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Junior Secondary Philosophy

18/09/2014

​Below is the Junior Secondary philosophy (PDF, 312kb) for Tagai State College:

 
 
TAGAI STATE COLLEGE
Junior Secondary Philosophy
At Tagai State College we recognise that Junior Secondary is a critical stage of education in successfully navigating students between Primary and Senior Secondary.  
This period of adolescence is a distinct and unique stage of development. Quality teaching and learning;  engaging connected curriculum; social, emotional and physical wellbeing; strong positive and respectful relationships and engagement with traditional language and culture is fundamental to every student achieving their learning potential and meeting Tagai’s Service Guarantee.
 
Distinct Identity
Years 7 – 9 are recognised as an important developmental phase for adolescents.  We aim to support students to develop a group identity within the campus and ensure they feel connected, safe and confident in this environment.
 
 
 
 
·         A Junior Secondary Leadership team who will lead this educational reform
·         Junior Secondary uniform that clearly distinguishes students from senior students
·         Refurbished home rooms for Year 7 students
·         Designated eating and recreational area for lunch breaks
·         Core teacher for English, Maths, Science, SOSE and Pastoral Care for Year 7’s
·         Orientation Program each year
·         Induction Programs each year
·         Year 7 camp supporting the development of students’ leadership, cultural identity and positive peer relationships
·         JET (Junior Education Training)  Plans are developed to support students to set academic and personal goals; identify strengths and weaknesses and possible career pathways
 
 
Quality Teaching and Learning
Quality teaching is the most powerful effect on student achievement and improved outcomes.  We aim to develop teachers to use highly effective teaching practices relevant to adolescent learning.
 
 
·         Explicit Instruction is our signature pedagogy
·         English, Literacy and Numeracy are key priorities
·         Language and Culture is a core subject for Year 7 and Year 8
·         Introduction to specialised subject areas (Science laboratories; workshops, kitchens, computer labs and creative art spaces)
·         Collaborative professional learning for teachers accessing experts in adolescent areas of development
·         Curriculum inclusiveness – designed to meet the specific needs of diverse learners based on school and systemic data
·         Integrated curriculum, assessment and reporting
·         A teaching culture that focuses on teaching students not subjects
·         Using technologies and digital resources to connect, collaborate and create
 
 
 
 
Student  wellbeing
Student wellbeing is critical to continued improved student achievement.  We aim to support students with proactive programs and access to support specialists to optimise wellbeing and engagement.
 
 
·         Embedded transition and orientation systems
·         Pastoral care program that focuses on interpersonal skills, goal setting, self-awareness and healthy lifestyles
·         Peer mentoring program – older students supporting as mentors/buddies
·         Men’s and Women’s program – Elders and designated family members supporting students about protocols and expected behaviours
·         Wrap around support for students – Families, Elders and an experience Student Support team comprised of  Head of Department;  Guidance
Officer, Social Worker, CEC, School-based Youth Health Nurse, School Chaplain and Behaviour Support
·         College-wide behaviour expectations – Proud Learners who are RESPECTFUL, RESPONSIBLE and SAFE
·         Anti-bullying and Cyberbullying programs
·         Student referral processes that support students at risk
·         Positive reward systems
·         Online ACER social and emotional wellbeing testing for Year 7 and Year 9
 
Parent and Community Involvement
Families play an integral part in supporting children’s learning. We aim to empower our parents and community to have meaningful input and engage with their student’s learning and development.
 
 
 
 
·         Family Empowerment Strategy
·         School Council
·         Parents & Citizen’s Association
·         TSIREC
·         Industry and Business partnerships
·         Regular communication via Torres News, Campus Newsletters, Website, Facebook, SMS, Web conferencing
 
 
 
Leadership
Leadership is about changing behaviours that are required in the learning place that will lead to improved outcomes.  We aim to provide leadership opportunities for both student, teachers and parents.
 
 
·         Embedded Junior Secondary staff leadership team that is supported with development and training
·         Teacher leadership through collaboration on curriculum and pedagogy
·         Student leadership opportunities: 
o    Junior Secondary School Captain and Sport Captains
o    Year level representatives on Student Council
o    Cultural Ambassadors
o    Mentor Programs for Athe Walter Nona Scholarship students
o    Peer Mentoring programs
 
 
 
Local Decision-making
Parents and communities can influence the effectiveness of schools and their strategic direction. We aim to develop policies and processes in response to the needs and aspirations of our community through continued consultation and reflection.
 
·         Ongoing consultation with a range of parent and community bodies:
o    Parent and Citizen Associations across all campuses
o    Student Council
o    LCC
o    TSIREC
o    TSRC
o    TSC
o    Elder groups
o    Boarding Colleges
o    Industry and Business networks
 
 
Acknowledgements:
Queensland Department of Education and Training
Junior Secondary – theory and practice
Prepared by:  ACER
April 2012