Plumpton High School · 2020. 8. 25. · High School has implemented the Student Executive Council instead of a ÔRepresentative CouncilÕ as we believe our students should have a

Term 1 | Issue 1 | March 23rd, 2017

Key Dates Principal’s Message

April:

May:3rd9th11th16th

23rd

24th

25th

Athletics CarnivalNAPLAN StartsZone X CountryStage 6 Elective Selection EveningYear 7 2017 ElectiveSelection AssemblyStage 5 Elective Selection EveningYear 7 2018 ElectiveSelection Evening

26th First Day of Term 2

June:9th14th14th26th30th

Zone AthleticsSecondary X CountryMusic NightReports Sent HomeLast Day of Term 2

July:18th First Day of Term 3

Plumpton High SchoolLink up - Newsletter

Plumpton High School | www.plumpton-h.schools.nsw.edu.au PAGE | 1

Dear Parents, Carers, students, & Staff, I would like to take this opportunity to welcome all of our new students, parents and staff to our great school. 2017 will be an exceptionally successful year as we conclude our 3-year School Plan and open up more opportunities for students to succeed. This success will come from continuing to build intellectual capacity, positive relationships and improving student self-concept so as they are equipped to solve complex problems and be the leaders of tomorrow.

A measure of this success has been a celebration of our 2016 HSC cohort at the recently held Dux Assembly. Our high achievers attended this event along with the current Year 12 students. I would like to make mention of our high achievers beginning with Ubaid Ur Rahman the Plumpton High School 2016 Dux who attained an ATAR of 99.3 placing him in the top 1% of all HSC results. Ubaid was placed on the Premiers All Rounders list and the Distinguished Achievers list for Business Studies, Economics, English (Advanced), Mathematics Extension 1 and Mathematics Extension 2. Congratulations are also in order for Patrick Quimque who received an ATAR of 91.3 and was placed on the Distinguished Achievers list for Mathematics a com-mendable result.

This cohort also had a number of other high achievers who received a significant number of Band 5 and 6 results and it is important acknowledge these excellent results by; Josephine Bulan who received an ATAR of 82.3, Afnaan Rauf, Jack Gerard, Amanda Teuma, Samuel McLennan, Nicholas Antonio, Tegan McIntyre, Ahavakaia Pinomi, Tasif Rahman, Shivneel Kumar, Elysa Villareal, Sarah Warren, Ashlyn Kumar, Chloe Mallinson and Natasha McFarland.

Continued on PAGE 2...

Principal’s Message


Continued from PAGE 1...

Growth Mindset researcher Carol Dweck stated “If parents and teachers want to give their children a gift, the best thing they can do is to teach their children to love challenges, be intrigued by mistakes, enjoy effort, and keep on learning. That way, their children don’t have to be slaves to praise. They will have a lifelong way to build and repair their own confidence”.

I must say this is true of the 2016 cohort as we focussed on the development of their intellectual capacity, building self-concept and development of relational skills to support growth. True self-confidence was defined as your “courage to be open—to welcome change and new ideas regardless of their source.” Real self-confi-dence was not reflected in a title, expensive clothes or a fancy car. It was reflected in their mindset: their readi-ness to grow.” The cohort represented this and none more than Ubaid.

Ubaid’s result shows that anything is possible with hard work and rigor. In addition, it shows that excellence can be achieved in Western Sydney Comprehensive Public Schools. Outside of the Selective schools there was no other school of any type (private, catholic or denominational) that attained a result such as this.

We wish the 2016 cohort all the best as they move onto a new and exciting journey as positive contributors to society at university and other education, employment and as leaders of our community.

The great success of this cohort is detailed below in the two tables indicating the post school destinations of the 2016 HSC Cohort. The first table provides information on the students studying and their type of study. Table 2 identifies all post school destinations.

Study Destinations Post School Year 12 - 2016Post School Destinations All Types Year 12 - 2016

UniversityApprenticeshipCollegeTAFETraineeship

50%8%7%

24%11%

University EntryTAFE EntryEmploymentOtherSeeking Employment

28%28%28%2%5%

Unknown 9%

Study Type PercentageStudy Type Percentage

Principal’s Message (Continued)



It’s with great sadness that I need to inform you of the passing of one of our staff Mr. Carlos (Charlie) Bandera who passed away on Thursday evening, 16 March, 2017.

Mr Bandera has been a significant part of the cleaning team at Plumpton High school and the community for many years as a parent. Working the morning shift from approximately 5:00am each morning he focussed on our Library ensuring it was in absolutely the best possible state to welcome students and teaching staff each day.

I would often pass Charlie at 6:00am as I arrived at school and it was always refreshing to speak with him and hear his positive outlook on life. Charlie had some significant physical disabilities making his life more challenging. However, he loved contributing to our great school and working hard.

Charlie leaves behind his daughters Alicia and Alana who attended Plumpton High School along with his mother Mrs Bandera.

Vail Mr Carlos (Charlie) Bandera

Teaching and Learning at Plumpton High School

Both Ms Mathews and Ms Cook along with their Project Based Learning and Differentiation teams have been developing a new teaching and learning platform for Plumpton based on the significant research of John Hattie. This work underpins a third of the school plan, Strategic Direction 1; Engineering and Building Intellectual Infrastructure. The teaching staff have been undertaking professional learning throughout the last 2 years in this area with Term 1, 2017 continuing to build on the previous years of development and implementation. During week 8 all staff attended a 4-hour twilight professional learning evening to build staff capacity an ability to implement the framework.

A significant focus of the Project Based Learning framework is to create real world products that solve significant problems within the community and the world using a structured and methodical approach that ensures students have the necessary skills to solve complex problems as an individual or as a part of a collaborative effort.

inputs Surface deep transfer outputs

Skill

will

thrill

EmpowermentCollaboration

IntellectualCommunication

QuestionChallengeProblemProject

Prior KnowledgeWhat They Know

What They Can Do

Content / Knowledge / Understanding Apply information in a new way to

Successcriteria

forproduct

Success criteria

critical / creative thinking - empowerment

Collaboration / communication

Framework for project based teaching & learning

Q / C / P / PMetacognition around Q /C / P / P

RealWorld

Product

Surfaceacquisition

deepacquisition

consolidation consolidationSurface deep

transferof surface& Deep Learningto project



Student executive Council (SEC) Members Years 7 to 11

I would like to congratulate and welcome the following students to the office of Student Executive Council (SEC) Representative for 2017 who will join the School Captains and Prefects in this significant role:

Year 11: Megan Galea, Jessica Szakacs, Amy Bolehala, Edith Yankuba, Chris Alexander & Kashfa NooramYear 10: Emily Potloka & Christal HipolitoYear 9: Moera Joseph & Shylah FennerYear 8: Tamina Abawi & Christine InmanYear 7: Bryce Kinsey & Michelle Russell

The Plumpton High School Student Executive Council, or SEC, is a team of students that strives for and leads the constant improvement and growth of our school. It consists of representatives from each Year level, as well as the Year 12 leadership team elected that year. These students are led by our supervising teachers. Plumpton High School has implemented the Student Executive Council instead of a ‘Representative Council’ as we believe our students should have a role in the changes and decisions made within the school and push for the improve-ments they desire.

Our students have the capacity to do so much more than simply represent the school in public forums as they are future leaders of Australia. Leadership capacity can be built when students are provided the necessary skills and experiences, combined with the setting of high expectations and encouragement. Additional responsibility that is placed upon students encourages them to be more courageous, learn more and achieve more. The students that become a part of this team are expected to fulfil their roles with a high level of responsibility and professionalism in a Project Based Learning model, teaching them skills they can carry on for a lifetime.

For 2017, the SEC has decided to aim to unite our school by building school spirit, fostering connections with the community and embracing diversity, among our other goals. We have begun various initiatives, aiming to achieve these goals and know that our future junior members will be able to bring more to the table and allow us to reach these goals quickly and efficiently. SEC members are not the only ones that can bring a change to the school or suggest improvements.

Part of the role of the SEC is to receive suggestions from the student body and incorporate their ideas into our agenda and our decisions. This is done through our school’s suggestion box, where students can submit their innovative and creative ideas that begin as undiscovered solutions, with the potential to improve the school environment. As a whole the Plumpton High School Student Executive Council is a team that empowers the students and allows them to be involved in making decisions that will impact them, their environment and their peers.

Introducing our 2017 SEC Team

Principal’s Message (cONTINUED)


gifted and talented (GAT) Programs at plumpton high school 2017

In 2017 Plumpton High School is making 10 Gifted and Talented (GAT) programs available to students, that are directly linked to a future focussed world. To support the link to the world beyond school most of the programs are taught by industry experts who are teachers with links to a University and employer. These programs include; Art and Design, Dance, Drama, Duke of Edinburgh International Award Scheme, Engineering Studies (STEM), Media and Communications Team, Phone apps and coding (STEM), Robotics and coding (STEM), Student Execu-tive Council and Young Einstein (STEM).

These programs build and develop a student’s intellectual capacity, ensuring that they have attained the neces-sary skills and ability to solve complex problems, develop and understand concepts and be the leaders of tomor-row. Many of the courses are at a university level with the students excelling through a highly supportive struc-ture.

There is a significant focus on Science, Technology, Engineering and Mathematics (STEM) an area of significant need in the world, Media and Communications and the Creative and Performing Arts (Dance, Drama, Art &De-sign).

All courses ensure students build the essential skills and capacity to develop quality professional and personal relationships that are essential for life success. Successful employment as stated by great leaders, entrepreneurs, business people and research requires our young people to have the ability to; collaborate and work successfully as part of a group or team within an organisation; develop solid positive, productive partnerships with clients or customers; and build a network to mutually benefit the individual and business.

Students who have participated in these courses have received State and National level recognition. Examples of this includes NSW State Championships, NSW Premiers recognition through the Duke of Edinburgh Award Scheme, Mentorships by national and multinational organisations such as the ABC and Citi Group/Bank, The Australian Business Community Network (ABCN) and Microsoft.

All GAT programs at Plumpton focus on the development of a Growth Mindset. For students to have a Growth Mindset, they should understand that trying harder - and trying new strategies - not only helps them succeed at the current task but also helps them succeed in the future by strengthening their brain and confidence.For more information please follow the link below that will take you to the Plumpton High School Website:

http://www.plumpton-h.schools.nsw.edu.au/curriculum-activities/gifted-and-talented

Art & Design

Dance

Drama

Duke of Edinburgh

Engineering Studies

Media & Communications

Phone Apps & Coding (STEM)

RoboticsForensic Science

Principal’s Message (CONTINUED)


science technology engineering & mathematics (STEM) @ Plumpton

Part of the significant Science, Technology, Engineering and Mathematics (STEM) program the school has implemented over the last 12-18 months includes the acquisition of 2 NAO robots.

NAO is the world’s leading and most widely used humanoid robot for education and research. NAO is 58cm tall, autonomous, and fully programmable robot that can walk, talk, listen to you, and even recognise your face.

In addition, NAO’s unique form and personality make it a powerful platform for engaging students from a variety of backgrounds in computer coding and robotics. The ability to script and program human-robot inter-actions, provides a hook for groups of students who traditionally may not be interested in computer coding.

Initially the robots will be used to support our Language program by assisting the teacher, Ms Fioravanti in delivering Italian language to our Year 7 students. Students will be engaged in learning how to write, speak and understand Italian language whilst developing the computer coding skills to teach the robot to speak and recognise Italian. Nao Robots have the capacity to speak up to 40 languages.

In addition to the Language program, the robots will be used to support our dance program teachers, Ms Jones and Ms Leihn with students learning how to choreograph by computer coding to program the robots to dance. The language and dance teachers will be supported by Ms Dela Vega, one of our administrative staff who has a background in computer software design. Ms Dela Vega will be present in classes to support students in learning how to computer code the robots as she does in our other Robotics Program.

We believe that Plumpton is the first school in NSW to integrate computer coding into dance and language through the use of NAO Robots. Computer coding skills are highly sought after in the workforce and by providing our students with this opportunity it opens possible doors for employment and further study.

Forensic Science Program – DNA Testing Technology Purchased

The Science Faculty is acquiring a Crime Scene Investigators PCR Thermo cycler kit. Thermal cyclers are necessary equipment in any Forensics lab to allow scientists to make multiple copies of a small sample of DNA from the crime scene. Using the electrophoresis machine, DNA from the crime sceneis compared to samples of DNA taken from suspects or victims or a DNA database. PCR based DNA fingerprinting is an important method for any Forensic Scientist to determine the identity of individuals in a crime. It can also be used to determine paternity of an individual and determine whether individuals are related.

Having access to this industry based technology allows our students to learn the skills required in undertaking a Forensic Science role in the workforce linking school explicitly to the real world. This equipment will be used in a combination of Science programs and Gifted and Talented programs at the school



welcome to the new staff @ phs

I would like to congratulate and welcome Shae Dunbar who has been appointed to the substantive Head Teacher HSIE position at Plumpton High School following a merit selection process. Shae holds a Masters of Teaching (Secondary – Business Studies, Commerce and Geography) with Distinction from the University of Western Sydney and was a recipient of the Deans Medal. In addition, she holds a Bachelor of Business (Human Resource Management and Industrial Relations) with Distinction from the University of Western Sydney and was also a recipient of the Deans Medal.

Shaelee commenced her teaching career at Rooty Hill High School in 2009 as a classroom teacher. She has held the positions of Relieving Head Teacher HSIE in blocks over the past two years and has been a Professional Practice Mentor from 2014 to present.

Some of the significant educational highlights from Shaelee’s time at Rooty Hill High School includes:

1.) Being awarded the “Leadership for Learning” award by the Rooty Hill High School Community, February 2016 in recognition of excellent classroom practice and outstanding contribution to the School’s intel lectual property. 2.) Developing a school-wide peda-gogical framework, ‘We are Creative and Capable Learners’, which integrates ACARA capabilities, Rooty Hill High School’s Creativity Wheel, Literacy platform and Creative Enquiry Cycle, translating the concepts of each platform into practical tools for teachers to use in designing innovative learning opportunities for students. 3.) Serving on the Executive team in order to implement the initiative of a Capability Driven Curriculum within the HSIE faculty.

I would like to congratulate and welcome Chris Joseph who was the successful applicant through an Expression of Interest process for the Acting Head Teacher, Teaching and Learning, Learning and Support Faculty and the da Vinci Learning and Resource Centre position. Chris holds a Masters in Special Education and is a qualified PDHPE teacher.

Chris has relieved at Principal level as a Learning and Wellbeing Coordinator within Educational Services responsible for leading, managing and the coordination of executive teams, services, programs and initiatives to support learning and wellbeing for a diverse range of students across five school networks (166 schools). From 2014 until present, Chris has held the executive position of Learning and Wellbeing Officer (LWO) at Nirimba Office part of Macquarie Park Operational Directorate.

I would like to congratulate Sarah Somerville on being permanently appointed to Plumpton High School as a Mathematics teacher and being selected to Co-coordinate the Duke ofEdinburgh Scheme.

Sarah holds a Bachelor of Mathematics Education from the University of Wollongong. Throughout her degree she completed 4 professional experiences throughout NSW; Commencing at Macarthur Anglican School in 2011, Hoxton Park High School in 2012, Saint Patrick's Girls College in 2013 and finishing out in Central NSW at Broken Hill High School in 2014.

During 2015 Sarah was part of the Mathematics Faculty at Woonona High School in the Illawarra region. She coordinated the year 7 mathematics team throughout the year and was part of the year 12 Roll Call team while also teaching all levels of mathematics from students with additional needs to advance maths year 12 students.

Shaelee dunbar

Chris joseph

sarah somerville




I would like to congratulate Renee Hunt who is the successful applicant for the position of Relieving Head Teacher English process.

Renee is an innovative teacher who is experienced in project based learning, the strategic use of technology in the classroom (Google drive and has worked in a BYOD environment) and the use of data to inform practice. She is well known for her work on the English Studies pilot program and the subsequent syllabus and is passionate about creating modules of work to build the literacy skills of the students in this Stage 6 course. She has previously worked with teachers to create an integrated Project Based Learning unit across English Studies and Sport Lifestyle and Recreation courses for Year 11 students. This year Renee has also worked with disengaged Year 10 students using project based learning to reframe their thinking and reconnect them to learning. Beyond her faculty area Renee has worked as a, relieving Head Teacher Welfare, year advisor, an SRC leader and had experience of a successful whole-school literacy initiative. She uses 8 Ways pedagogies and has led Aboriginal and multicultural initiatives.

I would like to congratulate Priyanka Bromhead who has been appointed to a permanent position as an English teacher and for being selected as a Positive Psychology Leading Teacher through a merit based process. Priyanka holds a Postgraduate Diploma of Teaching (Secondary English & Society & Culture) from the Australian Catholic University and a Bachelor of Arts (Majors: Cultural & Social Analysis and English, Text & Writing) from Western Sydney University.

Prior to coming to Plumpton in September this year to work in the Learning and Support Faculty, Priyanka held a permanent English and HSIE teaching position at Tyndale Christian School teaching Stages 4-6 for 6 years, 2009-2015. Priyanka has also worked in a Project Based Learning environment.

In her time at Tyndale Priyanka undertook several roles beyond her faculty role including coordinating the Slum Survivor strategy in Stage 4 HSIE working with Year 7 to raise in excess of $20,000 for development projects. She coordinated Middle Years wellbeing and Pastoral Care programs, coordinated and taught Poetry Slam, Public Speaking and debating. In addition, Priyanka ran Senior Study Skills workshops and mentoring for students.

I would like to congratulate Amy Galea who has been appointed to a permanent position as a media industry studies and English teacher. Amy holds an undergraduate degree in arts/education from the University of Wollongong graduating in 2012. She is qualified to teach English Years 7-10 and Years 11-12, film studies and media industry studies.

Prior to teaching Amy was working in arts journalism and copywriting for Broadsheet Media also as a copywriter, editor and in company branding for a number of advertising companies for three years as a contractor. Amy continues to be active as an arts journalist and lifestyle writer online.

Renee hunt

priyanka bromhead

amy galea




Congratulations to Rebecca Cross who was appointed permanently to Plumpton High School earlier this term following a merit selection process. Rebecca is the teacher of our Multi-Categorical Support class. She holds a Bachelor of Arts and Bachelor of Education combined degree from UNSW. Studied full time during 2016 to obtain Masters of Education (Special Education) from UNSW for which she graduated with Excellence.

Rebecca Began teaching at Plumpton High School in her first year out of university in 2015 and was appointed to Co-Director of Communications in first year of teaching in 2015. In this position she was involved in setting up the GAT MAC Team, liaising with the ABC to support students in the MAC Team, ran all social media accounts during 2016 and co-wrote the BOSTES/NESA School Developed Board Endorsed syllabus for the new Media Industry Studies subject in 2016. In addition, she has designed new programs for Year 8 -12 Drama, and coordinated Year 9 English and Stage 6 English Studies, designed a new Year 11 Drama unit culminating in a student-run professional production open to the public in 2015.

Rebecca Cross


Zohab poetry slam

On Thursday 23 March Plumpton conducted an amazing poetry slam performance day. Year 7 were actively engaged and thoroughly entertained by the performances. Year 10 were simply amazing. They demonstrated so much respect to the performer and he mentioned several times how impressed he was with Plumpton High School. If you could imagine, Zohad had the entire year 10 cohort writing poetry. They were so engaged you could hear a pin drop. Several of the students performed their poetry. They were brilliant performers and their poems were sophisticated and creative.

Zohab had lunch with the English Faculty. He made comment during his performance of how impressed he was with the staff. He had such a great time with year 10 it was such a proud moment for all.

Principal’s Message (cONTINUED)


Duke of edinburgh award scheme - Year 9 - 2017

Ensuring our students have the best possible opportunities to succeed both at school and beyond school in the future focussed world it is essential they have well developed skills to support them. As you are well aware our School Plan has 3 Strategic Directions; Engineering and building Intellectual, Relational and Self-Conceptual Infrastructures.

In 2017 The Duke of Edinburgh International Award Scheme is being implemented for the whole Year 9 Cohort. This is to support this end with a significant focus on developing both Relational and Self-Conceptual spheres of our students, as a part of Plumpton’s Wellbeing and Positive Psychology Program. In turn when students’ self-concept is developed along with their relationship building skills they are more likely to increase their intellectual capacity as they are more courageous in attempting to solve more complex problems.

The purpose of the Duke of Edinburgh scheme is to promote and preserve a framework of Award participation that equips, engages and empowers all young people to explore their potential. This program aims to move students beyond their comfort zone to gain a sense of real life achievement and self-confidence with it directly aligning with our School Plan.

The implementation of the Award scheme follows a highly successful pilot of the scheme in 2015-16 where 2 groups of 20 students participated in the scheme. Plumpton High School won a significant award in 2015 with Julia Pourino of Year 9 being nominated and awarded the Premier’s Volunteer Recognition Program for Contribution to Community and the Future of NSW Award from the 21,000 participants. Of the 20 students who originally participated in the scheme in 2015, 9 have gone onto be involved in working towards their Silver Award having attained the Bronze in Year 9.

A separate letter will be sent to parents of year 9 students with more details of the requirements for the Duke of Edinburgh scheme prior to the end of Term 1.

Home Economics

Stage 5 Hospitality Class

These are some photos of the Stage 5 Hospitality class getting ready with some cupcakes for the Year 6 Information Night. Not only did our lovely Stage 5 students decorate the cupcakes but they created hot chocolate drinks.

TEaching & Learning


We Want

You!

Do you have a child / children in Years 7, 8, or 9 at plumpton high school?

The Literacy team will be implementing a new reading program for Years 7, 8 & 9 in Term 2.

Before our launch, we wanted to get a snapshot of your child/children’s reading habits as they currently stand. We would appreciate it if parents/carers could complete a short survey at the following link:

https://www.surveymonkey.com/r/YKYH2V9

The survey is anonymous and should only take less than 5 minutes.The data collected will be shared with parents/carers throughout 2017.

Any Questions? Feel free to contact the the Literacy Team at school.

Cara Cobden HT Mentor/LiteracyCarly McPherson HT Mentor/Literacy Bronwn Bailey Teacher Librarian

SCIENCE

“think like a proton. Always positve.”

Welcome to a new year of learning science. This year we also welcome our new staff members to the science faculty; Miss Karan, Miss Angeli, Miss Ramos and Mr Rozario. Miss Chisholm and Miss Mangion are also teaching Science this year. Our new Science assistant is Ms Sharon McKever. We would like to say thank you to Ms Carolyn Langham for her outstanding work as our Science assistant for several years. Ms Langham is now working at the Futures Centre with Mrs Tanti.

We would like to reinforce the need for our students to be prepared for learning by having an exercise bookand pens. Teachers will check if students have these tools for learning every lesson and parents will be contacted if their child attend class unprepared.

Topics students are studying in year 7-10:Yr 7 - CSIYr 8 - Young inventorsYr 9 - Forensic ChemistryYr 10- SETI

SCIENCE FACULTY

forensics


The science faculty would like to welcome two new teachers to the science faculty team!

WELCOME MISS ANGELI & MISS KARAN!!

MISS ANGELI MISS KARAN

AGRICULTURE

roBOTICS

The Young Einstein Gifted and Talented program has kicked off for 2017! The

Young Einsteins have been trained by a special guest from the Forensic Services

Group working with NSW police, refining their skills in finding, revealing and

collecting fingerprints. It’s going to be an exciting year ahead solving a new case

with their newly acquired skills.

The Science faculty and the year 7-12 agriculture classes have been bringing life back into the agriculture plot. Students and teachers have been working collaboratively, to construct new garden beds and plant seedlings. The first steps towards creating a more sustainable Plumpton.

Plumpton high school is running a STEM working on robotics and coding, which is co-ordinated by Mr Rozario. Students Year 7 to 10 are immersed in real world application in current technology. The photo shows a class constructing and programing a LEGO mind storm car to perform several activities.

sports - oPENS fUTSAL

Boys team girls team


On the 15th of March, our opens girls and boys Futsal (indoor soccer) teams represented the school at the Penrith Region of the Futsal Schools Championship. The day was off to an interesting and challenging start, with a few members only just making the bus (Musa joining the team towards the end of Bottles Road).

The girls team were eager to get started, however, their opposition for the first game had to forfeit, leaving the girls with more time to warm up and get prepared for their next game. They went into their second game full of energy and with confidence which showed with a 3-1 score line. Despite their best efforts, the girls lost their remaining 3 games against quality opposition.

The boys team put their bodies on the line and managed to finish the pool stages with a total of 4 wins and 2 losses. This meant they had to take the difficult route to the final, playing the first placed team from Pool B in the semi-final. Not only was this their third game without a break, but the tough and fast paced game drew the best out of the boys, producing some cracking goals and even better saves. With the girls team in high spirits watching on and cheering, the boys found an extra gear. Despite losing their key player Josh Ross to a second yellow card, the boys pulled together to hold onto the match, winning 4-3. However, this proved to be their undoing. The level of exertion taking too much of a toll and the boys eventually falling in the final 3-1. Their outstanding effort resulted in a runners-up medal and a place secured in the NSW State Finals. We wish the team all the best for the next stage in their Futsal journey.

- The Coaches (Mr Cabrera & Mr Temby)

Futsal Schools Championships - Penrith Region

Steven Martin, Iman Bidkhori, Fabian Hanza, Josh Ross,

Chris Alexander, Shaun McDonald, Musa Yankuba, Murtaza Halim,

Grant Cunningham-Jackson

Bella Coleman, Jamie-Lee Brooks, Kobe Keighran, Caitlin O'Connor,

Chloe Thorley, Olivia Gorgis, Emily Potloka, Brooke Zammit,

Leah Franke

Representing the boys squad were: Representing the girls squad were:


creative & Performing arts

What is different?

The Creative and Performing Arts faculty is a dynamic environment which encompasses a number of different skills and interests. Students are involved in practical skill development and also developing the theoretical knowledge that helps students understand and appreciate the “arts”. All subjects have practical exams in the HSC which are examined from August/September of the HSC year and then theory exams in the October HSC exam period .

Guide for parents of students studying subjects in the CAPA faculty?

HOW CAN I HELP MY CAPA STUDENT?

Tips for helping my child...

Talk to them about what they have been doing, ask to see or hear an example. Ask them when assessments are due and ask to see them in progress– read through written work where possible. Year 10,11, 12 have an assessment booklet where this information can be found. Ask them to show you the marking criteria and see if they can identify where they sit– could they improve. Remind them that there are opportunities for help at school including teachers, library, DaVinci Centre, older students. Contact their teacher or ask them to for help. Plan a study timetable and a timeline/calendar of when assessments are due. Write a draft and ask for feedback before they submit the final copy. Ask them how they went on the task, what feedback did they receive? Understand that sometimes students don’t have specific homework instead revising what they did in class each day is helpful.

Dance Drama Music Visual Arts Photography Entertainment Industry

CAPA Subjects:

“Ask not How intelligent are you, but How are you intelligent?"

- The Element, Sir Ken Robinson


Year 8 Visual Arts

Year 8 Visual Arts Portraiture

Year 8 Visual Arts have been investigating Portraiture. Students have been looking at scale and proportion in order to create a realistic portrait of a person who is inspirational to them. They have been focusing on the elements of art in order to render a realistic portrait using lead pencil with a focus on measuring guidelines to create correct proportional facial features, observational drawing skills, creating implied texture and shading gradient tone.

YEAR 9 & 10 Visual arts

9 and 10 Visual Arts have been investigating Pop Art, with a focus on Andy Warhol and Claes Oldenburg. Students began investigating installation art . In groups they had to work collaboratively to create installations with everyday objects within the school environment.

Year 9 & 10 Pop Art


YEAR 9 & 10 Visual Arts

Year 9 & 10 Visual Arts Food Sculptures

Students are in the middle of creating food sculptures using minimal materials of recycled cardboard, tissue paper, glue, wax, string and tape. Students are recreating their favourite food and replicating it in size, shape, and texture. This unit of work allows students to experiment with materials, reflect on their experimentation, make decisions and problem solve in order to develop resolved sculptures. The two classes will come together in to create an installation with all of their works from this term, for a school audience to view.

Year 11 Visual arts

Year 11 Visual Arts have been deveoping basic skills essential for HSC success, in both Art Making Practice as well as in Art Analysis and Writing. In Art Practice, students have been exploring various expressive forms in 2D and 3D, through the Elements of Art and Principles of Design and through examining various artists. Students have recently been investigating conventions of drawing and developing drawing skills though experimenting with materials, tools and techniques. They have been guided in the importance of documenting their work in their sketchbook, showing their thinking, reflecting and decision making.

Year 11 2D & 3D Art


Year 9/10 Visual Design

Year 9/10 Visual Design & Plumpton Primary Students

The year 9/10 Visual Design students worked in collaboration with Primary Students from Plumpton High School to develop a mural that represented the values of the Primary school and the relationship we share withtheir school community. Our visual design class visited their students to brainstorm ideas, imagery and possible locations for the mural. Our students then planned and painted a 3 paneled mural which was then presented to the students and staff at the school. The mural has recently been installed around the front entrance to Plumpton Primary School.

Mathematics

Plumpton High School has been participating in the Reframing Mathematical Futures II (RMF) Project since the beginning of 2015. In 2015, Plumpton piloted RMF activities with year 8. In 2016, students in years 7-9 did RMF activities once a fortnight. After seeing the improvement in student responses to mathematical problems as well as the growth in NAPLAN results, we have expanded RMF activities to all of years 7-10 once per week. At the beginning of the year, the students sit for a pre-test and they are put into eight levels based on ability; the RMF activities they work on in class are tailored to their levels. Our current year 7 students sat for their Scaffolding Numeracy in Middle Years (SNMY) testing on 31st of January so that we could commence their RMF program from thebeginning of the school year.

Activities typically involve multiplicative thinking, mathematical reasoning and higher order thinking (HOT). Continued on PAGE 17...

RMF in Mathematics

2 + 2 = 43 + 3 = 64 + 4 = 85 + 5 = 106 + 6 = 127 + 7 = 14

2 x 2 = 42 x 3 = 62 x 4 = 82 x 5 = 102 x 6 = 122 x 7 = 14

3 x 1 = 33 x 2 = 63 x 3 = 93 x 4 = 123 x 5 = 153 x 6 = 18


Mathematics (CONTINUED)


To prepare for RMF activities, Plumpton’s maths teachers draw on resources in collaboration with RMIT University as well as designing and preparing our own new resources to craft tasks that align with our scope and sequence. In this way, we ensure that students are both learning the content and enhancing their critical thinking and reasoning skills at the same time. These differentiated tasks help build students’ higher order thinking and fill in the gaps in their math-ematical skills.

Another benefit of RMF activities in class is that they encourage and facilitate collaborative learning. Students enjoy working with each other while exchanging ideas and using game-based learning in maths. During the activities, the students are required to record all the calculations, processes and reasoning that they use to answer the question. At the beginning, this makes some students feel uncomfortable as they are not used to writing justifications in mathematics. However, after a few RMF lessons guided by the teacher, the students quickly come to know what is expected of them in RMF lessons and they come to enjoy the problem-atic nature of the activities. Students are encouraged to work beyond their zone levels as well, extending their boundaries to new challenges.

Each student has their own RMF folder which they use to file all the RMF tasks. These folders are evidence of how much work has been completed throughout the year.

Here are some students and teachers’ views:

‘The RMF activities in the class has allowed students to access the power of Mathematical reasoning and learn to apply their mathematical un×

derstanding creatively and efficiently. It has helped students become self-motivated, confident learners through inquiry and active participant in challenging and engaging environment. Most students look forward to their

RMF classes and are ready to challenge themselves”

- Eleen Singh (Maths Teacher).

“RMF activities are creating an aware×ness amongst students on focusing on the

method rather than the answer only. During the first assessment task majority of the

students did better at explaining the prob×lems than they used to before”

- Shammi Prasad (Maths Teacher)

“Lucky, I did the RMF activities. The questions in

the test were similar”

- Ronak Ram (Student)


Mathematics (CONTINUED)


Through RMF activities more emphasis is put on students:

• Reading the questions thoroughly and underlining important words• Collaborating with peers before seeking teachers’ help• Realising that the process of getting to the answer is equally important as the answer• Realising that there can be more than one way to reach an answer• Recording their processes, calculations and reasoning• Experiencing the success of being able to tackle challenging questions which they previously thought were beyond their ability

Two painters, James & Kaine can paint the same size room in the times given:

Kaine takes 4 hoursJames takes 3 hours

If the two painters paint one room together, what would be the minimum amount of time they can

complete painting the room?

RMF Challenge example:

- this challenge is open for all students -


ENGLISH

Year 7 English Blackout Poetry

Year 7 English have been working on blackout poetry, using the words of others to create something more meaningful and recycling not only paper but also creating fresh new texts as part of their study of poetry in Term 1"

Human society & its environment (HSIE)

Our wonderful hsie team!

Mr Liu

Mr Lowe

Ms Romeo

Mr ValeroMr Temby

Ms DunbarMs Simmons

Mr De PaoliMs Narayan

Human society & its environment (HSIE)

VET BUsiness Services


The HSIE faculty would like to welcome three new teachers to the HSIE faculty team for 2017!

MS DUNBAR

Information Night with HSIE

MR LIU MR DE PAOLIHead Teacher Social Science History & Geography

The HSIE team have been busy gearing up our students to enjoy access to new technology installed over the holidays! This has enabled the faculty to introduce more research orientated activities that students are keenly enjoying. Further, students have been able work collaboratively through the use of Google Classroom, enabling them to easily share resources and documents. This has also facilitated peer and teacher feedback with ease.

HSIE is excited about the year ahead and is looking at revising assessment and program design to ensure the incorporation of real world skills to develop students for future employment and lifelong learning.

HSIE WELCOMES 2017!

Legal Studies

Legal studies students enjoyed taking part in a murder mock trial! They argued points of law and evidence throughout the trial in an articulate manner. Students are commended on their hard work and effort in preparing for the trial. The defence team won the day!

VET Business Services students have received outstanding comments about their time on work placement. Comments highlighted the proactive, friendly, polite and hardworking nature of students. Work placements are an excellent opportunity for students and in the past part-time jobs have been offered. Students are also able to include this experience and the skills they have acquired on in their resumes for future job applications.

HSIE relished the opportunity to show case the work of students on the open night. Parents and students from years 3,4,5 and 6 engaged in the ‘google earth app’, historical artefacts, constructing their own tower to represent human geography, and acknowledged the traditional custodians of the land in which they were born.

being the best we can be


Be Safe

Our School Expectations:

We want our students to be:

Be Respectful

Be a Learner

Great Learners

Responsible, Productive Citizens

Leaders Now and in the Future

Kind and Respectful to ALL Others

Can I answer YES to these questions?:

Am I in the right place?

Am I doing the right thing?

Am I being fair?

Am I being helpful?

Am I being kind?

Achieving highbehaviour standardstogether

All actions have consequences

We all have a shared responsibility to help the learning and wellbeing of the large majority of students. To do this we need to re-establish our standards in a number of focus areas.

It must be clearly understood that there will be concequences for people who fail to meet the behaviour standards outlined in the document.

We cannot accept behaviours which impact negatively on our school learning environment. We each have a responsibility to be the best learners, citizens, and leaders we can be. We must respect the wellbeing of others and the learning of others

At Plumpton High School, we understand that all actions of consequences. As a school, we work together in peaceful, helpful and kind ways so that the consequences of our actions are positive ones. There are many rewards for working together in such a way, including:

Feeling good about ourselves and othersEnjoying our lives at schoolBeing able to participate in great learning and many school activitiesBeing acknowledged for our work with merit certificates and other awardsBeing involved in leadership activitiesBeing successful in our learning

Sadly, it happens that people sometimes lose their way and forget their responsibilities to themselves and to others in our school community. We have to make sure we have good systems in place to prevent such things from negatively affecting our lives at school and our learning. Some of the consequences for people behaving badly include:

Warnings and action by your teacher if you fail to meet the behaviour standards.Referral to the head teacher for action if the problem persists.

Behavior expectations


I wear school uniform.I walk at school.I keep my hands and feet to myself.I report any problems.I stay where I am supposed to be (in class during lesson or in bounds during lunch.)

I ask permission to leave my seat/class.I sit on my seat properly.I sit at my desk properly.I follow the safety procedures of the class.

I stay inbounds.I act and play safely.I report any dangerous or damaged equipment.I report strangers to a teacher.

I stay to the left when walking.I line up as directed by my teacher.I use the banisters for my hands.I carry my bag safely so it won’t hit into others.

I wash my hands after using the toilets.I keep the toilet facilities clean.

I wait patiently for the bus.I stay behind the green fence while I wait for the bus.I get on and off the bus without pushing.I keep myself and my belongings inside the bus.

I sit properly on my chair.I sit properly at my table.I walk carefully to my table.

I enter & exit in an organised manner.I sit appropriately.

I remain seated in the appropriate area.

I say no to bullying.I follow teachers’ instructions.I speak politely and use appropriate language.I put my rubbish in the bin.I leave banned items at home.I keep the school vandalism and graffiti free.

I listen to the person who is speaking to the class.I put my hand up and wait silently to speak.I take my hat off when I enter the room.I am accepting of the opinions and contributions of others.

I wait my turn at the canteen.I start walking to class when the bell goes.I put my rubbish in the bins.

I walk quietly so others can continue learning.I stand and wait until instructed to enter the room.I enter and exit classrooms without pushing.

I use the toilets correctly.I save water by turning off the tap.

I line up when I see my bus approaching.I speak politely to the bus driver and other passengers.

I am silent.I put my hand up and wait silently to ask a question.I face the front.I listen to instructions.I sit where I am asked.I leave banned items at home.

I am quiet throughout the assembly.I listen to all announcements.I act as a mature audience member.I congratulate the achievements of others appropriately.

I am respectful of classes by sitting quietly.

CommonAreas

I say no to bullying.I follow teachers’ instructions.I speak politely and use appropriate language.I put my rubbish in the bin.I leave banned items at home.I keep the school vandalism and graffiti free

I do my class work to the best of my ability.I bring the equipment needed for each lesson.

I use the toilets during breaks rather than during class.I use lunchtime effectively by having something to eat, talking to friends, playing a game, visiting the library or seeing a teacher.

I move to class quickly.I encourage other students to get to class.I show that I know how to go from class to class.I have a permission note if I am out of class.

I use the toilets during lunch times.I have a permission note if I go to the toilets during class time.

I model the right behaviour on the bus.I have my bus pass and T-Card.

I do my best and attempt every question.I bring the necessary equipment.I keep my eyes on my own work.I allow others to concentrate.

I think about what is presented at the assembly.

I use the time to complete all homework or study.

Class

Playground

Hallways

Toilets

Bus Bay/ Bus

FormalExams

Assemblies

FreePeriods

Be Safe Be Respectful Be a Learner

Skool Bag App - Stay up to date with PHS


At Plumpton High School we are constantly working on creating opportunities to allow students, staff and the community members to be ‘the best we can be’. As part of our commitment to innovation and communication, Plumpton High School now has its own app that can be downloaded onto Apple and Android devices. This exiciting tool will give parents and guardians increased access to vital information about important events being run at the school as well as being able to fill out e-forms at the click of a button to help explain student absence or give permission for extra-curricular events.

As technology continues to evolve, Plumpton High School is dedicated to evolve with it in any way that enables us to best support our students and their community.

You can download the app by searching Plumpton High School Skool Bag on your devices app store.

Look for this iconin App Store

managing my pass out card responsibilities

TIME OUT CARDPLUMPTON HIGH SCHOOL

Name:

(see reverse for conditions)

Valid From:

Place Picture

Here

Senior Leavers Pass

Phoenix High

2017 - 2018

Information for Years 11 & 12’s:

As a Year 11 or 12 student at Plumpton High School you have been provided with a ‘Pass-Out Card’ that will allow you to enter and leave the school at different times to that of junior students (Years 7-10). Plumpton High School sees the Year 11 and 12 students as young adults and as such the school seeks to provide a level of responsibility equivalent. Outlined below are the expectations and guidelines associated with your Pass-out Card.

You will only be permitted to leave the school if YOU have YOUR Pass-Out Card If you do not have a class Period 1 you may arrive at 10am If you have no class P4 you need to leave during lunch 2 (gates are locked at the end of lunch 2, if you are still here you need to be in the library) All students to be present Period 2 and Period 3 = Senior Study or Library You may attend the shops Lunch 1 and Lunch 2 with your card You need to return before the bell goes at the end of Lunch 1 or Lunch 2 Food purchased at the shops is to be consumed at the shops (please do not buy for juniors). If you attend TAFE you are to depart at 1:00pm unless alternate permission is granted.

Note: The front gates are closed during the course of the normal school day. Please ensure you enter/exit at set times to reduce inconvenience to office staff. Should you make decisions and take actions that contravenethe expectations and guidelines associated with the Pass-Out Card the privilege may be removed.

1.

2.3.

4.5.6.7.

8.


attendance

Dear Parents / Carers,

If you would like to develop an email link with our Head Teacher Administration, Mr Holmes regarding your child’s ATTENDANCE at Plumpton High School, please just send him an email at:

[email protected]

The email should state the following: your name (first & last name), your child’s name (first and last name) and what year they are in. He will then add you to his Parent/ Carer contact list. This will enable him to send you a graphic displaying your child’s attendance record for the term. The graphic will be sent as an email attachment (Word file). This will be a quick form of communication if he has any attendance concerns regarding your child.

In 2013, the school has introduced a new attendance tracking system, that has removed the need for paper rolls and runners to collect the rolls. Teachers are now marking rolls electronically in class, giving the school instant data on student attendance in class (as shown below). The new system has been an instant success giving all staff access to an excellent attendance profile of all students, so that any concerning patterns of attendance can be addressed promptly. Remember that there is a very close relationship between high attendance and student success. To encourage students to set high standards for attendance, 3 awards will again be presented at Presentation Day & Graduation in 2017: Gold, Silver & Bronze Attendance Awards.

Attendance Updates Via E-mail & SMS

In 2016 you would have been receiving SMS notifications if your child is either absent from school or late to school. Please reply to these SMS notifications promptly so that your child’s attendance record can be updated. If the school does not have your most recent mobile number, could you please contact the school on 9625 7020 and request a ‘Change/Update of Details Form’

SMS Notifications

Documents

Plumpton High School · 2020. 8. 25. · High School has implemented the Student Executive Council instead of a ÔRepresentative CouncilÕ as we believe our students should have a