seen as leaders in formation within the community and as such should demonstrate support for 5. Participation in College co curricular activities the principles, policies and regulations at Aquinas College. and House activities Boys need to recognise the College’s expectation that all boys will PROCEDURE: participate fully in the College Curriculum. Boys are expected All students commence the year with Good Standing and are to attend Religious Education classes and participate in Retreats, expected to maintain this good standing at all times. This recognises Service and Advocacy activities. that students take responsibility for, and are committed to, their Boys are expected to represent the College in Arts, Sport learning. Maintaining Good Standing requires: and other co-curricular activities when required. The College 1. Meeting school requirements regarding commitment to these activities necessitates the total support of students. attendance It is an expectation of all College students to behave in a manner A minimum attendance requirement of 95% is required for a that is respectful and responsible. Those who maintain appropriate student to maintain GOOD STANDING STATUS. Absence from standards and contribute to a positive College environment will class can be one of two categories: APPROVED ABSENCE and have numerous opportunities to be acknowledged. UNEXPLAINED ABSENCE/NOT APPROVED. A LEGITIMATE ABSENCE is where a student suffers a genuine LOSS OF GOOD STANDING: illness and parents inform the school. In a case where absence is Failure to conform to any of these requirements will mean a loss of longer than 3 days a student should present a doctor’s certificate to good standing status and immediate interview of the student and his tutor on return to school. A legitimate absence also refers to parents with the College Leadership team. any occasion when a boy is on an excursion or is representing the school at some event or function. The College approves prolonged THE POLICY IN ACTION absence due to serious illness or any leave that has been granted through the Headmaster. Stage 1: Official Warning– Formal letter to parent/ guardian from Head of School indicating Initial UNEXPLAINED ABSENCE/NOT APPROVED refers to any absence notification of invoking Good Standing. other than that defined above. When a student reaches five unexplained absences, good standing is lost. The tutor will notify This letter will usually follow a series of attempts at behaviour the students’ Head of House and the Head of School. The student modification e.g. and his parents will be asked to attend an interview with their Head • Phone contact/interviews with parents. of House or Head of School. • Notes in diary. 2. Satisfactory completion of school and homework • Detentions. tasks by due dates • Counselling by tutor, class teacher, Head of House, Head of Where major assignments or research projects are due during a Learning area or College Counsellor.
24 GOOD STANDING STATEMENT
• Removal from class. Behaviour which may necessitate Stage 1 being invoked: • Repeated uniform/presentation infringements. • Repeated distraction/disruption in class. • Repeatedly failing to complete homework tasks or meet assignment deadlines. • Continual absences or lateness to class. • Issues of bullying, cheating or minor theft. • Frequent offensive language. • A trend of uncooperative behaviour or failing to follow instructions. Parents/guardians need to recognise the importance of working with the College to change the attitude and behaviour of the student. It is at this point that the College is informing parents that accepted practices of behaviour modification are having little effect on the student and the withdrawal of Good Standing is imminent. An interview conducted by the Head of House/Head of School should occur with the parent/guardian. At this interview, a negotiated appropriate course of action to ensure ‘Good Standing’ is not lost will occur. A letter of record, which articulates the issues discussed at the interview, will be issued. Stage 2: Probation - the Loss of Good Standing - Formal letter to parent/guardian from Head of School or Headmaster indicating the Loss of Good Standing. It is at this point that the Head of School is giving clear warning that the student’s position in the College is in jeopardy. A formal letter and signed contract will result. Students at Probation level will lose the right to represent the College and attend any special events eg. College Ball, socials, days of celebration, excursions, representing the College in co-curricular activities. The College will provide reasonable additional support for the student during this period of probation to assist him in regaining Good Standing. Behaviour, which may immediately necessitate Stage 2 being invoked, without stage 1 include serious misdemeanours such as: • Ongoing instances of uniform, personal presentation, behavioural or work ethic infringements. • Truancy. • Open defiance. • Serious disruption of class. Probation and Reinstatement of Good Standing ‘Good Standing’ is retrieved by attending to causes of concern immediately. A Behavioural Contract or a Daily Monitoring Sheet may be implemented to assist the return to ‘Good Standing’. Recognition for improved behaviour or performance may include: • Personal affirmation. • Public affirmation (class, year group). • Contact with parents. • Certificates of achievement. • Leadership opportunities. • Reinstated privileges. Stage 3: Suspension: If the student fails to comply with recommendations put in place to reinstate Good Standing in Probation, Stage 2, the parent/guardian will meet with the Headmaster to clarify the conditions upon which will lead to the suspension of the student from the College.
25 SENIOR SCHOOL CURRICULUM AWARDS
End of Year Awards
Academic Awards Subject Dux in Each Year Dux of House Dux and Proxime of Year
Sporting Awards Summer and Winter Best & Fairest and Coach Award in each Sport Dux and Proxime of Year
Cultural Awards Choral Prize for Each Year Instrumental for Each year Drawing and Painting for Each Year Mixed Media for Each Year Drama Performance Prize Oratory Prize Essay Prize Photography Prize
Edmund Rice Leadership Awards The Ray Brown Medal for Outstanding Leadership in the Boarding Community The Head of House Edmund Rice Award Head of School Award for Leadership Headmaster’s Edmund Rice Award
26 ACADEMIC AWARDS
The following criteria are to be used to nominate students for awards at the conclusion of the College year.
1.1...... Introduction 1.1...... The following four classes of awards will be made each year for meritorious service to Aquinas College. (a) Honours (b) Colours (c) Symbols 1.2...... All motifs are in red, regardless of award class. 1.3...... All Awards will be worn on the pocket of the College Blazer. 2.0...... Honours 2.1...... Honours may be awarded to those senior students who have: 2.1.1... Gained five Certificates of Excellence from Years 10 to 12. 3.0...... Colours 3.1...... Colours may be awarded to those senior students who have 3.1.1... Gained four Certificates of Excellence from Years 10 to 12. 4.0...... Symbols 4.1...... Symbols may be awarded to those senior students who have: 4.1.1... Gained two Certificates of Excellence from Years 10 to 12. 5.0...... Timing 5.1 ������ Honours Awards will be presented in Semester Two of each year, along with Year 12 Colours. 5.2 ������ Academic Excellence Awards are calculated at the end of each Semester. Year 12’s are not eligible for Academic Excellence Awards in Semester 2 of their academic year. 5.3 ������ Colours and Symbols will be presented in Semester One of the following academic year.
YEAR 10-12 ACADEMIC AWARDS CRITERIA
Certificate of Excellence • Year 10 students must achieve at least 6 (outof 7) A grades across the subjects of Religious Education, Maths, English, Science, Humanities and Social Sciences and the 2 electives subjects with no D or E grades in these subjects. • Year 11 & 12 students must achieve at least 5 (out of 6) A grades across all subjects with no D or E grades in these subjects. Certificate of Merit • Year 10 students must achieve at least 6 (outof 7) A or B grades across the subjects of Religious Education, Maths, English, Science, Humanities and Social Sciences and the 2 electives subjects with no D or E grades in these subjects. • Year 11 & 12 students must achieve at least 5 (out of 6) A or B grades across all subjects with no D or E grades in these subjects.
27 AQUINAS COLLEGE HONOUR BOARDS
Fallen Aquinians
World War 1 - 1914-1918 World War II - 1939-1945 H. J. Appel D. Cumming J. McInerney T. A. Self M. J. Anketell G. M. Fleming H. Kitto P. G. Prendiville F. Atkinson A. Ferguson A. McLeod H. Sermon J. P. Bailey I. J. Flynn C. P. Lawton L. C. Pyke C. Barber J. Flanagan J. Miller F. L. Sexton W. M. Barden P. Fontaine P. L. Looney S. T. Quigley D. Blythe T. J. Fogarty G. D. Moore L. Snell J. L. Beeson J. A. Galvin P. P. Looney L. Rampant F. Blythe R. Forbes R. Mouritzen A. Spalholtz G. A. Bertram B. G. Gaynor B. E. McCormack C. B. Robinson F. Bock J. Franklyn H. Nagel L. Stone F. R. Burnett R. G. Godfrey P. G. McDonald D. J. Ryan K. Bone C. W. Gee F. Norrish V. Stone J. Buzzard P. J. Kelly E. L. McGrade J. P. Ryan A. P. Boor L. G. Glowrey A. O. O’Neil A. Talbot R. F. Cannon J. A. Green K. H. McKnight J. A. Seage V. Bovell P. Herd G. O’Neil H. Thomson J. D. Casey J. F. Guppy F.J. McGrath R. B. Sermon W. T. Bryan H. Hughes L. Percy P. Tolano T. E. Cogan K. T. Hannah H. D. Moody T. D. Tetterington H. Cale C. Keenan H. D. Quinlan G. Walters W. Culmsee H. B. Hill J. F. Moran E. Thompson G. Carter R. Kelly A. Radley A. Wilson K. Davidson G. C. Ives E. L. Morris L. P. Walsh J. Clayton E. Kidson W. Riddle C. T. Woods J. M. Desmond B. C. Jones W. P. Morris J. A. Walton R. B. Cochrane D. V. Krug C. Roberto L. Wroblewski E. H. P. Dowley R. E. Kenneally V. O. Noonan C. C. Williams G. Collins N. R. Lynch J. Rodoreda N. G. Farrar G. G. Keogh B. A. O’Hara C. C. Williams C. Connor R. Lyons P. Rodriguez B. F. Ferres W. Kinane G. J. O’Sullivan
Korean War - 1950 - 1953 B. K. Cocks A. J. Scurry
WA Government Year Rhodes Scholarship Year Exhibitioners 1906 A. Juett 1995 J. Chew 1908 J. Horan 1996 J. Barjaktarevic 1911 J. Savage 1997 B. Ward 1913 A.P. Boor 1998 S. Tay 1948 P Durack 1998 M. Voros 1957 M. Cullity 2002 R. Burwood 1986 W. Jack 2002 D. Janaway 2003 J. McAnearney 2003 J. McAnearney 2004 M. Power 2005 M. Cowcher 2005 S. Khoo
Year College Year (7) Dux of Year 2010 T Lee 2011 T Franchina 2012 J O'Sullivan 2013 T Bodlovich 2014 T Martin 2015 O Lego 2016 C Verbruggen
28 AQUINAS COLLEGE HONOUR BOARDS
HONOUR BOARD – FIRST YEAR (8) DUX OF YEAR
1897...... F Wiliams 1946...... N Dyson 1963...... J Buckley 1975...... J Bowyer 1999...... J McAnearney 1899...... D Allan 1947...... R Sims 1963...... M McDonnell 1975...... K Gebauer 2000...... J Cowcher 1901...... L Hayes 1948...... G Gauntlett 1964...... A Lombardo 1976...... B Major 2001...... T Longo 1902...... W Terry 1949...... E Martin 1964...... E Eaton 1976...... D Mallon 2002...... T Pagilaro 1903...... J Pekin 1950...... R Martin 1964...... G Davenport 1976...... K Myers 2003...... J Hill 1904...... B Searle 1951...... J Kagi 1965...... D Bertolatti 1977...... M McAndrew 2004...... R Falconer 1906...... H Child 1952...... D Allen 1965...... G Crawford 1977...... R Farrell 2005...... A Sivakumar 1907...... G Sadler 1952...... L De Vries 1965...... T Enright 1977...... S Henderson 2006...... J Davidson 1908...... C Fields 1953...... G Bain 1966...... J Scott 1978...... F Carles 2007...... S Narula 1908...... H Dower 1953...... K Novell 1966...... M Buhagiar 1978...... L Henderson 2008...... D Sidi 1909...... E Lansley 1954...... B Gianotti 1966...... M Stacey 1978...... P Sorenson 2009...... S Landro 1910...... H Gregory 1954...... P Dallimore 1967...... B Hearne 1979...... M Hovane 2005...... A Sivakumar 1923...... J Pye 1955...... H Johnson 1967...... P McDonald 1981...... A Low 2006...... J Davidson 1928...... V Parker 1955...... J Stack 1967...... T Guerini 1982...... J Mannolini 2007...... S Narula 1929...... M Connaughton 1956...... R Fox 1968...... D Hillin 1983...... W Hooper 2008...... D Sidi 1930...... T McGuire 1957...... A Barnett 1968...... P Sullivan 1984...... J Voykovich 2009...... S Landro 1932...... K Needham 1957...... B Lawrence 1968...... W Hendriks 1985...... L Perera 2010...... J Stewart 1933...... E Cocks 1957...... G Tonks 1969...... G Bennett 1986...... P Voykovich 2011...... J Lee 1934...... H Carr 1958...... E Heenan 1969...... G Clayton 1987...... A Jackson 2012...... T Franchina 1935...... J Dallimore 1958...... M Gallacher 1969...... K Hutchinson 1988...... W Pavey 2013...... M Jacob 1936...... R O’Hanlon 1959...... D Gillespie 1970...... C Tomich 1989...... M Jackovich 2014...... T Bodlovich 1937...... J Moriarty 1959...... T O’Dwyer 1971...... P Reutens 1990...... S Quinn 2015...... J Fancote 1938...... T Bourke 1960...... M Quinn 1972...... A Jack 1991...... B Valent 2016...... K Ganza 1939...... D McKenna 1960...... P Watson 1973...... B Stanich 1992...... A Golem 1940...... J Bowen 1960...... R Hussey 1973...... D Reutens 1993...... J Pang 1941...... E Haywood 1961...... P Lewis 1973...... F O’Hare 1994...... P Ryan 1942...... P Martin 1961...... R Chaney 1974...... M Collins 1995...... D Betz 1943...... A Cameron 1961...... T Naarstig 1974...... N Anstey 1996...... J Goerke 1944...... J Frisina 1962...... I Thompson 1974...... T De Vree 1997...... J Holst 1945...... R Cameron 1963...... D Crawford 1975...... C Brennan 1998...... D Janaway
HONOUR BOARD – SECOND YEAR (9) DUX OF YEAR
1897...... C Wells 1945...... J Frisina 1965...... G Davenport 1977...... P Maslin 2002...... T Longo 1899...... J Kenny 1946...... R Cameron 1966...... G Crawford 1978...... I Rowbottam 2003...... N Butel 1901...... P Tait 1947...... C Ellies 1967...... M Stacey 1978...... M McAndrew 2004...... N Bucknell 1902...... S McManus 1948...... R Sims 1967...... M Verhoogt 1978...... M Sims 2005...... S Andrews 1903...... R Kennedy 1949...... B Morsellas 1967...... W Hall 1978...... R Farrel 2006...... T O’Donnell 1904...... G Newman 1949...... G Gauntlett 1968...... J Speering 1979...... L Henderson 2007...... J Davidson 1906...... H Slater 1950...... D Francis 1968...... M Van Dongan 1980...... 2008...... S Narula 1907...... H Connor 1950...... K Crowd 1968...... S Clifton 1981...... G Perera 2009...... D Sidi 1908...... H Glick 1951...... N Bullock 1969...... C Verjoogt 1982...... M Johnson 2010...... J Fiori 1909...... C Goldberg 1952...... J Kagi 1969...... G Gillin 1983...... B Farrell 2011...... D Firth 1910...... A Caltie 1953...... T Hoad 1969...... T Bontemps 1984...... R Taylor 2012...... D Robertson 1911...... H Masel 1954...... K Novell 1970...... G Bennett 1985...... P Treasure 2013...... T Franchina 1923...... K Wood 1955...... P Dallimore 1971...... J Curthoys 1986...... J di Rosso 2014...... M Jacob 1928...... W Della 1956...... J Stack 1972...... P Reutens 1987...... B Ablong 2015...... T Bodlovich 1929...... T Ahern 1957...... D McManis 1973...... A Watson 1988...... P Joukador 2016...... N McCormick 1930...... T Ahern 1957...... R Fox 1973...... G Brindal 1989...... T Beretovac 1932...... C Nulsen 1958...... B Lawrence 1973...... M Boercamp 1990...... D Brew 1934...... E Cocks 1958...... C Bagley 1974...... E Ventris 1991...... D Scully 1935...... K Kelsall 1959...... E Heenan 1974...... R Reutens 1992...... S Rechner 1936...... J Hobley 1959...... M Perrot 1974...... T Jack 1993...... A Golem 1937...... R O’Hanlon 1960...... D Gillespie 1975...... G Harbord 1994...... J Pang 1938...... R Pittendrigh 1960...... J Clark 1975...... N Anstey 1995...... S Tay 1939...... T Bourke 1961...... P O’Neill 1976...... C Brennan 1996...... D Betz 1940...... D McKenna 1961...... R Nussey 1976...... J Bowyer 1997...... J Goerke 1941...... J Bowen 1961...... R Nussey 1976...... K Gebeaur 1998...... J Holst 1942...... E Haywood 1962...... R Chaney 1977...... D Mallon 1999...... D Jenaway 1943...... B Brearley 1963...... G Hesford 1977...... J Foster 2000...... J McAnearney 1944...... A Cameron 1964...... D Crawford 1977...... K Smith 2001...... S Jager
29 AQUINAS COLLEGE HONOUR BOARDS
HONOUR BOARD – YEAR (10) - JUNIOR DUX OF YEAR
1897...... R Kahan 1944...... P Martin 1966...... T Dalziell 1977...... M Devereux 2001...... J McAnearney 1899...... J Grundy 1945...... A Cameron 1967...... G Crawford 1977...... M Lang 2002...... D Chaney 1901...... D Allen 1946...... J Frisina 1967...... G Fragosa 1978...... J Foster 2003...... T Longo 1902...... J Durack 1947...... G Cullity 1967...... P Glatz 1978...... M Blundell 2004...... M Page 1903...... E Gibbs 1948...... J Busher 1968...... G Gray 1978...... M Burvill 2005...... T Fiori 1904...... T D’Arcy-Irvine 1949...... P Sermon 1968...... M Stacey 1978...... N Darby 2006...... T Hearne 1906...... W Morgan 1950...... G Gauntlett 1968...... R Hardwick 1979...... R Farrell 2007...... M Palladino 1907...... F O’Connor 1951...... D Francis 1969...... L Martin 1980...... 2008...... J Davidson 1908...... S Klotzback 1952...... N Bullock 1969...... P McDonald 1981...... M Hovane 2009...... C Skotny 1909...... L Lansley 1953...... J Kagi 1969...... T Guerini 1982...... G Perera 2010...... D Sidi 1910...... J Daly 1954...... B Mullumby 1970...... A Fitzgerald 1983...... M Johnson 2011...... J Fiori 1911...... F Gerlott 1955...... A Cowain 1970...... G Mosely 1984...... B Farrell 2012...... M Taylor 1918...... J Dillon 1956...... P Dallimore 1970...... S Brennan 1985...... W Hooper 2013...... G Tay Fernandez 1923...... R Durack 1957...... J Bellingheri 1971...... R Mulcahy 1986...... D Mincham 2014...... T Franchina 1928...... A Kuhlman 1957...... R Byron 1972...... J Curthoys 1987...... J Cook 2015...... M Hardie 1929...... W Harley 1958...... D Webb 1973...... B Harrold 1988...... G Kirk 2016...... T Bodlovich 1930...... N Hanley 1958...... R Fox 1973...... F Pauley 1989...... D O’Neill 1932...... R Green 1959...... M Cliff 1973...... P Reutens 1990...... L Lee 1934...... S Kelly 1959...... R Martin 1974...... A Jack 1991...... D Brew 1935...... E Cocks 1960...... B Daniel 1974...... M Genoni 1992...... P Devlin 1936...... K Kelsall 1960...... E Heenan 1974...... T McDonald 1993...... J Chew 1937...... J Hobley 1961...... J Clark 1975...... D Reutens 1994...... A Golem 1938...... R O’Hanlon 1962...... M Quinn 1975...... M Best 1995...... J Pang 1939...... R Pittendrigh 1963...... R Chaney 1975...... P Mannolini 1996...... P Ryan 1940...... T Bourke 1963...... S Trevenen 1976...... N Anstey 1997...... A Barry 1941...... D McKenna 1964...... G Hesford 1976...... R Joyce 1998...... J Goerke 1942...... J Bowen 1964...... I Thompson 1976...... R Power 1999...... J Holst 1943...... E Haywood 1965...... D Crawford 1977...... K Gebauer 2000...... R Burwood
HONOUR BOARD – SUB LEAVING YEAR (11) DUX OF YEAR
1897...... C Quigley 1944...... D Kennedy 1968...... G Crawford 1994...... J Chew 1899...... G Quinlan 1945...... K Murphy 1969...... M Buhagiar 1995...... A Golem 1901...... J Kenny 1946...... F Albrecht 1969...... M Stacey 1996...... K Ng 1902...... A Goldstein 1947...... B Christie 1969...... S Brennan 1997...... S Tay 1903...... L Collins 1948...... G Lawrence 1970...... P McDonald 1998...... A Barry 1904...... G Kino 1949...... J Busher 1971...... M Byrne 1999...... J Goerke 1906...... O Plutz 1950...... R Sims 1972...... D Waycott 2000...... J Holst 1907...... N Burrows 1951...... B Killerby 1973...... B Gibbs 2001...... R Burwood 1908...... H Brown 1952...... D Francis 1974...... P Reutens 2002...... J McAnerarney 1909...... B Gild 1953...... N Bullock 1975...... A Jack 2003...... C Bradburn 1910...... P Leahy 1954...... P Tormey 1976...... D Reutens 2004...... S Khoo 1911...... E Prendergast 1955...... B Burt 1977...... N Anstey 2005...... N Bucknell 1916...... H Masel 1956...... B Maund 1978...... I Burvill 2006...... S Andrews 1923...... W Dunphy 1957...... P Dallimore 1979...... M Burvill 2007...... T Hearne 1928...... E Driscoll 1958...... J Stack 1980...... M McAndrew 2008...... M Wong 1929...... T Donnelly 1959...... W Reed 1981...... L Henderson 2009...... J Davidson 1930...... T Donnelly 1960...... C Bagley 1982...... R Sumich 2010...... L Brambilla 1932...... D O’Driscoll 1960...... E Stockton 1983...... D Carmody 2011...... D Firth 1934...... N Jenkins 1961...... E Heenan 1984...... S Colley 2012...... G Tay Fernandez 1935...... G Robinson 1962...... J Clark 1985...... B Farrell 2013...... T Franchina 1936...... E Cocks 1963...... M Quinn 1986...... S McCormack 2014...... M Hardie 1937...... K Kelsall 1964...... J Wyche 1987...... R Morgan 2015...... T Franchina 1938...... J O’Brien 1965...... P Gardner 1988...... L Sarmidi 2016...... M Hardie 1939...... R O’Hanlon 1966...... E Speering 1989...... G Hendrata 1940...... K McKenna 1967...... A Richardson 1990...... R Chua 1941...... T Bourke 1967...... B Stockden 1991...... L Lee 1942...... D McKenna 1967...... G Barrow 1992...... D Brew 1943...... J Bowen 1968...... G Burke 1993...... P Devlin
30 AQUINAS COLLEGE HONOUR BOARDS
HONOUR BOARD – YEAR (12) DUX OF YEAR
1894...... F. Duffy 1921...... W. Dillion 1947...... F. Albrecht 1974...... T. Knight 2002...... R. Burwood 1895...... A. Smith 1922...... F. Davidson 1948...... J. Magee 1975...... G. Taylor 2003...... J. McAnearney 1895...... G. Hannah 1923...... W. Cawley 1949...... B. Christie 1976...... A. Jack 2004...... M. Power 1896...... E. Begley 1924...... J. Palandri 1950...... G. Cullity 1977...... D. Reutens 2005...... M Cowcher 1897...... W. Bryan 1925...... J. Watson 1951...... R. Sims 1978...... N. Anstey 2006...... F Chaves 1898...... W. Bryan 1926...... T. Rodriguez 1952...... J. Cawley 1979...... I. Burvill 2007...... S Andrews 1899...... R. Kahan 1927...... R. Paul 1953...... D. McK Francis 1980...... M. Burvill 2008...... M Page 1900...... C. Bryan 1928...... F. Hoad 1953...... G. Gauntlett 1981...... M. McAndrew 2009...... T Garvey 1901...... J. Deakin 1929...... F. Hoad 1954...... N. Bullock 1982...... J. McKenzie 2010...... J Power 1902...... M.Cantor 1930...... R. Durbin 1955...... J. Kagi 1983...... M. Hovane 2011...... A Wong 1903...... J. Fahey 1931...... T. Donnelly 1956...... B. Laurence 1984...... G. Perera 2012...... D Sidi 1904...... S. Cantor 1932...... L. Parker 1957...... B. Maund 1985...... S. Colley 2013...... R Gray 1905...... A. Juett 1933...... D. O’Driscoll 1958...... P. Dallimore 1986...... B. Farrell 2014...... D Firth 1906...... A. Ferguson 1934...... B. Finklestein 1959...... J. Stack 1987...... S. McCormack 2015...... G Tay Fernandez 1907...... J. Horan 1935...... L. Smith 1960...... R. Fox 1988...... D. Mincham 2016...... T Franchina 1908...... G. Steinberg 1936...... D. Durack 1961...... C. Bagley 1989...... I. De Cruz 1909...... H. Appel 1936...... G. Robinson 1962...... E. Heenan 1990...... T. Triglone 1910...... J. Savage 1936...... S. Kelly 1963...... L. Heinrich 1991...... P. Joukador 1911...... H. Appel 1937...... E. Prendiville 1964...... P. O’Neill 1992...... B. Ng 1912...... A. Boor 1938...... K. Kelsall 1965...... R. Chaney 1993...... D. Brew 1913...... E. Prendergast 1939...... W. Gibson 1966...... P. Gardner 1994...... P. Devlin 1914...... A. Masel 1940...... R. O’Hanlon 1967...... E. Speering 1995...... J. Chew 1915...... A. Walters 1941...... T. Cullity 1968...... P. Anderton 1996...... J. Barjaktarevic 1916...... M. Mayrhofer 1942...... T. Bourke 1969...... G. Crawford 1997...... A. Ismawan 1917...... H. Masel 1943...... T. Bourke 1970...... P. Nulsen 1998...... S. Tay 1918...... J. Hough 1944...... B. O’Hara 1971...... D. Fitzhardinge 1999...... D. Betz 1919...... F. Williams 1945...... E. Haywood 1972...... M. Byrne 2000...... A. Johan 1920...... R. Keating 1946...... K. Murphy 1973...... P. Keating 2001...... J. Holst
31 AQUINAS COLLEGE HONOUR BOARDS
WINNING SUMMER PSA TEAMS
Basketball Cricket Rowing Swimming Tennis Volleyball Water Polo 1980 1905 1905 1905 1963 2000 1992 1985 1910 1970 1909 1965 1910 1964 2000 1992 1991 1926 1971 1910 1966 1911 1969 2001 1993 1997 1927 1972 1911 1969 1924 1970 2002 1994 2000 1928 1973 1912 1970 1938 1978 2003 1995 2002 1931 1979 1915 1972 1939 1990 2004 1996 2004 1940 1981 1916 1973 1940 1991 2005 2000 2005 1941 1984 1917 1974 1941 1992 2006 2001 2006 1944 1997 1921 1975 1942 1993 2007 2004 2009 1945 2004 1923 1976 1944 1994 2008 2005 2015 1951 2013 1926 1977 1945 2002 2010 2006 2016 1958 2015 1927 1980 1946 2009 2011 2007 2017 1962 2016 1928 1982 1947 2012 2015 1963 1929 1987 1964 2013 2016 1964 1930 1989 1993 2017 1965 1931 1995 1994 1966 1946 1997 1967 1949 1998 1950 First date denotes year competition commenced
WINNING WINTER PSA TEAMS
Athletics Badminton Football Hockey Rugby Soccer Cross Country 1905 2002 1905 1959 1961 1987 1980 1908 1958 1999 2003 1907 1937 1996 1966 1970 1995 1980 1909 1965 2000 1908 1940 2000 1968 1972 2002 1981 1910 1966 2003 1909 1944 2002 1969 1973 2009 1996 1911 1967 2007 1910 1945 2003 1970 2000 1997 1912 1968 2008 1911 1949 2008 1971 1998 1913 1969 2009 1912 1952 2009 1972 1999 1914 1970 2011 1913 1953 1974 2000 1915 1971 2012 1914 1954 1975 2001 1916 1973 2014 1915 1956 1976 2005 1917 1974 1916 1957 1979 2006 1919 1975 1918 1963 1981 2011 1927 1976 1920 1964 1982 2012 1929 1977 1922 1967 1994 2013 1931 1978 1923 1968 1996 2014 1932 1979 1924 1971 1998 2015 1933 1980 1926 1972 2008 1935 1981 1927 1975 2011 1936 1982 1928 1977 2013 1937 1986 1929 1980 2016 1938 1987 1930 1981 2017 1944 1993 1931 1989 1951 1994 1932 1991 1952 1995 1933 1992 1957 1997 1934 1993
32 SENIOR SCHOOL ASSESSMENT PROCEDURES
It is essential that students and parents are aware of thefollowing information that constitutes part of the Aquinas College Assessment Policy:
RATIONALE o the weighting for each assessment type, as specified in the Assessment of student learning performance and feedback on assessment table of the syllabus progress are pivotal and important processes in learning and o a general description of each assessment task teaching. Assessment tasks communicate to students what must be o an indication of the content covered by each assessment learned and are vehicles by which the college assures its student’s task. capabilities. Students can request from their teacher a hard copy of these The purpose of this policy is to define the nature of assessment documents. at Aquinas College. This policy applies to all coursework units and is based on School Curriculum and Standards Authority (SCSA) 4. Assessing student achievement requirements. At Aquinas College, all students are enrolled in a pair of units. In All Year 11 and Year 12 students are enrolled in a combination of each pair of units, a number of assessment tasks occur during the ATAR, General or Foundation, courses. Some students are also year including end of semester exams in all ATAR courses and an gaining credit for the WACE by undertaking one of the Vocational Externally Set Task for Year 12 General and Foundation courses (see Education and Training (VET) qualifications and/or one or more of Sections 5 and 6 below for details). endorsed programs. Each task provides evidence of student achievement. The teacher The VET qualifications are delivered and assessed in partnership uses the total weighted mark from all assessment tasks when with a number of registered training organisations (RTOs). assigning a grade at the completion of the pair of units. This policy applies to the assessment of all WACE courses. The The requirements for each assessment task will be clearly described Learning Support Centre has separate procedures for meeting the in writing (i.e. what the student needs to do, often indicating the needs of students who are on individual education plans. steps involved for extended tasks). Where appropriate, the criteria against which the task will be marked will be provided with the task. 1. Student responsibilities Most tasks are completed in-class. Some courses may include tasks It is the responsibility of the student to: that are completed out-of-class (in which case, student achievement • attempt all in-class assessment tasks on the scheduled date and will be validated to ensure authenticity). submit all out-of-class assessment tasks by the due date Some courses may include assessment tasks to be completed by • maintain a good record of attendance, conduct and progress (a a group of students. In such cases teachers will use strategies to student who is absent from a class for ten lessons or more per enable them to assess the performance of each individual in the term is deemed to be ‘at risk’ of not achieving the best possible group. Typically, this will be identified in the task (or task brief) result) provided to the students at the commencement of the task. • initiate contact with teachers concerning absence from class, Where a student’s specific education needs will significantly affect missed in-class assessment tasks, requests for extension of the their access to an assessment task the teacher may adjust the task due date for out-of-class assessment tasks and other issues in consultation with the Head of Learning Support and the Head of pertaining to assessment. Learning Area responsible for the course. 2. Teacher responsibilities 5. School examinations It is the responsibility of the teacher to: School examinations are included in the assessment outline for the • develop a teaching and learning program that appropriately pair of units. The weighting (i.e. proportion of the final mark) for delivers the current SCSA syllabus for the particular pair of these school-based examinations varies between courses and can units be determined from the assessment outline. • provide students with access to a course outline and an A written examination will be held in all ATAR courses at the end assessment outline (see Section 3 below for details) of Semester 1 and the end of Semester 2. • ensure that all assessment tasks are fair, valid and reliable A practical/performance/oral exam will also be held in those courses with a practical, performance or oral ATAR examination. • provide students with timely assessment feedback and with guidance about how best to undertake future tasks In Year 11 written examinations are typically 2.5 hours in duration in Semester 1 and 3 hours in duration in Semester 2. • maintain accurate records of student achievement In Year 12 all written examinations are 3-hours duration except • maintain an assessment file for each pair of units studied which for courses with a practical, performance or oral examination, contains all completed written assessment tasks and to make which are 2.5 hours plus a separate practical, performance or oral this file available whenever required by the school (see Section examination. 9 below for details) The examination timetable is issued to students no later than three • meet college and external timelines for assessment and weeks before the start of the exam period. reporting The examination rules are outlined the Assessment Matters • inform students and parents of academic progress, as document in the college student diary. appropriate. If an examination contains an error or questions are based on 3. Information provided to students content that is outside the syllabus or there is a breach of security Before teaching starts the teacher will provide on the following the college will defer the procedures outlined in Assessment Matters. documents on the college’s learning management system (SEQTA): Where health issues or personal circumstances prevent a student • the SCSA syllabus which includes the grade descriptions from completing one or more school examinations, as for all other • a course outline for the academic year (or semester) that assessment tasks, the college will determine whether the reason is shows: acceptable (see Section 13 below for details) and if not acceptable the student will be given a mark of zero. If the reason is acceptable o the content from the syllabus in the sequence in which it will to the college an alternate date will be set or where this is not be taught possible the student will not sit the examination and their marks o the approximate time allocated to teach each section of for other tasks will be re-weighted. content from the syllabus 6. Externally set task • an assessment outline for the pair of units that includes: All students enrolled in a Year 12 General or Foundation course are o the number of tasks to be assessed required to complete an externally set task (EST) for that course. o the approximate timing of each assessment task (i.e. the The EST is included in the assessment outline for the pair of units. week in which each assessment task is planned or the start This assessment task has a weighting of 15% of the final mark for week and submissions week for each out-of-class extended the pair of units. task) The EST is a 50-minute written assessment task developed by o the weighting for each assessment task SCSA based on content from Unit 3. It is completed in class under standard test conditions.
33 SENIOR SCHOOL ASSESSMENT PROCEDURES
Where a student does not complete the EST, they will be required impairment or medical condition will significantly affect their access to complete the task at the first available opportunity (generally to a particular assessment task, have written and/or practical within two days of the student’s return to school). If this is not assessment tasks (including school examinations) adjusted by the until after the date that SCSA requires the college to submit the teacher in consultation with the relevant head of learning area/ EST marks then the college will determine if the reason for non- teacher-in-charge responsible for the course. These adjustments completion is acceptable (see Section 13) and if not acceptable the will be consistent with those described in SCSA’s Guidelines for student will be allocated a mark of zero. If the reason is acceptable disability adjustments for timed assessments, which can be accessed to the college the teacher will re-weight the student’s marks for from the Authority website. Adjustments, depending on the other tasks. individual students’ education needs, can include special equipment or additional time to complete the task. 7. Cheating, collusion and plagiarism Students must not cheat (i.e. engage in a dishonest act to gain an 12. Completion of a pair of units unfair advantage). A grade (A, B, C, D or E) is assigned for each pair of units All work in each individual assessment task must be the work of completed. the student. Students are not permitted to submit for marking, as Students are required to: original, any work which is: • attempt all in-class assessment tasks on the scheduled date • prepared or substantively contributed to by another person • submit all out-of-class assessment tasks on or before the due (e.g. student, teacher, tutor or expert) date. • copied or downloaded from the internet without Where health issues or other personal circumstances may prevent acknowledging the source a student completing an in-class assessment task, the student (or • paraphrases or summarises the work of others. the parent/guardian) must discuss the matter with the teacher at If a student is believed to have engaged in cheating, collusion or the earliest opportunity before the scheduled date. The college will plagiarism, the teacher will refer the matter to the relevant head determine whether the reason is acceptable. of learning area/teacher-in-charge responsible for the course. As Where the reason for not submitting an assessment task or part of this process, the student and the parent/guardian will be attending a scheduled in-class assessment task is acceptable to the informed of suspected inappropriate behaviour. The student will be college (see Assessment Matters) the student’s assessment outline provided with the right of reply. will, where possible, be adjusted and a grade assigned. If it is demonstrated beyond reasonable doubt that a student has If a student does not submit an out-of-class assessment task or cheated, colluded or plagiarised, one of the following penalties will attend a scheduled in-class assessment task, without providing an apply: acceptable reason, the teacher will contact the parent/guardian to • a mark of zero for the whole assessment task, or discuss the possible impact of the penalty on the student’s grade and negotiate actions to prevent this re-occurring. • a mark of zero for the part of the assessment task where the teacher can identify that the work is not the student’s own. Where an out-of-class assessment task is submitted after the due date or is not submitted, and the student does not provide a reason, The parent/guardian will be informed in writing of the decision which is acceptable to the college penalties will apply as outlined in made, the penalty and any further disciplinary action. the Assessment Matters document. 8. Security of assessment tasks 13. Transfer between courses and/or units Where there is more than one class studying the same pair of units Should a student commence a pair of units late they will be at at the college, all or most, of the assessment tasks will be the same risk of being disadvantaged compared to others in the class. An to ensure student marks are on the same scale. In such cases, to application to transfer between courses is made through the Head ensure that no students are unfairly advantaged, the question papers of Senior School and the Director of Academic Studies. A meeting used for in-class assessment tasks will be collected at the end of may be held with the parent/guardian to discuss student progress the lesson and retained by the teacher until the task has been and the requirements necessary for the student to be assigned a completed by all classes. In their own interests, students must not grade in the pair of units into which they wish to transfer. discuss the nature of the questions with students from the other classes until after all classes have completed the task. Discussion of At Aquinas College, the deadline for student transfers in Year 11 is the questions will be treated as collusion and the students will be Friday Week 1 in Term 2 and Year 12 is Friday of Week 9 in Term 1 penalised. as all courses are assessed as a pair of units. In Year 11, students can also transfer at the end of Semester 1 9. Retention and disposal of student work examinations, where class numbers enable this to occur. Students To assist students, the college establishes an assessment file for studying a Foundation course can transfer to a General course after each student for each course/program. The file holds all marked the OLNA results are received from SCSA. written assessment tasks. Students will have access to this file for revision purposes. The college retains the files until the marks have When a student transfers to a different course within the same been accepted by SCSA. The written assessment tasks are available subject (e.g. from English ATAR Year 11 to English General Year to students for collection after that time. The college will securely 11) the marks from completed assessment tasks may be used, dispose of all materials not collected by the end of the school year. where they are appropriate, for the unit into which the student is All recorded evidence of performance for non-written assessment transferring. These marks may be statistically adjusted to ensure tasks is deleted/erased at the end of the school year. that they are on the same scale as the marks for all students in the new class. The College will not use the materials for any other purposes without the written permission of the student. Where additional assessment tasks are necessary to enable a grade to be assigned, the teacher will develop an individual education The College will retain all non-written assessment tasks (typically plan showing the work to be completed or an adjusted assessment as audio or video recordings or digital products). This material is outline. The adjusted assessment outline will be discussed with the required by the teacher when assigning grades at the completion parent/guardian and the student. of the pair of units and may be required by SCSA for moderation purposes. 14. Reporting student achievement The college reports student achievement at the end of Term 1, 10. Modification of the assessment outline Semester 1, and Term 3 and at the end of the academic year. Interim If circumstances change during the teaching of a pair of units, reports are provided at the conclusion of Terms 1 and 3. The requiring the teacher to make adjustments to scheduled assessment Semester 1 and end or year report provides for each course: tasks, then students will be notified and the modified assessment outline will be placed on the college’s learning management system • a comment by the tutor teacher (SEQTA). • a progress or final grade for the course Where special education needs have resulted in the inability of a • the percentage mark in the school-based examination (for student to complete one or more assessment tasks the assessment ATAR courses) outline will be adjusted and provided to the student and parent/ • the examination rank (for ATAR courses) guardian. • the percentage mark (calculated from the weighted total mark). 11. Students with a disability • the course rank Students with a diagnosed disability will, where their disability, The Semester 1 mark and grade are interim, as they are not
34 SENIOR SCHOOL ASSESSMENT PROCEDURES finalised until the pair of units are completed at the end of the year. • the assessment outline does not meet the syllabus At the end of Year 12, students will be provided with a statement requirements of achievement, which lists the school mark and grade for each pair • the assessment procedures used do not conform with the of units. These are the results, which will be submitted to SCSA. college’s senior secondary assessment policy Successful completion of VET qualifications is also listed on the • procedural errors have occurred in the determination of the statement of achievement. course mark and/or grade All final grades are subject to approval by SCSA at the end of • computational errors have occurred in the determination of the year. The student (and parent/guardian) will be notified of any the course mark. changes that result from SCSA’s review of the student results submitted by the college. The Head of Senior School, will conduct the review. The reviewer will meet with the student and the teacher independently and will 15. Reviewing marks and grades consult their parent/guardian regarding the matter. If a student considers that there is an issue about the delivery of If this review does not resolve the matter, the student (or parent/ the course, the marking of one or more assessment tasks or the guardian) may appeal to SCSA using an appeal form, which grade assigned for a pair of units they should, in the first instance, is available from the Head of Senior School. SCSA will then discuss the issue with the teacher. independently investigate the claim and report to the Authority’s If an assessment issue cannot be resolved through discussion with student appeal committee. the teacher then the student (or the parent/guardian) should If the committee upholds a student appeal the college will make any approach the Head of Learning Area responsible for the course. required adjustments to the student’s mark and/or grade and where The student or their parent/guardian can request, in writing, that required the mark and/or grade of other students and re-issue the college conduct a formal assessment review, if they consider reports and/or the statement of achievement as necessary. that the student has been disadvantaged by any of the following:
ASSESSMENT MATTERS
Definitions and a record placed on their file. This will also impact on a student’s School assessment involves teachers gathering, describing Goodstanding status. or quantifying information about student performance and Collusion achievement. Submitting work that is not purely a student’s own, either with Assessment tasks include tests, essays, examinations, reports, case or without the assistance of another student, family member or studies, investigations, exhibitions, productions, performances, oral external tutor, and claiming it to be their own work. or audio-visual presentations and demonstrations. Consequences: Reporting refers to the process of passing on information relating If colluding on an assessment task is established beyond reasonable to student achievement through both interim and semester reports doubt, the student is penalised. The penalty is a mark of zero for that are provided to parents. both the person submitting the work and the person assisting in the An assessment is one where normally at least one week’s warning collusion, if a student at the College. Students will also be issued a has been given and/or the score contributes a significant part of detention and a record placed on their file. This will also impact on the final grade. Teachers will have indicated to students prior to a student’s Goodstanding status. the beginning of a unit of study the tasks that are to be included for assessment. In Years 11 and 12 this information is usually also Inability to complete assessment tasks provided in the Assessment Outline for the subject that is provided a) Students unable to complete assessment tasks due to to all students at the beginning of the year. injury or illness Homework is study completed at home by students and as such Some students may be unable to complete assessment tasks due to is an integral part of the student’s learning program. Teachers set injury or illness. meaningful activities to extend, enhance and/or provide practice to • In cases of temporary injuries, the teacher should encourage reinforce the learning at school, to aid revision and assist in studying participation through structured observation and assess such for tests and examinations. students at a later date. Assessment: Definitions and Consequences • In cases of a prolonged injury or illness that prevents The following definitions of breaches of assessment task reliability completion of assessment tasks, the teacher should implement are followed by appropriate penalties for these breaches: strategies that enable students in these circumstances to demonstrate their knowledge, skills and understandings. Cheating • In cases of students who are frequently absent due to chronic Gaining an unfair advantage over any other student, exchanging or frequent illness, it may be necessary to involve parents/ of information before, during and after an assessment. This also guardians and appropriate school support services as soon includes copying the work of others. as possible to ensure that the student has the opportunity to Consequences: complete the educational and assessment program. Through If cheating on an assessment task is established beyond reasonable this process, it may be agreed that the number of courses or doubt, the student is penalised. The penalty is a mark of zero subjects the student is attempting be reduced. for both the person cheating and the person allowing the use • In cases of issues with electronic devices, it is the student’s of his material. Students will also be issued a detention and a responsibility to ensure that appropriate alternatives have been record placed on their file. This will also impact on a student’s put in place - reasonable measures have been put in place to Goodstanding status. make sure work has been backed up or an alternative device Plagiarism has been sought. Presenting student work, which has been copied without Students who have not been able to complete enough assessment acknowledging the source or work which paraphrases/summarises tasks to enable the teacher to make a professional judgment the work of others is plagiarism. of a grade should not be allocated a grade until they are able to complete the educational and assessment program over an Consequences: extended period of time (i.e. next semester). No grade is only to be The student who copies, paraphrases or summarises the work of used in Semester One and Interim Reports. At the end of the year others without acknowledging the source and presents this work a grade must be awarded. For students in Years 11 and 12 this grade as their own is penalised. The penalty is a mark of zero for the will be submitted to the School Curriculum Standards Authority plagiarised piece of work. Students will also be issued a detention (SCSA).
35 ASSESSMENT MATTERS b) Missing an Assessment by phone or email and an appropriate Detention will be issued • Students missing an assessment due to illness will be expected and record placed on their file. to provide a medical certificate to the attendance officer, if the For more than five days late, a student receives a mark of zero, yet absence is two or more days, upon return to school along with is still responsible to submit the task. A record will be placed on a letter from a parent/guardian to be given to the classroom the student’s file, and a Detention may be issued. All consequences, teacher of the subject/s where the assessment has been relating to the above, start to come into effect at the time and date missed. The letter must make specific reference to the fact due specified by the teacher(s) setting the work. It should be noted that the parent/guardian is aware that an assessment has been that in the case of assessments that involve the completion of missed. several components parts, the assessment will not be deemed to be • In order to achieve fairness and equity with respect to a received until all component parts have been submitted. missed assessment, failure EXAMINATIONS • to produce the certificate and letters will result in a zero score Students in Years 10, 11 and 12 sit examinations during Term 2 and for that assessment. at the end of the academic year. • It is the responsibility of the student who misses the assessment to ensure that arrangements are made with the Examination Lengths classroom teacher concerned for that particular assessment to Year 10: the recommended length is 90 – 120 minutes with up to 5 be completed. additional minutes for reading time. • It may be appropriate to administer an alternative assessment Years 11: In Year 11 the Semester One examination is to be of comparable difficulty, particularly if the student assessments a minimum of 2 hours. The Semester 2 examination is to be a have been marked and returned to the student cohort, or if minimum of 2.5 hours with the recommended total time for ATAR there is any possibility that the absent student may gain an course examinations to be 3 hours with 10 additional minutes for unfair advantage by gaining information from students who reading time. The exception is for practical subjects where the have completed the assessment. examination has two components; a practical examination up to 30 • In the case of take-home assessments, if a student is absent on minutes plus a written examination. The combined time for these the assessment due date, the assessment must still be delivered two exams should match the suggested overall lengths stipulated electronically to the appropriate teacher by the due date. above and the SCSA Examination Design brief. c) Unapproved absences: Year 12: In Year 12 examinations will align with the SCSA If a student misses a period during which a topic test or some Examination Design brief for each course. other assessment is held or due for submission, the student Students Requiring Special Examination Provisions receives zero marks for that assessment, an after-school Detention Parents or guardians of students who, due to learning difficulties, is issued and a record placed on their file. The student will not be or injury, require extra time or rest time either for college based given the opportunity to take the test at a later date. The Head of examinations or external examinations must apply in writing to the Department in consultation with the Head of House will determine Head of Learning Support for consideration. The Head of Learning if a zero mark will be awarded and whether the student will be Support and the School Psychologist will be involved in the process given another opportunity to take the test. of ascertaining whether the application should be agreed to. d) Students under suspension Students requiring extra time will be awarded a time allowance of A student under suspension may suffer penalties other than the an additional 5 minutes per half hour (less 5 minutes off the total class time missed. It may be decided that the student will not have for ‘time to rest’). Students with special examination provisions the opportunity to sit any test/examinations occurring during the are to enter with their peers and locate their paper on the East suspension and therefore could receive no marks for any such side of the Hall (or window side of M24/25). If they cannot locate assessments. This will depend upon the severity of the offence and their paper, they must immediately notify the Director of Academic the individual circumstances of each student. Studies and/or the HoLA. Their names and examination provisions will be included on the examination timetable located in each Penalties: examination room. This is an individual decision to be made by the Head of Senior For Year 12 WACE students there is an application form available School but the students may receive zero for any assessments due from the Director of Academic Studies and the School Psychologist during the period of suspension. that needs to be completed and submitted to SCSA, who will then e) Procedures for students submitting assessment tasks late advise the student and the school of the result of the application. [Years 10 – 12] Students and parents need to be aware the relative success of an While it is appreciated that extenuating circumstances may application is relied upon the production of diagnostic evidence occasionally result in a student’s failure to complete an assessment and the length of time the diagnosis has been case managed by the on time, it is the student’s responsibility to complete work by College. the date requested, and he should be prepared to accept the Missing an Examination consequences of failure to do so. The following procedures with regard to setting and collection of work are in place at Aquinas: A student who has suffered from illness or disability prior to or during an examination period and believes that this has affected his • Students are given one week’s warning of an impending test/ performance should contact the Director of Academic Studies for examination. this to be taken into consideration. This contact should be made as • Students are given one week to complete significant soon as possible. A medical certificate must also be submitted to assignments/investigations. the Director of Academic Studies. • Extensions with regard to the submission of work may be Major examination periods are published at the commencement granted only if a letter from a parent/Director of Boarding of the school year. Due to examination security and preparation House is received well in advance of the due date, and the timelines, it is not possible for students to sit an examination prior classroom teacher in consultation with the relevant Head of to its scheduled date. Non-attendance at a scheduled examination Learning Area (HoLA) approves the request. severely jeopardises a student’s result in subjects where major • If an extension is granted, the classroom teacher in examinations contribute significantly to assessments. consultation with the HoLA can set the new date. This new In Years 11 and 12 where prerequisite entry levels to courses date will be communicated in the SEQTA marks book. are set, results in examinations are of critical importance, it is • Given that no extensions are granted, failure to submit work an expectation that students will attend all of their scheduled by the due date results in the following consequences: examinations. In cases where absence from an examination can be reasonably anticipated, the Director of Academic Studies must be • For one day late, the mark is reduced by 10% of the scored informed immediately. The Director of Academic Studies will liaise mark and a note will be placed in the student’s diary. with parents, students and teachers to make a decision on whether • For two days late, the mark is reduced by 20% of the scored a student will be given the opportunity to sit the examination at mark and parental contact will be made, either by phone or a later time. This is an individual decision and will be treated on a email. case by case basis. Should the Director of Academic Studies decide • For between two and five days late, the mark is reduced by that a make-up examination is not viable the student will receive 50% of the scored mark. Parental contact will be made; either credit, based on previous performance. If a student is absent on the examination day and the Director of Academic Studies has not
36 ASSESSMENT MATTERS given advanced permission the student will be awarded zero and • Students are not encouraged to but may bring water bottles of the course will not be considered as completed. The exception no more than 750ml capacity into an examination. The bottle is when the absence is due to illness (supported by a medical must be transparent containing only water, with no labelling certificate), or a family loss confirmed via parental correspondence. anywhere on the bottle. In Years 9 and 10 examinations are significant in establishing the Conduct during an Examination: academic achievement of students. It is an expectation that students • The examination room is a place of absolute silence. will attend all their scheduled examinations. In all cases where absence from an examination can be reasonably anticipated, the • If you wish to ask a question or seek help at any time raise Director of Academic Studies must be informed immediately. The your hand and wait for a supervisor to come to you. arrangements for students who miss an examination are as follows; • When instructed, complete the information required on the a). Approved absence – this pertains to all absences approved by answer sheet cover. At the end of the examination you will the Director of Academic Studies prior to the examination date. In need to ensure that this is securely attached to the front of this case the student will not sit the examination. As the Director of your work. Academic Studies granted approval they will advise the classroom • Read the directions on the cover of your question booklet teacher to assign a standardised score for the assessment at years carefully. end. Please note, should a Year 10 student miss a Semester One • When instructed to begin reading time check that your examination the student will receive no examination score or rank question book is complete and clearly printed (note the in the Semester One report. number of pages and questions listed on the cover). b). Absence due to medical reason or family loss – this • Note whether you may or may not write on the question pertains to students whose absence is due to illness which is booklet. supported by a medical certificate, or family loss confirmed via parental correspondence. The student will be given the opportunity • At the end of the examination all candidates must remain to sit the examination at the next available opportunity as organised seated and silent until the examiner has dismissed them. by Director of Academic Studies. • No student may go to the toilet in the first hour or the last c) Other absence – this pertains to all students who miss an half hour of an examination. examination for any other reason not stipulated in 1 or 2. The Irregular Practices: student will not be given an opportunity to sit the examination. He • No candidate shall contrive in any way to gain an unfair will receive a zero mark unless approved for a standardised score advantage over any other nor shall any candidate collude in the for the examination at years’ end. This decision will be made by the exchange of information during an Director of Academic Studies with consultation with the Head of Learning Area. • examination or with a student who has yet to sit the examination. RULES FOR STUDENTS • Any attempt to communicate in any way for any reason with Students must be familiar with these requirements and with the another student will be interpreted as attempting to gain unfair standard procedures for the conduct of examinations at Aquinas. advantage. It is their responsibility to know and understand these rules - they will not be further expounded nor are they negotiable. • Any candidate, who, in the judgment of the supervisor, intentionally disrupts the examination centre to the Timing disadvantage of other candidates, will be removed from the • Examinations have a reading time component when candidates centre and suspended from the examination program subject may read papers. to an interview with the Director of Academic Studies. • No candidate may be admitted to the examination after one • Any practice listed above will be deemed irregular and the hour has elapsed. examination supervisor will make a report to the Director of Academic Studies. In this case, the candidate’s script will • No candidate may leave an examination before the completion be voided and the candidate will score zero marks in this of the set time. examination. • If a candidate arrives late for an examination (i.e. in the first hour) no allowance or granting of extra time will be made. What ‘Help’ in an Examination means: • An examiner or supervisor, during the reading period, may Examination Materials: correct or interpret questions for the students sitting the • Candidates must bring their own standard items such as pens, examination collectively. pencils, erasers, ruler and highlighters into an examination. • A supervisor or examiner may only explain procedures or These items will not be supplied in the examination room. clarify instructions printed on an examination booklet. • Specific calculators required for particular examinations and • A supervisor can supply extra working paper or lined paper if any other special equipment such as dictionaries, as required by you have insufficient to complete an examination. individual subjects, must be brought by the students, provided they are permitted under the examination conditions. • A supervisor will not confirm or deny the accuracy of an answer or procedure being examined or explain the meaning • These items will not be supplied in the examination room. of a question other than the procedure required to answer the • Candidates will be supplied with lined paper on which to write question. their answers or with answer books. • Candidates may not bring scrap or working paper into the examination. This will be supplied. • Candidates may not bring bags, cases, pencil cases, textbooks, note or references into the examination room. Provision should be made for these in lockers prior to an examination commencing. • Candidates in Mathematics Examinations must supply the approved number of pages of notes. • Possession of mobile technologies (for example smart watch, mobile phone, iPod) and/or calculator in an examination for which it is not approved may result in the cancellation of all or part of the candidate’s examination mark. Mobile technologies are to be either left in lockers, at the School Office or handed to one of the supervisors prior to the examination commencing. Any student found with a mobile phone once the examination has commenced will be deemed to have an unfair advantage and penalties will be applied in accordance with SCSAs WACE Examination protocols. The Director of Academic Studies will ultimately decide on an appropriate consequence for the offence.
37 ASSESSMENT MATTERS
HOMEWORK AND STUDY Homework and Study are integral parts of the student’s learning program and teachers set meaningful activities to extend, enhance and/or provide practice to reinforce the learning at school. Study provides students with an opportunity to learn to work at set tasks independently. It is also the time when students can spend extra time reading, and reviewing work which has been covered in class, thus establishing sound study habits. Prior to tests and examinations, students will need to spend additional time studying work which has been covered in the relevant period, so that they are well prepared to answer both content and application questions. The best preparation for tests and examinations is a consistent study routine so that the curriculum is constantly reviewed through a planned and organised home study program. Since consistency and regularity in all these tasks are in the qualities of the successful student, it would be only in rare and unusual circumstances when there will be a night with ‘no homework’. The balance between completing set exercises and revision will vary but both would be represented in a good study program. Many subject teachers of Years 10 – 12 set take-home assessments rather than nightly exercises. A student needs to organise and plan the completion of such assignment work so that it is spread over the time available. Student need to be aware that the College and all Key Learning Areas have a late submission of work policy which penalises marks if assignment work is not submitted on time. These policies are strictly observed and students should make themselves familiar with the penalties that will be imposed. What is Homework and Study? Homework includes these activities: • Activities set by your subject teacher. • Revising work covered that day. • Reading ahead in the text book. • Research and reading for an assessment task. • Working on an assessment task. READING Students in all years are encouraged to engage in reading in addition to a regular study routine at home. It is expected that a student should read for a minimum of 20 minutes each night as a way of improving their literacy skills
38 REVISION PROGRAM Revision is absolutely essential if you are to obtain good results, but it must be methodical and sustained - a few hours of study will be of no benefit. Read below before you start.
PLAN OF ACTION METHOD OF STUDY
• Prepare: Make sure you have all your text • Before starting make sure you have every books and that you know the work set for textbook, exercise book, folder, aids and notes revision in each subject. for the subject to be studied. • Organise: Before your revision program • Decide which topics, questions or section of starts, draw up a timetable for revision using the timetabled subject you are going to work the chart provided. Do not postpone doing on. this. • Read through the relevant parts of the text • Be ambitious. Some of you will be able to books and notes, making additional notes if you do a total of 60 hours of revision during the find you have to. holiday without difficulty; certainly do not do less than 30 hours. • If you are working on a topic or examination questions, write outline answers in note form, • Be realistic. Give yourself a reasonable learn them and test yourself by writing them amount of free time. Include some exercise in from memory. your routine. Provided you keep to your total number of targeted hours, it does not matter • Write all notes neatly, set them out clearly and when you do them. keep them for the final revision which you will be making just before the examination. • Be Productive: For most people a two or three hour stretch with a few minutes • In some subjects a useful technique is to break each hour will be the most productive. divide a sheet of paper in half and then list Anything less is probably too short to get into questions on the points and facts to be known a subject thoroughly. on the left-hand side with the answers on the right. Learn the answers, cover them and test • Decide: Decide the length of study period yourself. which you think will best suit you and make out a provisional timetable for the whole holiday • Do not leave your chosen task unfinished. IN PENCIL because you are bound to make Complete it in the planned study period. changes. • At the end of each study period enter in ink, on • Communicate: When you have completed the timetable, the subject studied and the exact the provisional timetable show it to your time spent on it. parents ask them to consider you to be ‘at school’ when you are revising at home, only to • Provided you have spent about an hour on a be disturbed in emergencies. task, you should take a break as soon as you realise your attention is wandering. Do not • Act if not working: If you find it difficult to persist if your mind is not completely on your work at home go to the reference section of work. your local library where you will find places specially set aside for people to study. • Review: On Monday of the second week check what you have done. If you are behind or ahead revise your plan accordingly. • Tidy up: By the Friday of the second week you should have achieved your target; check your work and use the next two days to tidy up any loose ends.
39 REVISION PROGRAM – TERM 1 It is essential that students and parents are aware when students are revising past work for upcoming topic tests and examinations. Please use the space below to populate planned revision times for the term ahead:
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40 REVISION PROGRAM – TERM 2 It is essential that students and parents are aware when students are revising past work for upcoming topic tests and examinations. Please use the space below to populate planned revision times for the term ahead:
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41 REVISION PROGRAM – TERM 3 It is essential that students and parents are aware when students are revising past work for upcoming topic tests and examinations. Please use the space below to populate planned revision times for the term ahead:
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43 YEAR 10 HOMEWORK AND STUDY TIMETABLE Sunday 12-15 hours Afternoon Overall Overall per Week Revise/Summarise Revise/Summarise Weekly Planning Weekly Organise School Bag, and Books Uniform 2.5 hours Weekends Saturday Afternoon Saturday SportSaturday Revise/Summarise Revise/Summarise 120 mins Mon - Fri RE HASS Friday English Science FREE TIME Mathematics Yr 10 Time Management Time Management Study/Revision Allocation for Time Recommended Elective 1 Elective Elective 2 Elective Thursday Study/Revise Study/Revise Study/Revise Study/Revise Dinner Time Dinner Sports Training Sports Training RE HASS English Science Assignment Assignment Assignment Assignment Wednesday Mathematics
Tuesday Elective 1 Elective Elective 2 Elective Study/Revise Study/Revise Study/Revise Study/Revise Sports Training Sports Training RE HASS English Science Monday Homework Homework Mathematics Year 10 Homework and Study Timetable and Study 10 Homework Year sessions per week. Students should aim to study five per course session. Students should aim to study 30 minutes a student studying for Timetable below Please consult the Study five core subjects and two electives. subjects and two core five 7.00 - 7.30pm Time 4.00 - 4.30pm 5.00 - 5.30pm 5.30 - 6.00pm 6.00 - 6.30pm 6.30 - 7.00pm 7.30 - 8.00pm 8.00 - 8.30pm 4.30 - 5.00pm 8.30 - 9.00pm
44 YEAR 11-12 HOMEWORK AND STUDY TIMETABLE Sunday 15-18 hours 20-24 hours Morning Sunday Afternoon Afternoon Overall Overall per Week Revise/Summarise Revise/Summarise Revise/Summarise Revise/Summarise Revise/Summarise Weekly Planning Weekly Organise School Bag, and Books Uniform Planning Weekly Organise School Bag, and Books Uniform 3 hours 4 hours Weekends Saturday Afternoon Saturday Saturday SportSaturday SportSaturday Revise/Summarise Revise/Summarise Revise/Summarise Revise/Summarise Revise/Summarise Revise/Summarise 150 mins 180 mins Mon - Fri RE HASS Friday English Friday Science FREE TIME FREE TIME Mathematics Mathematics English ATAR Drama ATAR Drama Chemistry ATAR Geography ATAR Geography Applications ATAR Yr 11 Yr 12 Time Management Time Management Study/Revision Allocation for Time Recommended Elective 1 Elective Elective 2 Elective Thursday Thursday Mathematics Study/Revise Study/Revise Study/Revise Study/Revise Study/Revise Study/Revise English ATAR Dinner Time Dinner Time Dinner Sports Training Sports Training Sports Training Sports Training Chemistry ATAR Geography ATAR Geography Applications ATAR RE HASS English Science Geography Geography Geography Geography Assignment Assignment Assignment Assignment Assignment Assignment Wednesday Mathematics Mathematics English ATAR Drama ATAR Drama Wednesday RE Assignment RE Assignment Chemistry ATAR Geography ATAR Geography Applications ATAR Tuesday Tuesday Elective 1 Elective Elective 2 Elective Mathematics Study/Revise Study/Revise Study/Revise Study/Revise Study/Revise Study/Revise English ATAR Sports Training Sports Training Sports Training Sports Training Chemistry ATAR Geography ATAR Geography Applications ATAR RE HASS English Science Monday Monday Homework Homework Mathematics Mathematics Study/Revise Study/Revise English ATAR Drama ATAR Drama Chemistry ATAR Geography ATAR Geography Applications ATAR Year 11-12 Homework and Study Timetable and Study 11-12 Homework Year Students should aim to study six sessions per week. course per session. ATAR/General per Students should aim to study 30 minutes ATAR a student studying five for Timetable below Please consult the Study and one General Course 7.00 - 7.30pm 7.00 - 7.30pm Time 4.00 - 4.30pm 5.00 - 5.30pm 5.30 - 6.00pm 6.00 - 6.30pm 6.30 - 7.00pm 7.30 - 8.00pm 8.00 - 8.30pm Time 4.30 - 5.00pm 5.00 - 5.30pm 5.30 - 6.00pm 6.00 - 6.30pm 6.30 - 7.00pm 7.30 - 8.00pm 8.00 - 8.30pm 4.30 - 5.00pm 8.30 - 9.00pm 8.30 - 9.00pm 4.00 - 4.30pm
45 YEARS 10-12 REVISION: EXAMINATION STUDY TIMETABLE – WEEK 1 Sunday Saturday Friday Thursday Lunch Time Lunch Dinner Time Dinner Wednesday Tuesday Monday Years 10-12 Revision: Examination Study Timetable - Week 1 Week - Timetable Examination Study 10-12 Revision: Years Time 9.00 - 10.00am 10.00 - 11.00am 11.00 - 12.00pm 12.00 - 12.30pm 12.30 - 2.30pm 2.30 - 4.00pm 4.00 - 5.30pm 5.30 - 7.00pm 7.00 - 8.00pm 8.00 - 9.00pm 9.00 - 10.00pm
46 YEARS 10-12 REVISION: EXAMINATION STUDY TIMETABLE – WEEK 2 Sunday Saturday Friday Thursday Lunch Time Lunch Dinner Time Dinner Wednesday Tuesday Monday Years 10-12 Revision: Examination Study Timetable - Week 2 Week - Timetable Examination Study 10-12 Revision: Years Time 9.00 - 10.00am 10.00 - 11.00am 11.00 - 12.00pm 12.00 - 12.30pm 12.30 - 2.30pm 2.30 - 4.00pm 4.00 - 5.30pm 5.30 - 7.00pm 7.00 - 8.00pm 8.00 - 9.00pm 9.00 - 10.00pm
47 ASSESSMENT REFLECTION
Reflective Learning ensures that the learning journey is ongoing. To engage in reflective learning is to review our performance at the conclusion of each assessment. It is wise to complete an assessment reflection on ‘SEQTA Learn’ where you keep a record of your reflections. These reflections are to be completed either in class or home under the direction from your classroom teacher.
Questions I should complete once an assessment task is returned me:
1. What did I do to prepare for this assessment? (i.e. reviewed course program, revision activities, revision notes)
2. How could I have improved my preparation and learning for this assessment?
3. What result/score did I achieve?
4. What are three (3) things I did well?
5. What are two (2) things I will do to improve for my next assessment?
6. What was the feedback that the teacher gave to both the class and myself?
7. What have I learned from completing this assessment?
48 WACE INFORMATION
WACE stands for the Western Australian Certificate of Education. WASSA (Western Australian Statement of Achieving your WACE acknowledges that at the end of your Student Achievement) formally records: compulsory schooling you have achieved the required minimum standards in an educational program that has suitable breadth and • A statement of literacy and numeracy achieved depth. • Course Results What you need to do to achieve your WACE? • VET qualifications To achieve a WACE in 2018, a student must satisfy the following: • Endorsed Programs General requirements • Community Service hours • demonstrate a minimum standard of literacy and a minimum Literacy and numeracy requirements standard of numeracy which requires students to have reached There are two parts to achieving the WACE literacy and numeracy Band 8 in Reading, Writing and Numeracy in either Year 9 requirements. Firstly, students are required to complete two Year 11 NAPLAN, Year 10 Online Literacy and Numeracy Assessment English units and a pair of Year 12 English units. (OLNA) or in further OLNA opportunities in Years 11 and 12. Secondly, students must demonstrate that they have met the See below for greater detail. minimum standard for literacy and numeracy, which is based on • complete a minimum of 20 units or equivalents as described skills regarded as essential for individuals to meet the demands below of everyday life and work in a knowledge-based economy. You can • achieve a ‘C’ Grade or higher in at least 14 units studied in demonstrate the minimum standard: Years 11 and 12 • If you demonstrate Band 8 or higher in your Year 9 NAPLAN • complete at least four Year 12 ATAR courses (excluding Reading, Writing and Numeracy tests, or unacceptable combinations) or complete a Certificate II • Through the Online Literacy Numeracy Assessment (OLNA). (or higher) VET qualification. Note: the partial completion The OLNA is compulsory for students who have not prequalified of a Certificate III or higher VET qualification may meet this any of the components through Year 9 NAPLAN, and want to requirement according to predetermined criteria. achieve the WACE. Students have up to six opportunities between Breadth and depth Year 10 and Year 12 to demonstrate the literacy and numeracy standard. Students must • complete a minimum of 20 units or the equivalent. This Enrolling in your units requirement must include at least: Aquinas College enrolls students in their selected units, VET course • a minimum of ten Year 12 units or the equivalent and /or endorsed programs with the Authority. Changes are also made through the school. • two completed Year 11 units from an English course and one pair of completed Year 12 units from an English course Note: Enrolment for ALL language courses and English as an Additional Language or Dialect (EAL/D) are subject to eligibility • one pair of Year 12 units from each of List A (arts/languages/ criteria. Students intending to enroll in these courses should social sciences) and List B (mathematics/science/technology). discuss these criteria with the Head of English and the Director of VET and endorsed programs can contribute to the 20-unit Academic Studies. requirement described above: Service Learning • VET can contribute to up to eight of the 20 units you need to Aquinas College requires students to participate in its Service achieve your WACE Learning Program in order for students to graduate from the • VET industry specific courses count towards your WACE College. Community Service hours are recorded on a student’s requirements as courses, which mean they can be studied in Statement of Results and may count towards an Endorsed Program. addition to the eight unit equivalents described above. • Endorsed programs may replace up to two Year 11 course units and two Year 12 course units you need to achieve your WACE. CALCULATING YOUR ATAR
The Australian Tertiary Admission Rank (ATAR) • There are some unacceptable course combinations (check the You need at least four scaled scores for an ATAR to be calculated. admission requirements for your year). For these combinations, The ATAR is calculated from your Tertiary Entrance Aggregate scores in both courses/subjects cannot both be used. We use (TEA). your best score from the combination. An ATAR ranges from 99.95 to zero, and reports your rank position • If you have a scaled score in a Language Other Than English, relative to all other students. It takes into account the number 10% of your LOTE scaled score is added to the aggregate of of students who sit the WACE examinations in any year and also your best four scaled scores. LOTE scaled scores must be from the number of people of Year 12 school leaving age in the total the current year or the previous four years. If you have more population. than one LOTE score, only one (the best) LOTE scaled score will be used as the LOTE bonus. You receive the LOTE bonus If you have an ATAR of 70.00, for example, it indicates that you’ve even if your LOTE course wasn’t one of your counted as one achieved as well as or better than 70% of the Year 12 school leaver of your best four. age population in the state. • If you have a scaled score in Mathematics Methods ATAR and/ The ATAR allows the results of any WA student applying for or Mathematics Specialist ATAR, 10% of your scaled score/s university admission interstate to be directly compared with results in these subjects will be added to your Tertiary Entrance in other states. All states (except Queensland) report student Aggregate. You will receive this Mathematics bonus even if the rankings as an ATAR. course/s aren’t in your best four. Tertiary Entrance Aggregate (TEA) • The maximum TEA in 2017 is 430. Your TEA (Tertiary Entrance Aggregate) is the sum of your best Your TEA will be calculated and then converted to an ATAR, which four scaled scores plus 10% of your best Language Other Than tells you where you’re ranked relative to other students. English (LOTE) scaled score (if you have one), plus 10% of your For more information visit: scaled score (if you have one) Mathematics: Methods ATAR plus 10% of your scaled score (if you have one) Mathematics: Specialist www.tisc.edu.au ATAR based on the following rules: https://wace.atarcalc.com/ • You can accumulate the scaled scores which contribute to your TEA over five consecutive years, but you can only count any subject or course once. If you repeat a course, we use your best score in that course.
49 ATAR CONVERSION TABLE
The following table gives an indication of the minimum Tertiary Entrance Aggregate (TEA) required to achieve at least a particular Australian Tertiary Admission Rank (ATAR).
ATAR Minimum TEA for ATAR 80.00 242.4 30.05 130.6 81.00 245.3 40.00 155.5 82.00 248.3 50.05 178.0 83.00 251.5 55.00 187.2 84.00 254.3 60.00 197.3 85.00 257.6 61.00 199.5 86.00 260.7 62.00 201.7 87.00 264.3 63.00 203.8 88.00 267.8 64.00 205.9 89.00 271.8 65.05 207.7 90.00 275.7 66.00 209.9 91.00 279.6 67.00 212.1 92.00 283.8 68.00 214.3 93.00 288.7 69.00 216.3 94.00 293.8 70.00 218.5 95.00 299.5 71.00 220.7 96.00 306.7 72.00 222.8 97.00 315.1 73.00 225.0 98.00 325.3 74.00 227.1 98.50 332.8 75.00 229.7 99.00 340.9 76.00 232.2 99.50 356.0 77.00 234.7 99.70 364.5 78.00 237.3 99.90 381.6 79.00 239.8 99.95 391.8
ACADEMIC PATHWAYS
Mapping out appropriate study directions after Year 10 is an It may be possible to enter some university undergraduate courses important task for you and your parents. using your school-based General courses (or some mixture of Broadly, you have two options for your Year 11 and 12 studies: General and ATAR courses) - you should discuss this with your school advisor. (i.e. Access Pathway) • ATAR (Australian Tertiary Admission Rank) courses; • General courses; including Vocational Education and Training Vocational Education and Training (VET) (VET) Certificates. VET is recognised around Australia. VET programs give you the It is also possible to ‘mix and match’ these options to provide opportunity to gain core skills for work and in some cases to yourself with the best platform to meet the requirements to complete training in a specific industry, through workplace learning. achieve your Western Australian Certificate of Education (WACE) Undertaking a VET qualification means you can begin training for and prepare yourself for life beyond school. your career while still at school. Some VET programs offer on the job training, generally combined with classroom based, off-the job ATAR Courses training. These courses are typically for students aiming to achieve entry to Please view the following chart for more information an Australian university directly from school. The School Curriculum regarding the options within the General Pathway. and Standards Authority (SCSA) examine ATAR courses. Each course has four units: • Units 1 and 2 (Year 11 units) and • Units 3 and 4 (Year 12 units). Units 3 and 4 must be studied as a pair, as the ATAR examination covers both units. If you intend to enroll in university study after school, you should study at least four ATAR courses at Year 12 (one of which must be English/Literature) in order to be eligible for an Australian Tertiary Admission Rank. Universities around Australia use the rank as a selection device. General Courses General courses are typically for students aiming to enter further training (i.e. TAFE) or the workforce directly from school. These courses are not examined externally, although students will sit an Externally Set Task (administered by the SCSA) in Year 12.
50 (NMTAFE), Screen and Media Screen VET in Schools /industry specific courses. Other ATAR, English General or English General, Religion & Life VET Certificate II (2) no more than two At least one (1) but Aquinas. courses at delivered Certificate II in Information Digital Media & Technology, Certificate Digital Media & II in Information Certificate II in Music, Vocational Pathways, Work and Certificatefor II in Skills 11), Certificate (Year II in Sport & Recreation 12), (Year Certificate II in Outdoor Recreation Focus. Wood & Furniture Arts - Visual Certificate II in • • subject to student demand and Option 2 courses are external providers. through availability Compulsory be selected on this pathway subjects that must option: • • • VET Certificate II courses delivered at Aquinas: at VET Certificate II courses delivered • • • • • (MPA Skills), (MPA - Certificate III in Sport & Recreation - Certificate III in Fitness (option to (MPA Skills), Plumbing (MPA Rural Operations (RuralTraining Australia), (option to complete Certificate IV in Year 12), (option to complete Certificate IV in Diamond Fitness Year 12), complete Certificate IV in (Muresk Institute), Agriculture (MTA), Automotive (SMTAFE), Electrotechnology Hospitality (HGT), Painting and Decoration AFL SportsReady English General, English General, General, Religion & Life Career & Enterprise General, VET Certificate Aquinas. II course at delivered One (1) • • • • • • • • • Option 2: Organisations up to Training & TAFE through (Specialist courses delivered Training Vocational plus External General Pathway Certificate III level). VET week at an external per plus one day Aquinas, VET Qualification courses at delivered & A combination of General Pathway a specialist industry for provider course Specialist courses up to a Certificate include; III level. Option 4: Learning. Workplace plus General Pathway VET Qualification courses & A combination of General Pathway Workplace of per week plus one day Aquinas, at delivered Learning in a preferred industry through an external provider. West). Learning is arranged(Workplace through INSTEP Compulsory be selected on this pathway subjects that must option: • • • • 6 ATAR subjects, subjects, 6 ATAR VET certificates, subjects & either one (1) General or one (1) ATAR 5 VET certificates or a combination of both. (2) General (2) subjects & either two or two ATAR 4 • • • General Options 1, 2 and 4 are joint school parent funded. Options 1, General English ATAR, English ATAR, or Maths Essentials (General), ATAR Applications Maths General, Religion & Life VET Certificate II (2) no more than two At least one (1) but Aquinas. courses at delivered English General, General, Religion & Life Pathways, Vocational Work & Certificatefor II in Skills VET Certificate II (2) no more than two At least one (1) but Aquinas. courses at delivered Students complete 4 - 6 ATAR subjects in preparation subjects in preparation ATAR Students complete 4 - 6 combination of options are The following university. for available; Option 1: Entrance Program. University Alternative - General Pathway or General and a combination of ATAR Maths ATAR, English VET Qualification courses at delivered & General Pathway up VET provider at an external per week plus one day Aquinas, option will be Students on this pathway to a Certificate IV level. Year 12. aiming to complete the Certificate IV Business course in Compulsory be selected on this pathway subjects that must option: • • • • Option 3: Skills Sets (Certificate II Vocational plus General Pathway Aquinas). at qualifications delivered VET Qualification courses & A combination of General Pathway Aquinas up to a Certificate at delivered II level. Compulsory be selected on this pathway subjects that must option: • • • • Aquinas College Pathways 2018 Aquinas College Pathways ATAR Pathway Pathway ATAR - 2018 Pathway General - 2018 Students will be required to select a preferred option General Pathway and goals to meet career VET graduation / WACE requirements.
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14/3 18/4 12/4 16/3 18/4 5/03 5/03 (Due) 5/03 you remember and plan for all you need to do. need to do. all you and plan for remember you Do not lose this planner as there is a fee to replace it. to replace is a fee Do not lose this planner as there Bring this planner to every class; its purpose is to help class; Bring this planner to every Using your Planner - Notes for Students Complete journal entry Review study notes Review study notes Review study notes Read experiment preparation Review study notes Review study notes Read Chapter 7 Review study notes Health Review periodical table Seek advice from teacher for improvements Need to have draft checked by teacher Review periodical table
Review study notes
Homework / Study Homework SAMPLE DIARY PAGES DIARY SAMPLE What did we learn today? What did we Comprehension Intergers Food types Research Task 1 sheet Bible sections Jesus and mankind Read novel - 30 minutes Experiment preparation joins Intergers Food types Flower reproduction Design brief jesus and god Comprehension p89 - 93 Algebra Complete work on food types, put into chart Ex 2G, 2H, 2I 8am Edmund House Mass 8am Edmund Thomas Aquinas Assembly St Concludes CSPAF Aths Prep Championships Perfect Language AC Commence • • • • • Health RE Maths English Science Italian RE RE English Maths Science Computing Metals Health H&SS English Health Science February T1 - Week 2 Week T1 - February 30 MONDAY 31 TUESDAY 1 WEDNESDAY Subject Subject Subject 52 2
(Due) 5/03 8/03 7/03 2/03 18/04 2/03 07/03 14/3 Notes for SRC meeting Read - Economics chapter 15 Read chapter in Lit novel Remember full uniform for Assembley Review study notes Review study notes Start Biology assignment Review study notes Health - bring bathers Review periodical table Review study notes Read Chapter 7 Complete journal entry Practice vocab using worksheets Review Italian booklet
Read experiment preparation Review study notes
Things I need for next week Things I need for next SAMPLE DIARY PAGES DIARY SAMPLE Prepare for talk Design Brief - due Friday Complete work on food types, put into chart Comprehension p89 - 93 Yr 10 Dance @ Santa Maria 7pm Ex 2G, 2H, 2I Complete assignment for Computing Maths test - review 4 weeks work Review study notes - History Ex 2E, 2F Read Chapter 7 - Human Biology Design powerpoint for Religion Read novel - 30 minutes Research Task 1 sheet Write up design brief Aths Prep Debating notes Prepare Powerpoint presentation on Bible sections Complete work on food types, put into chart • Complete Corrections 2J To Do List To • Health RE English English Science Italian Maths Health S & E Science Computing Maths CCGS Regatta Summer Sports Prep SATURDAY 4 SATURDAY THURSDAY 2 THURSDAY 3 Friday 5 SUNDAY Subject Subject • • 253 Progress Achieved Not yet Achieved Still working on this Still working Clean my locker out twice a term. locker Clean my lesson. every homework my Write down sure to make school bag the night before Pack my material. all my I remember the amount of opportunities to increase more Look for Service the College Community. Learning hours for the upcoming winter sports fitness for my Improve season. • • • • • Character Goals Reflection notes I will check through the folder each day each day the folder I will check through materials are and assess if all required included. Gradually build the study time by 10 build the study time by Gradually increments. minute Choose your main goals. Choose your Below are some examples of Academic and Character Goals: some examples of are Below Actions to assist goal attainment Actions to assist goal I will start making a list of things to do by of importance.and ranking them in order in which all papers a system, I will create or binder. into a folder and assignments go I will keep my note-taking in a separate my I will keep in the Boarding that I keep workbook house. of Set a goal Find a comfortable spot. without 10 to 15 minutes studying for a short by break. followed interruption, Improve my writing by practising extended responses. writing by my Improve when I finish them. units of work Revise teachers when needed. Seek assistance from that equal study time is allocated to all subject Ensure areas. • • • • Academic Goals Review your goals regularly. What I have done well and why? What I have your goals regularly. Review MY ACADEMIC & CHARACTER GOALS & CHARACTER ACADEMIC MY Goal setting is the first step toward successful goal achievement. It marks your first point toward success. success. first point toward It marks your achievement. successful goal Goal setting is the first step toward You are to set and review your goals for upcoming term, semester and year using the goals page on SEQTA Learn. page on SEQTA using the goals semester and year upcoming term, for goals your to set and review are You Support I will ask my tutor teacher and parents to tutor teacher and parents I will ask my possible and discuss any help me review consequences. tutor to help me the time to ask my Take maintain an organised system. I will ask my classroom teacher to help me classroom I will ask my the notes together to check for Review or important superfluous information any missing facts. Find a quiet place. specific. Use simple words. reflect: How do I know when the goal has when the goal do I know measurable. How clear and It must be It must been achieved? goals. your time frame for Set a realistic What do I want to experience at Aquinas College? What do I want to experience at that I do? the College values to everything do I apply How subjects? in each of my personal best result own What is my upon? do I need to particularly focus Which areas do I cope with setbacks? How This describes what you terms. in positive goal State your want to achieve don’t not what you want to achieve, be It must • • • • • • • • • How to Set Goals How some time to Take goals: choose your reflected, have When you Goal Learn how to prioritise my time to ensure time to ensure to prioritise my Learn how that all necessary things get done. Learn to be better organised. Complete some note-taking each day as Complete some note-taking each day study. part of my of concentration when level my Improve studying at night. Examples
54 Re-evaluate Progress (where am I at?) (where Timely My Character Goals My Character Resources (what do I need?) 1. 2. 3. Realistic Achievable Action MY GOALS FOR TERM 1 - 2018 FOR MY GOALS (what do I need to do?) Measurable My Academic Goals Support Specific (who can help?) Review I done well? What have to do? What am I still required 1. 2. 3.
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(Due) Homework / Study Homework What did we learn today? What did we Secondary School Identity Photographs Secondary School Identity Photographs Evening Information 12 Parent Year 7.00pm-8.00pm Yr 11 Boarders BeachSafe Programme 4.00pm-6.00pm Evening Information 10-11 Parent Year 7.00pm-8.00pm • • • • • February T1 - Week 1 Week T1 - February 29 MONDAY 30 TUESDAY 31 WEDNESDAY Subject Subject Subject 56 1
(Due) Things I need for next week Things I need for next AC v GG AC Assembly incl Staff Blessing New and Dux Prefect To Do List To • • AC v GG AC Regatta Hale Rowing SATURDAY 3 SATURDAY THURSDAY 1 THURSDAY 2 Friday 4 SUNDAY Subject Subject • • 157
(Due) Homework / Study Homework What did we learn today? What did we 4.00pm-6.30pm PC/AC Rehearsal 4.00pm-6.30pm PC/AC fittings Mouthguard fittings Mouthguard • • • February T1 - Week 2 Week T1 - February 5 MONDAY 6 TUESDAY 7 WEDNESDAY Subject Subject Subject 58 2
(Due) Things I need for next week Things I need for next Mouthguard fittings Mouthguard Bye AC 12.00pm-3.15pm SS House Swimming Carnival To Do List To • • • AC Bye AC Christ Church Regatta Rowing Yr 10 Boarding Leadership Camp Yr 10 Boarding Leadership Camp SATURDAY 10 SATURDAY THURSDAY 8 THURSDAY 9 Friday 11 SUNDAY Subject Subject • • • • 259
(Due) Homework / Study Homework What did we learn today? What did we 3.30pm-8.00pm Yr 12 Twilight Retreat Chaney Retreat Twilight Yr 12 3.30pm-8.00pm Rehearsal 4.00pm-6.30pm PC/AC Swimming Carnival Championships Wednesday Ash Cullity Retreat Twilight Yr 12 3.30pm-8.00pm • • • • • February T1 - Week 3 Week T1 - February 12 MONDAY 13 TUESDAY 14 WEDNESDAY Subject Subject Subject 60 3
(Due) Things I need for next week Things I need for next Summer Sport & Service Learning Assembly Summer Sport & Service Learning AC CC v To Do List To • • CC v AC CC v Regatta Rowing Wesley SATURDAY 17 SATURDAY THURSDAY 15 THURSDAY 16 Friday 18 SUNDAY Subject Subject • • 361
(Due) Homework / Study Homework What did we learn today? What did we 3.30pm-8.00pm Yr 12 Twilight Retreat Prendiville Retreat Twilight Yr 12 3.30pm-8.00pm Rehearsal 4.00pm- 6.30pm PC/AC Durack Retreat Twilight Yr 12 3.30pm-8.00pm • • • February T1 - Week 4 Week T1 - February 19 MONDAY 20 TUESDAY 21 WEDNESDAY Subject Subject Subject 62 4
(Due) Things I need for next week Things I need for next Year 12 Ball Year v SC AC To Do List To • • AC v SC AC Regatta Rowing Trinity SATURDAY 24 SATURDAY THURSDAY 22 THURSDAY 23 Friday 25 SUNDAY Subject Subject • • 463
(Due) Homework / Study Homework What did we learn today? What did we 4.00pm-6.30pm PC/AC Rehearsal 4.00pm-6.30pm PC/AC 3.30pm PSA Quads • • Feb / Mar T1 - Week 5 Week T1 - / Mar Feb 26 MONDAY 27 TUESDAY 28 WEDNESDAY Subject Subject Subject 64 5
(Due) Things I need for next week Things I need for next MS & SS Finish 1.00pm EXEAT To Do List To • • EXEAT EXEAT SATURDAY 3 SATURDAY THURSDAY 1 THURSDAY 2 Friday 4 SUNDAY Subject Subject • • 565
(Due) Homework / Study Homework What did we learn today? What did we EXEAT Club Yacht Yr 11 Mother Son Evening South Perth • • March T1 - Week 6 Week T1 - March 5 MONDAY 6 TUESDAY 7 WEDNESDAY Subject Subject Subject 66 6
(Due) Things I need for next week Things I need for next 2.20pm PSA Swimming • AC v TC v AC 8.00am-8.30am Chaney House Mass Assembly Swimming & Rowing To Do List To • • • AC v TC v AC Regatta Scotch Rowing SATURDAY 10 SATURDAY THURSDAY 8 THURSDAY 9 Friday 11 SUNDAY Subject Subject • • 667
(Due) Homework / Study Homework What did we learn today? What did we 4.00pm-6.30pm PC/AC Rehearsal 4.00pm-6.30pm PC/AC the Sea by 9.00am-12.00pm Sculptures Art Excursion Yr 10 • • March T1 - Week 7 Week T1 - March 12 MONDAY 13 TUESDAY 14 WEDNESDAY Subject Subject Subject 68 7
(Due) Things I need for next week Things I need for next WC v AC WC v 8.00am-8.30am Cullity House Mass To Do List To • • WC v AC AC WC v Head of the River SATURDAY 17 SATURDAY THURSDAY 15 THURSDAY 16 Friday 18 SUNDAY Subject Subject • • 769
(Due) Homework / Study Homework 1.30pm-3.15pm Year 12 Paul Dillon Presentation 12 Paul Year 1.30pm-3.15pm • What did we learn today? What did we 8.45am-10.30am Year 10 Paul Dillon Presentation 10 Paul Year 8.45am-10.30am Dillon Presentation 11 Paul Year 11.00am-1.00pm 4.00pm-6.30pm PC/AC Rehearsal 4.00pm-6.30pm PC/AC • • • March T1 - Week 8 Week T1 - March 19 MONDAY 20 TUESDAY 21 WEDNESDAY Subject Subject Subject 70 8
(Due) Things I need for next week Things I need for next 9.45am-12.15pm Perspective Exhibition Art Excursion Yr 12/11 • 8.00am-8.30am Durack House Mass AC HS v 12 Economics Student Conference Year To Do List To • • • HS v AC HS v SATURDAY 24 SATURDAY THURSDAY 22 THURSDAY 23 Friday 25 SUNDAY Subject Subject • 871
(Due) Homework / Study Homework What did we learn today? What did we 4.00pm-6.30pm PC/AC Rehearsal 4.00pm-6.30pm PC/AC Yr 12 OE Excursion 7.00pm PC Senior Music Night Interviews Teacher Yr 12 Parent 3.30pm-8.00pm Interviews Parent 12 & Boarding Year 3.30pm-8.00pm • • • • • March T1 - Week 9 Week T1 - March 26 MONDAY 27 TUESDAY 28 WEDNESDAY Subject Subject Subject 72 9
(Due) Things I need for next week Things I need for next 12.00pm-1.00pm Holy Thursday Para-liturgy 12.00pm-1.00pm Holy Senior School 1.00pm Finish Good Friday To Do List To • • • Easter Saturday Easter Sunday SATURDAY 31 SATURDAY THURSDAY 29 THURSDAY 30 Friday 1 SUNDAY Subject Subject • • 973
(Due) Homework / Study Homework What did we learn today? What did we Easter Monday Easter Tuesday to SchoolStudents return • • • April T1 - Week 10 Week T1 - April 2 MONDAY 3 TUESDAY 4 WEDNESDAY Subject Subject Subject 74 10
(Due) Things I need for next week Things I need for next 8.00am-8.30am Prendiville House Mass 8.00am-8.30am Prendiville bstreetsmart 10 RAC Year Assessment Trip Field ATAR 11 Geography Year Winter Prep To Do List To • • • • Winter Prep Relay 4 Life SATURDAY 7 SATURDAY THURSDAY 5 THURSDAY 6 Friday 8 SUNDAY Subject Subject • • 1075
(Due) Homework / Study Homework What did we learn today? What did we Yr 10 POE Expedition Margaret River Yr 10 POE Expedition Margaret Rehearsal 4.00pm-6.30pm PC/AC River Yr 10 POE Expedition Margaret Chaney Yr 11 Encounter Retreat River Yr 10 POE Expedition Margaret Chaney Yr 11 Encounter Retreat • • • • • • April T1 - Week 11 Week T1 - April 9 MONDAY 10 TUESDAY 11 WEDNESDAY Subject Subject Subject 76 11
(Due) Things I need for next week Things I need for next Malaysian Tour Hockey • SS House Athletics Carnival SS House Market Farmers Boarders’ Yr 10 POE Expedition Margaret River Yr 10 POE Expedition Margaret Chaney Yr 11 Encounter Retreat To Do List To • • • • Malaysian Tour Hockey Malaysian Tour Hockey SATURDAY 14 SATURDAY THURSDAY 12 THURSDAY 13 Friday 15 SUNDAY Subject Subject • • 11 77 YEARS 10-12 HOLIDAY REVISION TIMETABLE – WEEK 1 Sunday Saturday Friday Thursday Lunch Time Lunch Dinner Time Dinner Wednesday Tuesday Monday Years 10-12 Holiday Revision Timetable – Week 1 Week – Timetable Revision 10-12 Holiday Years Time 9.00 - 10.00am 10.00 - 11.00am 11.00 - 12.00pm 12.00 - 12.30pm 12.30 - 2.30pm 2.30 - 4.00pm 4.00 - 5.30pm 5.30 - 7.00pm 7.00 - 8.00pm 8.00 - 9.00pm 9.00 - 10.00pm 78 YEARS 10-12 HOLIDAY REVISION TIMETABLE – WEEK 2 Sunday Saturday Friday Thursday Lunch Time Lunch Dinner Time Dinner Wednesday Tuesday Monday Years 10-12 Holiday Revision Timetable – Week 2 Week – Timetable Revision 10-12 Holiday Years Time 9.00 - 10.00am 10.00 - 11.00am 11.00 - 12.00pm 12.00 - 12.30pm 12.30 - 2.30pm 2.30 - 4.00pm 4.00 - 5.30pm 5.30 - 7.00pm 7.00 - 8.00pm 8.00 - 9.00pm 9.00 - 10.00pm 79 Progress Achieved Not yet Achieved Still working on this Still working Clean my locker out twice a term. locker Clean my lesson. every homework my Write down sure to make school bag the night before Pack my material. all my I remember the amount of opportunities to increase more Look for Service the College Community. Learning hours for the upcoming winter sports fitness for my Improve season. • • • • • Character Goals Reflection notes I will check through the folder each day each day the folder I will check through materials are and assess if all required included. Gradually build the study time by 10 build the study time by Gradually increments. minute Choose your main goals. Choose your Below are some examples of Academic and Character Goals: some examples of are Below Actions to assist goal attainment Actions to assist goal I will start making a list of things to do by of importance.and ranking them in order in which all papers a system, I will create or binder. into a folder and assignments go I will keep my note-taking in a separate my I will keep in the Boarding that I keep workbook house. of Set a goal Find a comfortable spot. without 10 to 15 minutes studying for a short by break. followed interruption, Improve my writing by practising extended responses. writing by my Improve when I finish them. units of work Revise teachers when needed. Seek assistance from that equal study time is allocated to all subject Ensure areas. • • • • Academic Goals Review your goals regularly. What I have done well and why? What I have your goals regularly. Review MY ACADEMIC & CHARACTER GOALS & CHARACTER ACADEMIC MY Goal setting is the first step toward successful goal achievement. It marks your first point toward success. success. first point toward It marks your achievement. successful goal Goal setting is the first step toward You are to set and review your goals for upcoming term, semester and year using the goals page on SEQTA Learn. page on SEQTA using the goals semester and year upcoming term, for goals your to set and review are You Support I will ask my tutor teacher and parents to tutor teacher and parents I will ask my possible and discuss any help me review consequences. tutor to help me the time to ask my Take maintain an organised system. I will ask my classroom teacher to help me classroom I will ask my the notes together to check for Review or important superfluous information any missing facts. Find a quiet place. specific. Use simple words. reflect: How do I know when the goal has when the goal do I know measurable. How clear and It must be It must been achieved? goals. your time frame for Set a realistic What do I want to experience at Aquinas College? What do I want to experience at that I do? the College values to everything do I apply How subjects? in each of my personal best result own What is my upon? do I need to particularly focus Which areas do I cope with setbacks? How This describes what you terms. in positive goal State your want to achieve don’t not what you want to achieve, be It must • • • • • • • • • How to Set Goals How some time to Take goals: choose your reflected, have When you Goal Learn how to prioritise my time to ensure time to ensure to prioritise my Learn how that all necessary things get done. Learn to be better organised. Complete some note-taking each day as Complete some note-taking each day study. part of my of concentration when level my Improve studying at night. Examples
80 Re-evaluate Progress (where am I at?) (where Timely My Character Goals My Character Resources (what do I need?) 1. 2. 3. Realistic Achievable Action MY GOALS FOR TERM 2 - 2018 FOR MY GOALS (what do I need to do?) Measurable My Academic Goals Support Specific (who can help?) Review I done well? What have to do? What am I still required 1. 2. 3.
81
(Due) Homework / Study Homework Yr 10 Retreat Chaney Yr 10 Retreat • What did we learn today? What did we All Students Return Anzac Day Assembly Cullity 10 Retreat Year 10.30am-5.00pm Yrs 7-11 Parent Teacher Interviews Teacher Yrs 7-11 Parent 10.30am-5.00pm Rehearsal 4.00pm-6.30pm PC/AC • • • • • April / May T2 - Week 1 Week T2 - April / May 30 MONDAY 1 TUESDAY 2 WEDNESDAY Subject Subject Subject 82
(Due) Things I need for next week Things I need for next Yr 10 Retreat Durack Yr 10 Retreat AC GG v Rice Day 9.00am-11.30am Edmund To Do List To • • • GG v AC GG v PSA Golf RPGC SATURDAY 5 SATURDAY THURSDAY 3 THURSDAY 4 Friday 6 SUNDAY Subject Subject • • 183
(Due) Homework / Study Homework What did we learn today? What did we Photography Competition Display (week) Photography Rehearsal 4.00pm-6.30pm PC/AC Prendiville 10 Retreat Year Production College • • • • May T2 - Week 2 Week T2 - May 7 MONDAY 8 TUESDAY 9 WEDNESDAY Subject Subject Subject 84
(Due) Things I need for next week Things I need for next Winter SportsAssembly Production College v SC AC Production College To Do List To • • • • AC v SC AC Production College SATURDAY 12 SATURDAY THURSDAY 10 THURSDAY 11 Friday 13 SUNDAY Subject Subject • • 285
(Due) Homework / Study Homework What did we learn today? What did we 4.00pm-6.30pm PC/AC Rehearsal 4.00pm-6.30pm PC/AC Cullity 11 Encounter Retreat Year • • May T2 - Week 3 Week T2 - May 14 MONDAY 15 TUESDAY 16 WEDNESDAY Subject Subject Subject 86
(Due) Things I need for next week Things I need for next Year 11 Encounter Retreat Cullity 11 Encounter Retreat Year TC v AC Cullity 11 Encounter Retreat Year To Do List To • • • AC v TC v AC SATURDAY 19 SATURDAY THURSDAY 17 THURSDAY 18 Friday 20 SUNDAY Subject Subject • 387
(Due) Homework / Study Homework Yrs 11 & 12 Semester 1 Exams • What did we learn today? What did we Language Perfect World Championships World Perfect Language Rehearsal 4.00pm-6.30pm PC/AC Yrs 11 & 12 Semester 1 Exams Yrs 11 & 12 Semester 1 Exams Yr 11 and 12 - Boarding Program PARTY • • • • • May T2 - Week 4 Week T2 - May 21 MONDAY 22 TUESDAY 23 WEDNESDAY Subject Subject Subject 88
(Due) Things I need for next week Things I need for next Yrs 11 & 12 Semester 1 Exams Yrs 11 & 12 Semester 1 Exams AC CC v To Do List To • • • CC v AC CC v SATURDAY 26 SATURDAY THURSDAY 24 THURSDAY 25 Friday 27 SUNDAY Subject Subject • 489
(Due) Homework / Study Homework Language Perfect World Championships World Perfect Language Rehearsal 4.00pm-6.30pm PC/AC • • What did we learn today? What did we Year 10 Semester 1 Exams Year Yrs 11 & 12 Semester 1 Exams 10 Semester 1 Exams Year Yrs 11 & 12 Semester 1 Exams 10 Semester 1 Exams Year Yrs 11 & 12 Semester 1 Exams • • • • • • May / June T2 - Week 5 Week T2 - May / June 28 MONDAY 29 TUESDAY 30 WEDNESDAY Subject Subject Subject 90
(Due) Secondary School 1.00pm Finish • Things I need for next week Things I need for next Year 10 Semester 1 Exams Year Yrs 11 & 12 Semester 1 Exams • • 8.00am-8.30am Chaney House Mass Bye AC EXEAT PSA Surfing To Do List To • • • • EXEAT EXEAT SATURDAY 2 SATURDAY THURSDAY 31 THURSDAY 1 Friday 3 SUNDAY Subject Subject • • 591
(Due) Homework / Study Homework What did we learn today? What did we EXEAT 10 Semester 1 Exams Year 10 Semester 1 Exams Year Careers Night • • • • June T2 - Week 6 Week T2 - June 4 MONDAY 5 TUESDAY 6 WEDNESDAY Subject Subject Subject 92
(Due) Things I need for next week Things I need for next 8.00am-8.30am Cullity House Mass 10 Semester 1 Exams Year AC HS v 10 Semester 1 Exams Year To Do List To • • • • HS v AC HS v SATURDAY 9 SATURDAY THURSDAY 7 THURSDAY 8 Friday 10 SUNDAY Subject Subject • 693
(Due) Homework / Study Homework Yr 10 Keys for Life Parent Info Evening Info Parent Life for Yr 10 Keys • What did we learn today? What did we SS Debating Rehearsal 4.00pm-6.30pm PC/AC Yr 12 ATAR Drama Day Drama ATAR Yr 12 Evening Info Academic Parent 10 Year • • • • June T2 - Week 7 Week T2 - June 11 MONDAY 12 TUESDAY 13 WEDNESDAY Subject Subject Subject 94
(Due) Things I need for next week Things I need for next 8.00am-8.30am Durack House Mass WC v AC To Do List To • • AC v WC v AC SATURDAY 16 SATURDAY THURSDAY 14 THURSDAY 15 Friday 17 SUNDAY Subject Subject • 795
(Due) Homework / Study Homework What did we learn today? What did we 4.00pm-6.30pm PC/AC Rehearsal 4.00pm-6.30pm PC/AC Durack 11 Encounter Retreat Year Vaccinations ACWY Yr 10 Men. • • • June T2 - Week 8 Week T2 - June 18 MONDAY 19 TUESDAY 20 WEDNESDAY Subject Subject Subject 96
(Due) Things I need for next week Things I need for next AC v GG AC Yr 10 Men. ACWY Vaccinations ACWY Yr 10 Men. • • Year 11 Encounter Retreat Durack 11 Encounter Retreat Year VET Induction Day 12 - Year 1.30pm-3.15pm 8.00am-8.30am Prendiville House Mass 8.00am-8.30am Prendiville Durack 11 Encounter Retreat Year To Do List To • • • •
AC V AC GG All Schools Senior 5 x 3K Relay @ Christ Church SATURDAY 23 SATURDAY THURSDAY 21 THURSDAY 22 Friday 24 SUNDAY Subject Subject • • 897
(Due) 7.30pm Year 11 Drama Performance Performance 11 Drama Year 7.30pm Evening 4.00pm-6.30pm PC/AC Rehearsal 4.00pm-6.30pm PC/AC • • Homework / Study Homework Yr 10 Derby ImmersionYr 10 Derby Yr 11 OE Expedition 8.45am-9.40am Yr 10 Paraplegic Benefit Benefit Yr 10 Paraplegic 8.45am-9.40am Life for Keys Fund for • • • What did we learn today? What did we Yr 10 Derby ImmersionYr 10 Derby Yr 11 OE Expedition X Country All Schools Senior 3k Race X Country @ Hale ImmersionYr 10 Derby Yr 11 OE Expedition • • • • • June T2 - Week 9 Week T2 - June 25 MONDAY 26 TUESDAY 27 WEDNESDAY Subject Subject Subject 98
(Due) Things I need for next week Things I need for next Yr 10 Derby ImmersionYr 10 Derby 7.00pm-9.30pm Rock Band Night • • SC v AC 1sts Only AC SC v X Country Bye General ImmersionYr 10 Derby To Do List To • • • Yr 10 Derby ImmersionYr 10 Derby School Holidays ImmersionYr 10 Derby School Holidays SATURDAY 30 SATURDAY THURSDAY 28 THURSDAY 29 Friday 1 SUNDAY Subject Subject • • • • 999 YEARS 10-12 HOLIDAY REVISION TIMETABLE – WEEK 1 Sunday Saturday Friday Thursday Lunch Time Lunch Dinner Time Dinner Wednesday Tuesday Monday Years 10-12 Holiday Revision Timetable – Week 1 Week – Timetable Revision 10-12 Holiday Years Time 9.00 - 10.00am 10.00 - 11.00am 11.00 - 12.00pm 12.00 - 12.30pm 12.30 - 2.30pm 2.30 - 4.00pm 4.00 - 5.30pm 5.30 - 7.00pm 7.00 - 8.00pm 8.00 - 9.00pm 9.00 - 10.00pm 100 YEARS 10-12 HOLIDAY REVISION TIMETABLE – WEEK 2 Sunday Saturday Friday Thursday Lunch Time Lunch Dinner Time Dinner Wednesday Tuesday Monday Years 10-12 Holiday Revision Timetable – Week 2 Week – Timetable Revision 10-12 Holiday Years Time 9.00 - 10.00am 10.00 - 11.00am 11.00 - 12.00pm 12.00 - 12.30pm 12.30 - 2.30pm 2.30 - 4.00pm 4.00 - 5.30pm 5.30 - 7.00pm 7.00 - 8.00pm 8.00 - 9.00pm 9.00 - 10.00pm 101 Progress Achieved Not yet Achieved Still working on this Still working Clean my locker out twice a term. locker Clean my lesson. every homework my Write down sure to make school bag the night before Pack my material. all my I remember the amount of opportunities to increase more Look for Service the College Community. Learning hours for the upcoming winter sports fitness for my Improve season. • • • • • Character Goals Reflection notes I will check through the folder each day each day the folder I will check through materials are and assess if all required included. Gradually build the study time by 10 build the study time by Gradually increments. minute Choose your main goals. Choose your Below are some examples of Academic and Character Goals: some examples of are Below Actions to assist goal attainment Actions to assist goal I will start making a list of things to do by of importance.and ranking them in order in which all papers a system, I will create or binder. into a folder and assignments go I will keep my note-taking in a separate my I will keep in the Boarding that I keep workbook house. of Set a goal Find a comfortable spot. without 10 to 15 minutes studying for a short by break. followed interruption, Improve my writing by practising extended responses. writing by my Improve when I finish them. units of work Revise teachers when needed. Seek assistance from that equal study time is allocated to all subject Ensure areas. • • • • Academic Goals Review your goals regularly. What I have done well and why? What I have your goals regularly. Review MY ACADEMIC & CHARACTER GOALS & CHARACTER ACADEMIC MY Goal setting is the first step toward successful goal achievement. It marks your first point toward success. success. first point toward It marks your achievement. successful goal Goal setting is the first step toward You are to set and review your goals for upcoming term, semester and year using the goals page on SEQTA Learn. page on SEQTA using the goals semester and year upcoming term, for goals your to set and review are You Support I will ask my tutor teacher and parents to tutor teacher and parents I will ask my possible and discuss any help me review consequences. tutor to help me the time to ask my Take maintain an organised system. I will ask my classroom teacher to help me classroom I will ask my the notes together to check for Review or important superfluous information any missing facts. Find a quiet place. specific. Use simple words. reflect: How do I know when the goal has when the goal do I know measurable. How clear and It must be It must been achieved? goals. your time frame for Set a realistic What do I want to experience at Aquinas College? What do I want to experience at that I do? the College values to everything do I apply How subjects? in each of my personal best result own What is my upon? do I need to particularly focus Which areas do I cope with setbacks? How This describes what you terms. in positive goal State your want to achieve don’t not what you want to achieve, be It must • • • • • • • • • How to Set Goals How some time to Take goals: choose your reflected, have When you Goal Learn how to prioritise my time to ensure time to ensure to prioritise my Learn how that all necessary things get done. Learn to be better organised. Complete some note-taking each day as Complete some note-taking each day study. part of my of concentration when level my Improve studying at night. Examples
102 Re-evaluate Progress (where am I at?) (where Timely My Character Goals My Character Resources (what do I need?) 1. 2. 3. Realistic Achievable Action MY GOALS FOR TERM 3 - 2018 FOR MY GOALS (what do I need to do?) Measurable My Academic Goals Support Specific (who can help?) Review I done well? What have to do? What am I still required 1. 2. 3.
103
(Due) Homework / Study Homework What did we learn today? What did we 10.30am- 5.00pm Year 7-12 Parent Teacher Teacher 7-12 Parent Year 10.30am- 5.00pm Interview Only) (Invitation All Students Return • • July T3 - Week 1 Week T3 - July 16 MONDAY 17 TUESDAY 18 WEDNESDAY Subject Subject Subject 104
(Due) Things I need for next week Things I need for next 10.30am SS Debating Assembly 10.30am SS Debating v CC AC XC Bye To Do List To • • • AC v CC AC XC Bye Yr 12 OE Expedition SATURDAY 21 SATURDAY THURSDAY 19 THURSDAY 20 Friday 22 SUNDAY Subject Subject • • • 1 105
(Due) 4.00pm-6.30pm PC/AC Rehearsal 4.00pm-6.30pm PC/AC • Homework / Study Homework 3.30pm- 5.00pm Year 10 Dancing Sessions Year 3.30pm- 5.00pm & Santa Maria) (AC • What did we learn today? What did we NAIDOCWEEK Yr 12 OE Expedition Wesley All Schools Seniors 4k Race @ Yr 12 OE Expedition NAIDOCAssembly Yr 12 OE Expedition • • • • • • July T3 - Week 2 Week T3 - July 23 MONDAY 24 TUESDAY 25 WEDNESDAY Subject Subject Subject 106
(Due) Things I need for next week Things I need for next Yr 12 OE Expedition AC TC v Eisteddfod Aquinas Music & Drama 5.00pm-8.00pm To Do List To • • •
Scotch College 3 x 5k Relay @ TC v AC Seniors All Schools 5.00pm-8.00pm Aquinas Music & Eisteddfod Drama SATURDAY 28 SATURDAY THURSDAY 26 THURSDAY 27 Friday 29 SUNDAY Subject Subject • • • 2107
(Due) Homework / Study Homework 4.00pm- 6.30pm PC/AC Rehearsal 4.00pm- 6.30pm PC/AC • What did we learn today? What did we 3.30pm-5.00pm Year 10 Dancing Sessions Year 3.30pm-5.00pm & Santa Maria) (AC Yr 11 OE Dampier Parent 7.00pm-8.00pm Evening Info • • August T3 - Week 3 Week T3 - August 30 MONDAY 31 TUESDAY 1 WEDNESDAY Subject Subject Subject 108
(Due) Things I need for next week Things I need for next AC Bye AC • 8.30am-1.15pm Year 12 Economics Year 8.30am-1.15pm CCI Student Economic Forum To Do List To •
AC Bye AC All Schools 5km SS Race AC @ Yr 11 Boarding Leadership Camp Yr 11 Boarding Leadership Camp 7.00pm-9.00pm Jazz Night SATURDAY 4 SATURDAY THURSDAY 2 THURSDAY 3 Friday 5 SUNDAY Subject Subject • • • • • 3109
(Due) 4.00pm-6.30pm PC/AC Rehearsal 4.00pm-6.30pm PC/AC • Homework / Study Homework 3.30pm-5.00pm Year 10 Dancing Sessions Year 3.30pm-5.00pm & Santa Maria) (AC • What did we learn today? What did we 1.30pm-3.15pm Year 11 - VET Induction 11 - Year 1.30pm-3.15pm enrolments) Day (new 7.00pm-9.00pm Perth College/Aquinas ConcertSenior Choral • • August T3 - Week 4 Week T3 - August 6 MONDAY 7 TUESDAY 8 WEDNESDAY Subject Subject Subject 110
(Due) Things I need for next week Things I need for next WC v AC WC v To Do List To •
WC v AC AC WC v SS All Schools 8k Race Ray Brown @ Kings Park Yr 11 OE Expedition SATURDAY 11 SATURDAY THURSDAY 9 THURSDAY 10 Friday 12 SUNDAY Subject Subject • • • 4111
(Due) Homework / Study Homework What did we learn today? What did we Yr 11 OE Expedition Rehearsal 4.00pm-6.30pm PC/AC Yr 11 OE Expedition Yr 11 OE Expedition • • • • August T3 - Week 5 Week T3 - August 13 MONDAY 14 TUESDAY 15 WEDNESDAY Subject Subject Subject 112
(Due) Things I need for next week Things I need for next Yr 11 OE Expedition • 8.00am-8.30am Chaney House Mass v HS AC EXEAT To Do List To • • • EXEAT EXEAT Yr 11 OE Expedition 2 SATURDAY 18 SATURDAY THURSDAY 16 THURSDAY 17 Friday 19 SUNDAY Subject Subject • • • 5113
(Due) Homework / Study Homework What did we learn today? What did we EXEAT Yr 11 OE Expedition 2 Yr 11 OE Expedition 2 Prendiville Yr 11 Encounter Retreat Yr 11 OE Expedition 2 • • • • • August T3 - Week 6 Week T3 - August 20 MONDAY 21 TUESDAY 22 WEDNESDAY Subject Subject Subject 114
(Due) Things I need for next week Things I need for next Yr 11 Encounter Retreat Prendiville Yr 11 Encounter Retreat Yr 11 OE Expedition 2 • • 8.00-8.30am Cullity House Mass Thomas Aquinas Assembly St Prendiville Yr 11 Encounter Retreat To Do List To • • • Essentially Ellington/WA Essentially Ellington/WA Jazz Festival Schools’ 5.00pm-8.00pm Yr 12 Concerto Night PC/AC Rehearsal SATURDAY 25 SATURDAY THURSDAY 23 THURSDAY 24 Friday 26 SUNDAY Subject Subject • • 6115
(Due) Homework / Study Homework 6.30pm-8.45pm Art Exhibition Opening 6.30pm-8.45pm • What did we learn today? What did we Language Week Language Rehearsal 4.00pm-6.30pm PC/AC Art Exhibition Week Language Art Exhibition Week Language • • • • • • August T3 - Week 7 Week T3 - August 27 MONDAY 28 TUESDAY 29 WEDNESDAY Subject Subject Subject 116
(Due) 7.00pm Yr 10 Dance (Santa Maria) 7.00pm • Things I need for next week Things I need for next Language Week Language 4.00pm-8.00pm Aths Tri Meet 7.00pm-10.00pm Yr 11/12 Perth/Aquinas 7.00pm-10.00pm ConcertoCollege Night • • • Art Exhibition Week Language 8.00am-8.30am Durack House Mass Art Exhibition To Do List To • • • •
6.30pm-11.00pm Boarders Ball 7.00pm-8.30pm Recital Yr 12 Drama Night SATURDAY 1 SATURDAY THURSDAY 30 THURSDAY 31 Friday 2 SUNDAY Subject Subject • • 7117
(Due) Homework / Study Homework What did we learn today? What did we 4.00pm-6.30pm PC/AC Rehearsal 4.00pm-6.30pm PC/AC Yr 12 MUSIC Recital Night 7.00pm-8.30pm • • September T3 - Week 8 Week T3 - September 3 MONDAY 4 TUESDAY 5 WEDNESDAY Subject Subject Subject 118
(Due) Things I need for next week Things I need for next 8.00am-8.30am Prendiville House Mass 8.00am-8.30am Prendiville Assembly Athletics PSA Aths To Do List To • • • SATURDAY 8 SATURDAY THURSDAY 6 THURSDAY 7 Friday 9 SUNDAY Subject Subject 8119
(Due) Homework / Study Homework 3.15pm-5.00pm Music Ensemble Photos • What did we learn today? What did we 8.30am-9.30am Year 12 “Red Frogs” Leavers “Red Frogs” 12 Year 8.30am-9.30am Presentation 4.00pm-6.30pm PC/AC Rehearsal 4.00pm-6.30pm PC/AC • • September T3 - Week 9 Week T3 - September 10 MONDAY 11 TUESDAY 12 WEDNESDAY Subject Subject Subject 120
(Due) Things I need for next week Things I need for next 7.00pm-10.00pm Yr 11 Dinner Dance 7.00pm-10.00pm • Year 12 General Pathway Students Finish Pathway 12 General Year Study Break ATAR Yr 12 Yr 12 ATAR Study Break ATAR Yr 12 12 Graduation Year 6.00pm-8.00pm Indigenous To Do List To • • • • No Sport SATURDAY 15 SATURDAY THURSDAY 13 THURSDAY 14 Friday 16 SUNDAY Subject Subject • 9121
(Due) Homework / Study Homework 4.00pm-6.30pm PC/AC Rehearsal 4.00pm-6.30pm PC/AC • What did we learn today? What did we VET Catch-Up (Year 12) VET Catch-Up (Year Yr 12 MOCK Exams 12) VET Catch-Up (Year Yr 12 MOCK Exams 12) VET Catch-Up (Year Yr 12 MOCK Exams • • • • • • September T3 - Week 10 Week T3 - September 17 MONDAY 18 TUESDAY 19 WEDNESDAY Subject Subject Subject 122
(Due) Things I need for next week Things I need for next VET Catch-Up (Year 12) VET Catch-Up (Year Yr 12 MOCK Exams • •
VET Catch-Up (Year 12) VET Catch-Up (Year Yr 12 MOCK Exams (Dave Kobler) Year 10 Healthy Relationship Seminar 10 Healthy Year To Do List To • • • School Holidays Exams Practical WACE School Holidays Exams Practical WACE SATURDAY 22 SATURDAY THURSDAY 20 THURSDAY 21 Friday 23 SUNDAY Subject Subject • • • • 10123 YEARS 10-12 HOLIDAY REVISION TIMETABLE – WEEK 1 Sunday Saturday Friday Thursday Lunch Time Lunch Dinner Time Dinner Wednesday Tuesday Monday Years 10-12 Holiday Revision Timetable – Week 1 Week – Timetable Revision 10-12 Holiday Years Time 9.00 - 10.00am 10.00 - 11.00am 11.00 - 12.00pm 12.00 - 12.30pm 12.30 - 2.30pm 2.30 - 4.00pm 4.00 - 5.30pm 5.30 - 7.00pm 7.00 - 8.00pm 8.00 - 9.00pm 9.00 - 10.00pm 124 YEARS 10-12 HOLIDAY REVISION TIMETABLE – WEEK 2 Sunday Saturday Friday Thursday Lunch Time Lunch Dinner Time Dinner Wednesday Tuesday Monday Years 10-12 Holiday Revision Timetable – Week 2 Week – Timetable Revision 10-12 Holiday Years Time 9.00 - 10.00am 10.00 - 11.00am 11.00 - 12.00pm 12.00 - 12.30pm 12.30 - 2.30pm 2.30 - 4.00pm 4.00 - 5.30pm 5.30 - 7.00pm 7.00 - 8.00pm 8.00 - 9.00pm 9.00 - 10.00pm 125 Progress Achieved Not yet Achieved Still working on this Still working Clean my locker out twice a term. locker Clean my lesson. every homework my Write down sure to make school bag the night before Pack my material. all my I remember the amount of opportunities to increase more Look for Service the College Community. Learning hours for the upcoming winter sports fitness for my Improve season. • • • • • Character Goals Reflection notes I will check through the folder each day each day the folder I will check through materials are and assess if all required included. Gradually build the study time by 10 build the study time by Gradually increments. minute Choose your main goals. Choose your Below are some examples of Academic and Character Goals: some examples of are Below Actions to assist goal attainment Actions to assist goal I will start making a list of things to do by of importance.and ranking them in order in which all papers a system, I will create or binder. into a folder and assignments go I will keep my note-taking in a separate my I will keep in the Boarding that I keep workbook house. of Set a goal Find a comfortable spot. without 10 to 15 minutes studying for a short by break. followed interruption, Improve my writing by practising extended responses. writing by my Improve when I finish them. units of work Revise teachers when needed. Seek assistance from that equal study time is allocated to all subject Ensure areas. • • • • Academic Goals Review your goals regularly. What I have done well and why? What I have your goals regularly. Review MY ACADEMIC & CHARACTER GOALS & CHARACTER ACADEMIC MY Goal setting is the first step toward successful goal achievement. It marks your first point toward success. success. first point toward It marks your achievement. successful goal Goal setting is the first step toward You are to set and review your goals for upcoming term, semester and year using the goals page on SEQTA Learn. page on SEQTA using the goals semester and year upcoming term, for goals your to set and review are You Support I will ask my tutor teacher and parents to tutor teacher and parents I will ask my possible and discuss any help me review consequences. tutor to help me the time to ask my Take maintain an organised system. I will ask my classroom teacher to help me classroom I will ask my the notes together to check for Review or important superfluous information any missing facts. Find a quiet place. specific. Use simple words. reflect: How do I know when the goal has when the goal do I know measurable. How clear and It must be It must been achieved? goals. your time frame for Set a realistic What do I want to experience at Aquinas College? What do I want to experience at that I do? the College values to everything do I apply How subjects? in each of my personal best result own What is my upon? do I need to particularly focus Which areas do I cope with setbacks? How This describes what you terms. in positive goal State your want to achieve don’t not what you want to achieve, be It must • • • • • • • • • How to Set Goals How some time to Take goals: choose your reflected, have When you Goal Learn how to prioritise my time to ensure time to ensure to prioritise my Learn how that all necessary things get done. Learn to be better organised. Complete some note-taking each day as Complete some note-taking each day study. part of my of concentration when level my Improve studying at night. Examples
126 Re-evaluate Progress (where am I at?) (where Timely My Character Goals My Character Resources (what do I need?) 1. 2. 3. Realistic Achievable Action MY GOALS FOR TERM 4 - 2018 FOR MY GOALS (what do I need to do?) Measurable My Academic Goals Support Specific (who can help?) Review I done well? What have to do? What am I still required 1. 2. 3.
127
(Due) Homework / Study Homework Yr 11 Exams • What did we learn today? What did we School Holidays All Students Return 11) VET Catch-Up (Year 11) VET Catch-Up (Year Yr 11 Exams • • • • • October T4 - Week 1 Week T4 - October 8 MONDAY 9 TUESDAY 10 WEDNESDAY Subject Subject Subject 128 1
(Due) Things I need for next week Things I need for next Yr 11 Exams Season Launch6.00pm-9.00pm Rowing • • SC v AC AC SC v 11) VET Catch-Up (Year VET Catch-Up (Year 11) VET Catch-Up (Year Yr 11 Exams To Do List To • • • • SC v AC AC SC v SATURDAY 13 SATURDAY THURSDAY 11 THURSDAY 12 Friday 14 SUNDAY Subject Subject • 1129
(Due) Homework / Study Homework What did we learn today? What did we Yr 11 Exams Rehearsal 4.00pm-6.30pm PC/AC Yr 11 Exams Yr 11 Exams • • • • October T4 - Week 2 Week T4 - October 15 MONDAY 16 TUESDAY 17 WEDNESDAY Subject Subject Subject 130 2
(Due) Things I need for next week Things I need for next AC v CC AC • 5.30pm-10.00pm Yr 12 Graduation Mass, Mass, Yr 12 Graduation 5.30pm-10.00pm & Dinner Ceremony 6.30pm-9.30pm Year 12 Boarding Graduation 12 Boarding Year 6.30pm-9.30pm To Do List To • • AC v CC AC SATURDAY 20 SATURDAY THURSDAY 18 THURSDAY 19 Friday 21 SUNDAY Subject Subject • 2131
(Due) Homework / Study Homework What did we learn today? What did we 4.00pm-6.30pm PC/AC Rehearsal 4.00pm-6.30pm PC/AC • October T4 - Week 3 Week T4 - October 22 MONDAY 23 TUESDAY 24 WEDNESDAY Subject Subject Subject 132 3
(Due) Things I need for next week Things I need for next Service Learning Assembly Yr 12 (2019) Courses Commence Bye AC To Do List To • • • AC Bye AC Aquinas Rowing Regatta SATURDAY 27 SATURDAY THURSDAY 25 THURSDAY 26 Friday 28 SUNDAY Subject Subject • • 3133
(Due) Homework / Study Homework What did we learn today? What did we 4.00pm-6.30pm PC/AC Rehearsal 4.00pm-6.30pm PC/AC Auditions 3.15pm-5.00pm 2019 Band (PCAC/AJO1 & 2/Inter Band) • • Oct / Nov T4 - Week 4 Week T4 - Oct / Nov 29 MONDAY 30 TUESDAY 31 WEDNESDAY Subject Subject Subject 134 4
(Due) Things I need for next week Things I need for next 3.15pm-5.00pm 2019 Band Auditions 3.15pm-5.00pm 2019 Band (PCAC/AJO1 & 2/Inter Band) • 8.00am-8.30am Chaney House Mass Exams WACE v HS AC Exams WACE To Do List To • • • • AC v HS AC Rowing Guildford Regatta SATURDAY 3 SATURDAY THURSDAY 1 THURSDAY 2 Friday 4 SUNDAY Subject Subject • • 4135
(Due) Homework / Study Homework What did we learn today? What did we 4.00pm-6.30pm PC/AC Rehearsal 4.00pm-6.30pm PC/AC Exams WACE Exams WACE Exams WACE • • • • November T4 - Week 5 Week T4 - November 5 MONDAY 6 TUESDAY 7 WEDNESDAY Subject Subject Subject 136 5
(Due) Things I need for next week Things I need for next WACE Exams WACE • 8.00am-8.30am Cullity House Mass Remembrance Day Assembly Exams WACE AC GG v To Do List To • • • • GG v AC GG v SATURDAY 10 SATURDAY THURSDAY 8 THURSDAY 9 Friday 11 SUNDAY Subject Subject • 5137
(Due) Homework / Study Homework 8.15am-12.55pm Yr 12 PES ATAR Excursion ATAR Yr 12 PES 8.15am-12.55pm 4.00pm-6.30pm PC/AC Rehearsal 4.00pm-6.30pm PC/AC • • What did we learn today? What did we WACE Exams WACE 10 Semester 2 Exams Year WACE Exams WACE 10 Semester 2 Exams Year Exams WACE 10 Semester 2 Exams Year • • • • • • November T4 - Week 6 Week T4 - November 12 MONDAY 13 TUESDAY 14 WEDNESDAY Subject Subject Subject 138 6
(Due) Things I need for next week Things I need for next TC v AC TC v Year 10 Semester 2 Exams Year • • WACE Exams WACE 10 Semester 2 Exams Year 8.00am-8.30am Durack House Mass Exams WACE To Do List To • • • • TC v AC TC v 20/20 Cricket SATURDAY 17 SATURDAY THURSDAY 15 THURSDAY 16 Friday 18 SUNDAY Subject Subject • • 6139
(Due) Homework / Study Homework 4.00pm-6.30pm PC/AC Rehearsal 4.00pm-6.30pm PC/AC • What did we learn today? What did we WACE Exams WACE 10 Semester 2 Exams Year Exams WACE 10 Semester 2 Exams Year Exams WACE 10 Semester 2 Exams Year • • • • • • November T4 - Week 7 Week T4 - November 19 MONDAY 20 TUESDAY 21 WEDNESDAY Subject Subject Subject 140 7
(Due) Things I need for next week Things I need for next 8.00am-8.30am Prendiville Mass 8.00am-8.30am Prendiville 10 Semester 2 Exams Year 10 Semester 2 Exams Year To Do List To • • • SATURDAY 24 SATURDAY THURSDAY 22 THURSDAY 23 Friday 25 SUNDAY Subject Subject 7141
(Due) Homework / Study Homework What did we learn today? What did we 4.00pm-6.30pm PC/AC Rehearsal 4.00pm-6.30pm PC/AC 6.30pm-9:00pm JAZZ Combo Night The Jazz Cellar @ • • November T4 - Week 8 Week T4 - November 26 MONDAY 27 TUESDAY 28 WEDNESDAY Subject Subject Subject 142 8
(Due) Things I need for next week Things I need for next 6.00pm-9.00pm Senior School Evening Presentation • Year 10 Final Day of School Year 11 Final Day of School Year To Do List To • • School Holidays School Holidays SATURDAY 1 SATURDAY THURSDAY 29 THURSDAY 30 Friday 2 SUNDAY Subject Subject • • 8143 ICT INFORMATION
ICT Services Hours of Operation are as follows: ICT Services Contact Details ICT Service Desk is the central point • 8.00am to 4.00pm school days of contact for all ICT enquiries and service requests at Aquinas College. • By Appointment during school holidays No ICT services are provided when the College is closed, please use the Apple help Email:...... [email protected] services at these times. ICT Services is open during the school Phone: ...... (08) 9450 0347 holidays for emergency purposes only. In such emergencies, please call ICT Services to book an appointment.
ICT CODE OF CONDUCT
This document’s purpose is to ensure that students are aware of 4. Creating with ICT their responsibilities when using any technology device authorised 1. Seek and obtain permission from staff, students and parents by Aquinas College. The fives main elements, under which each involved before using the camera and audio recording rule is organised, are taken from the Australian Curriculum’s ICT functions. Capability (ACARA, 2013). Upon the issue of a device the student must agree to: 2. Seek and obtain permission from anyone involved before uploading or publishing online (images, movies, audio, 1. Managing and Operating ICT phrases, hash tags, status updates etc.) and ensure that it 1. Take good care of the device. does not impact negatively on the reputation of Aquinas 2. Back up information on the device regularly. College (including images of staff, students, parents, buildings, environment, events, College crests etc.). 3. Know where the device is at all times. 4. Store the device securely when not in use and ensure the 5. Communicating with ICT student is the only user of the device. 1. Use appropriate manners and appropriate language when 5. Protect the device by carrying it in the case provided by the communicating electronically. College. 2. Monitor school communications each day (e.g. College email, 6. Keep the device free from stickers, marks, engraving or Direct Messages, College Portal, etc.). defacing. 3. Understand that you are not to use social media/networking 7. Ensure that all repairs are performed by an Aquinas College sites during the school day, unless instructed by a teacher. approved repairer, and not attempted by the student. Loss / Damage / Return of Devices In the event of loss or 8. Report damage of the device as soon as practicable after the accidental damage, students must report the incident to the ICT damage occurs. HelpDesk immediately. Any damage that is as a result of an act that is in breach of this agreement, or malicious damage the cost 9. Charge the device’s battery daily. of repair will be met in full by the parent/ guardian. For other loss 10. Ensure that only the Aquinas approved operating system and or damage, a $200 fee will apply for the first claim which is payable settings are installed. to Aquinas College or the insurance provider. For a second or 11. Ensure that configuration settings and/or profiles remain subsequent claim for repairs a fee of up to the full price of the active on the device. repair or replacement cost may be charged. Students who withdraw, who are suspended or expelled, or terminate enrolment at Aquinas 12. Refrain from using the device as a gaming machine (students College for any other reason, must return the College-owned may not access their device during Break A or Break B device on or before the date of termination. unless in the Library, for the sole purpose of completing school work). Overarching Agreement 13. Be responsible for all damage or loss caused by neglect or Use of a technology device at Aquinas College, whether it is College abuse. In the event of theft or deliberate damage while at owned or Parent owned, is a privilege and not a right. Students school, the incident must be reported to the ICT HelpDesk in breach of this agreement may have their device confiscated, immediately. A police report will need to be completed lose network access privileges and/or other consequences as by parents or the student in the cases of loss, theft, or outlined in the ICT Use by Students Policy. In addition, it is the vandalism. student’s responsibility to report on, and where appropriate remind their peers of, the commitment made when signing this 14. Commit to a healthy lifestyle by using the device only when Code of Conduct. The student also understands that, by signing the relevant during the school day. agreement, they agree to work within the terms and conditions of 15. Commit to a balance between use of the device and other the ICT Code of Conduct. activities at home. 16. Follow the policies outlined in the ICT Use by Students Policy during school and out of school hours. 2. Social and Ethical Protocols and Practices 1. Follow all teacher direction including when to use the device. 2. Submit the device to teachers upon their request, understanding that the device is subject to inspection at any time without notice. 3. Submit the device to their parents/ guardians upon their request. 4. Only download appropriately rated applications. 5. Have the volume of the device muted at the beginning of each lesson. 6. If the device is College owned, return it and all items supplied, in good working condition, when required to do so. 3. Investigating with ICT 1. Use the internet responsibly and uphold Aquinas College values. 2. Use the device in ways that are educational and appropriate.
144 ICT Behaviour and Consequences Guidelines
Breaches of the ICT Code of Conduct The 1:1 Program at Aquinas is an initiative that presents exciting and engaging educational opportunities to students. The Guidelines included in this document are designed to ensure all students and the community can gain from the benefits of this technology. An outline of the disciplinary action which may result if a student breaches the guidelines set out in this document are as follows:
Step 1: Student will receive an after school detention
Step 2: Student account is disabled from the network for a 2 week period. Afterschool / Saturday detention.
Step 3: Student device is re-imaged and account is disabled for a 5 week period.
Step 4: Meeting with the College Headmaster. College account is disabled indefinitely.
• Discipline consequences may vary depending on the severity of the offence. • Parents are informed if students are being sanctioned according to the above process.
145 THE 7 HABITS OF HIGHLY EFFECTIVE PUPILS (Sean Covey http://www.7habits4teens.com/)
Habit 1 BE PROACTIVE; TAKE RESPONSIBILITY FOR YOUR LIFE. Being proactive is more than taking initiative. It is accepting responsibility for our own behaviour (past, present, and future) and making choices based on principles and values rather than on moods or circumstances. Highly effective people are agents of change and choose not to be victims, to be reactive, or to blame others. They take an Inside-Outside Approach to creating changes for their future. Do you Take responsibility for your life? Be the driving force in your life.
Habit 2 BEGIN WITH THE END IN MIND; DEFINE YOUR GOALS IN LIFE. All things are created twice – first mentally, second physically. Individuals, families, teams, and organizations shape their own future by creating a mental vision and purpose for any project. They don’t just live day to day without a clear purpose in mind. Highly effective people mentally identify and commit themselves to the principles, values, relationships, and purposes that matter most to them. Have you set goals for this term? Control your own destiny .
Habit 3 PRIORITIZE-DO THE MOST IMPORTANT THINGS FIRST. This is the habit of personal management. Use your planner each day to create a list of assignment tasks and activities so those urgent and most important come first before others. Begin with you first Highly effective people must manage themselves first, don’t be distracted and keep on task. What are your work priorities today?
Habit 4 THINK WIN-WIN Try to think win-win, as one person’s success does not necessarily require another’s failure. Find solutions that is mutually beneficial to you and others. It’s not about thinking selfishly (win-lose) or not looking after your goals (lose-win). Thinking win-win encourages conflict resolution and helps individuals seek mutually beneficial solutions. Value and respect people by understanding a “win” for all is ultimately a better long-term resolution than if only one person in the situation had got his way. Are your solutions just about you? Have an everyone-can-win attitude.
Habit 5 SEEK FIRST TO UNDERSTAND, THEN TO BE UNDERSTOOD When we listen with the intent to understand others, rather than with the intent to reply, we begin true communication and relationship building. Seeking to understand takes kindness; seeking to be understood takes courage. Highly effective people manage to balance both. Is it all about you or do you really listen to others? You Have Two Ears and one Mouth, use in proportion.
HABIT 6 SYNERGIZE- WORK TOGETHER TO ACHIEVE MORE Synergy is about producing a third alternative – not my way, not your way, but a third way that is better than either of us would have come up with individually. Highly effective people go for creative cooperation, so as to achieve goals no one person could have done alone. When was the last time you collaborated in your work? Work together to achieve more.
HABIT 7 SHARPEN THE SAW- TAKE TIME TO RENEW YOURSELF Sharpening the saw is about constantly renewing ourselves in the four basic areas of life: physical, social/emotional, mental, and How you work with others How spiritual. It’s the habit that increases our capacity to live all the other habits of effectiveness. Highly effective people understand that to avoid burnout you must care and nurture all areas of your life
146 WRITING A REFERENCE LIST
Based on the APA Referencing Style A reference list is an alphabetical list of all the resources used in researching a topic, whether from written sources, diagrams, maps, photographs or other material. You write a reference list to acknowledge your sources of information. Items in a completed reference list are arranged in alphabetical order by the author’s name. If there is no author named, the first letter in the title is used.Where part of the information is not available, go on to the next piece that is available. Punctuation is important. Get into the habit of writing down the reference details as soon as you decide a resource will be useful. Reference list record sheets are available from the Redmond Learning Centre web site for you to use. If you are in any doubt, ask a Teacher Librarian or your teacher for help. Below are some examples of how to set out individual entries in a reference list.
Book Author. (Year). Title (edition). Place of Publication: Publisher. e.g. Williams, D. (2010). Communication skills in practice: A practical guide for health professionals. London, United Kingdom: J. Kingsley.
Webpage Author. (Year). Title. Retrieved from http://URL e.g. D’Olimpio, L. (2016). Why children should study philosophy. Retrieved from http://theconversation.com/ why-children-should-studyphilosophy-23404
Internet Work of Art Artist, A. A. (Year created). Image title or description [Type of work]. Retrieved from http://www.url. Image e.g. com Rousseau, H. (1896). The ship in the storm [Photograph]. Retrieved from http://www.dfrc.nasa.gov/Gallery/Photo/Pathfinder-Plus/Large/ED02-0161-2.jpg
Not a work of Art Photographer, P. P. [OR] Author. (Date published). Image title [Description or type of work]. Retrieved from http://www.url.com [Untitled photograph of a baby chimpanzee]. (2006). Retrieved from http://perso.wanadoo.fr/jdtr/struc/chimp3.htm
Newspaper Article Author’s last name, first name / initials. (date).Title of article. Title of Newspaper, Page numbers. e.g. O’Leary, Cathy. (2017, May 27). Kids suffer computer pain.The West Australian, p. 5.
Journal Article Author. (Year). Title of article. Title of journal, volume number (issue number) first-last page of article. (online) e.g. Retrieved from http://URL
Konishi, C. & Hymel, S. (2014). An attachment perspective on anger among adolescents. Merrill-Palmer Quarterly, 60 (1), 53-79. Retrieved from http://merrillpalmerquarterly.com
Clickview e.g. Producer’s Surname, Initials. (Position), & Director’s Surname, Initials. (Position). (Year). Title [Medium of recording]. Place of Origin: Studio or Distributor.
Russell, G. (Writer, Co-Producer & Narrator), & Wiseman, P. (Co-Producer). (1995).Tackling bullies: An Australian perspective [Video recording]. Melbourne, VIC: Video Classroom.
147 HABITS OF A SUCCESSFUL LEARNER – Reflection on your Learning Seldom helps others Supervision Seldom seeks help and Him/herself Seldom is on task and direct Often requires Their work Seldom follows Instructions SELDOM Seldom applies With others of Seldom is respectful Other students and Seldom contributes to environment The classroom well Seldom works SELDOM Seldom engages in Class activities Homework Seldom is missed work Completed Quality of own work Quality of own Seldom completes NOT MEETING (NYM) NOT SELDOM class Seldom on time for class for Seldom prepared Seldom completes during class time; Work slips frequently Focus the Seldom respects Help when needed helps Inconsistently Direct supervisionDirect seeks Inconsistently Forth effort manages Inconsistently does require Time; Their work listens Inconsistently teacher instructions And follows INCONSISTENTLY puts Inconsistently Work with other students Work of respectful Generally Other students and Inconsistently participatesInconsistently in Classes/discussions Inconsistent ability to Extended deadlines INCONSISTENTLY engaged Inconsistently activities In classroom Homework is completed on time Homework is made Missed work but might require Up, The quality of own work The quality of own – Inconsistently MINIMALLY MEETING (MM) MINIMALLY INCONSISTENTLY class on time for Inconsistently class for prepared Inconsistently is – work Inconsistently Completed in class a manner Focused respects Inconsistently Most often helps others When needed Mostly attends tutorials Mostly Work without supervision Work Mostly often manages Mostly and is able to Time well Strong effort Strong Mostly listens and Mostly teacher instructions Follows USUALLY puts forth Mostly Their work Most often is respectful Of other students and Others Class discussions with well works Mostly Interest in learning Interest participatesMostly in USUALLY engages in and Mostly Demonstrates an Expectations Mostly makes up makes Mostly and meets Missed work Completed on time Homework assignments Homework Quality of own work Quality of own USUALLY class on time for Mostly class for prepared Mostly completes class Mostly in a focused Work Manner the respects Mostly USUALLY (U) USUALLY Helps others Needed Seeks extra help when Without direct supervisionWithout direct Manages time extremely and is able to work Well Energetic/vibrant effort Listens and follows instructions Teacher ALWAYS Puts forth an Students and their work Respectful and Encouraging of other Other students Contribution in classes Acts as a leader with Participates makes a positive Participates makes Interest in learning Interest ALWAYS Engages in and Demonstrates great Always fully meets expectations fully Always Independently catches Independently work Up on missed work; Are always completed on time always Are Homework assignments Homework Quality of own work Quality of own ALWAYS class on time for Always class for prepared Always completes work Always On time and is on-task activities During classroom the respects Always FULLY MEETING (FM) FULLY Initiative Extra help Time Management Following instructions INDEPENDENCE Effort Respect for others and contribution work Team Participation ATTITUDE Attitude (overall) Catches up on Missed work Homework RESPONSIBILITY Punctuality class for Prepared Completion of in-class assignments work Respect for WORK HABITS WORK
148 THE CORNELL NOTETAKING SYSTEM
Rule up your page with a 3cm wide column on the left side and draw a line 4-5 lines from the bottom of the page.
Date: Subject and Topic:
KEY WORDS/ FOCUS NOTES QUESTIONS
List key words/terms • Record as many important facts and ideas as you can here. and questions here • Use bullet points and subheadings to organise your notes. • Skip a line between ideas and topics don’t use complete sentences. • Use abbreviations whenever possible. • Use diagrams and symbols to represent words where possible.
Summary Leave space at the bottom of each sheet for a SHORT summary of the information covered in your notes. Write these soon after your class.
Review. Spend ten minutes every week reviewing your notes. If you do so, you’ll remember a great deal for current use, as well as, for examination. A well-written summary is a valuable revision tool.
Videos on Cornell Notetaking https://www.youtube.com/watch?v=A9PzYa-O-3A https://www.youtube.com/watch?v=ErSjc1PEGKE
149 GLOSSARY OF KEY WORDS USED IN THE FORMULATION OF EXAMINATION QUESTIONS - YEARS 10-12
Definitions in the glossary are generic and applicable across all courses. Teachers must note that some terms have a more course specific meaning that derives directly from the content and the language of the course.
Account for: state reasons for, report on. Give an account of; narrate a series of events or Account transactions Advise Recommend or inform
Analyse Identify components and the relationship between them; draw out and relate implications
Apply Use, utilise, employ in a particular situation
Argue Make a case, based on appropriate evidence, for and/or against some given point of view
Assess Make a judgment of value, quality, outcomes, results or size
Calculate Ascertain/determine from given facts, figures or information Choose (multiple- choice) Decide or select the most suitable from a number of different options Clarify Make clear or plain
Classify Arrange or include in classes/categories
Comment on Make reference to and expand upon
Compare Show how things are similar and different
Complete Finish an outlined task
Consider Reflect on and make a judgment/evaluation
Construct Make; build; put together items or arguments
Contrast Show how things are different or opposite
Correlate Demonstrate a mutual or complementary relationship
Create Make, invent something Critically Add a degree or level of accuracy depth, knowledge and understanding, logic, questioning, (analyse/evaluate) reflection and quality to analyse/evaluate Debate Develop a logical (sometimes persuasive) argument, giving differing views in response to a topic Deduce Draw conclusions
Define State meaning and identify essential qualities
Demonstrate Show by example
Describe Provide characteristics and features
Determine Decide, find out
Discuss Identify issues and provide points for and/or against
Distinguish Recognise or note/indicate as being distinct or different from; note differences between
Draw (diagrams etc.) An instruction, as in draw a circle
Evaluate Make a judgment based on criteria; determine the value of
150 GLOSSARY OF KEY WORDS USED IN THE FORMULATION OF EXAMINATION QUESTIONS - YEARS 10-12
Examine Inquire into Relate cause and effect; make the relationships between things evident; provide why and/or Explain how Explore Investigate, search for or evaluate
Extract Choose relevant and/or appropriate details
Extrapolate Infer from what is known
Identify Recognise and name Similar to ‘explain’ (see above), but requires the quoting of specific examples or statistics or Illustrate possibly the drawing of maps, graphs, sketches, etc. Interpret Draw meaning from
Investigate Plan, inquire into and draw conclusions about
Justify Support an argument or conclusion; give reasons for your statements or comments Label (and annotate) Identify by placing a name or word used to describe the object or thing Provide a series of related words, names, numbers or items that are arranged in order, one List after the other Provide a word or term used to identify an object, person, thing, place etc. (Something that is Name known and distinguished from other people or things) Outline Sketch in general terms; indicate the main features of
Predict Suggest what may happen based on available information Prepare Take the necessary action to put something into a state where it is fit for use or action, or for (e.g. in Accounting) a particular event or purpose Offer or convey something such as an argument or statement to somebody formally; a Present (an argument) discussion that offers different points of view on an issue or topic; debate Put forward (for example a point of view, idea, argument, suggestion) for consideration or Propose action Recall Present remembered ideas, facts or experiences
Recommend Provide reasons in favour
Recount Retell a series of events
Respond to Provide an answer; reply
Select Choose somebody or something from among several
Show Give information; illustrate
Sketch A picture or diagram that is done quickly, roughly; a brief outline Express the main points of an idea or topic, perhaps in the manner of ‘describe’ or ‘enumerate’ State (see above) Summarise Express, concisely, the relevant details Put together various elements to make a whole; gather all ideas and combine them into a Synthesise complex whole; combine all parts
151 STUDY SKILLS WORKSHEETS
152 STUDY SKILLS WORKSHEETS
153 STUDY SKILLS WORKSHEETS
154 STUDY SKILLS WORKSHEETS
155 STUDY SKILLS WORKSHEETS
156 STUDY SKILLS WORKSHEETS
157 158 CLASSROOM MAP
SWIMMING POOL
COLLEGE Ground BR PAULL Floor HALL HG1 HG2 CENTRE CHAPEL
MATHS Ground Floor (M Block) TOILETS Maths Office MG3 MG4 REDMOND MG5 Canteen MATHS First Floor LIBRARY M12 M13 (E Classrooms) M14 M15 SCIENCE Second Floor ERB Basement floor M22 M23 Second Floor SB04 SB09 M24 M25 DESIGN & E24 SB08 SB13 TECHNOLOGY Third Floor SB14 E32 E33 E34 Ground Floor SG1 SG2 SG4 First Floor TOILETS
BUILDING (A Block) S11 S12 S14 S15 EDMUND RICE Lift HUMANITIES & ENGLISH Tech SCIENCESB03 TECHNOLOGY ARTS DG1 DG2 DG3 Terrace Room HUMANITIES DG4 DG5 DG6 CLASSROOMS DG7 RG2 RG4 RG5 First Floor Ground Floor ARTS A11 A12 A13 A16 A17 A18 TOILETS CLASSROOMS RG6 RG7 CG1 CG2 First Floor Second Floor MT SION A21 A22 A23 A24 A25 A26 CG3 CG4 R12 R13 (R Classrooms) CG5 CG7 R14 R15 R16 R17 MT SION FORMATION Second Floor CENTRE R21 R22 R23 Ground Floor F11 F12 R24 R25 McAppion Theatre
LENT TERM 1 Term Monday 29 January to Friday 13 April Australia Day Public Holiday Friday 26 January Junior School, Yr 7, New Yr 8 & 12 commence Monday 29 January Continuing Yr 8 & Yrs 9-11 commence Tuesday 30 January Exeat Friday 2 to Monday 5 March inclusive Easter Break Friday 30 March – 3 April inclusive Last Day of Term 1 Friday 13 April
EASTERTIDE TERM 2 Term Monday 30 April to Friday 29 June Parent Teacher Interviews Monday 30 April All Students return Tuesday 1 May Exeat Weekend Friday 1 - Monday 4 June inclusive Last Day of Term 2 Friday 29 June
MARIAN TERM 3 Term Monday 16 July to Friday 21 September Parent Teacher Interviews Monday 16 July All Students Return Tuesday 17 July Exeat Weekend Friday 17 - Monday 20 August inclusive Last Day of Term 3 Friday 21 September
ADVENT TERM 4 Term Tuesday 9 October to Tuesday 4 December All Students Return Tuesday 9 October Students Finish Friday 30 November
159 3 1 9 2 4 6 7 8 29 32 28 27 17 31 22 26 21 14 15 12 24 25 30 16 18 13 23 20 10 19 (Gymnasium) Centre Br Paull Canteen Centre Career Central Pathway 11 Chapel Churack Pavilion Classrooms Design and Technology Learning Centre Years Early Edmund Rice Administration Residence Gibney Health Centre Pavilion Hockey Turf Hockey Hughes Dining Hall School Junior Heritage Centre Kelsall Ken Kitchen 5 Arts Centre Mary Kerr McKenna Science Wing / Senior School Office Middle Centre Sion Formation Mount Wing Murphy Ward CourtyardMurray Wilson NN Boathouse Nunan Residence Wing & ICT Mathematics Perrott Pinder Boor Residence Learning Centre Redmond Staff Housing Swimming Pool Shop Uniform KEY TO KEY TO BUILDINGS Aquinas College Hall
160 1894
Light of Hope
Our deepest fear is not that we are inadequate. Our deepest fear is that we are powerful beyond measure. It is our light, not our darkness that most frightens us. We ask ourselves, who am I to be brilliant, gorgeous, talented, fabulous?
Actually, who are you not to be? You are a child of God. You’re playing small doesn’t serve the world. There’s nothing enlightened about shrinking so that other people won’t feel insecure around you.
We were born to make manifest the glory of God that is within us. It’s not just in some of us; it’s in everyone. And as we let our own light shine, we unconsciously give other people permission to do the same. As we are liberated from our own fear, our presence automatically liberates others.
Marianne Williamson TIMETABLE
1 2 3 4 5 6 7
Mon
Tue
Wed
Thur
Fri
Sat
Sun
Monday Tuesday Wednesday Thursday Friday
Tutor 8:30-8:45 8:30-8:45 8:30-8:45 Tutor 8:30-8:45 8:30-8:45
Period 1 8:45-9:40 8:45-9:30 8:45-9:40 Period 1 8:45-9:30 8:45-9:30
Period 2 9:40-10:35 9:40-10:35 9:40-10:35 Period 2 9:30-10:15 9:30-10:15
Break A 10:35-11:05 10:35-11:05 10:35-11:05 Break A 10:15-10:45 10:15-10:45
Period 3 11:05-12:00 11:05-12:00 11:05-12:00 Period 3 10:45-11:35 10:45-11:35
Period 4 12:00-12:55 12:00-12:55 12:00-12:55 Period 4 11:35-12:25 11:35-12:25
Lunch 12:55-13:25 12:55-13:25 12:55-13:25 Period 5 12:25-13:15 12:25-13:10
Period 5 13:25-14:20 13:25-14:20 13:25-14:20 Lunch 13:15-13:45 13:10-13:45
Period 6 14:20-15:15 14:20-15:15 14:20-15:15 Period 6 13:45-14:30 13:45-14:30
Period 7 14:30-15:15 14:30-15:15