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Junior Secondary



"Our youth now love luxury. They have bad manners, contempt for authority; they show disrespect for their elders and love chatter in place of exercise; they no longer rise when elders enter the room; they contradict their parents, chatter before company; gobble up their food and tyrannize their teachers.”

Socrates 469-399 B.C.

Years 7, 8 and 9

The Junior Secondary Schooling faculty looks after the students in years 7, 8 and 9. This involves monitoring of behaviour, academic achievement, effort in class, social and emotional wellbeing and developing specifically targeted programmes to cater for particular needs. These programmes may involve anger management, building self esteem, coping with stress or other issues which commonly arise when dealing with year 7, 8 and 9 students.

The Junior Secondary Schooling faculty also oversees the NAPLAN test including the preparation for NAPLAN. We use results from year 7 testing with other school based testing to develop targeted programmes for students who may struggle with Literacy and Numeracy. These programmes are designed to run alongside the core English and Maths programmes but involve smaller class sizes, more scaffolding of learning and assessment and more one to one teacher student time. Two English Studies classes provide an alternative subject for approximately 30 students. Likewise two Maths Studies classes provide support for approximately 30 students. Each of these classes are taught by learning support staff.

There are 6 components of Junior Secondary:

  • Distinct Identity

  • Quality Teaching

  • Student Well-Being

  • Parent and Community Involvement

  • Leadership

  • Local Decision Making

 

 

There are then 16 components that continue througout a students time at Dakabin State High School:

  1. Teachers value young adolescents and are prepared to teach them

  2. Students and teachers are engaged in active, purposeful learning

  3. Curriculum is challenging, exploratory, integrative and relevant

  4. Educators use multiple learning and teaching approaches

  5. Varied and ongoing assessments advance learning as well as measure it

  6. A shared vision developed to guide decisions

  7. Leaders are committed to and knowledgeable about age group, educational research and best practices

  8. Leaders demonstrate courage and collaboration

  9. Ongoing professional development reflects best educational practices

  10. Organisational structures foster purposeful learning and meaningful relationships

  11. School environment is inviting, inclusive, safe and supportive of all

  12. Every student’s academic and personal development is guided by an adult advocate

  13. Comprehensive and guidance and support meet the needs of young adolescents

  14. Health and wellness and supported in curricula, school-wide programs and related policies

  15. The school actively involves families in the education of their children

  16. The school includes community and business partners.