Your School Diary - General 2014 by Openbook Howden Print & Design

2014 Student Diary

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Your School 2 School Street, College Park SA 5678 enquiries@school.com.au | www.school.com.au School Telephone Numbers: Front Office: 8123 4567 Development: 8123 4567 YO

Administration: 8123 4567 Boarding House: 8123 4567

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Name

Class / Tutor Group

House

Class Teacher / House Tutor

important Contacts

Mrs Yourschool Principal

Principal’s Assistant

Mrs Yourschool Assistant

Vice Principal

Ms Yourschool Vice

Director of Studies

Mrs Yourschool Director

Head of Junior School

Mr Yourschool Junior

Head of Middle School

Mr Yourschool Middle

Head of Senior School

Mrs Yourschool Senior

Boarding House Manager

Mrs Yourschool Boarding

Chaplain

Rev’d Yourschool Chaplain

Director of Development

Mrs Yourschool Development

Business Director

Ms Yourschool Business

Director of Admissions

Ms Yourschool Admissions

Administration Secretary

Mrs Yourschool Secretary

Careers and Student Counsellor

Ms Yourschool Careers

Junior School Reception/Office

Ms Yourschool Reception

Front Office/Reception

Ms Yourschool Office

First Aid Room

Mrs Yourschool Firstaid

tERM dates 2014

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Principal

Term 1 Tuesday 28 January

Friday 11 April

11 Weeks

Term 2 Monday 28 April

Friday 4 July

10 Weeks

Term 3 Monday 21 July

Friday 26 September 10 Weeks

Term 4 Monday 13 October

Friday 12 December

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To notify the school of absences, please contact the Junior School Office or the Front Office. For academic concerns please contact the subject teacher via Reception. For pastoral concerns, please speak to the Class Teachers/House Tutor.

9 Weeks

school/college policies PHILOSOPHY Homework has an important place in an individual student’s education. Its role varies for different individuals, depending on the year level and the characteristics of each child. Homework allows students to use longer periods of time and more private reflective thinking than is possible in a group situation. Homework should have a purpose clear to the student and the teacher. It should also leave time for other activities that are also of value, such as reading, music practice, sport, special interests and family activities. Below Year 11, there will be a homework timetable to help students organise their time.

TIMING OF HOMEWORK Years R - 2 Years 3 & 4

Encouragement to read to parents, and shared reading with another person

A maximum of 20 minutes per night (plus reading time)

Years 5 & 6

A maximum of 30 minutes per night (plus reading time)

Year 7

5 minutes each (4 subjects)

Year 8

20 minutes each (4 subjects)

Year 9

25 minutes each (4 subjects)

Year 10

30 minutes each (4 subjects)

Year 11

Approx 2.5 hours per subject per week

Year 12

Approx 3 hours per subject per week

Reading is central – and will often go beyond the time allocated. Homework will generally not be set, as a new task, on Friday nights. In the Middle School any homework that is done at weekends should be revision, study or larger assignments. In the Senior School it is up to each student to allocate her time throughout the weekdays and weekend. Similarly, holiday homework is not set in the Middle School. Students will usually have at least a week’s notice of a major test or assignment, so that each student can plan her time for preparation within the overall pattern of other demands on her time.

STUDENTS’ APPROACHES TO HOMEWORK Self-organisation is central to homework. Homework in the junior years should help a student to develop self-organisation. In the senior years, self-organisation is essential for a student to manage homework effectively. One of the main values of homework is to help a student develop skills as an independent learner. To aid this, the use of the diary is essential to record homework tasks, due dates, special events, and other personal activities which will influence homework schedules and timing. Diaries are personal documents and will be used flexibly by different students, but their prime purpose is to record school activities and work.

PARENTS AND HOMEWORK Parents’ expectations about homework vary. In general, the school expects that parents will provide an appropriate work environment for the student as their contribution to homework. It is the responsibility of the student and the teacher to check that homework is completed satisfactorily. Parents are encouraged to comment on and correspond with the teacher regarding any problems that a student might have had in completing a task.

PURPOSE OF HOMEWORK 1. To allow time for individual thinking, writing, reading, reflection and application of learning. 2. To allow individual preparation for tests, presentations, creative tasks etc. 3. To allow time for consolidation of material for assignments, projects, essays etc. 4. To give practice at personal time management and independent learning. 5. To further develop skills which cannot be fully developed in the constraints of the school day.

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school/college policies All members of the school community have the right to enjoy a safe, ordered environment, free of bullying and harassment, where cooperation and positive interaction are encouraged, individuals are valued and property is respected. Thus the school promotes acknowledgement of individual rights and responsibilities, outlines expected behaviours and details fair processes to be used when these are not adhered to. Dealing with bullying and harassment are important components of behaviour management which are dealt with in our Bullying and Harassment Policy. Unlawful or criminal behaviour will be reported to the police.

RIGHTS Members of our school community have the right to: • feel safe and secure • be respected and valued as individuals

• maintain a consistent standard of discipline throughout the school • assist the students to develop negotiating skills and resolve conflicts as they arise • reinforce and model appropriate behaviour • respect the rights, dignity and worth of all members of the school community regardless of gender, cultural background and religion. Parents and guardians are expected to: • treat members of the school community fairly and respect and protect their dignity • reinforce and model appropriate behaviour • respect the rights, dignity and worth of all members of the school community regardless of gender, cultural background and religion • familiarise themselves with the school’s expectations concerning behaviour management • support staff in the implementation of the behaviour management and harassment policies

• learn in a positive environment

• assist children to develop the skills to interact in a socially responsible manner

• equity and justice

• assist children to overcome problems

• express opinions and feelings with due respect for others

• encourage children to participate in co-curricular activities.

• be free from any physical, verbal, sexual or psychological harassment

Students have the responsibility to:

• privacy and confidentiality (consistent with safety and legal responsibility)

• be fair and respect the rights, dignity and worth of all members of the community regardless of their gender, ability, cultural background or religion

• expect security of their personal property.

• work constructively

Staff have the responsibility to: • treat members of the school community fairly and respect and protect their dignity • develop positive attitudes through all curriculum areas and the Pastoral Care Program in particular • ensure that all students are aware of rights, expectations, responsibilities and consequences

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• behave in a safe manner • care for their own property.

RESPONSIBILITIES

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• feel free to seek and receive help and support

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school/college policies EXPECTED BEHAVIOURS Students are expected for example to: • encourage and value all class members and their contributions • be polite and courteous towards adults and other children • allow others the right to speak and be prepared to wait their turn • focus on their own work without interfering with others

PROCEDURES FOR DEALING WITH INAPPROPRIATE STUDENT BEHAVIOUR • General class and school matters will be dealt with at the time by the teacher, who may also refer the problem to the student’s Class Teacher/House Tutor. When staff intervention is required, students may be required to: • Discuss the behaviour • Negotiate a behaviour contract • Forgo privileges

• respect individual differences

• Apologise

• be punctual

• Practise the appropriate behaviour

• take responsibility for their own personal safety and the safety of others

• Replace, restore, tidy and clean

• wear their uniform with pride

• Spend lunch, recess or selected time in detention.

• follow school rules • behave in an appropriate way outside of school and remember that formal uniform requires formal behaviour • look after their own possessions • put rubbish in the bins • never interfere with the property of others • care for the school grounds and property • return school property on time and at the appropriate place • use appropriate language.

PROCEDURES FOR STUDENT BEHAVIOUR MANAGEMENT • Pastoral Care teachers will ensure that all students are informed of this policy • Subject teachers will use this policy to reinforce expected behaviours • Rights, responsibilities and expected behaviours will be printed in information books for both students and parents to see • All teachers and school employees will reinforce this policy appropriately

• Forgo access to misused facilities or property

More serious matters, or continued failure to meet school responsibilities, will be referred to the Head of the appropriate Sub-School, who will investigate and act in conjunction with the teacher(s) concerned. Parents may be contacted at this stage. • In the event of repeated offences or situations of major concern, the Principal will be involved and will investigate fairly. Parents will be contacted and may be asked to attend an interview at the school. Penalties that the Principal will consider for breaches of the requirements include: • The drawing up of a contract between the student (and parent) and the school • Detention of the student for an appropriate period relative to the breach concerned • Suspension of the student • Expulsion of the student. The Principal has overall responsibility for the welfare of the students and will be kept informed about serious behaviour management issues and will take an active role when necessary.

• Staff will follow the procedures below if there is inappropriate behaviour.

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school/college policies BULLYING AND HAR ASSMENT POLICY

Non-physical harassment

At School we aim to provide a stable and caring environment for all. We aim to create an atmosphere in which each member feels valued, secure, acknowledged and supported. We aim to promote attitudes of tolerance and of willingness to respect the differences, the rights and the views of others.

• name-calling or “putting others down”

The school will not tolerate victimisation, bullying or harassment of any kind which will interfere with this process of development. Harassment is defined as ongoing, unwanted behaviours against a person which are meant to hurt physically and/or emotionally. It is intimidating and threatening and can be done by an individual or group. Harassment can be verbal or written (including electronically produced) or involve physical actions. Some forms of harassment are unlawful. Unlawful or criminal behaviour will be reported to police. Involvement in harassment means being actively involved (direct personal involvement) or being present and taking no action when harassment against others is taking place. Examples of harassment are: Physical harassment • hitting, punching, jostling, pushing, spitting or sexual abuse • frightening others by threatening these actions against them

• making suggestive comments or other forms of sexual harassment • using abusive language towards others • making degrading comments about another’s culture, ethnicity, gender, religious or social background • ridiculing a person or making hurtful comments about his or her appearance • writing offensive notes or offensive drawings about others including SMS or email • spreading rumours about people or their families • belittling another person’s abilities and achievements • acting deliberately to socially isolate a person • intimidating or threatening behaviour Involvement in Harassment: Involvement in harassment either physical, verbal or emotional is prohibited. What can you do if you are being harassed? You can control what happens • DO NOT retaliate by using physical or verbal harassment. • DO NOT show fear. If you don’t show fear the bully is no longer rewarded and harassment may stop.

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• hiding, damaging or destroying the property of others

• using body language to intimidate and isolate

school/college policies You have to decide what steps to take.

COMPL AINTS POLICIES

STEP 1:

Ignore it. Show that it does not upset you. The harasser is then not rewarded and the harassment may stop. If it does not stop:

If you have a complaint against another student because you feel that you have been wrongly or unfairly treated you should:

STEP 2:

Confront the person harassing you. Tell her or him that the actions are unwanted. It might stop then. If harassment continues:

STEP 3:

STEP 4:

STEP 5:

Talk it over openly with trusted adults. They can help you decide what to do. If harassment continues: Report the matter directly to your Class Teacher/House Tutor and make a plan with him/her to deal with the problem. If the harassment still does not stop: Go with your Class Teacher/House Tutor or parents to the School Chaplain, the Counsellor, the Head of Junior, Middle or Senior School or if necessary the Principal.

Remember It is right for you to tell someone if you are, or someone else, is being harassed. Everyone has the right to be safe all the time. Outcomes • The School will not accept harassment. Milder incidents might be dealt with by the Class Teacher/House Tutors. Serious cases will lead to appropriate action being taken by Heads of School or the Principal. • The School will deal very seriously with those who retaliate against a person for reporting harassment.

1. Try to resolve the matter personally if you feel comfortable to do so. Do not use SMS or email to contact the other student. 2. If you still have concerns, discuss the matter with your Class Teacher/House Tutor who will take appropriate action to resolve the matter. If you would like to make a formal complaint against a teacher or other member of staff because you feel that you or another student have been wrongly or unfairly treated: 1. Discuss the matter with your Class Teacher/ House Tutor or a parent. 2. Parents are encouraged to discuss the matter with the Class Teacher/House Tutor if concerned. 3. Your Class Teacher/House Tutor will take appropriate action and inform you of the outcome.

I have read and understand the meanings of both the Bullying & Harassment and the Complaints policies.

(Student’s Signature)

(Parent’s Signature)

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school/college policies GENER AL

Spr ay Jackets

• All clothes are to be kept clean, pressed, mended at all times and marked clearly with full name.

The School spray jacket is an optional wet weather garment that can be worn to co-curricular sport in winter. This optional wet weather garment does not replace the School rugby top and cannot be worn instead of the rugby top. It is not to be worn over the formal winter or formal summer uniform. Junior School students may only wear this spray jacket to and from school on rainy days when they wear their sport uniform.

Hem lengths Dress and skirt lengths should be at least below the knee cap. To ensure students’ safety when climbing up or down stairs, maximum hem lengths on skirts and dresses (for average height Secondary School students) should be a maximum of 14cm below the knee. Junior School students (or students of small stature) must ensure that hem lengths are at least 25cm from the ground.

SHOES • School shoes must be brown leather lace up shoes. Only regulation shoes are accepted. See samples in School Shop. (Other styles with contrast stitching or chunky heels are not accepted.) • Shoes must be kept clean at all times.

SPECIAL GARMENTS Occasionally, special garments are organised for particular activities. These garments are purchased for that specific activity or event and do not form part of the School formal or sport uniform. They can only be worn for the particular event or activity for which they were purchased.

School Body Hugger sport garments School body hugger tops and pants can be worn as warm up/training wear for several co-curricular sports. They are optional items and do not form part of the general HPE sport uniform. Body Huggers MUST be covered by the school track pants and rugby top if travelling outside of school.

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HAIR /HEADBANDS • Hair is to be neat and appropriately styled for school. • Shoulder length hair is to be tied back with navy ties and navy hair ribbons (Middle and Senior School), sky blue ribbons & hair ties, plain brown hair clips or navy snap clips (Junior School). • Hair should look natural in colour. No extreme colouring, tinting or streaking is allowed. Middle and Senior School students may also wear approved school headbands, with sport and formal uniform, only available from the School Shop. Other headbands are not permitted.

JEWELLERY • Jewellery is to be minimal. • No pendant (other than a cross) is permitted. • Plain sleepers or small studs (either silver or gold) may also be worn. No more than one earring in each ear, to be worn on the ear lobe. • No rings, brooches or bracelets are allowed, with the exception of Medic Alert bracelets and School badges.

• A school jumper must not be worn outside of school without a school blazer.

• Watches are encouraged and should be discrete in design and size.

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• Formal uniform is to be worn to and from school.

• No tongue or nose studs allowed.

MAKE UP/NAILS

• No make-up or coloured nail polish is to be worn.

• Nails are to be kept clean and only clear nail polish may be worn.

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school/college policies HATS

SCHOOL BAGS

Junior School:

• Only monogrammed school bags and sport bags are to be carried.

• School summer straw hat to be worn to and from school with summer uniform.

BADGES

• School ‘house coloured’ sun hat to be worn year round whilst outside in the school yard. • Girls without hats are restricted to the shaded verandah area. Secondary School:

The following badges are permissible for limited periods: • TOM – One current, official TOM badge may be worn during the term(s) in which practice and competition takes place.

Approved School Hat Styles

• Exchange visits – Exchange visit badges may be worn during the term in which the visit occurs or the term afterwards if the visit takes place in the holidays.

• School straw hat for wearing to and from school, excursions and in the school yard. • School ‘house coloured’ sun hat for sport or as an alternative yard hat. • School baseball cap for sport. Monogrammed “brand name” caps or any other caps are not acceptable. Sport caps can not be worn as yard hats.

EXCURSIONS

Formal

Official School Badges: School Crest, House badges, Boarder badges, Leadership positions, Excellence badges (Sport A team & Music).

Terms 1 & 4 It is compulsory for students to wear an approved school hat while in the school grounds, participating in sport, Health and Physical Education classes and on school excursions. It is recommended that school hats are worn all year round.

• Only official school badges are to be worn on the school uniform.

• Charity pins – Pins sold at school in support of official fundraising activities by students or staff may be worn for a 3 week duration. Only one badge relating to any activity is allowed at any one time.

Term 1 & 4: Students are expected to wear full summer uniform including straw hat.

Term 2 & 3:

Students are expected to wear full winter uniform.

Informal Students are expected to wear full sport uniform (including ‘house coloured’ hat). Sport skirts and baseball caps are not acceptable. All School uniform items are available from the School Shop.

SCHOOL SHOP OPEN HOURS (during school term)

Monday, Tuesday, Thursday

Wednesday

Friday

VIII

8.15 am – 4.00 pm 10.00 am – 4.00 pm 8.15 am – 2.00 pm

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school/college policies Junior School • School begins at 8.45am for Reception to Year 5. • After school care operates from 7.30-8.30am and 3.10-6.00pm. • Junior School Classrooms open at 8.30am. Students arriving before 8.15am need to attend Before School Care. Between 8.15am and 8.30am students may be dropped off in the Junior School grounds as there is a teacher on duty to supervise. • If a student is unable to attend school, parents are requested to ring the Junior School office before 8.50am. • Students must present a note in the diary from their parents to their class teacher to explain any absence or lateness.

• Year R-2 teachers supply stationery needs for students in their class. • Year 2-5 students should have the School pencil case. • Correction fluid is not to be used. • No student in Reception, Year 1 or Year 2 should have money at school. • Students in Year 3 to 5 should not have more than $1.00 spending money on Junior School Tuck days. • Students should not bring sweets to school; this includes cold and throat tablets. If it is necessary for your daughter to have a cold or throat tablet at school, please send a limited number and indicate this in your daughter’s diary or tell her teacher.

• Any student leaving school early must sign out at the Junior School office on departure.

• If there is a need for a mobile phone to be brought to school, it must be switched off and kept in the school bag until the end of the day. Permission should be sought from the head of Junior School.

• A note in the diary is required if students are to be excused from PE or fitness. The note should be renewed daily if the number of days is not specified.

• Please refer to the Junior School Parent Information Booklet for further details regarding Junior School Policies and Procedures.

• Permission for absence other than for medical reasons must be sought from the Principal in writing.

MIDDLE AND SENIOR SCHOOL

• Reception to Year 5 students not collected by 3.45pm go to After School Hours Care. • Students crossing School Street must do so at the crossing. Traffic monitors supervise the road crossing in the morning and the afternoon. • Students are not permitted to leave the school grounds during school time. • Students may not remain in a classroom at recess or lunchtime without special permission. • No student is to return to the classroom once dismissed unless permission is given. • Stationery may be purchased from the School Shop. Students fill in a requisition form which is signed by parents and handed to class teachers. yourschooldiary.com.au

• Students who arrive on the Senior Campus prior to 7.45am and are not supervised by a teacher, are required to go to the School Library. • The Senior Library is open from 7:45am for quiet, independent study until staff begin supervision of the grounds from 8.10am at which time girls are able to access lockers and catch up with friends until school begins. • Students are encouraged not to arrive at school before 8.15am when a staff member will be on duty.

• School concludes at 3.20pm for students in Reception to Year 5.

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• Late children need to check in at the Junior School Office on arrival at school.

• Punctuality is important. All students should be in class/tutor rooms for roll call at 8.30am. Punctual arrival at lessons is expected. • Any student who arrives late must sign in at the front office. Similarly, all students who need to leave early must present a note and sign out at the front office.

school/college policies • If a student is unwell she is to report to the Health Centre. The teacher in charge will contact parents if it is deemed advisable for the student to be sent home. Students must not make their own arrangements to go home early. • Students should not eat in classrooms except during inclement weather when a special bell will be rung. • At the end of the day all students must leave in formal school uniform unless going straight to school sport practice. • A high standard of behaviour is expected at all times, including after school. Students should at no time sit on the footpath while waiting to be collected. Students must wear their uniform correctly. They should not wear a jumper without a blazer, regardless of whether they are travelling by public or private transport or school bus. • The Senior Library is open until 6.00pm. Students working back after school should work in the Senior Library where it is safe.

LOCKERS AND LOCKS (YEAR 6-7) • Students will be allocated a locker at the start of the year. Year 6 and 7 students must provide their own padlock, combination or ‘keyed’ padlocks can be used. If using a ‘keyed’ lock a spare key must be labeled with the student’s name and handed to the class teacher. This may be borrowed if the student forgets her own locker key.

LOCKERS AND LOCKS (YEAR 8-12) • Students will be allocated a locker at the start of the year and will be responsible for the security of their personal belongings. The locker is the property of the school and must not be damaged, defaced or misused. The school reserves the right to be able to inspect any locker at any time. • A student is provided with a combination lock at the start of year 8. It is expected that this lock remains with them for the entire time they are at the school. Students are required to keep their lockers locked at all times. The school will not be liable for items that are stolen from lockers. Replacement locks are available from the School Shop. • Students are not permitted to access any other student’s locker. If students wish to change their locker they must seek permission from their Head of School. Students will not be permitted to access their lockers during lesson times; they need to organise the appropriate books and materials to cover all their lessons between breaks. • Should a student’s locker or lock not open, they should seek assistance from their Head of School.

• Students are responsible for the security of their personal belongings and are discouraged from bringing unnecessary items to school.

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school/college policies

The network is provided for students to conduct research and communicate with others. Access to network services is given to students who agree to act in a considerate and responsible manner. General school rules for behaviour and communications apply. Individual users of the computer network are responsible for their own behaviour and for any communications sent using the school’s network. It is expected that users will comply with school standards. To ensure that the network is being used appropriately, monitoring may occur from time to time and on a random basis. Students abusing their privileges may have their access to the network restricted. The School does not guarantee the privacy of the eMail or storage facilities. Network storage areas should be treated like school lockers. They need to be kept organised and occasionally cleaned. Network administrators may review files and communications to maintain system integrity and ensure that users are using the system responsibly. Users should not expect that files stored on servers are always private. Within reason, freedom of speech and access to information will be honoured. During school, teachers will guide students towards appropriate materials. The School advises parents to take a positive role in overseeing their daughter’s use of information technology at home.

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• Sending or displaying inappropriate messages or images • Using obscene or offensive language • Harassing, insulting or attacking others • Violating copyright laws • Sharing passwords with others • Using another’s password • Trespassing in another’s folders, work or files • Intentionally wasting limited resources including time and paper • Accessing facilities at inappropriate times e.g. using lesson times or study periods to access personal eMail or play electronic games. There is also a need to ensure that students do not inadvertently place themselves and others at risk. Consequently the following activities are not permitted: • Providing your contact details to unknown persons. This includes persons met via Internet mailing lists, surveys and chat rooms. Should the user feel this is necessary, within their curriculum needs, they should consult and get approval from the School. • Adopting any work practice that could cause congestion of the networks or otherwise interfere with the work of others. This includes sending chain letters, or broadcast messages to lists of individuals and storing exceptionally large files on the server. • Public chat facilities are not to be used on the school network during school time. • There are special communication facilities made available to borders.

INTERNET AND eMAIL RULES

UNACCEPTABLE USE OF INFORMATION TECHNOLOGY:

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Information technology is a highly valued resource and an integral part of student learning at school. The school offers all students access to the computer network. This allows access to electronic mail and Internet as well as the file servers for data storage, information centre catalogue and intranet.

• The school’s own eMail is the preferred solution. All school communication via email will go to the school email address.

term one planner 2014 January

February

March

Australia Day

Australia Day Holiday

Term 1 Commences

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New Yearâ&#x20AC;&#x2122;s Day

Swimming Carnival

Assembly

Art Exhibition

Cup Day

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term two planner 2014 April

May

June S

Term 1 Ends

Good Friday

Easter Monday

ANZAC Day

Term 2 Commences

F S

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Parent Interviews

Queenâ&#x20AC;&#x2122;s Birthday

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30 31

XIII

term three planner 2014 July

August

September

XIV

Term 2 Ends

Term 3 Commences

Term 3 Ends

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term four planner 2014 October

November

December

Christmas Day

Boxing Day

Term 4 Commences

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Term 4 Ends

Labour Day

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notes

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Study/life skills How to read a textbook

Let’s work together

“Reading is to the mind what exercise is to the body.” Joseph Addison

“Coming together is a beginning. Keeping together is progress. Working together is success.” Henry Ford

Lets face it, it can be hard to read a text book! Before long, your mind is drifting to what you’ll do on the weekend or what’s on the menu for lunch! SQRW is a four-step strategy that will help you to stay focused, think about what you’re reading and – most importantly – remember the key points.

Learning to work with other people is perhaps the most important skill that you can learn at school. You will use it every day at home and at work, no matter what career path you choose. Here are some tips for working in teams:

1. Survey the section to get an overview of what it’s about by first reading the title, the introduction, all of the subheadings and the summary at the end.

• Be patient with others and be flexible.

2. Having questions in mind as you read will give you a purpose for reading and help you to stay focused. You may already have questions from your teacher. If not, form questions yourself by changing each chapter subheading, key points from your class notes or summary points at the end of the chapter into a question. Use words like ‘who’, ‘what’, ‘when’, ‘where’, ‘why’ and ‘how’.

• Listen to what others have to say and try to understand their opinions.

3. Read the section with your questions in mind. 4. Write each question down and as you read, fill in the answers. Complete the questions for the first subheading before you survey, question, read and write for the next subheading, and so on.

• Identify and utilise the strengths and talents of each group member. • Divide the workload fairly among group members. Do your fair share and take turns. Communicate with everyone and don’t leave anyone out. Help others when they need it and accept help when you need it. Life tip: ‘Synergy’ is the principle that the whole is greater than the sum of the parts. Together, we can achieve more than all of us working on our own.

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ly Pe $1 + GS r D Te ia x ry tr

Clever tip: Make regular use of the index and glossary pages at the back of your textbooks. Use the index to locate information and the glossary to look up words that you don’t understand.

• Be prepared to compromise for the good of the team.

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Study/life skills Study groups

Best friends

“None of us is as smart as all of us.” Ken Blanchard

“The only way to have a friend is to be one.” Ralph Waldo Emerson

One of the best ways to reinforce your own understanding and memory of a concept is to teach it to others. Study groups are a great way to revise your work and prepare for assessment. They are also useful because:

You have already seen lots of different styles of friendship in your life, both good and bad. You’ve seen examples of true friends, who are there for each other no matter what. You’ve also seen “fair weather friends”, who are around when things are going well, but disappear when their mates are having troubles.

• Studying on your own can be boring, but it’s enjoyable to work with other group members. • If you don’t understand a concept, chances are someone else in the group will be able to explain it to you.

What sort of friends do you want? This is the sort of friend you should try to be. The Golden Rule says, “Do unto others as you would have them do unto you”. This means that you need to show others the same respect you want to be shown. This might include:

• If you missed something in your class notes, others can help you to fill in the gaps.

• listening and taking turns in conversation, rather than always wanting others to listen to you;

• You may pick up valuable new study habits from other group members.

• asking their opinions and preferences, and not just expecting them to follow yours;

• Auditory learners learn best by discussing concepts.

• being sensitive to others’ thoughts and feelings;

A study group is not simply an excuse to hang out with your mates and plan the weekends’ activities! Here are some guidelines for establishing an effective group:

• and being honest, loyal, polite and encouraging.

• It’s easier to ask questions in a group than in class.

• Three to six people is an ideal group size. • Choose people who are motivated to learn. If possible, include one person who understands the topic better than you and one who understands less. This way, you will have someone who can teach you and someone who you can teach.

Being popular is not the same as having real friends. Quality is more important than quantity when it comes to friendship! Life tip: Be the friend that you’ve always wanted to have.

• Discuss the goals and expectations of the group before you begin. • Assign one person the role of keeping the group on track, focusing the group if you get distracted and monitoring the time. • Allow some social time afterwards (not before!) to reward yourselves for a productive session. Clever tip: “If you would thoroughly know anything, teach it to others.” Tryon Edwards

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Study/life skills Learning in style

Healthy habits

“Tell me and I forget. Show me and I remember. Involve me and I understand.” Chinese proverb

“Health is worth more than learning.” Thomas Jefferson

There are three main learning styles that everyone uses at some time, but you will probably find that you learn best in one style. What style of learner are you?

Staying healthy is important for every aspect of your life – physical, mental, social, emotional and spiritual. You will be able to grow in each of these areas best if you practice the art of “self renewal.” Here are some ways in which you can do this:

If you are an auditory learner you learn best when you are listening to information. You learn well in classes that emphasise teacher lectures and class discussions. Listening to audio tapes, reading a book aloud or talking concepts through with other people are effective ways for you to learn. If you are a visual learner you learn best when you are looking at information. It may be in a written form or in pictures and diagrams. You learn well in classes where information is written on the board or presented in handouts, on an overhead projector or a PowerPoint. Creating pictures in your mind, drawing diagrams and taking detailed written notes are effective ways for you to learn. If you are a tactile/kinaesthetic learner you learn best when you are doing something with your hands or your body. You learn best when you can physically manipulate something to learn about it. Lab classes, activities in which there is an object to play with or a physical challenge to achieve are effective ways for you to learn. My preferred learning style is: ______________________ ________________________________________________

• Exercise regularly. Aim for one hour at least three times a week. Exercise benefits your mind as well as your body. It keeps you alert and it produces chemicals called endorphins which help decrease stress and anxiety and keep you happy. • Eat healthy. Eating a wide variety of healthy foods will help you to stay focused and to achieve your maximum potential. It is at the times that you’re under pressure that your body most needs nutrition. Drink plenty of water and limit your intake of high fat or high sugar junk foods. • Sleep long. Sleeping six to eight hours each night reduces your stress levels and increases your energy, concentration, alertness, memory, problem-solving and decision making skills, motivation and creativity. You can certainly achieve a lot with your eyes closed! • Maintain good ergonomics. You can work more productively by reducing strain on your muscles. Maintain good posture, take regular breaks and ensure that you have good lighting when you’re working. Life tip: Maintaining a healthy lifestyle will help you to have a positive academic year.

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Clever tip: Identify your learning style and go with it whenever you can. If you study in the way that emphasises your learning style, you will understand and remember more information.

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Study/life skills Setting goals

Managing projects

“You don’t have to be a fantastic hero to do certain things – to compete. You can be just an ordinary chap, sufficiently motivated to reach challenging goals.” Sir Edmund Hillary, The first climber to ever reach the summit of Mount Everest.

“Don’t agonise, organise.” Florynce R. Kennedy

A goal is something that you want to achieve. Setting goals is the first step to success and to achieving your very best. Clearly defining your aims will help you to be more motivated, to avoid distractions and to be more productive. Before you can achieve your goals, you need to identify exactly what they are. Write them down in order of importance. For each goal, be clear about exactly what you want to achieve and when you want to accomplish it. Break your goals down into smaller sub-goals. Assign a deadline to each sub-goal. For instance, if your longterm goal is to become a fighter pilot by the time you turn 25, a medium-term sub-goal might be to achieve an A in Maths this year. A short-term goal might be to complete your Maths homework tonight. Put your list in a prominent place so that you can look at it often. Tick off sub-goals as you achieve them and reward yourself for your success. In order to achieve your goals, make sure that they are: • Realistic and within your abilities, while still providing some challenge for you, • Flexible enough that you can adjust them upward or downward if your circumstances change, • Measurable, so that you can monitor your progress toward a goal and recognise when you have achieved it, • Within your control (not dependent on others) – unless group work is involved. Ask your parents, teachers and other significant people in your life to guide you to setting and achieving your goals. Clever tip: “Begin with the end in mind.” Stephen Covey

Have you ever been stressed the night before an assignment is due? Here are some simple strategies that you can use to guarantee that you won’t be caught out at the last minute again: • When you are first given an assignment, mark all deadlines and the final due date in your diary. • Break large tasks down into smaller parts. Not only does this make the project look less intimidating, it also makes it easier to manage. • Consider the time that you have available to complete the project and how long you expect each part will take. Set yourself a deadline for completing each part and mark these in your diary. Allow a little extra time before the final due date, in case any part takes longer than you expect. • For each part of the project, create a “to do” list of the things that you need to complete. List the most important things first. Cross things off as you complete them. • Avoid procrastinating. To produce work of your highest standard, do your best to stick to your time plan for each part of the project. Don’t stress too much if you do fall a little behind. The beauty of this system is that if you’ve broken the project into smaller parts with their own deadlines, it won’t take long for you to catch up. • Aim to complete your rough draft well before the due date. Take time to go through it and make improvements. If possible, seek feedback on your draft from your teacher and parents. • Double check that you have fulfilled all of the requirements of the task. • The principles for working on projects in a group are similar. When you break the task down into smaller parts, be sure to identify which group member will be responsible for each task. Schedule regular meetings outside of class time to check that everyone is on track. Clever tip: Set your own personal deadline a few days earlier than the due date for completing an assignment. This will give you time to recover if your Science project dies, your printer runs out of ink or your dog eats your rough draft!

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Study/life skills Taking notes

Managing conflict

Taking good notes is a three-stage process. There are things that you should do before, during and after class.

“Conflict is inevitable, but combat is optional.” Max Lucado

Before class

Conflicts will always occur when you have interactions with other people, but it’s how you manage them that counts.

• Get ready to take notes before class by reviewing your notes from the previous class to help you remember what was covered and get you ready to understand new information. • Complete any assigned readings before you come. During class • Take notes during class. • Listen for “signal statements” that indicate important points to note. Examples of these statements are “this is an important point” and “remember that” and “you will need to know this for your test!” • Be sure to include in your notes anything your teacher repeats or writes on the board or displays on PowerPoint. • Write quickly so that you can include all the important information in your notes. Write abbreviated words like you would in a text message, use symbols, such as % for percent, and write short sentences. • Use flow charts, diagrams or concept maps to summarise information when appropriate. These are easier to understand and to remember. • Place a ? next to information you’re unsure about. After class

Seek a “win-win” situation in which each person is satisfied with the result. Here are some tips that will help you to achieve this: • First listen to the other person’s ideas and feelings and don’t interrupt as they are speaking. Try to understand their point of view. It may be different but this doesn’t mean it’s wrong. Show that you have listened to them and that you are willing to resolve the problem. • When you share your own thoughts, use “I” statements to communicate how you feel. • Discuss solutions that will satisfy both of you. Make a plan of exactly who will do what and when. • Be prepared to apologise, forgive and move on. • If you can’t come to an agreement, seek a moderator to help you to work it out, such as a parent, teacher or counsellor. The ability to cooperate with others and to resolve conflict is essential for developing and maintaining positive relationships in all aspects of life. Life tip: “Seek first to understand, then to be understood.” Stephen Covey

• Rewrite your notes after class if time permits. If you can type your notes on a laptop in class, this will make it much quicker to tidy them up afterwards because you won’t need to rewrite them. • Use your textbook, other students and your teacher to assist in clarifying any questions that you have.

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Clever tip: Taking notes in class helps you to stay focused. You are thinking about what is being said as you are summarising it and this helps you to understand and remember it.

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Study/life skills Preparing for exams

Managing study time

“Perseverance is not a long race; it is many short races one after another.” Walter Elliott

“It’s not the hours you put in your work that count, it’s work you put in the hours.” Sam Ewing

Your big exam day is approaching and you have studied as well as you can, so you’re all ready. Or are you? There are some simple things that you can do to ensure that you perform at your best on the day.

Do the most important things first. This is the most crucial time management principle you will ever learn. The best way to achieve this is to use a study planner to organise your time. You only have so many hours available, so you need to make the best possible use of them.

• Get a good sleep the night before the test. An alert mind is more valuable than late-night cramming. • Eat a light, nutritious meal before the test. Avoid junk food. • Drink plenty of water. • Get some exercise. By getting your heart and lungs working, you’re pumping more oxygen to your brain, which makes you more alert. Don’t overdo it, though – you don’t want to wear yourself out! • Check all of your materials to ensure that you have everything you need, in good operating order. • Arrive at your exam room early. • Have a plan about which section or question you will begin with. • Before the test day, ask your teacher how many marks are on the test and how long you will have to complete it. This will help you to plan how long you will spend on each item. For instance, if your test has 50 marks and you have two hours (120 minutes) to complete it, allow 2 minutes per mark (100 minutes in total). This will allow you 20 minutes at the end to check your answers and complete any questions which you found challenging. If you have figured this out beforehand, when you begin the test you only need to remember “2 minutes per mark.” So, for example, you can spend 10 minutes on a 5 mark question. • If you find yourself feeling anxious in your exams, set up little simulations as part of your study. Clear your desk and set it up in the same way that it would be in an exam. Set yourself a time limit and attempt questions without referring to your notes or textbook. Pretend that you are doing them under exam conditions and do your best, like you would in a real exam. When you do the real test, think of it like one of your simulations. This will help you to relax.

To prepare a study planner: • Draw up a large calendar for the term and record all of your assignment due dates and exams. Block out time each day for school activities, part-time work, sports fixtures, church, family events and any other commitments you may have. Update your calendar during the term. • During the busiest weeks of term, you may need an entire page for one week as you will need a space for every wake time hour of each day. Block out time for all of your daily activities – classes, school activities, family activities, travelling, exercising, eating, showering, etc. • The blank spaces in your planner are the times that you have available for work and relaxation. Work time gets first priority! Work backwards from your assignment due dates and exam dates to allocate time for completing assignments, working on projects, completing homework and studying for tests. Prioritise the most important things first. Include a short break after each work segment. When you’re happy that you’ve allocated all the time that you need for your required tasks, mark in your favourite TV programs or other relaxation time. Use these to motivate yourself to complete your work in the time you’ve allocated. • Keep your planner up to date, and each day you only need to focus on the tasks you have scheduled for that day. Don’t panic about everything else, simply aim to complete the day’s tasks. Cross off things as you accomplish them. Clever tip: “Do not squander time for that is the stuff life is made of.” Benjamin Franklin

Clever tip: Give yourself an unfair advantage in your next test – get a good sleep, eat a healthy meal, get some exercise and arrive at your exam room early, with all of your equipment ready. XXII

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Study/life skills Homework “What thwarts us and demands of us the greatest effort is also what can teach us most.” Matthew Arnold To be successful with your homework, the first thing to do is not your homework! Set up a good place to study. It should be: • Away from the noise of TVs, iPods and radios, • Have no distractions nearby, • Have adequate, strong light (preferably from above and behind), • Be well-ventilated and at a comfortable temperature, • Have a comfortable, straight-backed chair, • Have a neat, clear desk with adequate space and good height. Establish a regular time and place for your study. Identify the times of the day when your concentration is at its best, and plan to do your most challenging, most important and most creative tasks at these times. Some people work better early in the morning, others later in the afternoon and others in the evening. Work out your best time, and try to set this time aside for your most important work every day.

Use your homework time for more than just set work from the day’s lessons. Homework includes assignment work, revision and study. Here are some tips for making your homework time as effective as possible: • Allocate an appropriate amount of time to each subject. • If you don’t have any set work for a subject, use your time to revise your notes, write study summaries or work on assignments. • When you get stuck on a homework activity, do your best to nut it out, but don’t spend so long that you get nothing else done. Give it a decent attempt and seek appropriate assistance from your peers or parents. If you can’t complete it, ask your teacher for assistance at a convenient time before your next class. Clever tip: Set up your study space as close as possible to your exam environment. This will make it easier for you to recall in an exam what you have studied at home.

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Study for 30-60 minutes and then take a 10-15 minute break. To stay alert and focused, have a healthy snack and a glass of water, have a good stretch or take a walk.

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Study/life skills Bullying

Under pressure

“Never be bullied into silence. Never allow yourself to be made a victim. Accept no one’s definition of your life, but define yourself.” Harvey S. Firestone

“Stress is when you wake up screaming and you realise you haven’t fallen asleep yet.” Anonymous

Bullying is deliberately hurting someone or making them feel uncomfortable. It’s also called harassment. Once you realise that someone is upset or threatened, continuing with the behaviour is bullying. Accidentally offending or hurting someone is not bullying. Bullying can be physical (hitting, kicking, pushing), emotional (excluding from groups, staring), verbal (calling names, starting rumours) or sexual (making comments or touching inappropriately). What can you do if you are being bullied? • Try to ignore the behaviour. Bullies keep bullying if they get a reaction. • Make it clear that you don’t like the behaviour and you want it to stop. Then the bully can’t say, “I didn’t know they were offended.” • Call it what it is. Most bullies don’t like to be exposed as bullies. • Tell a trusted adult. You don’t have to suffer alone. And telling someone might mean that the bully doesn’t hurt others in future. • Remember that the bully has the problem, not you. Don’t accept the nasty things they say or do to you. What can you do if you witness bullying? • Encourage the bully to stop their behaviour. This is difficult, but very important. • Tell a teacher or other adult. They can help to talk through the incident with the people involved and help to end the bullying. What can you do if you are a bully? • Realise that your actions have consequences, both for you and for others. • Remember the sort of friend you’d like to have. What do you need to change to be that kind of friend for others? • Apologise if you have offended someone.

A little stress can be a good thing. It can give you an extra burst of energy that enhances your performance in a challenging situation. But if you’re unable to relax and feel anxious or uptight or experience headaches or mental blanks then your stress has become negative. When you feel negative stress, there are some things that you can do to manage it: • Your attitude toward your situation is the first step in turning negative stress into positive stress. A negative attitude only leads to more stress. Use positive talk. For instance, if you are stressed about an exam, don’t stress yourself about what you don’t know but instead think of it as an opportunity to show how much you do know. • Getting enough sleep not only makes you more productive but also helps you to maintain a positive attitude. • A nutritious diet increases your physical, emotional and mental energy. Don’t rely on caffeine, guarana drinks, sweets or junk food to boost your energy levels. After their brief boost has worn off they will leave you feeling sluggish. • Exercise provides both instant stress relief and long-term health benefits which help you to better manage stress. • Time management is important for reducing stress. Manage your time well and you won’t feel overwhelmed. Good study techniques will ensure that you understand your work, giving you confidence and reducing anxiety at exam time. • There are various relaxation techniques that you can use to stay relaxed. Relax your mind and body by taking slow, deep breaths or try progressive muscle relaxation or visualisation (mental imagery). Life tip: Don’t keep stress to yourself. Let off some pressure simply by talking it over with people you trust. Allow them to help you to work on ways to ease your stress.

• Find things you can do to feel good about yourself – play sports, build or make something – do something that makes you proud. Life tip: If you see bullying or experience it yourself, take it to a trusted adult straight away. XXIV

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Study/life skills Writing essays “Either write things worth reading or do things worth the writing.” Benjamin Franklin Lets face it, writing essays can be daunting. But, as with all tough tasks, they’re much easier to approach if you break them down into simple steps. Here’s a straightforward procedure that will help you to write most essays: 1. First analyse the topic and highlight key terms. 2. Research the topic. Think about what you already know about the subject and what you might need to know (this is what you need to research). Depending on the nature of the topic, your research should include a wide variety of sources like books, newspapers, journal articles, CD-ROMS and internet sources. As you read through your sources, highlight relevant information that addresses what you need to know about the topic. Be sure to note the details of each source for your bibliography or reference list. 3. Take notes by reading the information that you highlighted. Your notes should be brief bullet-points, in your own words and not copied directly from your sources. If you find particularly noteworthy comments that you would like to quote directly, put them in quotation marks in your notes and reference them fully.

6. Only after you have completed the body, write the introduction. It should contain an overview of the topic and introduce the main points that you will address in the body. 7. The conclusion is the final part of an essay, and the last section that you should write. It should state the answer to the essay question and relate it back to the main points in the body of the essay. 8. Editing your draft is an important part of constructing an essay that flows smoothly. Check it thoroughly yourself and, if appropriate, ask your teacher or a parent to look at it for you. Make sure your paragraphs are arranged in the right order for it to flow smoothly, check that you’ve answered the question fully and that you’ve kept to the word limit. Remember to always check spelling, punctuation and grammar. Your computer will help, but remember that it can’t check for everything. 9. Ensure that your references are complete and construct your reference list or bibliography. Clever tip: Not sure if a sentence flows smoothly? Read it out loud and make changes until it’s easy to read. Add a comma wherever you pause.

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4. Construct an essay plan by writing the topic at the top of the page and listing the main points underneath. You are now ready to organise your notes under your main points. It’s useful if you’ve typed your notes in the first place as you won’t need to rewrite them. Simply copy and paste them under your main points.

5. Writing your first draft is a straightforward process. For each of your main points, you simply need to use your notes to write a paragraph in full sentences. Write the body of your essay in this way.

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Study/life skills Writing reports

Procrastination

“Hard writing makes easy reading.” Anonymous

“You don’t have to be great to start, but you have to start to be great.” Zig Ziglar

The aim of a report is to inform the reader as clearly and succinctly as possible. A good report should be easy for the reader to scan quickly. The ability to write a report is an essential skill for professionals in all fields. Here we present some general guidelines, but you should check with your teacher for more detail on what is expected. When writing a report, always: • Use a formal style, consistent and appropriate formatting and neat presentation. • Present information, not an argument. • Engage in analytical thinking. • Use numbered headings and sub-headings, short, concise paragraphs and dot-points where appropriate.

Procrastination is putting off or avoiding doing something that needs to be done. It can be hard to start tasks that appear challenging, but there are things that you can do to make it easier to get the job done. Get motivated • Give yourself a reason to be motivated. Set yourself some goals. Work toward a career aspiration or simply give yourself a reward when you achieve a task. • Set reasonable standards that you can meet. • Motivate yourself to work on a task by deciding that you’ll give it a go even if you can’t do it perfectly. • Have a study buddy to keep you accountable. Get organised

• Use tables, graphs, maps, diagrams and illustrations wherever possible.

• Draw up a study calendar, prioritise the tasks that you have to do and stick to it.

• Allow generous spacing between elements to ensure that separate parts stand out clearly.

• Work at the times you work best.

• Number each page.

• Commit yourself to completing a task once you have started it.

• Proof-read your work carefully.

• Break large tasks into small manageable parts.

A report should contain three sections: • The introduction contains a lead-in sentence to state the topic and a short description and definition of the subject. • The body contains subheadings addressing different aspects of the subject. Each paragraph begins with a topic sentence. The content focuses on facts not opinions. • The conclusion summarises the information presented without presenting any new information. It answers the question stated in the topic of the introduction. Clever tip: An information report can take on many different formats. Double-check with you teacher that you have followed the correct structure.

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• Work as part of a study group. • When you find a task challenging, get help from teachers, other students or your parents. Get started • Find a good place to work, free of distractions that might interfere with your work. • Work on difficult and unpleasant tasks first. • After you complete a difficult task, work on a task you find easier. • Take breaks while you’re working so you don’t wear yourself down. • Don’t wait for inspiration, just go through the motions and get on with it. • Think positively and get started. Life tip: When you succeed in tackling tasks that you find daunting, you are building skills of determination and perseverance that will stand you in good stead for life.

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Study/life skills Presentation

Revision

You’ve probably been told not to “judge a book by it’s cover” but the truth is that people still do, and good presentation is essential for effective communication.

“The real object of education is to have a man in the condition of continually asking questions.” Bishop Creighton

Whether you are preparing a short essay in class or a massive report after a semester of work, there are some tips that you can use to ensure that your message is communicated as clearly as possible:

Revision is one of the most important skills for success in learning anything, but even the best of intentions often get thwarted by the immediate priority of homework and impending assignment deadlines. In order to get into a good habit, allocate time to revise each subject every week separate to homework and assignment time.

• A flow chart is useful for a series of steps or a process where one link leads to another. • A bar chart is good for displaying information that needs to be compared. • Maps are charts to show special features, locations or events. • List charts are ideal for listing items based on a theme. • Tables are a useful way to organise information like numbers, data or facts in rows and columns. • A pie chart displays data by dividing a whole into its sections.

• Schedule your revision time when you are rested and feel refreshed. Your concentration levels will be highest at these times. • Revise in the same manner that you will be tested. If your exam is an oral interview, revise by having someone ask you questions that you can answer out loud. If your test requires you to write answers to questions, revise by answering questions, not by reading or rote learning. If you need to recall information in your exam, practise recalling information in your revision. • Try to anticipate the questions that you will be asked, write them down and then test yourself by answering them without referring to your notes or your textbook. If you answer a question correctly the first time, don’t revise it further. Go back over the answers you got wrong, learn them again and retest yourself until you get them right.

Clever tip: Find a book or a published report or presentation with a format that you find appealing and take note of design ideas that you could incorporate into your own work.

• If you encounter a concept that you don’t understand, write a list of questions that you can ask your teacher.

• Charts and tables are a useful way of presenting information so it is easier for the reader to understand. Make use of formats like these:

• Focus on one subject at a time. Break it down into small, manageable chunks and complete it in stages. This is why it is important to revise throughout the term and not just in the week before the exam!

• Include a title page with details of the title, topic, author, class and teacher.

• To help you to think about what you are revising, create a set of summary notes for each topic in each subject. Use clear headings for all of the most important things that you need to know and make notes under each from your class notes and textbook. Highlight key terms, concepts, formulae, questions and issues. These notes will be your most important resource when exam time comes.

• Use a header to identify the title and author and a footer for page numbers.

Use these principles to help you to revise effectively:

• Carefully choose fonts that are clear, easy to read and stylish. Comical or especially artistic fonts are not appropriate for formal written work. Choose one, two, or at the most, three, different fonts – one for all headings, one for all body text and one for all labels. Use black ink for body text and a dark colour or black for headings and labels.

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• Use subheadings to clearly identify each topic. A reader should be able to read only your subheadings and get a good overview of your content.

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Clever tip: Revise actively. Don’t just read, write! And don’t just write, think!

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Study/life skills Oral presentations “You teach best what you most need to learn.” Richard David Bach We’ve all heard great presentations that entertain us and capture our imagination. We’ve also been bored to tears by dreary speeches that we’d rather not recall! What’s the difference? Follow these tips and your presentations will come to life: Be prepared • Convince your audience that they have something to gain from listening to you. How? • Choose a topic that interests you. • Research thoroughly. • Know your audience and tailor your presentation to their interests and their level of knowledge. • Anticipate questions that they may ask and prepare answers in your head. Be practised You need to be enthusiastic about your topic if you want your audience to be. Practice your presentation until you’re comfortable with it. Time yourself in front of others, in front of the mirror and/or video yourself.

Be engaging • Make your first sentence short and snappy to get your audience’s attention. • Don’t read – talk to your audience! Use palm cards only as prompts to remind you of your main points. Don’t write out your entire speech! • Maintain eye contact by shifting your eyes around the room so that everyone feels that you are talking to them. • Actively involve your audience by making your presentation interesting and including some quick activities so they are actively involved. Ask questions that you’re confident they will be able to answer. • Use your voice effectively by varying your volume, tone and pitch and use pauses for emphasis. • Plan a conclusion that “wows” your audience and convinces them of your viewpoint. Clever tip: Have an “emergency card” on hand with a story or example to include in case you speed up and finish early.

Be creative There are many devices that you can use to make your explanations clearer, including: • Examples and stories, • Pictures, handouts and charts, • PowerPoint.

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Study/life skills Handling failure

Test and Exam tips

“If you’re not failing every now and again, it’s a sign you’re not doing anything very innovative.” Woody Allen

“To dream anything that you want to dream. That’s the beauty of the human mind. To do anything that you want to do. That is the strength of the human will. To trust yourself to test your limits. That is the courage to succeed.” Bernard Edmonds

You’ve heard the saying, “You can’t win them all”. It’s very true. You can’t succeed every time you try something. But some people don’t act like this. They act like they have to win and succeed at everything, and if they don’t, it’s the end of the world. You might feel like this sometimes. Everyone fails at times. It’s how you cope with failing that’s important. Most people know that Thomas Edison invented the light bulb. What people don’t realise is that it took him thousands of attempts to find the right material to burn in the bulb. Edison worked for a year and a half, experimenting with different filaments. He was quoted as saying, “I have not failed. I’ve just found 10,000 ways that won’t work.” If he had given up after five or ten attempts, we might still be sitting in the dark! Olympic athletes, rock stars, famous artists, and scientists don’t just succeed their whole lives on their way to the top. They learn more from their failures than from their successes. Read the biography of anyone who has achieved greatness in any field, and they will admit that they lost more than they won. The English writer Oscar Wilde once said, “Experience is simply the name we give our mistakes.” You can beat yourself up and mope, or you can choose to learn from your experience and improve. Resilience is the ability to bounce back from failure and get on with your life. So bounce back, and decide what you will do to improve next time.

• Read the directions carefully. • Examine the test quickly to see what you have to do. If you have reading time, use it as constructively as possible by reading the longer questions first. When you read a question, look for key verbs that tell you what to do, like ‘explain’, ‘describe’, ‘define’, ‘identify’ and ‘list’. • Before you enter the exam room, have an idea of how much time you will spend per mark of each question. Watch the time carefully. Bring a watch if the room clock is not easy to see. If your watch has a stopwatch, start it when the exam begins. Aim to stick to the suggested time for each part of the exam. • Answer the easiest items first. These will help you to build your confidence, as well as giving you as many marks as possible in the shortest time. If you get stuck on a difficult item, leave it and come back to it at the end. Attempt every question, even if you can’t complete them all. Sometimes an incomplete answer to a difficult question will give you more credit than a complete answer to a simple one. • Always allow plenty of time to review your work. Double check that you have fulfilled all of the requirements of every question as accurately as possible. Make sure you’ve read the instructions fully and marked your answer sheet correctly. Check spelling, grammar and punctuation.

Life tip: Look at the bigger picture. Your failure is a stepping stone towards your ultimate success.

Every test is different, so it’s wise to ask your teacher for tips on how to best approach exams in your subject. The DETER strategy provides some general tips that are handy to keep in mind for most tests:

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Clever tip: “Time is marks” as far as exams are concerned, so don’t waste a second. Do all that you can to prepare your mind and your equipment before you enter the exam room.

XXIX

Study/life skills Dealing with anger

Peer pressure

“Holding on to anger is like grasping a hot coal with the intent of throwing it at someone else; you are the one who gets burned.” Buddha

“Don’t think you’re on the right road just because it’s a well-beaten path.” Anonymous

Everyone feels angry from time to time. Various situations or interactions might cause you to become angry. People respond to anger in lots of different ways, and some people react much more violently than others. If you have trouble controlling your anger reactions, here are some strategies to help you. • Remember that anger is an emotion, not a behaviour. Your behaviour is your choice. It is important to recognise when you are feeling angry, so that you can behave in an appropriate way. Taking deep breaths, counting to ten, or taking time out are all good behaviours. • Watch other people’s reactions. How do your parents act when they get angry? How does your teacher react? How about your friends? Think about people you know who react in appropriate and controlled ways, and practise their responses. • Think about what makes you angry. It may be certain situations, people or issues. You may not always be able to avoid them, but you can be aware of your emotions and choose to respond in better ways. • Think of the consequences of your reaction. If you react violently, someone may be hurt, and you might get into trouble. If you talk about why you are angry with an adult, they can help you work through the situation positively.

Peer pressure occurs when you feel encouraged by your peers to do or not do certain things. This is often regarded in a negative way but peer pressure can be positive, too. Our peers can give us a sense of value and belonging and they can motivate us to strive to do our best. Negative peer pressure occurs when you feel encouraged to do things that don’t fit with your sense of what’s right and wrong. It can be hard to say “no” in these situations. However, even though they probably won’t say it, your peers will respect you for standing by your principles. When you look back on it, you’ll feel good for not giving in and doing something you wish you hadn’t. A true friend will respect your right to say “no” to anything that makes you feel uncomfortable or unsafe. You are ultimately responsible for your own decisions, and you are the one who will reap the benefits of making the right choices. Life tip: Make decisions about how you will handle situations before you face them. It’s hard to think straight when you’re under pressure from your peers in the heat of the moment.

Life tip: Don’t attempt to resolve conflict while you are angry. Wait until you are calm.

XXX

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Study/life skills How to read a novel “The more you read, the more things you will know. The more that you learn, the more places you’ll go.” Dr. Seuss When you study a novel, it can help to understand some of its different elements. These elements contribute to the genre of the novel. Some popular genres are historical novels, fantasy novels, crime novels and romance novels. Characters – Novels usually have a central character, and a number of secondary characters. The author either creates simple characters, who represent various types of people, or creates more rounded, threedimensional characters, who change and grow with the events of the novel. Setting – the time and place in which the events of the novel take place. The setting may be in the past, present or future, and may be anywhere in the world, or in a location that only exists in the author’s imagination.

Themes – Novels usually contain a number of themes. These are concepts that the author explores, and generally makes a statement about. Themes might include friendship, family, war or technology. But what if I hate reading? You might need to set yourself a number of pages each day until you’ve finished. Don’t cheat and watch the film version! Just like you wouldn’t get the full benefit from a workout unless you commit to the whole process, you won’t get the full benefit from a novel unless you commit to finishing it. Clever tip: Identify the themes as you read a novel and keep brief notes on the ways in which the author develops these ideas.

Plot – Novels generally follow a plot progression. • Orientation: the characters and setting are introduced. We find out “where, when, and who”. • Complication: the characters are faced with a challenge, crisis or task. The tension builds as the characters deal with the situation. • Climax: the tension reaches a peak, as the characters face the crisis or task.

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• Resolution: the characters solve the problem or complete the challenge. The tension ends. (Note that novels don’t have to contain “happy endings”. The tension may end because the main character fails.)

XXXI

Study/life skills Spelling rules

Listening to learn

“Take care that you never spell a word wrong. Always before you write a word, consider how it is spelled, and, if you do not remember, turn to a dictionary.” Thomas Jefferson

“The greatest motivational act one person can do for another is to listen.” Roy Moody

Here are some useful spelling rules that apply most of the time: 1. “i” before “e” except after “c”. 2. It’s or its? Use “it’s” only if the sentence would make sense with “it is” or “it has” instead. Otherwise use “its”. 3. “Your” means “belonging to you” and “you’re” is short for “you are.” 4. “There” refers to a specific location, “their” means “belonging to them” and “they’re” is short for “they are.” 5. Effect is a noun and affect is a verb. An effect is the result of something happening while to affect something is to influence it. 6. Practice, licence, advice and device are nouns (just remember that “ice” is a noun). Practise, license, advise and devise are verbs. 7. For a word ending with “y,” the plural ends with “ies”. 8. A suffix is a group of letters at the end of a word, like -ing, -able, -ed, -ly, -ful. Drop a silent “e” at the end of a word when adding a suffix that begins with a vowel. 9. Keep a silent “e” at the end of a word when adding a suffix that begins with a consonant. 10. When adding a suffix to a one-syllable word ending in a vowel followed by a consonant, double the final consonant. 11. A prefix is a group of letters at the beginning of a word, like un-, anti-, pre-, in-, re-. When adding a prefix to a word, don’t change its spelling. Clever tip: When you type assignments, don’t forget to use the spell checker on your computer. Always have a friend or relative spell check your work as well, because your computer can’t tell you when you’ve used the wrong word.

XXXII

Simply hearing what is said is not the same as listening. To be a good listener, you need to pay attention and think about what is being said. Good listening skills are not only important for learning in the classroom but also for interacting with your friends and family. Similar strategies apply in all situations. Here are some things that you can do to be a better listener: • Approach a class or a conversation prepared to learn. The best way to do this is to make sure that you’ve reviewed and understood the content of previous classes. • Listen with a purpose by identifying what you should learn from the class and listening for these things. • Be prepared to question what is said to aid in your understanding. Get involved and, when appropriate, constructively challenge what is being said. • Listen with an open mind, prepared to try to understand points of view other than your own. • Be attentive and stay focused by listening with your eyes and your ears. It helps to sit in the front and centre of the class and to maintain eye contact with the person who is speaking. • Be an active listener. You can think much faster than a person can speak, so think about what they are saying. • Take good notes. You can’t write as fast as someone can speak, so think about what is being said and make decisions about what you should write. • Listening involves understanding what the other person is saying. Make an effort to hold back values, judgments, opinions and prejudices in order to listen to and consider another person’s thoughts. Think about what they are saying before thinking about how you might respond. Clever tip: Take it as a challenge when you find information difficult to understand. Listen even more carefully at these times and don’t be reluctant to ask questions.

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Homework or Assignment Details

Time | Due Date

30 Wednesday

Homework or Assignment Details

Time | Due Date

yourschooldiary.com.au

M T W T F S S M T W T F S S 4 5 6 7 8 9 10 11 12 13 14 15 16 17

31 Thursday

Homework or Assignment Details

Time | Due Date

01 Friday

Homework or Assignment Details

Time | Due Date

02 Saturday

Weekend Activities

03 Sunday

Weekend Activities

Parent / Teacher communication

Diary has been checked

Yes

Parent Signature.............................................................. Teacher Signature.............................................................

55 Cu t

yourschooldiary.com.au

august 2014 04 Monday

Homework or Assignment Details

Time | Due Date

05 Tuesday

Homework or Assignment Details

Time | Due Date

06 Wednesday

Homework or Assignment Details

Time | Due Date

yourschooldiary.com.au

M T W T F S S M T W T F S S 11 12 13 14 15 16 17 18 19 20 21 22 23 24

07 Thursday

Homework or Assignment Details

Time | Due Date

08 Friday

Homework or Assignment Details

Time | Due Date

09 Saturday

Weekend Activities

10 Sunday

Weekend Activities

Parent / Teacher communication

Diary has been checked

Yes

Parent Signature.............................................................. Teacher Signature.............................................................

57 Cu t

yourschooldiary.com.au

august 2014 11 Monday

Homework or Assignment Details

Time | Due Date

12 Tuesday

Homework or Assignment Details

Time | Due Date

13 Wednesday

Homework or Assignment Details

Time | Due Date

yourschooldiary.com.au

M T W T F S S M T W T F S S 18 19 20 21 22 23 24 25 26 27 28 29 30 31

14 Thursday

Homework or Assignment Details

Time | Due Date

15 Friday

Homework or Assignment Details

Time | Due Date

16 Saturday

Weekend Activities

17 Sunday

Weekend Activities

Parent / Teacher communication

Diary has been checked

Yes

Parent Signature.............................................................. Teacher Signature.............................................................

59 Cu t

yourschooldiary.com.au

august 2014 18 Monday

Homework or Assignment Details

Time | Due Date

19 Tuesday

Homework or Assignment Details

Time | Due Date

20 Wednesday

Homework or Assignment Details

Time | Due Date

yourschooldiary.com.au

M T W T F S S M T W T F S S 25 26 27 28 29 30 31 1 2 3 4 5 6 7

21 Thursday

Homework or Assignment Details

Time | Due Date

22 Friday

Homework or Assignment Details

Time | Due Date

23 Saturday

Weekend Activities

24 Sunday

Weekend Activities

Parent / Teacher communication

Diary has been checked

Yes

Parent Signature.............................................................. Teacher Signature.............................................................

61 Cu t

yourschooldiary.com.au

august 2014 25 Monday

Homework or Assignment Details

Time | Due Date

26 Tuesday

Homework or Assignment Details

Time | Due Date

27 Wednesday

Homework or Assignment Details

Time | Due Date

yourschooldiary.com.au

M T W T F S S M T W T F S S 1 2 3 4 5 6 7 8 9 10 11 12 13 14

28 Thursday

Homework or Assignment Details

Time | Due Date

29 Friday

Homework or Assignment Details

Time | Due Date

30 Saturday

Weekend Activities

31 Sunday

Weekend Activities

Parent / Teacher communication

Diary has been checked

Yes

Parent Signature.............................................................. Teacher Signature.............................................................

63 Cu t

yourschooldiary.com.au

september 2014 01 Monday

Homework or Assignment Details

Time | Due Date

02 Tuesday

Homework or Assignment Details

Time | Due Date

03 Wednesday

Homework or Assignment Details

Time | Due Date

yourschooldiary.com.au

M T W T F S S M T W T F S S 8 9 10 11 12 13 14 15 16 17 18 19 20 21

04 Thursday

Homework or Assignment Details

Time | Due Date

05 Friday

Homework or Assignment Details

Time | Due Date

06 Saturday

Weekend Activities

07 Sunday

Weekend Activities

Parent / Teacher communication

Diary has been checked

Yes

Parent Signature.............................................................. Teacher Signature.............................................................

65 Cu t

yourschooldiary.com.au

september 2014 08 Monday

Homework or Assignment Details

Time | Due Date

09 Tuesday

Homework or Assignment Details

Time | Due Date

10 Wednesday

Homework or Assignment Details

Time | Due Date

yourschooldiary.com.au

M T W T F S S M T W T F S S 15 16 17 18 19 20 21 22 23 24 25 26 27 28

11 Thursday

Homework or Assignment Details

Time | Due Date

12 Friday

Homework or Assignment Details

Time | Due Date

13 Saturday

Weekend Activities

14 Sunday

Weekend Activities

Parent / Teacher communication

Diary has been checked

Yes

Parent Signature.............................................................. Teacher Signature.............................................................

67 Cu t

yourschooldiary.com.au

september 2014 15 Monday

Homework or Assignment Details

Time | Due Date

16 Tuesday

Homework or Assignment Details

Time | Due Date

17 Wednesday

Homework or Assignment Details

Time | Due Date

yourschooldiary.com.au

M T W T F S S M T W T F S S 22 23 24 25 26 27 28 29 30 1 2 3 4 5

18 Thursday

Homework or Assignment Details

Time | Due Date

19 Friday

Homework or Assignment Details

Time | Due Date

20 Saturday

Weekend Activities

21 Sunday

Weekend Activities

Parent / Teacher communication

Diary has been checked

Yes

Parent Signature.............................................................. Teacher Signature.............................................................

69 Cu t

yourschooldiary.com.au

september 2014 22 Monday

Homework or Assignment Details

Time | Due Date

23 Tuesday

Homework or Assignment Details

Time | Due Date

24 Wednesday

Homework or Assignment Details

Time | Due Date

yourschooldiary.com.au

M T W T F S S M T W T F S S 29 30 1 2 3 4 5 6 7 8 9 10 11 12

25 Thursday

Homework or Assignment Details

Time | Due Date

26 Friday

Homework or Assignment Details

Time | Due Date

27 Saturday

Weekend Activities

28 Sunday

Weekend Activities

Parent / Teacher communication

Diary has been checked

Yes

Parent Signature.............................................................. Teacher Signature.............................................................

71 Cu t

yourschooldiary.com.au

september/october 2014 29 Monday

Homework or Assignment Details

Time | Due Date

30 Tuesday

Homework or Assignment Details

Time | Due Date

01 Wednesday

Homework or Assignment Details

Time | Due Date

yourschooldiary.com.au

M T W T F S S M T W T F S S 6 7 8 9 10 11 12 13 14 15 16 17 18 19

02 Thursday

Homework or Assignment Details

Time | Due Date

03 Friday

Homework or Assignment Details

Time | Due Date

04 Saturday

Weekend Activities

05 Sunday

Weekend Activities

Parent / Teacher communication

Diary has been checked

Yes

Parent Signature.............................................................. Teacher Signature.............................................................

73 Cu t

yourschooldiary.com.au

october 2014 06 Monday

Homework or Assignment Details

Time | Due Date

07 Tuesday

Homework or Assignment Details

Time | Due Date

08 Wednesday

Homework or Assignment Details

Time | Due Date

yourschooldiary.com.au

M T W T F S S M T W T F S S 13 14 15 16 17 18 19 20 21 22 23 24 25 26

09 Thursday

Homework or Assignment Details

Time | Due Date

10 Friday

Homework or Assignment Details

Time | Due Date

11 Saturday

Weekend Activities

12 Sunday

Weekend Activities

Parent / Teacher communication

Diary has been checked

Yes

Parent Signature.............................................................. Teacher Signature.............................................................

75 Cu t

yourschooldiary.com.au

october 2014 13 Monday

Homework or Assignment Details

Time | Due Date

14 Tuesday

Homework or Assignment Details

Time | Due Date

15 Wednesday

Homework or Assignment Details

Time | Due Date

yourschooldiary.com.au

M T W T F S S M T W T F S S 20 21 22 23 24 25 26 27 28 29 30 31 1 2

16 Thursday

Homework or Assignment Details

Time | Due Date

17 Friday

Homework or Assignment Details

Time | Due Date

18 Saturday

Weekend Activities

19 Sunday

Weekend Activities

Parent / Teacher communication

Diary has been checked

Yes

Parent Signature.............................................................. Teacher Signature.............................................................

77 Cu t

yourschooldiary.com.au

october 2014 20 Monday

Homework or Assignment Details

Time | Due Date

21 Tuesday

Homework or Assignment Details

Time | Due Date

22 Wednesday

Homework or Assignment Details

Time | Due Date

yourschooldiary.com.au

M T W T F S S M T W T F S S 27 28 29 30 31 1 2 3 4 5 6 7 8 9

23 Thursday

Homework or Assignment Details

Time | Due Date

24 Friday

Homework or Assignment Details

Time | Due Date

25 Saturday

Weekend Activities

26 Sunday

Weekend Activities

Parent / Teacher communication

Diary has been checked

Yes

Parent Signature.............................................................. Teacher Signature.............................................................

79 Cu t

yourschooldiary.com.au

october/november 2014 27 Monday

Homework or Assignment Details

Time | Due Date

28 Tuesday

Homework or Assignment Details

Time | Due Date

29 Wednesday

Homework or Assignment Details

Time | Due Date

yourschooldiary.com.au

M T W T F S S M T W T F S S 3 4 5 6 7 8 9 10 11 12 13 14 15 16

30 Thursday

Homework or Assignment Details

Time | Due Date

31 Friday

Homework or Assignment Details

Time | Due Date

01 Saturday

Weekend Activities

02 Sunday

Weekend Activities

Parent / Teacher communication

Diary has been checked

Yes

Parent Signature.............................................................. Teacher Signature.............................................................

81 Cu t

yourschooldiary.com.au

november 2014 03 Monday

Homework or Assignment Details

Time | Due Date

04 Tuesday

Homework or Assignment Details

Time | Due Date

05 Wednesday

Homework or Assignment Details

Time | Due Date

yourschooldiary.com.au

M T W T F S S M T W T F S S 10 11 12 13 14 15 16 17 18 19 20 21 22 23

06 Thursday

Homework or Assignment Details

Time | Due Date

07 Friday

Homework or Assignment Details

Time | Due Date

08 Saturday

Weekend Activities

09 Sunday

Weekend Activities

Parent / Teacher communication

Diary has been checked

Yes

Parent Signature.............................................................. Teacher Signature.............................................................

83 Cu t

yourschooldiary.com.au

november 2014 10 Monday

Homework or Assignment Details

Time | Due Date

11 Tuesday

Homework or Assignment Details

Time | Due Date

12 Wednesday

Homework or Assignment Details

Time | Due Date

yourschooldiary.com.au

M T W T F S S M T W T F S S 17 18 19 20 21 22 23 24 25 26 27 28 29 30

13 Thursday

Homework or Assignment Details

Time | Due Date

14 Friday

Homework or Assignment Details

Time | Due Date

15 Saturday

Weekend Activities

16 Sunday

Weekend Activities

Parent / Teacher communication

Diary has been checked

Yes

Parent Signature.............................................................. Teacher Signature.............................................................

85 Cu t

yourschooldiary.com.au

november 2014 17 Monday

Homework or Assignment Details

Time | Due Date

18 Tuesday

Homework or Assignment Details

Time | Due Date

19 Wednesday

Homework or Assignment Details

Time | Due Date

yourschooldiary.com.au

M T W T F S S M T W T F S S 24 25 26 27 28 29 30 1 2 3 4 5 6 7

20 Thursday

Homework or Assignment Details

Time | Due Date

21 Friday

Homework or Assignment Details

Time | Due Date

22 Saturday

Weekend Activities

23 Sunday

Weekend Activities

Parent / Teacher communication

Diary has been checked

Yes

Parent Signature.............................................................. Teacher Signature.............................................................

87 Cu t

yourschooldiary.com.au

november 2014 24 Monday

Homework or Assignment Details

Time | Due Date

25 Tuesday

Homework or Assignment Details

Time | Due Date

26 Wednesday

Homework or Assignment Details

Time | Due Date

yourschooldiary.com.au

M T W T F S S M T W T F S S 1 2 3 4 5 6 7 8 9 10 11 12 13 14

27 Thursday

Homework or Assignment Details

Time | Due Date

28 Friday

Homework or Assignment Details

Time | Due Date

29 Saturday

Weekend Activities

30 Sunday

Weekend Activities

Parent / Teacher communication

Diary has been checked

Yes

Parent Signature.............................................................. Teacher Signature.............................................................

89 Cu t

yourschooldiary.com.au

december 2014 01 Monday

Homework or Assignment Details

Time | Due Date

02 Tuesday

Homework or Assignment Details

Time | Due Date

03 Wednesday

Homework or Assignment Details

Time | Due Date

yourschooldiary.com.au

M T W T F S S M T W T F S S 8 9 10 11 12 13 14 15 16 17 18 19 20 21

04 Thursday

Homework or Assignment Details

Time | Due Date

05 Friday

Homework or Assignment Details

Time | Due Date

06 Saturday

Weekend Activities

07 Sunday

Weekend Activities

Parent / Teacher communication

Diary has been checked

Yes

Parent Signature.............................................................. Teacher Signature.............................................................

91 Cu t

yourschooldiary.com.au

december 2014 08 Monday

Homework or Assignment Details

Time | Due Date

09 Tuesday

Homework or Assignment Details

Time | Due Date

10 Wednesday

Homework or Assignment Details

Time | Due Date

yourschooldiary.com.au

M T W T F S S M T W T F S S 15 16 17 18 19 20 21 22 23 24 25 26 27 28

11 Thursday

Homework or Assignment Details

Time | Due Date

12 Friday

Homework or Assignment Details

Time | Due Date

13 Saturday

Weekend Activities

14 Sunday

Weekend Activities

Parent / Teacher communication

Diary has been checked

Yes

Parent Signature.............................................................. Teacher Signature.............................................................

93 Cu t

yourschooldiary.com.au

december 2014 15 Monday

Homework or Assignment Details

Time | Due Date

16 Tuesday

Homework or Assignment Details

Time | Due Date

17 Wednesday

Homework or Assignment Details

Time | Due Date

yourschooldiary.com.au

M T W T F S S M T W T F S S 22 23 24 25 26 27 28 29 30 31 1 2 3 4

18 Thursday

Homework or Assignment Details

Time | Due Date

19 Friday

Homework or Assignment Details

Time | Due Date

20 Saturday

Weekend Activities

21 Sunday

Weekend Activities

Parent / Teacher communication

Diary has been checked

Yes

Parent Signature.............................................................. Teacher Signature.............................................................

95 Cu t

yourschooldiary.com.au

Notes

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yourschooldiary.com.au

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