Term 2 2026 - Week 4

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

Week 4	Information/Events/Actions	Professional Learning/Meetings
Monday: 11thMay	Converge Psychologist
Tuesday: 12th May	Post-School (Further Study and Employment Pathways) Information Session- Year 11&12 families. 4:00-7:00pm	PL: The Big 6 of Reading -Who: P-10 teachers -Where: Hall
Wednesday: 13thMay	Post-School (Day Programs) Information Session- Year 11 & 12 families. 4:00-7:00pm
Thursday: 14thMay	Grade 7/10 Immunisation
Friday: 15thMay	ES Appreciation Day Term 2 ILP’s Published Staff PDP’s due
Week 5
Monday: 18th May	Education Week Reading Block Learning Walk (T&L) Senior Secondary Information Session (From Grade 10 Families) 1-9:15-10:15am (Library) Session 2- 4:30-5:30pm (Library)
Tuesday: 19th May	• School Council Meeting – 6:30 pm (Online) • Learning SIT Planning Day	PL: SAS Survey -Who: Whole School -Where: Hall
Wednesday: 20th May
Thursday: 21st May
Friday: 22nd May

Happy Mother's Day!

Briefing

Thank you Bern and Wellbeing SIT for Mother’s Day Breakfast on Friday.
Congratulations to Michelle on the Acting AP position. Enjoy your LSL Bern!
Winter illnesses- Flu shots are available to staff
Lack of CRTs- Please log any known absences in advance on portal in advance
Reminder to check and acknowledge Teams posts for Admin notices: edupay absence reminders, toothbrushes, state school relief
Thank you to all the staff for their DI work
Grade 7/10 Immunisations in the hall on Thursday
ES Appreciation Day Friday. Thank you for your tireless work everyday.
Reminder to continue giving out Jackpoints, numbers are lower than last term
Friday Fiesta- keep an eye out of the sign up link on teams this week

PLT's in Term 2 - Cognitive Load Theory

There are many Cognitive Load Theory effects which can be considered when planning and delivering learning.

Transient Information

Transient information refers to spoken or briefly presented information that disappears quickly and cannot easily be revisited. Verbal explanations are temporary, students must hold and process the information in working memory at the same time. When too much verbal instruction is given at once, working memory can become overloaded, reducing understanding and retention. This requires us to support our students learning by making information visible and easily revisited. For example, visuals, schedules, success criteria, AAC and video modelling.