Especean

Curriculum and Learning

Year 11 Student Academic Reports and Parent- Teacher Interviews

By the end of this week, the Semester 1 Reports on students of Year 11 will be posted online for parents/carers via the TASS Parent Lounge.

 

The purpose of the reports is to provide parents/carers with mid-Preliminary HSC course feedback on the academic progress of their sons and how they have settled into the routine of senior study.

 

It is worth noting a few key features of the reports include:

  • Completed Co-curricular participation thus far.
     
  • Attendance up to and including Friday 14 June, including attendance to key College events such as the Opening Mass, Swimming Carnival, Athletics Carnival, and the Year 11 Retreat Day.
     
  • The homeroom teacher’s Pastoral Profile which describes the student’s general school and homeroom practices associated with grooming and uniform, co-operation, manner, punctuality, responsibility and contribution to Mission. These profile elements are described as Consistently, Usually, Occasionally or Rarely.
     
  • The student’s academic achievement in each course over the first semester which include the Assessment Block Mark or Assessment Mark, Assessment Block Rank or Assessment Rank and Course Rank, as applicable.
     
  • The class teacher’s report on the student’s level of achievement in key Learning Areas of the course associated with the knowledge and understanding of content and the application of acquired skills. Achievement in Learning Areas are indicated as Excellent, Good, Satisfactory, Elementary, or Limited.
  • The class teacher’s report on Student Attributes associated with the student’s approach to learning involving application, commitment, conduct, engagement and responsibility associated with his classwork and study. These Student Attributes are described as Consistently, Usually, Satisfactorily, Occasionally or Rarely, each of which will be assigned a numerical value of 1, 2, 3, 4 and 5 respectively and reported on the Pastoral Page as the Student Attribute Average or SAA with the maximum possible value attainable being 5.00.

The upcoming Parent/Teacher interviews on Monday 24 June are an opportunity for parents/carers to meet their sons’ teachers and to discuss aspects of the Semester 1 Report with respect to their sons’ progress and adjustment to study routines, including strategies and recommendations for improvement over Semester 2 in preparation for the final Year 11 examinations which commence Monday 2 September and to make the necessary adjustments/effort in preparation for the commencement of the HSC course in Term 4.

 

As stated in the 5 June and 12 June issues of the Especean, online bookings for interviews via the TASS Parent Lounge will close at 9:00 AM, Monday 24 June and parents/carers are to book interview time slots themselves. The College will not be allocating interview times. For parents/carers encountering difficulties logging on to the TASS Parent Lounge, please contact the College’s IT Department via College Reception on 02 9763 1000.

 

Just a reminder that all interviews will be conducted on site and are for six minutes only. There is a two-minute break between each interview to allow the interviews to run smoothly. Please note that parents/carers cannot double book a teacher for a longer interview. Should more interview time be required, parents/carers may arrange with the teacher another mutually suitable time.

Years 7 to 10 Student Academic Reports

By the end of this week the Semester 1 Reports for Years 7 to 10 will be posted online via the TASS Parent Lounge.

 

It is worth noting a few key features of the report include:

  • Co-curricular Involvement to date, if applicable.
     
  • Attendance at key College events such as the Opening Mass and High Achievers Assembly, the Swimming Carnival, the Athletics Carnival, and others as applicable to relevant Year groups.
     
  • Attendance Record from Wednesday 31 January for Year 7 and from Thursday 1 February for Years 8, 9 and 10, up to and including Friday 14 June 2024.
     
  • The homeroom teacher’s Pastoral Profile, which describes the student’s general school and homeroom practices associated with grooming and uniform, co-operation, manner, punctuality, responsibility and contribution to Mission. These Profile elements are described as Consistently, Usually, Occasionally or Rarely.
     
  • A course report A, B, C, D or E Overall Achievement grade referenced to the Common Grade Scale as defined by the New South Wales Education Standards Authority (NESA) which represent the collective professional judgement of the course teachers in applying the course performance descriptors and the Common Grade Scale to designated formal tasks, however, selected informal assessment activities may have supplemented evidence from the formal tasks to verify or shift a grade cut-off when on the cusp of a grade.

The Common Grade Scale criteria are as follows:

A

The student demonstrates extensive knowledge of content and understanding of course concepts and applies highly developed skills and processes in a wide variety of contexts. In addition, the student demonstrates creative and critical thinking skills using perceptive analysis and evaluation. The student effectively communicates complex ideas and information.

 

B

The student demonstrates thorough knowledge of content and understanding of course concepts and applies well-developed skills and processes in a variety of contexts. In addition, the student demonstrates creative and critical thinking skills using analysis and evaluation. The student clearly communicates complex ideas and information.

 

C

The student demonstrates sound knowledge of content and understanding of course concepts and applies skills and processes in a range of familiar contexts. In addition, the student demonstrates skills in selecting and integrating information and communicates relevant ideas in an appropriate manner.

 

D

The student demonstrates a basic knowledge of content and understanding of course concepts and applies skills and processes in some familiar contexts. In addition, the student demonstrates skills in selecting and using information and communicates ideas in a descriptive manner.

 

E

The student demonstrates an elementary knowledge of content and understanding of course concepts and applies some skills and processes with guidance. In addition, the student demonstrates elementary skills in recounting information and communicating ideas.

 

  • a Grade Distribution in terms of the number of students awarded each A to E grade in a course.
     
  • For Years 9 and 10 reports only, a percentage Course Mark and Course Average are provided. It is important to note that the Course Mark and Course Average may have been linear mapped in some courses for parity across all courses such that an 
    A = 85-100, B = 70-84, C = 50-69, D = 25-49 and an E = 0-24. For example, a Course Mark of 86 corresponds to an A in Overall Achievement in all courses, a Course Mark of 74 corresponds to a B, and so on for the other grades.
     
  • Achievement in one or more Learning Areas or descriptors expressed by one of the following indicators: Excellent, Good, Satisfactory, Elementary or Limited. Each indicator indicates the level of performance complementary to the Common Grade Scale.
     
  • The class teacher’s report on Student Attributes associated with the student’s approach to learning involving application, commitment, conduct, engagement and responsibility associated with his classwork and study. These Student Attributes are described as Consistently, Usually, Satisfactorily, Occasionally or Rarely, each of which will be assigned a numerical value of 1, 2, 3, 4 and 5 respectively and reported on the Pastoral Page as the Student Attribute Average or SAA with the maximum possible value attainable being 5.00. 

It is important to note that the Overall Achievement grades and the Grade Distribution provide two kinds of information about the academic progress of students. The Overall Achievement grade gives an indication of academic performance relative to the achievement of course outcomes referenced to the Common Grade Scale. The Grade Distribution gives an indication of that performance compared with other students in the Year undertaking the course.

 

The issuing of the reports is an important time for parents/carers to constructively assess their sons’ academic progress and make the necessary adjustments for Semester 2, with the view of making realistic and progressive improvements over time.

Reminder: Years 7 to 10 Parent/Teacher Interviews

As stated in the 5 June and 12 June issues of the Especean, the Years 7 to 10 Parent/Teacher interviews will be scheduled for the afternoon and evening on Thursday 27 June from 2.00 PM to 9.00 PM and on Friday 28 June from 9.00 AM to 3.00 PM. All interviews will be conducted in the College Gymnasium. Note that parking adjacent to the College is often difficult and limited by street parking in the surrounding residential area.

 

All students from Years 7 to 12 will be dismissed at 1.25 PM on Thursday 27 June and all sports training and other co-curricular commitments on this afternoon are cancelled. Friday 28 June is a pupil free day, except for the Parent/Teacher interviews.

 

Parents/carers are reminded that they may book interview time slots themselves via the TASS Parent Lounge using the interview tab, opened 5.00 PM last Wednesday 12 June. The College will not be allocating interview times. Parents/carers need to ensure interviews are booked by no later than 9.00 AM, Wednesday 26 June.

 

Interviews are for five minutes only. There is a two-minute break between each interview to allow the interviews to run smoothly. Please note that parents/carers cannot double book a teacher for a longer interview. Should more interview time be required, parents/carers may arrange with the teacher another mutually suitable time.

 

There is an expectation that parents/carers will book interviews with all of their sons’ teachers, if possible. There is also an expectation that students are present with at least one parent/carer for the interviews.

 

For parents/carers encountering difficulties logging on to the TASS Parent Lounge, please contact the College’s IT Department via College Reception on 02 9763 1000.

 

If for any reason a parent/carer needs to cancel or change a booked interview time after the closing times stated above, then please contact the relevant teacher via email.

 

The interviews are an opportunity for parents/carers to meet their sons’ teachers and to discuss aspects of the Semester 1 Report with respect to their sons’ progress and adjustment to study routines, including strategies and recommendations for improvement in Semester 2.

 

Please note that for parents/carers of Year 10, the interviews will not be an appropriate forum to discuss prospective subject selections for Year 11 in 2025 with individual class teachers. There will be a very thorough and extensive process, conducted by senior College staff, to specifically address upcoming subject selection for Year 11.

2025-26 Stage 5 and Stage 6 Subject Prospectuses and Information Sessions

The 2025-26 editions of the Stage 5 and Stage 6 subject prospectuses for Years 9 and 11 respectively will be posted on the TASS Parent Lounge on Wednesday 26 June for parents/carers and the relevant CANVAS Year pages for the students. A thorough and sequential subject selection process is in place and details of this process will be given at the appropriate times.

 

PLEASE NOTE: Subject information sessions will be held for Year 10 students on the morning of next Wednesday 26 June and an elective subject information morning for Year 8 students will be held on Thursday 25 July next term.

 

In addition, on Wednesday 24 July (Term 3, Week 1), a Year 11-2025 information evening will be held in the College Gymnasium for parents/carers and students of Year 10 commencing at 7.00 PM and concluding at 8.30 PM. Both students and at least one parent/carer are required to attend this Year 11-2025 information evening. Students are required to attend in College Winter uniform.

 

The purpose of the information sessions is to complement and clarify the information provided in the subject prospectuses and to provide details of the subject selection process and other pertinent information.

 

Michael Cutrupi 

Director of Curriculum

Year 10 Italian Interaction Day with Cerdon College, Merrylands

On Tuesday, 11 June, our Year 10 Italian class had the distinct honour of welcoming students from Cerdon College Merrylands for our annual Interaction Day. The event was filled with engaging activities, allowing students to immerse themselves in the Italian language, forge new friendships, and enjoy a shared meal. This enriching experience was made possible thanks to the exceptional efforts of Ms Romina Fisicaro.

 

Stephanie D’Arcangeli

Head of Languages 

Two recounts from our students:

Martedì scorso, abbiamo ospitato le ragazze della scuola, Cerdon e ci siamo divertiti un giorno piena della cultura e la lingua. Durante il giorno abbiamo partecipato in molte attività, era molto divertente e diversa. Abbiamo parlato in italiano con le ragazze e abbiamo potuto avere una conversazione in italiano. Inoltre, abbiamo mangiato il cibo italiano, come la pizza, i arrancini ed i nutella bomboloni. Erano molto deliziosi. Mi è piacuto il giorno perche era un’esperienza staordinaria. Grazie mille a tutti gli insegnati che hanno organizzato il giorno italiano!

 

Scritto da Kristian Mattson – L’anno Dieci

 

Last Tuesday, we hosted the girls from Cerdon College and we had so much fun in a day full of culture and language. During the day, we participated in many activities. It was very fun and different. We spoke with the girls and were able to have a conversation in Italian. We also ate Italian food, such as pizza, arancini and nutella donuts. They were all very delicious. I liked this day because it was an extraordinary experience. Thank you so much to the teachers for organising the Italian Day.  

 

Kristian Mattson – Year 10 

Martedi l’undici giungo, la classe di l'italiano ha ospitato le ragazze di Cerdon College. Da tombola a “Indovina chi”, tutti ci siamo divertiti. Per la merenda abbiamo preso le bombolone di nutella da San Valentino a Haberfield, e per il pranzo, gli arancini e le pizze di Mancini's. Alla fine, abbiamo passato il tempo con le ragazze fuori per conoscerle meglio. Sopratutto, questo giorno era un'esperienza meravigliosa.

 

Scritto da Simon Nadile – L’anno Dieci

 

On Tuesday, 11 June, the Italian class hosted the girls from Cerdon College. From bingo to Celebrity Heads, we all had fun. For recess, we got nutella donuts from San Valentino in Haberfield, and for lunch, arancini and pizzas from Mancini’s. At the end of the day, we spent time with the girls outside to get to know them better. Overall, this day was a wonderful experience. 

 

Simon Nadile – Year 10

Model United Nations Conference

Over the long weekend, I was fortunate enough to be able to attend the Harvard Model United Nations (UN) Conference, held in Sydney from 6 - 9 June. This is the second time this prestigious conference has been held in Australia, and the first time ever in-person. Model UN requires individuals to be able to think quickly, negotiate, debate, and create resolutions that address pressing contemporary issues faced by the international community. 

 

Run by Harvard College undergraduates, the conference featured delegates from all over Australia, as well as many international attendees. There were several committees representing the various organs of the UN, including the World Health Organisation, the Disarmament and International Security Committee, and the Human Rights Council. Over the four days of the conference, they debated topics such as space militarisation, technological divides, and whether there is an international right to democracy. I was placed in a Crisis Committee, a different type of Model UN experience. In these committees, the issue at hand is immediate and evolving over the course of the conference, with individuals seeking to solve a myriad of economic, political, and social problems; in this case, the chaos resulting from a collapse of the US government. Along with other members of my committee, I tackled the economic crises, international tensions, and domestic debacles that emerged throughout the conference.

 

Overall, I found the experience incredibly rewarding. Participating in the unique blend of argument and compromise, meeting the other delegates, and engaging with realistic, pressing issues combined to create an exciting, irreplicable event. 

 

Thomas Coorey

Social Justice Prefect/Year 12 Student