STARTING STRONG!

As we embark on this exciting new school year, it's crucial to emphasise two key aspects: completing assigned work diligently and ensuring timely submission of classwork.

Completing coursework goes beyond merely finishing tasks; it's about fostering a deep understanding of the material. When students engage fully with their assignments, they not only reinforce their learning but also develop critical thinking and problem-solving skills. Research consistently shows that students who complete their work perform better academically, setting a solid foundation for future success. (Hattie & Yates, 2014)

Timely submission allows students to receive feedback promptly, enabling them to identify areas for improvement from their teachers, and enhance their learning experience. Additionally, meeting deadlines cultivates a sense of responsibility and accountability, valuable traits that contribute to overall academic success and personal growth. (Trautwein et al., 2009)

Classroom teachers, House Leaders and Learning Advisors are here to provide support every step of the way. Whether students need clarification on a concept, assistance with an assignment, or guidance on study strategies, they can rely on the support networks we have here on campus to help. Encouraging students to seek assistance when needed fosters a collaborative learning environment, builds on their self-efficacy, and empowers them to overcome challenges effectively. (Eccles & Wigfield, 2002)

Setting goals is another integral aspect of starting strong academically. By setting specific, measurable, achievable, relevant, and time-bound (S.M.A.R.T.) goals, students can chart their progress and stay motivated throughout the year. Goal setting encourages students to take ownership of their learning journey and empowers them to strive for continuous improvement. (Locke & Latham, 2002)

Furthermore, it's essential for students to come to class prepared and equipped with the necessary materials. Being organised and ready to learn sets a positive tone for the day and maximises classroom engagement. Encouraging students to develop good organisational habits from the outset fosters a conducive learning environment and sets them up for success.

To support our students in their academic endeavours, here are some practical study tips:

Implement a study timetable
Help your child with homework and/or revision each evening
Balanced diet and adequate sleep
Creating a welcoming study environment
Talk to your child/ren about what they did at school
Regularly check SPACE for updates on assessments and events
Support your child in modelling behaviour (read next to them while they read)
Encourage attendance at Homework Club (Monday to Thursday)
Remove phones during time of study

By emphasising the importance of completing work on time, seeking support when needed, setting goals, and staying organised, we can empower our students to thrive academically.

References

Hattie, J., & Yates, G. (2014). Visible learning and the science of how we learn.

Trautwein, U., Ludtke, O., Schnyder, I., & Niggli, A. (2009). Predicting homework effort: Support for a domain-specific, multilevel homework model. Journal of Educational Psychology, 101(1), 236–252.

Eccles, J. S., & Wigfield, A. (2002). Motivational beliefs, values, and goals. Annual Review of Psychology, 53(1), 109–132.

Locke, E. A., & Latham, G. P. (2002). Building a practically useful theory of goal setting and task motivation: A 35-year odyssey. American Psychologist, 57(9), 705–717.

STUDY SUCCESS

Effective Study Habits

The Cluey Learning website provides a comprehensive guide on creating a study timetable in five simple steps:

Analyse your current schedule:

Identify priorities and available study hours.
Create a timeline for reaching academic goals.
Recognize time spent on various activities to ensure balanced scheduling.

Set goals:

Reflect on academic objectives to determine required study hours.
Adjust study time based on desired outcomes and subject difficulty.
Tailor goals to year group and subject selection.

List deadlines and other important dates:

Identify assignment due dates and social commitments.
Avoid scheduling conflicts by planning around important events.
Ensure availability for study sessions leading up to deadlines.

Decide on a format:

Choose between physical or digital timetable formats.
Consider personal preferences and accessibility.
Opt for a format that encourages consistent use and customization.

Schedule in your classes, study sessions and extracurricular activities:

Allocate study sessions around existing commitments.
Ensure balance between school, extracurriculars, and study time.
Prioritise self-care and relaxation to prevent burnout.

Five study mistakes to avoid:

When it comes to effective studying, avoiding common pitfalls is essential for achieving optimal results. Here are five study mistakes to avoid, each offering valuable insights into fostering a productive and sustainable study routine:

Listening to distracting music during study sessions
- Eliminating auditory distractions can significantly enhance concentration and retention of information.
Refraining from multitasking to maintain focus and productivity
- Focusing on one task at a time allows for deeper engagement and more efficient learning.
Steering clear of cramming and planning study sessions in advance
- Procrastination can lead to increased stress and reduced learning outcomes, so it's crucial to plan ahead and pace study sessions accordingly.
Balancing study time with relaxation to prevent burnout
- Prioritising self-care and downtime is essential for maintaining mental and physical well-being, ultimately leading to better academic performance.
Engaging actively with study material rather than passively reading notes
- Actively engaging with the material through methods like summarising, teaching, or quizzing oneself promotes deeper understanding and retention of information.

Source: Cluey Learning Study Timetable Planner (https://clueylearning.com.au/study-timetable-planner/)

YEAR 7 WEEK ONE REFLECTION

We asked our new Year 7’s: ‘How has your experience of high school been so far?’

Archie - I’m enjoying my new subjects!

Brody - I like my new classes and a few new friends. Organising my books and the classrooms has been tricky, but I am learning quickly.

Isla - Since starting high school, I’m enjoying making new friends. Finding my classroom has been difficult but I am getting used to it.

Cara - I've been slowly making new friends through other students and classmates, and I’m working on being on time to class with the help of my timetable.

Rishik - It’s been a good experience! Everyone has been nice, I've made some new friends and everyone is helping me to learn.

Cathy - So far, it’s been alright. Getting to learn about new subjects has been exciting.

Abbey - It’s been really good! We get to have a lot of different subjects and classes. The teachers have been really nice and they help me when I need it.

Aarya - It’s been exciting! I like going somewhere new. The work will get harder, which makes me a little nervous, but my brother will help me with the answers.

Conor - I’ve liked it a lot. Music is really fun with Ms Ker.

Aman - It’s been kind of confusing with the size of the campus. I’m making a few friends, including one from my primary school. I love Art because it’s chill, and Health is enjoyable. I am looking forward to gaining more knowledge and going on some excursions.

Ashley - It’s nice so far. I like the library and the canteen. Ms McMellon is my Maths teacher, and she seems really nice.

Matthew - When I finished Primary School, I felt sad. I felt negative about going to high school. But I've been making new friends, seeing the classrooms, meeting my teachers, and talking to new people. It makes me feel comfortable and happy to be here. My favourite subject is Science. My Tutor Group Learning Advisor (Ms Marschner) is very kind.

DIFFERENTIATION: Supporting Students to Achieve Success

At St Peter's College, our focus for 2024 revolves around enhancing differentiation in teaching practices, with a strong emphasis on nurturing teacher collective efficacy.

Differentiation, the cornerstone of our approach, ensures that every student's needs, interests, and abilities are met. By embracing differentiation, we aim to create an inclusive environment where every student feels valued and supported.

Central to our efforts is fostering teacher collective efficacy – the belief that, together, our staff can positively impact student outcomes. Research underscores the significance of collective efficacy in driving student achievement and well-being (Hattie, 2015).

As we journey towards excellence, we remain committed to fostering a culture of collective efficacy and differentiation. Together, we empower our students to excel academically, emotionally, and socially, preparing them for success in an ever-evolving world.

Reference:

Hattie, J. (2015). The applicability of visible learning to higher education. Scholarship of Teaching and Learning in Psychology, 1(1), 79-91.

Mr David Hansen

Deputy Principal - Learning & Teaching

Wellbeing Support