The
HWB Program is a key feature of the Middle School for 2006.
It is
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linked to Units of Excellence, the Health
Physical Education Syllabus (HPE) and Integrated Studies (INS) |
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delivered by specialist teachers |
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taken for 2 x 70 minutes a week per class. |
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| The scope for the Years 1-10
health and physical education key learning areas embraces traditional
subjects of health, Human Relationships Education, life skills, outdoor education, personal
development, sport and home economics. Research shows that additional
support and guidance is required through the teaching of personal
development, human relationships and the role students play in developing
their own healthy, safe and lifelong learning experiences.
View the Year 9 program for 2006
here.
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Activ8 is a unique feature of the
school day. All students participate in 20 minutes of fitness activities
designed and shared by teams. |
Sport and
Extra-Curricular Activities are actively encouraged. Students are
supported through camps, sporting carnivals, competitions and recreational
sport activities. Visit individual Year Level Websites for information about
specific planned programs.
Year 9
Year 8
Year 7
Overseas trips encourage involvement and a love of learning. |
My Journey (MJ) is a program for
Years 7-8-9 students that moves into the Senior School linked to SETP.
This program allows for a 70-minute time slot where students
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develop
their own guided individual profiling |
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develop
self-awareness and understanding |
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plan future
pathways |
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learn about
and develop "habits of mind" leading to success |
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Japanese
Students in Years 7 and 8 participate in a
LOTE program with a specialist teacher of Japanese. Click on the links to
see term outlines of work to be taught.
Term 2 Outline
Year 7
Term 2
Outline Year 8
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Music
There is a very active instrumental music
program. Please
visit the music teacher's website for details.
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Supportive School Environment
Our school Code of Conduct emphasizes care,
courtesy, cooperation and common sense. Our Code underpins healthy,
productive relationships between all members of the school community.
The school uses educative processes to
repair damaged relationships, resolve conflict and encourage personal
accountability.
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The
Rethink Process focuses on teaching personal accountability for
behaviour and involves people learning to make personal plans and
commitments. |
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The
Restorative Process focuses on how a person's actions impact on the
welfare of others and how stakeholders can learn to address the causes
of harmful behaviour and explore ways of "making things right". |
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