Term 2 2026 - Week 8

 Please note the Jackson Termly is for planning purposes only and should not be used in place of the whole school calendar through Xuno.

Briefing

• We hope you’ve had a great long weekend!
• Thank you Jules and the Leadership Team during my LSL.  
• Fete on Friday - starts at 11:30 am in courtyard. Refer to Helena’s map for locations. Specialists will continue to cover normal classes. Teachers can choose to take class focus time. $5 float to be provided to each stall at the start of the fete by Anna. Remind families about fete and to bring money for stalls. $3 worth of tokens will be available for students who do not bring money on the day. $5 eftpos tokens available too.
• In Helena’s absence I will arrange for a meeting with the Captains in lieu of JSLT to prepare their School Council Report
• OTA POR for Allied Health Resourcing - Apply by 9:30 am tomorrow for any interested ES staff. Refer to teams post. To support Bec’s Wellbeing Resourcing role in addition to ES Induction due to the volume of Tier 1 visuals
• Reminder about Roll Marking. After 9:15am and PM rolls. Apologies for the Xuno issue with the buses last week. Hopefully this is rectified for today. 
• Reminder if you are going offsite for breaks (where you cannot hear the PA system) or meetings, please sign out and back in using the Xuno Kisok. Important for OHS/EM purposes should the school need to go into a emergency event
• Bus Drivers: If the front gate is closed during the day, please park bus in rear carpark and disembark kids out of the back carpark
• PL: Ready to Learn Facilitated by Allied Health in Staffroom for teachers
• ES PL Thursday P4&5 for Lower Secondary ESs
• Report Drafts and DE Teacher Judgements / Achievement Levels due 9:00 am Monday
• DE rubrics have been updated and shared with PLT/L's. Please ensure you are using the updated documents.

PLT's in Term 2 - Cognitive Load Theory

Guidance Fading

The process of gradually reducing the level of scaffolding and support a student receives in their journey towards increasing independence in a particular skill. After going through several worked examples during explicit teaching, the teacher offers partially complete solutions or answers and encourages the students to fill in the blanks.