SENIOR SCHOOL

JANUARY 2016

PRINCIPALSUSAN JUST

SOCIAL AND EMOTIONAL COMPETENCIES

Ssocial and emotional

competencies that include

self-awareness, social

awareness and social skills

E

emotional resilience or the ability to cope with shocks or

rebuffs that may be short or long-term

Eenterprise,

innovation and creativity- the

ability to shape situations, imagine

alternatives, remain open to

new ideas, problem solve

and work in teams

Ddiscipline- both inner-discipline

to defer gratification and pursue goals, as well as the ability to cope with external

discipline

BUILDING RESILIENCE

COMPETENCE•ability or know-how to handle situations effectively

CONFIDENCE•belief in one’s own abilities

CONNECTION•close ties to family, friends, school and community

CHARACTER• fundamental sense of right and wrong

CONTRIBUTION• importance of personal contribution leading to a sense of purpose

COPING•coping with stress

CONTROL•controlling the outcomes of decisions and actions

DEFINING SUCCESS

Authentic success: to be happy, generous and compassionate.

We can be successful and contribute to the world in many and different ways. Our challenge is to recognise the talents of every child and create circumstances in which they have the support and resources necessary to reach their potential.

The most concerning thing about this generation of driven students may be fear of imperfection that is being instilled in their psyches. This fear can stifle creativity, impede their innovative potential and diminish their ability to flourish.

HEALTHY, HIGH ACHIEVERS

We want children to be high achievers who reach their potential, but that is not accomplished by being a perfectionist.

The product- an A grade- does not distinguish the healthy, high achiever from the perfectionist, but rather the process does.

Healthy, high achievers:• gain genuine pleasure from putting every effort put into the process• see mistakes as an opportunity for growth and failure as a temporary

setback from which they will rebound• remain open to looking outside the box for solutions or strategies

not yet tried.

CLASS OF 2015 RESULTS

OVERVIEW

2015 ATARs- VCE AND IB

• Median ATAR: 89.05

• VCE Dux: Elodie Higgins (99.60)

• IB Dux: Jenna Golusin and Jingyi Cheng (99.95)

• 10th best VCE Results in the state

• Best school in Victoria for Studio Arts

Less than 79.9524%

80.00-84.9510%

85.00-89.959%

90.00-94.9515%

95.00-98.9524%

Greater than 99.0019%

HISTORICAL TREND

25%16% 13% 15%

24%

8%

8%8%

13%

10%

16%

8% 15%10%

9%

20%

15%18% 21% 15%

17%

26%

33% 21% 24%

14%27%

13%21% 19%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

2011 2012 2013 2014 2015

Perc

ent

of S

tude

nts

ATAR above99.00ATAR between95.00-98.95ATAR between90.00-94.95ATAR between85.00-89.95ATAR between80.00-84.95ATAR below79.95

FIRST ROUND OFFERS BY INSTITUTION

34.5%

33.3%

12.6%

9.2%

6.9%3.5%

Monash University

University of Melbourne

RMIT University

Deakin University

Swinburne

LaTrobe University

FIRST ROUND OFFERS BY COURSE AREA

20.0%

17.8%

16.7%

15.6%

8.9%

6.7%

4.4%

5.6%4.3%

Arts

Commerce/Business

Design

Science and Engineering

Biomedicine and Medicine

Media

Allied Health

Law

Other

HEAD OF SENIOR SCHOOL/DEPUTY PRINCIPAL MS. ANNETTE ROME

ANNETTE ROME: HEAD OF SENIOR SCHOOL/DEPUTY PRINCIPAL

Opportunities:• Extensive Music and Sport• Clubs: ‘Greenies’, Amnesty, International Group, Girl Up• Debating and Public Speaking • Drama:

• Middle School Play: 24th 25th 26th of August wk 7 term 3, Auditions and Rehearsals term 2

• Middle school House Drama Term 4• Lunchtime Drama Yr 7 Tuesdays, Yr 8 Wednesdays• Speech and Communication is also available for both year levels

• The Arts: Life Drawing, Photography, Sewing and Textiles• Community Service• Leadership opportunities - SRC

• List of Years 7 and 8 teacher email addresses tonight

• Adding copies of sent emails and hard copy excursion forms etc. to newsletter

• Parent Teacher Interviews – teachers will flag to request interview, book via PTO

• On line learning• Only a phone call away

COMMUNICATIONS

WELLBEING PROGRAMMS. KATE GILCHRIST

FOUR CORE OUTCOMES OF STUDENT WELLBEING AND ACADEMIC CARE1. Promoting health and wellbeing:

o Support for health and wellbeing is important for facilitating individual student development and increasing positive interaction with others.

2. Building resilience:

o Promoting resilience is a key protective factor in learning as well as in social and emotional development

o Resiliency strategies include: building supportive relationships with teachers and peers; setting clear and consistent boundaries; providing a caring environment; setting high standards; providing opportunities for meaningful participation

FOUR CORE OUTCOMES OF STUDENT WELLBEING AND ACADEMIC CARE3. Enhancing academic care:

o Wellbeing and academic care are linked, focusing on positive learning and developmental outcomes.

4.Building human and social capital:

o The social cohesion of a community and a sense of belonging that individuals feel is important to the wellbeing of each student.

STUDENT WELLBEING

• The promotion of physical, social, intellectual and emotional development.

• This is done through a variety of different areas including:

o The SHINE Program.o The various co-curricular programs

including Music, Sport and Drama to name a few.

o The Outdoor Programs.o The Wellbeing Program delivered to Year 7

and 8 which sits alongside the SHINE Program.

o SHINE: Strength, Health, Inspiring, Nurturing, Engaging Mindfulness / Study Skills / Organisation /

Positive Education / Relationships / Communication / Conflict Management.

CURRICULUM MATTERSMR. TIM WATSON

COMMUNICATION PORTAL AND HOME LEARNING POLICY

RATIONALE

• To provide you with feedback more immediately after an assessment has been completed.

• To provide you with more frequent feedback.

• To ensure learning is made visible.

• To allow you to access previous grades.

2016 DEVELOPMENTS

• In 2016 we will be working towards including reporting on approaches to learning through the online communications portal. It is hoped that this will be able to provide you with a regular update regarding homework completion, participation in class and so on.

• If you have any suggestions or comments regarding what this could look like, please do not hesitate to email me (watsonti@lauriston.vic.edu.au)

UPDATING AND FEEDBACK

• All students will receive feedback and feedforward on the assessments that they complete. This is usually written directly onto the work.

• On occasion some written comments will appear on the Communication Portal, but generally it will be grades that are linked to the rubrics for each assessment.

• If further information is required about a grade it is worth requesting the piece of work from your daughters, or contacting the teacher directly.

• It is expected that each subject will report on two to three pieces of work per term; but this may vary between subjects.

YEAR 7 YEAR 8• 12 to 18 minutes per period for home

learning• 18 to 24 minutes per period for home

learning

• No substantive home learning tasks before week 4 – some small LOTE and Mathematics tasks, some reading for English.

• Home learning tasks commence from the beginning of the year.

• All home learning tasks should be recorded in study diaries.• Home learning tasks may include:

• Revision for tests• Reviewing work completed in class• Small tasks or set exercises• Reading ahead and preparation for the next lesson• Learning of vocabulary and so on.

LGS HOME LEARNING POLICY

LGS LATE SUBMISSION POLICY• It is crucial that work is submitted punctually.

• Late work will still be marked by classroom teachers, however a grade will not be given. Instead, the work will receive an ‘satisfactory but ungraded’. Teachers will still provide feedback and feedforward to students.

• Repeated late submission will be recorded and contact made with home to develop a way to ensure that future work is handed in on time.

• Students are requested to make contact with their teachers well in advance and negotiate an extension to a due date if required. We are keen to work with individual students to ensure that they are able to complete all tasks to the best of their abilities.

MUSIC AT LAURISTON: MS. KELLIE RYAN

MUSIC AT LAURISTON• Our program offers opportunities for all girls to

participate in making music• We welcome beginners as well as experienced

musicians• Our 5-8 ensembles are open to all students• Lauriston Voices is open to every girl in Years Seven &

Eight• Laurietta & Chamber Music groups offer extension

activities for girls who wish to devote more time to their musical development

• Friday Concerts: we run informal performances every Friday which is open to all students

YEAR 7 INSTRUMENTAL PROGRAM

Lessons on Flute , Oboe, Clarinet, Alto Saxophone, Trumpet or Trombone

• Each class will have a semester of lessons as part of their music curriculum

• There will be some ensemble sessions• Lessons will take place in Terms 1, 2, 3 or 4• Girls will be able to continue with individual/shared

lessons and join Concert Band when their teacher advises

MUSIC AT LAURISTONOpen EnsemblesLauriston Voices Wednesday 3:30 – 4:30Concert Band Thursday 7:30 – 8:15Flute Ensemble Friday 7:30 – 8:15String Orchestra Friday 7:30 – 8:15

Auditioned Ensembles• Laurietta (auditioned 6-8 choir)• Senior Orchestra and Symphonic Band (by invitation)• Chamber ensembles (by invitation)

SPORT AT LAURISTONMS. LEANNE GUINEALGS SPORT 2015.MP4

Live It. Learn It. Love It.

WEEKLY GSV SPORT

Live It. Learn It. Love It.

Term 1:

• Indoor Cricket• Tennis• Softball

Term 2:

• Netball• Hockey

Term 3:

• Volleyball• Soccer

Term 4:

• Basketball • Field Cricket• Water Polo

ADDITIONAL GSV PROGRAMS

Triathlon – Term 1

Fencing Skills Program – Term 2

Cycle Skills Program – Term 3

Dive Skills Program – Term 4

MAJOR CARNIVALS

Swimming & Diving - Term 1

Cross Country- Term 2

Athletics- Term 3

RECREATIONAL ACTIVITIES

Yoga

Aerobics

Running Club

Personal Training

Recreational Swimming

HOUSE SPORT

Term 1:• Swimming/Diving• Softball• Tennis• Table Tennis

Term 2 :• Water Polo• Athletics

Term 3:• Volleyball• Hockey• Netball

Term 4:• Cross Country

ROWING – YEAR 8

Term 2:• Ergo License @ Lunchtimes

Term 2, Week 6 – 10:• Come and try @ sheds, Saturday

Term 3:• On water training

Mon/Tues 4pm & Sat 7am – 10am

SNOW SPORTS

Trial Day• 16-18th July

Victorian Interschool Championships• 7th August (Cross Country)• 22-28th August

Australian Interschool Championships• 7 – 11th September

ACTIVE-8ACTIVE

ADVENTUROUS

AWESOME

ACTIVE-8 CAMP

• Each tutor group has their own two night camp in Term 1, 2015.

• Major activities: Snorkelling, Sea Kayaking and bike riding

• Night activities: team building games and banner design.

• Purpose: • To help form a strong tutor group• To get to know other girls in the

tutor group and your tutor• To learn about marine life• To learn new skills• To increase water confidence

ACTIVE-8 SIGN UP ADVENTURES 2015In addition to the Active-8 camp activities, there are several other activities students can join, including:• Surfing• Kayaking• Mountain Biking• Skiing (weekend)• Caving• Camping (weekend)• Horse Riding (weekend)

• Each activity has a maximum number of participants. The number varies depending on the activity.

• Students are required to return the permission slip by the due date, although this does not guarantee them a place.

• Each activity has an extra cost to cover transport, accommodation, supervision, equipment etc…

• The dates of each activity are in the students diaries, with the first voluntary activity being Surfing on 22nd March (Sunday)

DATES

• Active 8 Surfing Day – Sunday 22nd March• Active 8 Kayaking – 17th May• Active 8 Mountain Biking Day – 14th June• Active 8 Ski Weekend – 21st – 23rd August• Active 8 Caving Day – 6th September• Active 8 Horse Riding Weekend – 16th – 18th October• Active 8 Orienteering Day – TBA• Active 8 Camp Skills weekend – 7th -8th November

ACTIVE8

GET INVOLVED!!!!