Home' Independence : Independence Vol 36 No 1 May 2011 Contents Independence Vol 36 No 1 May 11 51
learning in these years must involve
experiences as well as explanations.
After 12 months in operation there exists
an understanding that we are on a journey.
We accept that a Middle School culture is
something that will evolve over a period
of time. We are committed to building
a school environment which specifically
provides boys, on the journey from Junior
to Senior School, a two year experience
which offers a strong sense of identity as
a member of a community that has its
own space, purpose and profile within the
community of Hale School, with routines
and procedures which recognise the boys’
quest for increasing independence as they
move from Year 7 to Year 8, as well as
from Junior School to Middle School.
We seek to offer what all good schools
strive to offer: an environment where
we cater for the individual. We want
to be flexible in our teaching and
not underestimate the needs, nor the
capacities, of these boys. We also wish to
build a culture where teachers believe they
Head of Middle School, Hale School
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John Paul College, Daisy Hill,
John Paul College is a coeducational
day school with 2083 students from
Kindergarten to Year 12. Headmaster:
Mr Warren Peat.
For the past eight years John Paul College
has had four distinct schools on one
campus: a Primary School (K-6), Middle
School (7-9), Senior School (10-12) and
an International School (English Language
Competency). In 2011 the Middle and
Senior Schools have combined to create
a continuous educational model with a
transitional stage at Year 7 and a specific
pastoral emphasis which still caters for
Years 7-9 and 10-12.
There is now a fluent curriculum from
Years 7-12, basing Years 7-10 on the
Australian Curriculum guidelines and
Years 11 and 12 on multiple pathways
including the Queensland Overall
Performance system, the International
Baccalaureate, early entrance University
courses, TAFE courses, trades and
traineeships. Students are taught by
specialists who teach a range of classes
from Years 7-12 . Learning areas consist of
departments that are Year 7-12 in nature.
The implementation of Habits of Mind as
an intellectual framework accompanied
with Understanding by Design creates a
unified language and approach.
Year 7 students have core teachers for
maths and science as well as English
and studies of society and environment,
dovetailed with specialist teachers in
all other areas. Students spend more
than half their time in two home rooms
then move around the campus for other
A Year 7 team of staff look after the
particular academic and pastoral needs of
the cohort. The students are involved in
all official functions of the Senior School,
able to be mentored by senior students
and develop personal and leadership
skills which will carry them into the years
Students from Year 8 move from class
to class for each of their subjects. Staff
have a home room to teach from, owning
their own dynamic learning environment.
All students operate under a seven-day
timetable and have improved dramatically
in their ability to self organise.
The pastoral care program, through
personal contact and longitudinal
tracking, ensures no student ‘slips through
the net’. Each cohort has a Head of Year
supported by a tailored pastoral team.
Changes to facilities include: the
refurbishment and creation of specialised
Year 7 classrooms with locker draws
and personalised spaces; Year 8 and 9
locker rooms; the planning of a Year 7-9
learning common to match our successful
senior learning common; and mutual
open learning areas. The campus has also
been opened up to cater for students from
early adolescence to early adulthood.
A new café style venue with an efficient
swipe card system has been built, and
students can socialise in a pleasant piazza
style area while having lunch.
To guarantee a continuous approach
across Years 7-12, the Head of Senior
Teaching and learning at John Paul College.
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