Curriculum

Years 7 to 10 Yearly Reports

By the end of this week, Yearly 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, as applicable
Attendance at key College and Year-based events such as Founder’s Day, Reflection Days, and others, as applicable to relevant Year groups.
Attendance Record from Monday 5 June up to and including Friday 21 November.
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 represents the Class Teacher’s professional judgement 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 the Years 9 and 10 reports, a percentage Course Mark and Course Average are included. It is important to note that for this reporting period, the Course Mark and Course Average have been linear mapped for parity across all subjects 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 85 and above corresponds to an A in Overall Achievement, a Course Mark of 70 to 84 corresponds to a B, 50 to 69 is a C, and so on.
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.

achievement in a number of Learning Practices, such as application, conduct and commitment to study indicated as either Consistently, Usually, Occasionally or Rarely.

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 subject.

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 the new scholastic year, with the view of making realistic and progressive improvements over time.

Speech Night 2023

Just a reminder as per the Especean issue of 8 November, the College’s Annual Speech Night will proceed this year at the Quaycentre, Sydney Olympic Park on Friday 1 December commencing at 6:30 PM with an estimated finish time around 8:30 PM– 8:45 PM. Parking for the Quaycentre will be available in Sydney Olympic Park P3 on Sarah Durack Avenue.

Attendance is compulsory for all students from Years 5 to 11. All students from Years 5 to 10 are to be in attendance in full College summer uniform. All Year 11 students, all prize winners and some performers will be required to wear their blazers and they will be reminded separately.

Entry doors to the venue’s Main Arena are scheduled to open at 5:45 PM. Parents, carers and guests are to enter via Door 2. College students and staff will enter via Door 5. Invited VIPs will enter via Reception.

Outside purchased food or drink are not allowed inside the venue. Students are not allowed to chew gum nor have water/drink bottles on the Main Arena floor.

As per the current HSW Health advice, masks may be worn inside the venue but is not mandatory.

All students are to report to their homeroom teacher on arrival in the Main Area to have their names marked off and they will be shown where to sit.

Please note that the upper concourse level kiosks will be trading for snacks and refreshments from 5:45 PM but will close at 8:00 PM. Parents/carers cannot deliver food nor drink to their sons on the Main Arena floor once inside the venue, which includes before, during or after official proceedings.

It is also important to note that full student attendance at the College is compulsory and expected on each school day up to 3:10 PM on Tuesday 5 December.

Reminder: Years 7 to 11 Optional Parent/Teacher Interviews

As per the 8 November issue of the Especean and the College Calendar, Optional Parent/Teacher Interviews are scheduled for Wednesday 6 December in two sessions, 8:00 AM – 11:00 AM and then 3:00 PM – 6:00 PM. The Interviews shall take place in the College Gymnasium.

The interview booking facility in TASS will be open to parents/carers at 9:00 AM on Monday 27 November and will close at 12:00 noon on Tuesday 5 December. Thereafter, any parental request to change an interview time must be made by mutual agreement with the teacher via email.

Parents/Carers are reminded that they may book interview time slots themselves via the TASS Parent Lounge using the interview tab. The College will not be allocating interview times. Parents/Carers need to ensure interviews are booked by no later than 12:00 noon, Tuesday 5 December.

Interviews are for 5 minutes only. There is a 2-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.

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 discuss aspects of the Yearly Report with their sons’ teachers with the intention of making improvements for the new scholastic year ahead.

Please note that for parents/carers of Years 8 and 10, the interviews will not be an appropriate forum to discuss prospective elective subject changes for next year with individual class teachers. As has been emphasised in appropriate forums this year, applications for elective subject changes will open in Week 4 of Term 1 next year and not before.

Michael Cutrupi

Director of Curriculum

The Year 9 Reader’s Cup

On Wednesday, 15 November, a group of five Year 9 students, along with Mr Angelatos, and Mr Hemmert, travelled to Santa Sabina College to partake in the Year 9 Reader’s Cup. Each team was tasked with reading 4 books, which were, ‘The Boy Who Steals Houses’ by C.G. Drews, ‘The Lost Soul Atlas’ by Zana Fraillon, ‘Small Spaces’ by Sarah Epstein, and ‘The Bogan Mondrian’, by Steven Herrick.

The group, consisting of Jacob Hendry, Charlie Ross, Luke Druitt, Marcus Dang, and William Ters, each read a combination of those books to the end of Term 3 through to Week 6 of Term 4. Our group also had fortnightly meetings to share ideas and thoughts about each novel.

The competition took place over the length of a few hours and consisted of three different rounds focusing on different books. The first round covered ‘The Boy Who Steals Houses’, and ‘The Lost Soul Atlas’. The first round finished with a remarkably close end, having only a few points of difference between the top three teams.

To separate the different rounds, icebreakers and other social activities allowed us to build stronger connections with the people in our own school, as well as the girls from Santa Sabina.

Round 2 focused on ‘The Bogan Mondrian’, and ‘Small Spaces’. This round tested our knowledge of the books with questions on the smallest of details in this book. The score of this round was kept hidden.

The final round was a mix of general knowledge and book questions. We had to really focus in and try to finish as strong as we could. Overall, our SPC team placed Third out of five teams. While we may have been aiming for a higher placement, we are extremely proud of our efforts and teamwork, nonetheless.

The Year 9 Reader’s Cup was a very enlightening experience. The program offered us the opportunity to expand our knowledge of books and to experience compelling and unique stories.

Additionally, the competition allowed each of us to meet with members of the other teams from Santa Sabina, forming bonds over various tasks and activities. Me, Luke, and the rest of the team are extremely grateful for this opportunity. We are extremely thankful of the efforts of Mr Angelatos and Mr Hemmert for arranging this event and to Mrs Lombardo (Santa Sabina) for orchestrating this event, composing both the questions and activities.

Luke Druitt and William Ters