Profile Capacity: 74 students 2012 total: 175 students 40% female

Maximum class size:15 Seasonal enrolment pattern Aug - Jan 60 – 74 students – 6 classes Feb – April 20 –30 students- 2 – 3 classes May – July 30 – 50 students – 3 – 4 classes Need staffing flexibility

24/7 supervision and care Controlled learning environment Close bonds of friendship Lots of outdoor activities, challenge, fun and laughter

Unique location 35 hectare property overlooking Corio Bay away from all the distractions of the city, 40 minutes from Melbourne centre.

An English speaking environment Maintaining a strictly English speaking environment is crucial to the success of our program. Immersion in an English speaking environment is the quickest and best way to learn English. Being comfortable with using English in their everyday interactions with others, students will have a much greater chance of making a successful transition into an Australian school. They will more readily make friends beyond their own language groups within the wider school community.

•The English speaking rule Students may speak their own language for one hour per day during their free time (from 5.00 to 6.00pm). At all other times, including meal-times, bedtime, in their rooms, in the yard or on excursions on the weekend, students must speak English.

•Classroom Expectations, supportive risk-taking environment

•Orientation Emphasis on the benefits of speaking English at all times, and students taking personal responsibility learning.

•Bedroom allocation and table seating Rooming with students from different language backgrounds. For meals and homework, seating plans mix up the nationalities.

•Detentions All staff members can give a student a detention, Admin staff, kitchen and housekeeping staff , boarding house staff and teachers. A detention takes up one hour of the student’s free time that day weeding or cleaning up the garden - fairly hefty, and a significant deterrent. New students quickly fit in with the expectation that they will speak English, and our staff are fully aware of the benefits and have no trouble enforcing the rule with occasional detentions.

• Welfare Intervention and parent contact if too many detentions. Parents very supportive.

Close attention to individual student needs We have an individual process for each student on their pathway through Avalon College to high school. Throughout the year, students enrol on any Monday and exit when their English language skills reach the level appropriate for entry into their school. •Following their initial placement test, we develop an Individual Learning Plan (ILP) for each student, identifying their strengths and weaknesses in each skill area. •Individual commencement report to parents, agents and schools after the first week. Full report every six weeks •Our weekly student welfare meetings identify individual students who are not making adequate progress with their English skill development, and an intervention plan is developed for each student. Incentives for students doing well.

Individual transition from Language school to High school by the Head of School or Director of Studies. Exit Tests and comprehensive exit reports 4 weeks prior to exit. Main destinations are to private boarding and day schools in Melbourne and regional Victorian cities. Some to Adelaide, Sydney and Perth. Some to top government schools.

AVALON COLLEGE REPORT SCHOOL ENTRY For a student to be ready to enter school, they need to have: • achieved VG/G in each of

the Skill Level areas at the appropriate level

• achieved VG/G in each of

the Social and Organisational areas at the appropriate level

• Completed the range of text

types for the required level of school entry

Date: April 2013 Student’s name: Nick Course: English Language Preparation for Secondary School Level: 5 (Year 10)

SKILLS VG G S NS

Writing

Write with few errors in spelling

Accuracy in punctuation

Accuracy of grammar and word order in complex sentences

Increased complexity in vocabulary

Extend written responses

Include supporting evidence

Topic sentences and paragraphs

Plan effectively

Take dot-point notes & summarise

Apply features of text types & use a range of persuasive techniques

Use a range of persuasive techniques

Construct a bibliography

Redraft and edit own work

SKILLS VG

G S NS

Speaking

Make requests & contribute effectively in discussion

Clarity in pronunciation

Grammatical accuracy becoming consistent

Broadening range of vocabulary

Competence in fluency

Competence in stress/intonation

Express & support a point of view

Plan & deliver a speech

Use appropriate language for context

REQUIRED LEVEL FOR SCHOOL ENTRY: Level 1 Primary Level 2 Year 7 Level 3 Year 8 Level 4 Year 9 Level 5 Year 10 Level 6 Year 11

SOCIAL AND ORGANISATIONAL SKILLS

Participation in class Completion of homework

Ability to work as part of a team

Punctuality in meeting deadlines

Able to show initiative Use of class time

Respects the needs of others

Organisation of notes/folder

Personal Procedural Discursive

Narrative Dialogue Persuasive

Recount Creative Analytical Descriptive Informative

WRITING DEVELOPMENT: Text Types Completed

Grammar tests A Reading:comprehension A

Vocabulary tests B Writing: persuasive A- Oral: text reading A Writing: discussion B

Listening: note taking/summary B Writing: excursion report D

Listening: note taking/comprehension

B Writing: text response B+

ASSESSMENT Grade Grade

ASSESSMENT GRADES SKILL LEVELS A+90 – 100 VG Very good

A 80 – 89 G Good

B 70 – 79 S Satisfactory

C 60 – 69 NS Not satisfactory

D 50 – 59

E 40 – 49

F 0 - 39

STUDENT PROGRESS

Completed Level 6

Required level for school entry

Completed Level 5

Current level

Completed Level 4

Completed Level 3

Entry level

Completed Level 2

Completed Level 1

Completed Beginner

Although Nick has not quite reached his required level, he has shown improvement since the last reporting period. He takes care when speaking in class and demonstrates he is able to organize and communicate his thoughts appropriately. He speaks fluently, argues logically and can support his arguments well. Nick listens carefully and is able to complete given instructions. His writing shows he usually uses strong and clear topic sentences, applying various persuasive techniques to make his work more effective. At times however, some expression is unclear and there is still a need for more diligent planning and careful proof-reading. His Torquay report was very disappointing and despite teacher feedback, presented a lot of irrelevant and plagiarized detail. Nevertheless, Nick is generally hard working. His homework is generally complete and he offers thoughtful and mature ideas to class discussions. We wish Nick every success with his future studies.

Comment

Specialised curriculum and highly skilled staff • A wonderful team of teachers and boarding house staff – mix of younger active and enthusiastic and more experienced, highly skilled staff. All highly flexible. As part of professional development our teachers each spend a day in our target schools observing EAL classes, networking with colleagues and getting feedback from ex students. • Engaging students fully and making language learning fun. Morning classes preceded by a warm-up competitive activity outdoors. Lots of warmers and language games, pair or group work to keep students stimulated and on task. No mobile phones, tablets or electronic dictionaries in the classroom. We provide our own electronic (or paper) dictionaries. • Homework is fully supervised (again no electronic devices allowed), and the internet is only available in free time (between 5 and 6 pm) and after homework (8.30 to 9.30pm). We replace this lack of individual electronic time with high energy games and activities. • Our afternoon classes include seminars, talks by guest speakers, student choice electives and school-based curriculum programs. All are directly related to curriculum and social issues that our students will face in Australian schools. • Bullying and Cyber bullying seminars are each conducted twice a year. • Positive Education is being introduced progressively. • Electives include Water watch, Radio plays, Film making, Problem solving, Role Plays. •Curriculum sessions include weekly lessons on The language of Maths, The language and procedures of Science Australian Studies, Behind the News, Art, Drama, monthly visit to our local library. • Avalon Drama Night held in early November all students perform. • Avalon News, our student newspaper three times a year – all students contribute. • Farewell speeches. All students give a farewell speech

Activities •Afternoon activities (4 to 5 pm) are compulsory for all and teach the skills of Australian sports such as netball, football, touch rugby, cricket, softball, etc. These are interspersed with competitive team games like capture the flag and dodgeball, running, climbing wall and balance course. •Weekend activities are also compulsory and include badminton, dance (with instructors), going to the latest movies, watching pro basketball or Aussie rules footy games, ten-pin bowling, roller skating, indoor rock-climbing, camping all weekend (every 10 weeks), interspersed with shopping in Melbourne, visiting tourist attractions such as the museum, zoos art gallery, Aquarium, Science works, gold towns, wildlife parks, beaches, snow, bike riding, tennis, timezone, lasertag etc. (Speaking English all the time). The purpose is to learn about Australian culture. •We take lots of photos of students doing activities, and publish them on our website. When students leave, each one gets a disc of photos featuring them and their activities at Avalon College.

Summer school and Holiday programs • We start early in January with our Advanced Academic English Summer school, designed to give students a

running start to the school year in February.

• We run special catch-up, revision and study programs in each of the school holidays throughout the year, inviting schools to encourage international students who may need extra personalised English language tuition to attend

Avalon College High School Preparation Model •Small fully residential boarding school for 10 – 17 year old international students

•Unique location and excellent facilities

•English speaking environment

•Close attention to individual student needs

•Specialised curriculum and highly skilled staff

•Frequent reporting and parent contact

•After-school sports program and weekend excursions

•Summer school and holiday programs

•If you would like to know more about Avalon College, please visit our website at

www.avaloncollege.vic.edu.au

Or feel free to contact us Paul Hoban Diana Kay Head of School Director of Studies

Avalon College CRICOS 01803A

480 Avalon Road Lara Vic 3212

Australia Tel: +613 5282 4733

email: hos@avaloncollege.vic.edu.au