Newsletter Issue 7 Term II 2017

NEWSLETTER Issue 7 Term II 2017 Junior School enjoying Japanese Sports Day

An International Baccalaureate World School

Academic • Christian • Caring

HEADMASTER

Mr Stephen Kinsella Headmaster At this time each year I conduct interviews with Year 11 students and discuss their progress. This year is different to past years because our students are studying in two separate courses: the HSC Preliminary Year and, for the first time, the first year of the 2-year IB Diploma Programme (DP) course.

Assessment for the HSC covers Year 12 only while the assessment period for the DP covers both Year 11 and 12. Some HSC students mistakenly believe that they can make a slower start in Year 11 than their DP colleagues, intending to make a big effort in Year 12 “when it really counts”. My advice to HSC students is that this is a foolish mistake.

Contrary to the belief of some students, the HSC and the DP courses require an equal commitment to hard work right from the beginning of Year 11. Both courses are of equal difficulty and require consistent effort for the two years if the highest grades possible for each student are to be achieved. The HSC Preliminary Year is foundational to the HSC and success at the end of Year 12 is unlikely if maximum effort is not given in Year 11.

While the cohorts are different each year there are some consistent patterns that can be observed over time.

My interviews commence with a simple question - “How do you feel about your Year 11 Half-yearly Report?”

The responses so far this year are typical of other years and fall into three categories: 1. Things are going well: • •

“I am happy with my report.”

“I thought I did pretty well for me.”

Most of our students fall into this category and usually can point to well-established study routines that develop in the Junior School years and become refined as they approach Year 11.

It is imperative that students establish regular routines of study in the younger years of schooling so that when the significant challenges of the HSC and DP arrive these routines form a solid platform from which to achieve success.

2. Things could be better: •

“I was happy with it - there are definitely things to work on.”

•

“I wasn’t totally happy with it – I could have tried harder. There was a big step from 10 to 11.”

•

“Not too impressed – what I expected.”

Settling into the routines of Year 11 with new subjects, new teachers and new approaches to learning and assessment means, for some students, an adjustment is needed in their approach to study. This is not a bad thing and usually means learning to study in different, more productive ways. I advise students to consult with their teachers on how to approach learning in each subject and to take advantage of specialist help available at the school. Students from all years have access to Homework Help at the following times: English

Tuesday and Wednesday from 3.30pm to 5.00pm in the Library

Maths

Tuesday from 1.05pm to 1.30pm in HG3 Wednesday from 3.30pm to 5.00pm in the Library

Science

Wednesday from 3.30pm to 5.00pm in the Library

HSIE

Tuesday and Wednesday from 3.30pm to 4.30pm in the Library (Weeks 6 to 9)

TAS

Thursday from 3.30pm to 5.00pm in the TAS Rooms

Japanese

Tuesday from 3.30pm to 4.30pm in the Library

French and Senior Spanish

Thursday from 3.30pm to 4.30pm in the Library

3. Don’t ask • • •

“Wasn’t very good – I was a bit upset about it.”

“Not great – a big slap in the face. The work load was a shock.”

“Definitely not up to scratch – I have since woken up.”

Sometimes it takes the actual experience of Year 11 for students to realise that the step from Year 10 to 11 is a big one and that the 3 terms of Year 11 are gone in a flash. As a bench mark, my advice to students is that by the time they reach Year 12 they need to establish effective study routines that include at least 15 hours of homework/study per week, whether they have work due or not.

Some students achieve this by establishing a regimented study time table. My advice is always to schedule desirable non-school activities first to ensure that the things that they love doing and that keeps them healthy physically and mentally are not discarded. When a student does not maintain balance in their life their ability to study and succeed academically is diminished.

However, the exercise of then identifying time slots in the study timetable to achieve the minimum target of 15 hours per week often proves instructive. In some cases students come to realise it is not possible to do the necessary study in Year 11 and play 3 sports, learn a musical instrument, maintain a part-time job, engage in social media and attend the local gymnasium. If there is to be success at the end of Year 12 then something other than study has to go.

Then of course there is the issue of actually doing the study that is planned. Students refer to the distraction of social media and sporting commitments in particular.

There are also a number of students that do not have the appropriate study facilities - it is essential that each student has a quiet place, free from distractions that allows them to study productively. I recommend that students establishing an effective study routine and keep a tally of the hours they actually spend studying to ensure that their goals are met. (Day-dreaming, interacting on social media and computer games do not qualify as study just because the student is sitting at a desk).

While the step from Year 10 to 11 is significant, there are similar challenges across K to 12. What is essential is that each student develops a regular and productive study routine that is appropriate for their age. The change from the minimal amount of ‘homework’ that Kindergarten students receive through to the onerous requirements for success in Year 12 is incremental. Students cope well when they increase their study time by a small amount each year. It is those that “wait until Year 12” to “start working” that find out the hard way that this is not a successful strategy.

Students wanting assistance with organising their study routines and approaches should talk to their Teacher in the Junior School and their Teachers, Mentor or Dean in the Senior School.

GIFTED AND TALENTED MIND QUEST On Saturday 29 and Sunday 30 July 2017 the 84th NSW Talent Enrichment Weekend MindQuest will be held for Primary students in Year 1 to Year 6. The two day program is suited for gifted and talented students, gifted underachievers and students above average ability with a special interest. There are over 37 exciting, fast paced courses to choose from including chemistry, earth sciences, drama, lego robotics, art and much more.

Spots are limited and expected to fill before the closing date of 30 June 2017. Application forms are available in the Junior School Office if you are interested for your child.

CHAPLAIN

Rev. James Rogers Chaplain Inclusion and Differentiation In Senior School Chapel over the past two weeks, our Year 12 Chapel Prefects have been sharing their own personal testimonies of how God has been at work in their lives. All our students testified to a supportive and positive family background.

They were each nurtured to varying degrees by their families as children in the Christian faith. This oriented them toward embracing the faith. But it was how they made the faith their own that their paths diverged. For some, significant moments in Church life, such as confirmation and communion were instrumental in enabling them to embrace the faith for themselves. For others, significant life experiences such as hearing a Bible passage explained with personal application or the positive influence and example of others was how they were moved to identify themselves as believers in Jesus. Each became Christians the same way – by accepting and resting in what Jesus had done for them, but how God led them to this point was very different. It was inspiring to hear these testimonies and to observe how engaged the other students were to hear their peers talk about their spiritual development. I was also impressed with the courage and conviction of our Chapel Prefects to tell their stories.

In the Bible, it says that God wants all people to be saved and come to a knowledge of the truth (1 Timothy 2.4). His love is inclusive; it is not restrictive in any sense. The Bible also tells us how we are to be saved and come to a knowledge of the truth: it is by entrusting ourselves to Jesus, the Way the Truth and the Life (John 14.6). But how God brings us to this point of faith in Jesus is very different for each of us (differentiation). That is because we are all so different. Our experiences are not the same; our temperaments are not the same; the potential roadblocks to accepting God’s offer of life though Jesus are not the same. When bringing us before the one way of salvation through Jesus God still treats us as individuals who are fully known by him and deeply precious to him. He tailors the message of Jesus to us individually.

This year, staff at TIGS are focusing on differentiation and inclusion as key components of our professional development. Working from the conviction that all have a right to the very best education they can receive (inclusion), we are exploring how to ensure individual differences do not prevent us for delivering the best education for each student (differentiation). Often this will mean an individual approach for each person to ensure they are continually making progress in their learning.

We have in God’s way of working in the world, a mandate for our professional focus as educators of inclusion and differentiation. All are deserving of the best education possible; but how we deliver that for each student will be very different. I hope this is your experience of TIGS for your child. I know this is what we are aiming for.

I was reminded about this when I listened to our Chapel Prefects tell how God was at work in their own lives. He was speaking about inclusion in the community of his people through faith in Jesus.

So, in that sense the goal is the same for each.

Indeed, this is God’s desire for all people.

This was so apparent in the lives of our Chapel Prefects. It is also very apparent in my own life. We also see the same in the lives of believers recorded in the Bible. The way the Apostle Paul came to put his trust in Jesus was very different to the way the Apostle John did. Again these were very different to the way doubting Thomas came to believe.

TIGS FOUNDATION End of Financial Year Appeal Building Our Future – From Strength to Strength This time of year can be about so much more than numbers...

An investment in the Foundation is an investment in the development and progress of your children, now and in the future.

It is the goal of Foundation to reach out to families and give them an opportunity to partner with us in the School’s imminent and future projects. Through the Foundation you can make a difference for your children and for future children who will attend TIGS. During past years supporters of the Foundation have assisted in achieving many milestones and contributed to the School by providing funds towards building projects such as the IGC, purchasing of land adjacent to the School, funding for the Reverend Richard Bosanquet Scholarship, art and academics prizes and the Innovative Technologies Appeal for the Library.

With the end of the financial year fast approaching the Foundation would very much appreciate your consideration to donate. Your donation is fully tax deductible and a receipt will be processed during July 2017.

DONATE HERE by 30 June 2017.

For enquiries, please feel free to contact the Foundation Office directly on 4220 0264.

STUDENT SUCCESS TIGS Would like to congratulate Elizabeth Martin, who was presented with her Gold Duke of Edinburgh by the Governor of NSW his Excellency, David Hurley. Elizabeth was presented at St Stephens Uniting Church in Sydney followed by an afternoon tea at Governor house. Achieving a Gold award is an outstanding achievement and requires many hours of commitment over 12 months to a skill, community service and physical recreation. Elizabeth completed her adventurous journeys in Nepal and was part of the 2016 group that visited Nganambala for her residential project. Congratulations Elizabeth, you should be very proud of your efforts.

P&F MEETING Are you curious about how our school operates?

Would you like to share your thoughts and ideas with other parents?

Do you feel you have a little or a lot to contribute and you can make a difference?

If you answered yes to any of these questions, or you would just like to observe and absorb, please join us at the P&F Meeting: When: Wednesday 28 June Where: The Goodhew Research Centre (Library) Time: 6.00pm The meeting will be a fantastic opportunity to discuss any challenges, provide feedback on what is working well and learn about our school’s plans for the immediate future and beyond. We plan to have measurable outcomes resulting from the gathering to ensure your time and energy is invested wisely.

It is also a great opportunity to have conversations with other parents experiencing similar child raising challenges.

It can be a huge relief to receive the insight “it’s not just me then”.

We warmly welcome you to attend and look forward to meeting you.

JUNIOR SCHOOL

Mrs Judi Nealy Deputy Headmaster, Head of Junior School Japanese Sports Day

It was a fabulous crisp Thursday morning for our Stage 3 students to demonstrate their Japanese learning through a sports exhibition. Our students hosted the event explaining the various activities and following instructions to perform various maneuvers and games. My personal favourites are the balancing activities and the marching routines. Thank you to Mrs Marshall for her enthusiasm and hard work in organising these types of events for language learning at our School. The children certainly find their language learning fun, active and engaging.

Honesty

Of all the intellectual virtues, honesty is perhaps the most practical and the most admired. Unfortunately it is also probably the least practiced.” (Dow. P. 2013 Virtuous Minds, pg 62.)

Intellectual honesty is not about the process of gaining knowledge, but about how we choose to present or use the knowledge we already have. “....the aim of intellectually honest people is to communicate what they know with integrity.

Because their main objective is to help others get at the truth, they are consistently careful not to use information taken out of context, to distort the truth by describing it with loaded language or to otherwise mislead through the manipulation of statistics or any type of supporting evidence” (Dow. P. 2013 Virtuous Minds, pg 61.)

If we take a few minutes to read the newspapers or listen to the news, it becomes very obvious that intellectual honesty is not very common in our world.

In fact, we might even be tempted to come to the conclusion that dishonesty is actually more effective!

So how as educators, parents and learners do we move against the flow of contemporary society and should we even try?

As a Christian school delivering the IB it is obvious that we should continue to value, practice, and teach intellectual honesty. The Learner profile attributes and attitudes support us in doing this as the following attributes and attitudes allow us as individuals to be intellectually honest:

Integrity

Being honest and demonstrating a considered sense of fairness.

Commitment

Being committed to their own learning, persevering and showing self-discipline and responsibility.

Principled

Acting with integrity and honesty, with a strong sense of fairness, justice and respect for the dignity of the individual, groups and communities.

Risk-Takers

Approaching unfamiliar situations and uncertainty with courage and forethought, and having the independence of spirit to explore new roles, ideas and strategies.

They are brave and articulate in defending their beliefs.

At home, you can support your children in developing intellectual honesty by encouraging them to: Not exaggerate, give valid reasons for their thinking, question the position of media and others in the spotlight, look for evidence, always cite where their information is obtained, look deeply into complex issues and concepts and discussing all of these approaches together as a family. I’m sure that your dinner table conversations will be a delight as you practice developing this intellectual virtue.

JUNIOR SCHOOL AWARDS MERIT CERTIFICATES Academic

Raphaela Abreu Ava Bentley Leo Lozenkovski Myer Matyana Darby Parrish Archer Ryan

Jessica Britton Class: 1R

Service

Darby Parrish

Assembly 1R will be hosting next week’s Assembly in Rees Hall from 12.10pm.

Who are your friends and what do you like to play? Eva, Eve, Angelique, Sophie. We like to play Fire Girls.

What do you like to do best in the classroom? Read Books.

What are you really good at? Writing.

KM

WEEKLY AWARDS

What do you need to work hard at?

Maths.

How you improve? Try harder.

Frederick Ryan, Raphaela Abreu

KP

Bailey Kiang, Reeva Kothari

1R

Leo Kalsi, Kalika Bugg

1S

Leo Lozenkovski, Eva Still, Ava Bentley

1Y

Floyd Stephenson, Surabhi Parab

2M

Matilda Pead

3C

Grace Russo, Max Clark, Parrie Mizori

3D

Alexander Mangan, Subodh Parab

4G

Archer Ryan

4R

Cate Giason, Ting-Ting Cook

5A

Christian Vujic, Kai Baker

5M

Daniel Radojicic, Ashika Bahl, Alexander Attorre

6H

Ashley Armstrong, Jamilla Perri, Lin Yu Ma

6Y

Jessy Harman, Madeleine McNeill

What do you want to be when you grow up? News reporter.

Awards listed in the Newsletter will be presented at Assembly/Chapel the following Thursday at 12.10pm

SENIOR SCHOOL

Mr Greg Lanyon Head of Senior School I am reporting this week on three co-curricular areas where TIGS students have had significant success.

1. Community Problem Solving (CmPS) at the international competition in the USA We have just received information from this event that Samuel Aubin (Year 10), has been named Grand Champion for his project ‘Sharkmate’. Samuel was the overall winner, against both individuals and teams, in an international field.

Samuel investigated Australian attempts to better inform ocean users about fears related to shark attacks. Given an apparent increase in the number of recent attacks on Australian shores, the Australian government has attempted to address the fear of sharks by employing untargeted methods (such as netting and baited drum lines). Samuel has discovered this has impacted on the marine ecosystem, as well as being relatively ineffective and expensive. He also investigated some misconceptions about shark attacks and provided a balanced perspective for Australian youth, suggesting more effective solutions to live harmoniously with these wondrous marine animals.

In developing alternative solutions to this community problem, Samuel learnt to code and designed the Sharkmate app, which collates recent shark sightings with tidal and bait fish information, to gauge the relative safety of beaches. He had support from the University of Wollongong and has met with the Minister for the Environment to seek government funding for this initiative.

Congratulations Samuel on this outstanding result.

2.

HICES Interschool Debating

Six school teams travelled to Broughton Anglican College this week to compete in the HICES debating competition and achieved three wins.

In a very close TIGS vs TIGS debate, Alexandra Wall, Nicholas Chiaverini, Aditya Sinha and Enuri Gamage beat Annabel Hickling-Smith (her first debate as speaker), Lucy Koder, Daniel Michelmore and Nicholas Seal.

Both Opens Teams won their debates. Noah Koder, Zara Winter and Jana Massingham in Year 11 and our Year 12 team of James Cooper, Robert Martin, Himali Wijesinghe and Benjamin Woodard.

Having won three out of four debates, both Open teams and the Middle team of Annabel Hickling-Smith, Lucy Koder, Daniel Michelmore and Nicholas Seal, now progress to the next round.

3.

Ilford Australian Schools competition, Round 1:

photography

Five of our TIGS students received merit awards in this competition. In the Year 7 to Year 8 category, Zoe Turner received an award for her print ‘true reflection’ and Ella Vartazarian for her print ‘waves’.

In the Year 9 to Year 10 category, merit certificates were awarded to Joseph Druett for the prints ‘Hobart’ and ‘McCauley’s’ and Jye Tory for the print ‘starry’.

In the Year 11 to Year 12 category, Ellen Manson received a certificate for her print ‘hidden’.

Congratulations to all these students for their outstanding efforts representing the school in these regional, national and international events.

LA

K E E ST W

K O O B O T

UPCOMING EVENTS

Monday

19

Year 10 Parent Teacher Interviews The Goodhew Research Centre (Library) 4.00pm to 7.30pm

Tuesday

2018 Year 11 HSC Information Evening The Goodhew Research Centre (Library) 5.30pm to 7.00pm

Jun

20 Jun

22 24 -

Jun

Monday

26 Jun

Wednesday

28 Jun

Thursday

29

Find us on Facebook

Jun

School Production - Mary Poppins The Illawarra Grammar Centre 7.00pm (Thurs, Fri, Sat) 2.00pm (Sat) Year 11 and Year 12 Vaccinations 2018 Year 11 DP Information Evening The Goodhew Research Centre (Library) 5.30pm to 7.00pm

TIGS Dance Evening 6.30pm in Begbie

Junior School (Year 3 to Year 6) Athletics Carnival Beaton Park Athletics Track Year 9 Parent Teacher Interviews The Goodhew Research Centre (Library) 4.00pm to 7.30pm