Enriching Literacy AGQTP Project

Teaching Staff at The Riverina Anglican College have been leading an action learning team as part of an Australian Government Quality Teacher Programme project directed at enriching the way that literacy is taught by the various faculties at the school.

The aim of the project is to extend and enhance literacy across the curriculum @ TRAC.

• Literacy is defined as: the ability to communicate purposefully and appropriately with others in a wide variety of contexts, modes and mediums. English Years 7-10 Syllabus, Board of Studies, October 2002.

• All 7-10 syllabi state that: the development of students’ literacy skills and understanding is the responsibility of all secondary school

teachers as different subjects and learning areas make particular demands on students’ literacy.

• As all Key Learning Areas have new 7-10 syllabi it seemed timely to focus on the Cross Curriculum content required by the Board of Studies.

• Literacy is one cross curriculum content.

• The aim of the Learning Team (Leanne Antill, Sally Farmer, Sue Graffen, Greg Guise, Megan Green) is to develop a list of specific vocabulary, skills and text types used in Stage 4 (beginning with Year 7 in this project) for all subjects.

Outcomes of Literacy Project

• Publish the list of terms (vocabulary), skills and text types which are used by each faculty and in turn subject area.

• The aim is also to flesh out the types of texts used by providing scaffolds and models.

• The materials will be included:
* in a link from the College’s Library home page in the College’s website
* in a pack for incoming Year 7 students
* on posters exhibiting each of the texts types for class rooms
* in a booklet for all faculties with the information enclosed

Please click here to see the document developed on "text types" which explains and shows how to analyse them.

Please click here to see the document developed on Spelling and Vocabulary for all the subject areas taught at TRAC.

For more information and photos of the staff involved, please click here.

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To see 2007 HSC Results click here.

To see 2007 School Certificate results, please scroll down this page.

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Homework Policy

Good patterns of home study should have been established in the last years of Primary education. It is helpful for parents to understand the part homework plays in the academic progress of each student. The purpose of homework is twofold: to complete exercises and assignments set by teachers, and to study privately and carry out revision programmes that the student has worked out for themselves. Often when a parent asks their child if there is homework, the answer will be “no”. Rather than ask this open ended question it would be better to engage in a conversation over what topic areas are being covered in different subjects. There is always some background reading or sample exercises to revise in every subject that is being covered. Even if no specific material tasks have been set by the teacher in a subject there is always some material that could be usefully reviewed.

A balance should be established between work and recreation. After a demanding day of concentration at school interacting with friends after school is often as valuable as sitting down at their desk. Nevertheless at Year 7 level approximately five hours should be set aside during the course of the week on a regular basis to complete assignments and review the week’s work. Although circumstances differ from family to family it is preferable if the student develops the habit of settling down in the same place, with a desk with proper lighting, each night at the same time. If this study habit is acquired early in a student’s career, it will be invaluable in coping with the rigours of the Higher School Certificate.

Academic Policy

The Academic Policy of the College is under the control and nurture of the Principal. The College is comprehensive in its intake but the curriculum is so devised as to develop the abilities of every student in a challenging way in an appropriate course. We try to ensure that each student receives the education most suited to their abilities and to assist them in discovering and developing their potential to the highest level.

For learning in the classroom to be enjoyable and effective a relationship of mutual trust and respect between the teacher and the student is essential. All in the class should expect their rights to be respected and they must accept that they have responsibilities to fulfill. Although there exist certain principles which are fundamental to classroom organisation, the teacher’s right to teach in the way he or she feels most appropriate must be appreciated. As a result teachers will also set down their individual expectations at the beginnings of their involvement with each of their classes.
Students in Year 7 are graded into classes in Mathematics. This original class allocation is based on previous reports and the enrolment interview. All other classes commence as mixed ability classes with students working at differentiated levels. Students are recommended for Standard or Advanced Maths from Year 9 and for Standard or Advanced English from Year 11. Entry into the Extension classes at Year 11 and 12 in English, Maths and History is achieved after consultation with the Head of Department.

Each student has the right to:
• be happy in class;
• work without being disturbed;
• express an opinion and have it treated with respect;
• be treated fairly.

Each student has the responsibility to:
• learn as much as they can;
• show respect for the opinion of others;
• let others work without disruption;
• be respectful in their approach to classmates and the teacher;
• participate in classroom activities;
• attend all classes punctually;
• be prepared with appropriate equipment present and set work completed.

The 2007 School Certificate

The number of students who presented for the 2007 School Certificate was 82,359. The Riverina Anglican College presented 85 students for 19 courses.

Students are awarded a grade (A to E with a D grade indicating satisfactory achievement of course outcomes) for all courses presented. This grade is derived from school bases assessment processes. In all courses, the grades allocated reflected the achievements of the students and the rigorous standards set by the school. In English, Mathematics, Science, Australian History, Agricultural Technology, Food Technology, Industrial technology (timber), Graphics Technology, Information and Software Technology, Dance and Visual Arts we allocated a significantly higher percentage of A’s and B’s than the State average. In other courses the allocated A, B and C grades in total reflected the State patterns.

For the courses of English, Mathematics, Science, History, Geography and Computing Skills students attempted an externally developed and marked examination. As a result pf their examination performance students are given a percentage mark for each course and are placed in a band (1 to 6) that describes the student performance. Band 6 indicates an excellent result and a mark of 90% or above.

In all the examinable subjects the school mean was higher than the State mean (refer to Tables 1 and 2). The numbers of band 5 and band 6 awarded for all examinable courses were equal to or higher than the State average.

Table 1

Table 2

Three students were awarded a band 6 in 4 or more subjects.

Summary

The results of the 2007 School Certificate were encouraging. The improvement in English results from those achieved in 2006 and the continuing strength of the Science results were especially pleasing.

In general, the School grading pattern reflected the examination results indicating that the teaching staff demonstrated a clear understanding of the standards of each course. In order to improve teaching and learning teaching strategies and school structures are constantly under review.