Term 3, Week 9

Upcoming Assessment

As Year 12 near the end of the Mock Exam schedule and Year 11 have completed their formative Unit 2 Assessment, I would like to remind our Year 10 -7 students that they are also nearing the end of the term and final assessment items and exams are being completed.  While holidays are almost upon us it is important to stay focused to the end.  Below is an abridged version of my suggested student study tips that have appeared in previous newsletters. You and your son might find these useful to prepare for upcoming assessment.

Study Tips

1. Start writing/typing…..anything. I used this technique when I had writers block throughout my doctoral studies. Some academics often term it as ‘spewing’ on the page. An interesting analogy, but one that suggests if our boys can just start, the shaping and editing can come later.
2. Prioritise. Students must prioritise their assessment. There is little value in studying or completing assessment for a subject that is due last. 
3. Chunk. I also advise students to chunk their study in order that they can maintain interest throughout their study period. 
4. Rest. I advise rest at least every 60-90mins of study. Students should grab a healthy snack, go for a walk or play some sport (or even help around the house with chores)!
5. Sleep. Students are much better off with a good night’s sleep, than studying all night. Research suggests that students who are able to obtain a good night’s sleep perform better on exams the following day. Retention of knowledge is difficult late at night when students are tired.

Study Starter

A reminder that students requiring extra assistance with their study, are very welcome to attend study starter, which is a free tutoring service, run by library staff, academic prefects, and old boys. It is conducted every Monday and Wednesday after school from 3:10pm-4:30pm in the Library.

Learning Walk – Same concept, different approaches

This week I had the opportunity to talk with our Year 7 Science students about their unit on Earth and Space Science.  There was consistency across classes in the What? and Why?. However, the Success? of each class was quite different depending on the learning experiences on the day.  While many aspects of our Teaching and Learning Framework were evident, the clarity with which the boys could explain their purpose and the expectations of the lessons was incredible and represents the work that has gone into building strong relationships and expectations for engagement within the science labs and other learning spaces.

Thank you to Sam Pederson (SLC/QUT Fellowship graduate), Sam Dickman and Megan Fields for inviting me into their learning spaces.

MS KIRSTEN WARDROP

Dean of Teaching and Learning (Acting)