Year 9 Parent Information Session
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Year 9 Parent Information Session
Overview of Session • Year 9 Positive Education Program (PEP) • Year 9 Journey Program • NAPLAN 2022 • Travelling safely to and from school • STEM Futures Community Project
Year 9 Positive Education Program (PEP) Ross Bray House Dean Franklin
The Purpose Our goal for the Year 9 PEP is to: • Teach each Year 9 student the skills that they will need to learn to flourish and flourish to learn. • Assist Year 9 students to successfully transition from MYP to DP students and leaders; identifying behaviours they will need to change as they grow and mature into adult learners.
What is Positive Education?
Positive Psychology • Traditionally, a major focus of psychology has been to relieve human suffering. • Positive Psychology started in 1998 to investigate what is human flourishing and what enables it? • Positive Psychology is the scientific study of the factors that enable individuals and communities to flourish..
What is Positive Education?
• Positive Education brings together the science of Positive Psychology with best
practice teaching to encourage and support individuals, schools and communities
to flourish.
• Flourishing = a combination of ‘feeling good and doing good’.
• Positive Education focuses on specific skills that assist students to:
- strengthen their relationships; - build positive emotions;
- enhance personal resilience; - promote mindfulness;
- encourage a healthy lifestyle.
PERMA Theory of Wellbeing Dr Martin Seligman 5 building blocks that enable flourishing
Descriptive not Prescriptive
Different people will derive wellbeing from each of these five building blocks to
varying degrees. A good life for one person is not necessarily a good life for
another. There are many different routes to a flourishing life.
Positive Psychology is descriptive, not prescriptive. In other words, we are not
telling people what choices to make or what to value, but research on the factors
that enable flourishing can help people make more informed choices to live a more
fulfilling life that is aligned with their values and interests.
PERMA Theory of Wellbeing, Positive Psychology Centre, University of Pennsylvania
Resources • PEEC – Positive Education Enhanced Curriculum A curriculum that has been designed to support teachers, and value-add to their practice, wisdom and experience in delivering Positive Education. • The Journey program A unique educational program designed to support the development of self-aware, responsible, respectful, resilient and resourceful adults.
Domains and Enrichment Modules
Year 9 Journey program Deva Prasad House Dean Newton
The Purpose Our goal for the Year 9 Journey is to: • engage students with one another and the activities offered. Be impressed to serve the many different communities with their abundant talents and always look for opportunities to share their journey and inspire others. • develop resilient, self-confident and compassionate future leaders
The Journey Curriculum
Term Unit Title PEEC Domain & Key Learnings
Enrichment Module
1 High Quality Connections Positive Relationships • What is EI and how do you develop it
- Empathy & Compassion • The 4 key competencies of EI:
Developing Emotional Intelligence. self-awareness, self-management, social awareness, relationship management
Positive Emotions
• Empathy
- Emotional Intelligence • Respectful Relationships
- Self-control
2 Beginning the Journey Positive Emotions • Importance of emotional literacy
- Emotional Intelligence • Understand how thoughts influence our emotions, impacting our behaviour
Understanding who you • Developing healthy habits to deal with self-conscious emotions
really are is crucial to making the - Self-Control
• Role models and responsibilities
most of your gifts and your life. - Gratitude • Expressing gratitude to others
3 The Journey continues Positive Health • Finding a sense of meaning, purpose and direction in life
- Resilience • Taking stock of your current state of being (SWOT analysis)
Developing self-confident, • 80/20 rule, resilience strategies, learning to cope with stress.
resilient, compassionate future Positive Purpose
• Team building activities
leaders. - Core Values • Calling ceremony - commitment to discard undesirable habits and traits
- Sense of Meaning
4 Moving Forward Positive Emotions • The components of grit: self-regulation, discipline, sacrificing short-term
- Emotional Intelligence rewards for long-term gain, development of a growth mindset
Developing the behaviours • Final preparation for the camp
required to succeed in life. - Self-control
• Post camp reflection and badge ceremony
Positive Accomplishment • PEP service project - gratitude
- Grit and PersistenceThe Program Structure
Term Activity Lesson Length Teacher
1 & 2 PEP Lesson 70 minutes House Deans in PEP
class
• PEP Lesson 70 minutes House Deans in PEP
• Camp Half day activity class
3 Preparation Camp Mentor in camp
• Calling groups
ceremony
• PEP Lesson 70 minutes House Deans in PEP
• Year 9 Camp Week 2 class
• Post Camp Camp Mentor in camp
4
reflection and groups
badge
ceremonyYear 9 Camp • Designed to be an experience that will enrich and validate to students that they have the resources, skills, resilience, grit, persistence and mindset required to take control of challenges they may face as they move through their senior years and beyond.
Where and when? Camp Laurence, Lake Moogerah Term 4, Week 2 Departure: Tuesday 11 Oct Return: Friday 14 Oct 2022 This is a compulsory school activity
NAPLAN 2022
Practice Test
To ensure all students are familiar with the March/April
functionality of NAPLAN online tests and
their devices.
• Writing 45 minutes (TBC)
• Omnibus test 45 minutes
(TBC)
Students will require:
• Set of headphones (no microphone
functionality)
• Fully charged computerTest Dates
Tuesday 10 May – Friday 20 May
• Language Conventions
• Writing
• Reading
• Numeracy (calculator & non-calculator)Homework Club When: Wednesday afternoons: 2.30 - 4.30pm Where: L Block Please note: •We encourage students to travel home as soon as they can, therefore this session is for homework help only. •The session is after sport. •Session aims to assist students with home learning. •Students can come for one or two hours. •Students sign in and out of session. •Students may come weekly or less frequently. •There is limited availability. If no space, students can go to Research Centre. •NOT a babysitting service!
Travelling Safely To and From School • Students using public transport are to cross Moggill Road at designated traffic crossings ONLY. The lights and/or overpass must be used. • All other roads must be crossed at safe zones only, the Miskin Street crossing is a designated school crossing. • QASMT staff will continue to monitor student behaviour when travelling to and from school and consequences will apply for failing to observe road safety measures. • Students travelling by car are asked to remind their parents to use the designated drop and go zones and for parents to move on as quickly as possible. • Please refer to School Travel Policy to ensure your student is following the expectations around their responsibilities on public transport.
STEM Futures Community Project Greta Corney Community Project Coordinator
What is the STEM Futures
Community Project?
“An opportunity for students to show their learning through
a STEM based Community Project that they feel passionately about.”
demonstrates the understanding, skills and attitudes developed over the 5 years in
MYPWhat is the STEM Futures Community Project? • The Community Project focuses on community and service, encouraging students to explore their rights and responsibilities to implement service as action in the community • It gives students an opportunity to develop awareness of needs in various communities and address those needs through service learning • As a consolidation of learning, the Community Project engages students in a sustained, in-depth inquiry leading to service as action in the community • Students will work collaboratively in groups of 2 or 3 under the direct supervision of their Community Project supervisor • A 30-minute, weekly session has been scheduled into each student’s timetable, to ensure each group and supervisor are able to meet on a regular and ongoing basis • Each group will have access to a OneNote page and students are expected to record their project journey in this common place. This will be common to all group members and will act as their Process Journal • Teachers will post key documents in the group OneNote • A student and school community STEM Futures Community Project Showcase will be held during National Science Week, in celebration of student achievement and success!
Purpose of the STEM
Futures Community Project
• Utilise the knowledge and skills students have acquired while in the
MYP Programme
• Reflect on their efforts, achievement and learning, including as an IB
learner - Learner Profile Attributes and Approaches to Learning (ATL)
• Raise awareness of a particular event, problem, cause or social
situation
• Encourage student collaboration and participation in an activity or cause
• Promote a continued advocacy for that cause or goal, so that it impacts
the social situation of a local or global community, not only in the
present, but in the future.
It is a requirement of the International Baccalaureate
Middle Years Programme for students whose last year of
the MYP Programme is MYP Year 4.IB Middle Years Programme (IB)
• Action, Service
• Community Project
• IB Learner Profile
attributes
• Approaches to Learning
• 8 core subjects
• International
MindednessObjectives of the Community Project
Inquiry Cycle • Investigating and Planning – Term 1 • Taking Action – Term 2 • Reflecting and Presenting – Term 3
SMART Goal Setting Format
●Specific: A specific goal addresses as many
descriptor questions as possible (Who, What, When,
Where, Why and How)
●Measurable: This involves deciding what you will and
can measure when the goal is attained; a finish line has
to be set before it can be crossed
●Attainable: Awesome! To properly set a goal, you
must set the steps that are necessary to reach it
●Realistic: A goal must be set in the spirit of desiring
its completion
●Timely: Setting the goal within a time frame helps to
motivate; without an end goal, there is no set limit to
help drive the goal’s completion.Approaches to Learning (ATL skills) The project is an opportunity for students to develop their ATL skills through an independent project of their choice, and to persevere, innovate, and/or make a difference in their communities.
Global Contexts Students must identify one of these global contexts for their Community Project to establish the relevance of their inquiry (why it matters). They may consider the following questions as they choose a global context through which to focus their project: 1. What do I want to achieve through my Community Project? 2. What do I want others to understand through my work? 3. What impact do I want my project to have? 4. How can a specific context give greater purpose to my project?
Timeline: Terms 1 - 3
Checkpoints
Checkpoint 1
Your project needs to have a clear focus, such as a question to
answer, a challenge to meet or a problem to solve.Checkpoint 1
Checkpoint 1 STEM FUTURES Project Proposal Plan
Throughout the Project
Students must use the Process Journal to record evidence of their:
• research skills
• self-management skills
• thinking skills
• social and communication skills
• development as an IB learner.Key Documents
Thank you
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