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Homebush Public School


Agenda  Selective

High Schools  Opportunity Classes  Composite or Multi-Age Classes  NAPLAN  UNSW Competitions  Bullying  Student Independence & Personal Growth Vs Parenting


Selective High Schools 

    

17 fully Selective High Schools, 25 partially Selective High Schools, 4 Agricultural High Schools & one Virtual Selective High School 4,164 students about 5% of total cohort In 2012 about 56% of successful applicants were LBOTE 2013 – 4,164 places and 13572 applications Scores are obtained from school marks and test marks High School Selection is important


Opportunity Classes     

74 schools with opportunity classes in NSW Approximately 74 X 30 places (2220) available per year Approximately 2% of Year 5 students are successful in applying Parents are allowed to choose only two OC schools on the application form – give it a lot of thought …… The selection committee does not consider distances, travelling times and transport arrangements from the student's home to the school with an opportunity class The entry score required for each school varies from year to year depending upon the demand for the school and the scores achieved by those students who have listed the school as a choice.


Criteria for Entry  Students

qualify for entry in academic competition with other students  Academic merit is determined mainly by the combination of school marks and test marks  Test marks tend to measure ability  School marks tend to measure school performance


                    

Selective High School Minimum entry at 16/04/2013 Alexandria Park Community School 181 Armidale High School 162 Auburn Girls High School 160 Baulkham Hills High School 231 (2) Blacktown Boys High School 177 Blacktown Girls High School 172 Bonnyrigg High School 171 Caringbah High School 195 Chatswood High School 198 Duval High School 162 Elizabeth Macarthur High School 161 Farrer Memorial Agricultural High School (Day) 140 Fort Street High School 214 Girraween High School 212 Gorokan High School 165 Gosford High School 181 Grafton High School 162 Hornsby Girls High School 215 Hurlstone Agricultural High School (Day) 203 James Ruse Agricultural High School 245 (1)


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Karabar High School 161 Kooringal High School 160 Macquarie Fields High School 174 Merewether High School 183 Moorebank High School 173 Normanhurst Boys High School 213 North Sydney Boys High School 213 North Sydney Girls High School 215 Northern Beaches Secondary College (Manly Campus) 207 Parramatta High School 191 Peel High School 161 Penrith High School 197


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Prairiewood High School 174 Rose Bay Secondary College 169 Ryde Secondary College 194 Sefton High School 195 Smiths Hill High School 182 St George Girls High School 204 Sydney Boys High School 216 Sydney Girls High School 213 Sydney Secondary College (Balmain Campus) 179 Sydney Secondary College (Leichhardt Campus) 181 Sydney Technical High School 196 Tempe High School 191 Virtual selective class - Xsel 166


Illness and Misadventure & Appeals ď‚› Incidents

must have happened prior to, or during the test ď‚› Submissions must be made as soon as possible and must include documentation regardless of the sensitivity ď‚› Appeals against the outcome must be based on solid criteria


Composite/Multi-Age Classes  Also

called Stage-Based Classes as our curriculums have been written in stages (two years of schooling)for over 15 years  A fact of life in all primary schools and research shows that these classes have no effect on children’s learning  2 main reasons  

1. Administrative 2. Educational

 When

forming we look at ability, social ties, gender, prior classes, prior teachers, individual needs.


NAPLAN  Performance

in NAPLAN varies from year to year and with different cohorts  The school performed very well this year  Year 3 – above DEC average in Reading, below state average in writing, way above state average in maths.  Year 5 – well above state average in all areas.


What NAPLAN does not measure …….               

Teacher quality School atmosphere Creativity Student potential Physical capability or growth in skills Full capabilities of LBOTE students Social Development Intrapersonal development Artistic ability Development of Resilience Conflict negotiating skills Ability to collaborate Persistence Research abilities Public Confidence


Marie Bashir Public School  500

metres away  Opens 2014  Ex – Adventist school  Expected to open with three classes  Principal and staff yet to be appointed


UNSW Competitions    

They are good practice for sitting public examinations The do not reflect our curriculum as NAPLAN will. They cost money. They take up school time and we do not find results useful as assessment or as a diagnostic tool (not all students sit for them) The sample of participating students is skewed.


Bullying ď‚›

ď‚›

Bullying is repeated verbal, physical, social or psychological behaviour that is harmful and involves the misuse of power by an individual or group towards one or more persons. Cyberbullying refers to bullying through information and communication technologies. Bullying can involve humiliation, domination, intimidation, victimisation and all forms of harassment including that based on sex, race, disability, homosexuality or transgender. Bullying of any form or for any reason can have long-term effects on those involved including bystanders.


Bullying  Conflict

or fights between equals and single incidents are not bullying.  Bullying behaviour is not:   

children not getting along well a situation of mutual conflict single episodes of nastiness or random acts of aggression or intimidation


Bullying  In

every relationship someone is more dominant than the other  When this dominance becomes very unbalanced, problems can occur – it is not necessarily bullying  Work needs to be done by parents and teachers with the children on assertiveness, resilience, empathy etc


Independence and Parenting 

  

Role of a parent is to protect, nurture and educate the child while steadily pushing them toward independence The balance must be right Too little protection and care equates to neglect Too much protection and care results in children who have little resilience, little experience in dealing with hardship or conflict and often have high expectations of entitlement and praise



Parents november 2013