Home' Independence : Independence Vol 39 No 1 May 2014 Contents 12 INDEPENDENCE VOL 39 NO 1 MAY 2014
· We adopt practices and use
resources encountered at university
level including: a single draft for
assignments, concise diagnostic
feedback, fixed deadlines, Turnitin
originality checks, extensive use of
online technology to support learning,
peer to peer instruction, blended
learning strategies, and podcasts in
association with our lecture-tutorial
system at Year 12.
· A mentoring program allows students
to explore strategies to build self-
awareness, resilience and grit.
Much of what has been developed at
USC comes from the combined wisdom
of a very experienced staff, but over
the last two years much has grown
out of the work surrounding positive
psychology and wellbeing, as promoted
by Dr Martin Seligman during his initial
engagement with the Adelaide Thinkers
in Residence program in February 2012.
Over the next few years, researchers
will detail our program and track the
pathway of USC graduates as they make
the transition through to their university
course. To date we have gathered
significant feedback from students that
our pathway provides good preparation
and a seamless transition to university,
but it is prudent to benchmark and
analyse real data to substantiate these
There can be no doubt that the school
being embedded on a university campus
and located in the near vicinity of a
rich array of learning resources all
adds greatly to the potency of our
program. Parliament House, the law
courts, museums, the Art Gallery of
South Australia, the Adelaide Botanic
Gardens and the Adelaide Zoo are
within 10 minutes’ walk of campus
and all are used on a regular basis to
enrich the learning program. When
this is coupled with the opportunity
for university academics to join
groups of students to talk about their
teaching and research, or for students
to engage in sophisticated workshops
and demonstrations, the whole school
community is immersed in a wonderful
learning environment that excites and
enlivens everyone involved.
Our physical environs cannot
be duplicated in the context of a
conventional school, nor is our daily
routine easily replicated, but there are
many aspects of classroom practice and
personal interactions that are readily
transportable. We undertake to share
future research findings to allow others
to consider the value of adopting a
different approach to senior secondary
schooling, one that delivers a smoother
transition to university study.
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Building inner strengths and character into
tomorrow’s leaders. From a presentation to
NSW Department of Education and Training,
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education, with reference to school attended: A
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Dobson, I. (1999) Transition from secondary to
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Peters, D. (2013) Student experience: Attrition,
retention and progression. Macquarie University
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Xin, D., Zeng-Hua, L. & Zhongjun, C. (2007)
Attrition patterns in a diversified student body:
A case study. Ergo, 1(1).
be no doubt that
the school being
embedded on a
and located in
the near vicinity
of a rich array of
all adds greatly to
the potency of our
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