THEME 11: INITIATIVES PROMOTING RESPECT AND RESPONSIBILITY

pursuit. i.e. Physics of boiling water –heat and thermodynamics. The perception that boiling point is 100C can be somewhat incorrect as it is not fixed but quite variable, as the type of water used makes a difference and why it takes longer to boil water in Johannesburg than in Cape Town. STEAM –STEM and ARTS has allowed students to experiment with ethical issues as technology comes with many impacts and questions. Students discuss morals and values, whilst developing empathy to strive for solutions in today’s challenging society.

HSIE

9 Highlight the ways the study of Humanities develops critical thinking and ethical conduct at St Spyridon College

The teaching of Legal Studies at St. Spyridon College aims to cultivate student critical thinking and ethical conduct in diverse ways. Legal Studies develops students’ knowledge, understanding and critical thinking skills in relation to the legal system and its effectiveness in promoting a just and fair society. In turn, its purpose is to empower students to participate effectively as ethical citizens at local and global levels. For this to be achieved however, students are encouraged to make an informed judgement of the effectiveness of the law. This can only be accomplished via an analysis of legislation, case-law, media, documents and/or international instruments as well as a consideration of the themes and challenges that are incorporated throughout the topics. In the topic of Crime for example, students learn that in order for the criminal justice system to meet the needs of society, it must be reflective of society’s moral and ethical standards. To reach this conclusion however, students are encouraged to use their critical thinking skills to examine a number of key aspects of the criminal justice system including the protections afforded to young offenders; the way that remand is increasingly used as a pre-emptive punishment; and the controversial use of provocation as a defence which trivialises the lethal perpetration of domestic violence against women. An analysis of such however, does not merely aim to cultivate critical thinking in our students, it allows them to consider the ethical and moral

implications of their decisions and conduct as citizens living and functioning in a local and global arena.

The teaching of Business Studies and Commerce at St. Spyridon College aims to have students develop general and specific skills, including research, analysis, problem-solving, decision-making, critical thinking and communication. These skills enhance their confidence and ability to participate effectively, not only as members of the business, commercial, financial, legal and employment world, but also as citizens dealing with issues emanating from business activity. Corporate Social responsibility is ingrained into the fabric of both subjects as a driving force in regards to expectations of contemporary individuals and society. Students develop critical thinking, reflective learning and the opportunity to participate in the community. Students develop greater competence in problem solving and decision-making by evaluating a range of consumer, financial, economic, business, legal, political and employment strategies. In examining these, students have the opportunity to develop values and attitudes that promote ethical behaviour and social responsibility and a commitment to contribute to a more just and equitable society.

Students through their learning journey

learn how unacceptable sheer profit motive is to society. For eg. Year Commerce Market Day encourages the exploration and adoption of the triple bottom line within their business plan. Year 11 Business Studies has

Hypothetical Business Plans formulated by students that must include business practice that returns

financial, societal and environmental benefits back to the world. The teaching of Geography at St. Spyridon College aims to have students understand the ever precious and at risk relationship they have with their local and global environment. It is a rich and complex discipline that

encompasses both the natural and built environment overarched by humanity. The study of Geography challenges students to explore and act to protect this fragile balance. Students learn to question why the world is the way it is, reflect on their relationships with and responsibilities for the world and propose actions designed to shape a socially just and sustainable future. Much of the learning journey is inquiry based which enables students to become active, responsible and informed citizens able to evaluate the opinions of others and express their own ideas and arguments. This forms a basis for active participation in community life, a commitment to sustainability, the creation of a just society, and the promotion of intercultural understanding and lifelong learning. The skills and capabilities developed through geographical study can be applied to further education, work and everyday life. Through an inquiry approach students explain patterns, evaluate consequences and contribute to the management of places and environments in an increasingly complex world. This process enables them to apply inquiry skills including: asking distinctively geographical questions; planning an inquiry and evaluating information; processing, analysing and interpreting that information; reaching conclusions based on evidence and logical reasoning; evaluating and communicating their findings; and reflecting on their inquiry and responding, through action, to what they have learned. Engagement in fieldwork and the use of other tools including mapping and spatial technologies are fundamental to geographical inquiry.

The teaching of Economics at St. Spyridon College aims to have students understand that economic decisions have a crucial influence on the quality of life experienced by people throughout the world. The study of economics can help individuals, groups and societies make choices that assist them to improve their quality of life. Australia is not an isolated entity within the world. Globalisation has seen students growing up in a global market that will impact on them financially, legally, culturally and in regards to their employment. The content, skills and values taught place students of economics to be able to comprehend the background and

implications of contemporary economic issues, discuss appropriate policies to solve economic problems

and issues, understand what a change in interest rates, share values or the value of the Australian dollar means to individuals and the economy, identify fluctuations in the global and Australian economies and their likely effects on business, understand reasons for changes in employment patterns and identify, using economic thinking, appropriate strategies to protect the natural environment.

SPORT

6. Continue to enhance the quality of learning and engagement for each cohort and individual student through practice that incorporates evidence-based initiatives.

The College has subscribed to using an electronic platform known as HUDL which allows for video analysis of sports performance. This platform was adopted as a trial for the boys basketball Saturday sport summer season 2019 –2020, and provided an opportunity to explore evidence based sports performance benefits of technology. This programme gave the team the opportunity to watch recorded video of competitive games and training, with analysis and breakdown of the performance compiled by the external provider. This visual learning tool assisted with game strategy development and tactical development. Additionally this program provided an evidence based approach to designing effective training sessions based on game statistics which highlighted strengths and weaknesses of each individual and the team. Providing a visual learning environment post game with objective performance measures assisted in improving individual performance outcomes and highlighted key moments in contests that could help the team improve in subsequent competitive games

Educational & Financial Reporting\NESA Annual Report 2019

Identify existing multidisciplinary practices and implement programs complex thought. that enhance students' capacity for

PDHPE 7. Identify existing multidisciplinary practices and implement programs that enhance students’ capacity for complex thought

Year 11 PDHPE Core 2: The Body in Motion is the second compulsory module for Preliminary PDHPE and helps set the foundation knowledge for Factors Affecting Performance and Improving Performance in HSC PDHPE. The Body in Motion “examines the scientific foundations of human movement.” This core sees an integration of Scientific and Mathematical concepts. The study of Biomechanics in Year 11 PDHPE incorporates a detailed analysis of sport movements in order to minimise the risk of injury and improve sports performance. Sport and exercise biomechanics encompasses the area of science concerned with the analysis of the mechanics of human movement. It refers to the description, detailed analysis and assessment of human movement during sport activities. Sport biomechanics is the science of explaining how and why the human body moves in the way that it does. In sport and exercise, that definition is often extended to also consider the interaction between the performer and their equipment and environment. There are 3 critical questions that students need to be able to answer: How do the musculoskeletal and cardiorespiratory systems of the body influence and respond to movement? What is the relationship between physical fitness, training and movement efficiency? How do biomechanical principles influence movement?

9 Highlight the ways the study of Humanities develops critical thinking and ethical conduct at St Spyridon College

As children grow and develop they become increasingly aware of the importance of leading a healthy lifestyle. PDHPE teaches children how to make healthy lifestyle choices and ultimately help them experience positive relationships, improved quality of life and less illness. Through helping students identify and promote the principles of diversity and social justice and supportive environments, PDHPE equips communities to encourage better health for all. It encourages students to develop critical thinking but above all ethical and moral conduct when making decisions with regards to health. It emphasises informed decision making leading to effective and responsible action. It encourages an understanding and valuing of self and others. PDHPE aims to develop each student’s knowledge and understanding, skills and values and attitudes needed to lead healthy, active and fulfilling lives. By doing so students are encouraged to adopt a responsible and productive role in society.

MUSIC 6. Continue to enhance the quality of learning and engagement for each cohort and individual student through practice that incorporates evidence-based initiatives.

The Stage 4 (Year 7) Music course was updated, to better reflect the rationale of Stage 4 for beginner musicians. It incorporates a more practical music experience with regard to performance and composition. Students use listening experience to inform the performance and composition in an approach incorporating elements of Music Educators, Carl Orff, Kodaly and Dalcroze, with a focus on learning through doing.

THEME 11:

INITIATIVES PROMOTIN G RESPECT AND RESPONSIBILITY

Educational & Financial Reporting\NESA Annual Report 2019

RESPECT AND RESPONSIBILITY INITIATIVES 2019

St Spyridon College is committed to a values-rich education which is predicated on developing in students respect for every human person.

Student Principles

Every student who enrols at St Spyridon College becomes part of the College Community and subscribes to, and endeavours to abide by the following principles:

1. We value our religious and cultural heritage and respect the religious beliefs of others;

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3.

4.

5.

6.

7.

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9. We contribute to the life of our Church and community, and exercise our responsibilities as citizens of a Democratic nation, always obeying the rule of law;

We work together to achieve a school community whose distinguishing characteristics are those of friendship, compassion and decency;

We value the mutual respect between Students and Teachers. experience as they value our youthfulness; We honour our Teachers’

We consider our studies to be our main goal and undertake to be active participants in our own learning. We set goals for our lives and strive to achieve them with a positive state of mind always working towards justice, truth and beauty;

We look after our health and respect our bodies. environment; We care for our surroundings and the natural

We believe in the sacredness of human life and the dignity of every human person;

We accept the value of hierarchy and the need to conform to rules. fundamental to the proper functioning of our College; and We see these as

We respond to the difficulties of life with patience, dignity and faith, never fearing to start again;

Formulated in 2001 Updated by the Year 11 Class of 2006 August 2006