Inspire Magazine

Secondary Snapshot

Year 7 

This term the students have been exploring the power of narratives through the perspective of myths and legends from around the world. Part of this work was to research, summarise and present a myth that caught their attention. They did marvellous work as you can see.

By Christina T
By Christina T
By Taylor V
By Taylor V

Students have also been working on information reports while engaging with tales from across human history, exploring what they really mean and how to deconstruct narratives to gain the most from reading.

 

Year 8

It’s been another one of those funny terms: we’re at school, then away, at school, then away again. Remote learning has made things more challenging but we’re all still learning and working hard. Remote learning need not set us back. I don’t know about you, but I am too stubborn to let COVID-19 get the better of me.

 

We have been studying a terrific little novel this term called ‘Njunjul the Sun’, about an Aboriginal boy dealing with his inner demons to try and build a positive, constructive identity in a harsh world. It has given our Year 8 students the opportunity to learn about the perspectives of our First Nations people. They have researched Aboriginal historical experiences and linked them to the novel in an oral presentation, then finished the term with an essay designed to hone their analytical skills.

 

Remote learning has been challenging for our Year 8 students but still offers so much for those willing to put in the hard yards. As the novel ‘Njunjul the Sun’ teaches us, we have to help ourselves if we want to thrive in a tough world.

 

Year 9

The Year 9’s in Term 3 have read and studied the novel ‘Looking for Alibrandi’, by Melina Marchetta. It has certainly inspired and encouraged student discussion, purely for the reason of it being aimed at a young audience. Our students have been able to connect with the novel on so many levels, mainly because as Australians, we are proud and happy to live in a multicultural society. Students freely discussed issues such as cultural identity, family and patterns of behavior passed down through generations. The stories we shared and exchange of ideas, not to mention the sensory awareness of internal and external events by our students, made reading this book more compelling to all.

 

Year 10

In preparation for VCE, over the course of Term Three Year 10 English students in Annette’s and Nina’ classes have undertaken the study of two different stories in order to complete a comparison of these in the form of an essay. Students viewed the film ‘Lion’ and read a short story for the collection ‘Growing Up Asian In Australia’, and were able to draw on similarities and differences from each. Students then wrote their own creative short stories, based on their, or a family member’s experience in connecting with their cultural roots, which provided some beautiful, honest, and insightful writing of our students. Well done to the 10s for researching and sharing these experiences.

We are very proud of you! 

 

The year 10 precal class chooses their units of work based on real life expectations of literate adults. In our ‘Job Hunting’ unit- the students researched job vacancies then completed cover letters and resumes. They needed to emphasise their own skills and qualities that an employer would value. The students then requested a ‘Learner’s Permit’ unit. We studied the steps and processes required to get your Learner’s and split up the ‘Road to Solo’ booklet. Each student created a presentation on their section to share with the class. Great job year 10’s. 

 

Year 11

Year 11 English students have displayed the school values in an inspiring effort this term, completing two SACs remotely and achieving amazing attendance results. Students studied two texts  – a play, ‘The Crucible’, which they read as combined classes and mostly read remotely, and the film ‘The Dressmaker’. They then, in preparation for Year 12, wrote their comparative SAC essays for these texts remotely. Following this students completed their next SAC, a persuasive essay, with a variety of topics chosen to write on, research carried out, and some very strong, persuasive arguments put forward. Topics included:

  • The affect of lockdowns on mental health;
  • Celebrity conservatorships;
  • Raising the legal age of criminal responsibility;
  • Managing the present rat plague;
  • The Australian education system.

Well done to the 11s for their commitment, maturity and support of each other.

We are very proud of you.