transitions and orientation year 9 - 2012 bishop viard college
TRANSCRIPT
Transitions and Orientation Year 9 - 2012
Bishop Viard College
Assistant Principal: Ms Colleen Schuster
Year 9 Dean: Ms Diana Kelly
Year 9 Form Teachers
• Sr Malia Fetuli – 9FI• Mr Lui Lafou- 9LL• Mr Philip Muollo - 9MO
The School CurriculumYear 9 Subjects• Maths• Science• English• Social Studies• Religious Studies• Physical Education
• Options the students choose: French, Maori, Samoan, Art, Music• Other Options: Soft Tech, Graphics, Hard Tech, Food Tech
9FI 9LL 9MO
Maths Mr David Amrein Ms Colleen Schuster Mr David Amrein
English Ms Kelly Ross Ms Kelly Ross Mr Philip Muollo
Science Ms Ilana De Vos Ms Ilana De Vos Ms Ilana De Vos
Social Studies Mr Robert Mason Mr Lui Lafou Mr Lui Lafou
Religion Sr Malia Fetuli Mr Lui Lafou Sr Malia Fetuli
PE Mr Karl McLennan Mr Karl McLennan Mr Marek Wolbinski
Year 9 core subject teachers
Equipment and School Uniform• The students will be anxious to have all the
correct gear on the right days so please help them get ready the night before school or in the morning.
• Label all items clearly with their full name
• PHYSICAL EDUCATION• Red and green striped PE shirt and shorts. • White socks and white soled sports shoes or sandshoes.
SCHOOL JACKET• The school uniform has a school jacket for outer wear. • This is the only one the students are allowed to wear.
BOYSGrey Shirt with grey shorts or regulation black long trousers, white shirt and tie. Red Viard jersey and Viard socks. Black leather school shoes, or in summer Roman sandals. The formal Uniform: Viard tie, white shirt, and red college blazer with regulation black long trousers. The formal uniform is optional for daily wear from year 7. GIRLSShort sleeved white open-necked blouse or long sleeved white blouse with skirt in green tartan. (White skivvy is optional for winter wear). Red Viard jersey. Three quarter white socks for summer, or black tights for winter. Black leather school shoes, or in summer Roman sandals. The formal uniform: Viard tie, white blouse, and red college blazer with regulation tartan skirt. The formal uniform is optional for daily wear from year 7.
Contacting the School
Please feel free to contact the school
with any questions or queries. We are
happy to help and support you and your
child to make a successful transition into
the Bishop Viard Junior School
community.
Contacting the School• For a child’s absence ring the school office on 237 5248 in the
morning, preferably before 9.30am
• You can leave messages for the Form teachers and Dean through the main office too and they will call you back
• Email is also a good way to contact us: [email protected]
• To contact the Assistant Principal - Junior School, use extension 213 or email [email protected]
• To email the Year 9 Dean: [email protected]
• To email the Form teachers: [email protected], [email protected],
Homework and Study• Homework diaries- To keep all your important
information in one place (Cost: $5 from school office)• Write out a homework “to do” list- work out what is the
most urgent and tick off as you go.• Make a weekly planner- include time for sports
activities and chill out time• Set time limits• Keep homework supplies in one place• Ask for help when you need it!• Year 9: About 90 mins a night • Homework club: Library open for one hour every day
after school Monday to Thursday for those who would like a quiet place to study with access to books and computers
• Be positive about school• If there is an issue stopping students from
coming to school, please let us know• If a student is truant from class, parents are
contacted and the time is to be made up after school in the form of detentions
• All junior school detentions are on Monday, Wednesday and Friday at lunchtime.
Attendance
School Lunches
• We encourage healthy lunches here and the school canteen offers many healthy options:
- Filled rolls - Fruit - Spaghetti Bolognese - Macaroni• Only Year 13’s are permitted to go down to
McDonald’s at Lunch time
Friends and Bullying
• Starting a new school can make children very anxious about bullying and losing friends.
• New year 9 students can often feel vulnerable around other bigger, older children
• Bullying Prevention programme is run by Miss Madigan, one of our guidance counsellors
• Senior Peer Mentors available to support and assist junior students.
Questions: We can answer all individual queries after the Stars presentation while parents are
going through the consent forms.
Stars Group Leader
Presentation
© FYD 2012
“Our students need lots of stimulation, patience and respect.. Working
with the Group Leaders has given us great tips
that really work and keep the students calm
and engaged.“
Year 12, Northland College
STARS COMPONENTS: PEER MENTORING LESSONS
Peer Mentoring Year 12 and 13 students are inducted, selected and trained as Peer
Mentors Peer Mentors:
o Facilitate activities to a group of Year 9 students that are based on experiential learning (ratio= 3-4 Peer Mentors : 10-12 Y9)
o Encourage Year 9 students to develop pro-social relationships with peers
o Provide examples of positive mentoring and role-modellingo Meet with their group of Year 9 students weekly during terms
one, two & threeGroup Leader responsibilities Familiarise yourself with the Stars Peer Mentor Manual Actively observe Peer Mentor lessons and provide extra support to Peer
Mentors or students if required. Ratio = (1 GL: 3-4 Peer Mentors : 10-12 Y9)
Provide practical advice to Peer Mentors who are struggling to positively address challenging behaviours
Assist students to develop SMART goals
© FYD 2012
STARS COMPONENTS: ADVENTURE CAMP
“I enjoyed the camp. It was fun and full with
exciting new experiences. I learnt leadership skills. It
helped me to make new friends and settle in.”
Year 9 student
Adventure Camp The Stars Adventure Camp is attended by the Stars Co-ordinator, Year 9
students, Group Leaders and Peer Mentors Students experience a range of activities that require effort, self-
determination, co-operation, perseverance , self reliance and goal-setting
Group Leader responsibilities Read and apply the ‘Guidelines on Adventure Camp Activities’, ‘Stars
Adventure Camp Roles and Responsibilities ‘ and ‘Guidelines for Daily Adventure Camp Debriefing’ in the Stars Programme Manual
Lead Induction and Adventure Camp group tasks with assistance from Peer Mentors
Stay with your group on the Adventure Camp and participate in activities Conduct a debrief of the day to assist students to process learning and
encourage new behaviours Conduct regular debriefs with Peer Mentors Assist the Stars Co-ordinator with the collection of evaluation data
© FYD 2012
STARS COMPONENTS: COMMUNITY ADVENTURE
The Community Adventure The Community Adventure helps students to get to know and connect to
their community, giving them the opportunity to explore resources and supports
The component provides an opportunity for students to transfer the learning gained from the Adventure Camp to the community context
Some schools complete a version of the ‘Amazing Race’ within this component
Group Leader responsibilities Assist the Stars Coordinator with organisation Participate and supervise students. Intervene only when necessary Ensure students complete their Student Diary/Logbook Assist the Stars Co-ordinator with the collection of evaluation data
“Teamwork is really fun and now I know to
speak up and not stay quiet. My attitude
affects other people.”
Year 9 student
© FYD 2012
STARS COMPONENTS: GRADUATION
Graduation On completion of the programme, Year 9 students, Peer Mentors,
parents/ caregivers and other invited guests attend a celebration of students’, Peer Mentors’ and Group Leaders’ achievements and the school’s partnership with Stars.
At the graduation, each group is encouraged to do a short presentation and the students, Peer Mentors and Group Leaders receive their graduation certificates.Group Leader responsibilities:
Group Leaders and the Stars Co-ordinator meet to discuss whether any students should be excluded from graduation.o In order to graduate, Peer Mentors must have attended 75
percent of the Peer Mentoring sessions. They must have contributed positively in planning and facilitating the sessions and completed relevant evaluation forms.
o Year 9 students can graduate if they have completed all of the components of the Stars Programme.
“It was great. I got to see a lot of careers and experience how jobs
work. I learnt that getting the right job takes a lot of
work and needs lots of concentration.“
Year 9 student
© FYD 2012
STARS COMPONENTS: COMMUNITY PROJECT
Community Project The one-day Community Project helps students to think about how they
can contribute to the community and the wellbeing of others. Research has shown that contributing through a volunteer project can
increase social connectedness, improve self-concept, and develop positive attitudinal change (Miller et al: 2002)
Group Leader responsibilities Assist the Stars Coordinator with organisation Participate and supervise students. Intervene only when necessary Ensure students complete their Student Diary/Logbook
“I learnt that there are plenty of things we can
do to help the community and that
every little thing you do helps. I will definitely
help more in the community in the
future.“
Year 9 student
Stars challenges students to use and develop each of the five learning competencies of the New Zealand Curriculum (NZC). Stars supports students to:o Set and monitor goals, manage timeframes, arrange activities
and reflect on and respond to ideas (managing self)o Interact, share ideas and negotiate with a range of people
(Relating to others) o Access community resources for information/support and use that
information as a basis for action (participating and contributing)o Analyse and consider a variety of possible approaches to problem
solve and decide on a course of action (thinking)o Use language appropriate to recording and communicating ideas
(using language, symbols and texts) Stars closely aligns to the Health and Physical Education learning areas
of the NZCo Year 9: Level 4-5: Personal Health & Physical Development (Safety
Management) Relationships with Other People (Relationships &
Interpersonal Skills)Healthy Communities & Environments
(Community resources) o Year 12/13: Level 7-8: Relationships with Other
People ( Personal identity)Healthy Communities & Environments (Community resources)
LINKS TO NEW ZEALAND CURRICULUM
“ The Stars programme fits well with the
directions that the Ministry is taking with key
competencies and has become an integral part of our school’s culture
and curriculum. It is not regarded as an ‘add on’
by staff or students.”
Principal, Northland College
STARS YEAR 9 HANDOUTS
Every topic delivered in the programme has a relevant handout/ worksheet which summarises key information for Year 9 students
Community Partners, in discussion with each school, either print the Year 9 handouts/worksheets as a stand-alone book or have them inserted into the school’s Year 9 student diary/logbook
BENEFITS FOR YEAR 9 STUDENTS
The programme makes the transition to high school a positive experience for Year 9 students by providing opportunities for social support and skill /knowledge acquisition
Stars builds relationships between Year 9 students, teachers and senior students
Programme evaluations confirm that:o The Adventure Camp helps Year 9’s to increase confidence and
teamwork, and extends friendship groupso The Community Project encourages and teaches Year 9’s the
benefits of social reciprocityo The Community Adventure provides Year 9’s with an opportunity
to get to know their community bettero Peer Mentoring encourages Year 9 students to ‘have fun’, ‘become
confident’, ‘work as a team’ , ‘communicate with others’ and ‘make new friends’
“Stars helped me to make new friends and get to know others
I didn’t really know. I have made better bonds with the
Peer Mentors and have enjoyed their help…I have
more respect for everyone in Stars especially teachers and Peer Mentors. I have enjoyed
the experience.”
Year 9 student
BENEFITS FOR PEER MENTORS
Stars provides increased leadership opportunities for senior students Peer Mentors report that Stars helps them to develop leadership,
self-confidence, patience, friendships and personal growth Stars enables senior students to give service to their school Certain Stars schools are supporting senior students to achieve Unit
Standard 18862: Facilitate the Stars Peer Mentoring Programme in Schools.
“Stars this year has been awesome. You
get to help others and it’s good getting to
know younger students. You get
leadership skills and you learn about
yourself”
Peer Mentor