Introduction2014

Adolescents think differently: they start to show concern for the wider world whilst trying to make sense of themselves, the world, and their place in it. It is a unique and clear stage of development and a phase of significant physical, emotional, social and intellectual change. Research confirms that this group of young people should be immersed in an educational environment tailored to suit their special needs and to work with adults who have a good understanding of adolescents and their learning requirements.

The Middle School at Pulteney recognises this need for a specially tailored curriculum and a learning environment where we care for, and show a personal interest in, our students and engage them in interactive and collaborative approaches to their work. They are challenged and given opportunities to feel successful, through our relevant and student-centered curriculum.

The Middle School caters for students in Years 7, 8 and 9. They are taught by a team of teachers, many who also have responsibility for the pastoral care of a home group. More specialised teaching occurs than in the Junior School, and progressively increases through the Middle School years in preparation for Senior Secondary education.

A multi-disciplinary approach to the curriculum focuses on increasing academic standards, as well as caring for the welfare and well-being of each student. The Assistant Head of Middle School (Teaching and Learning) and the Lead Teachers (Curriculum), work with Middle School teachers to establish appropriate programmes to lead students successfully through the middle years and their transition into the senior secondary environment.

The Middle School teaching team works together to implement programmes in a co-coordinated and cogent way. We strive to establish positive relationships with the students and are aware that adolescent learners learn more effectively when they feel good about themselves, and when they know others like and value them. Our teachers understand their students, connect with them and make learning relevant to them.

The middle years are the central years in education; critical years for building a strong sense of identity and the development of the necessary skills for adolescents to function successfully now, and in the future. This time between childhood and adulthood is a tough age – easier to teach than to be. It can be frustrating and difficult at times, but also rewarding and exciting.

Paul Ryan

Head of Middle School

Telephone:8216 5555

Fax: 8216 5588

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Middle School Philosophy

“Education is life – not a preparation for life. Adolescents should be reviewed as real human beings who have serious questions and concerns. Their dignity must be respected.” (Beane, 1990)

Year 7, 8 and 9 students at Pulteney are members of our Middle School. Geographically distinct and with a recognisable identity, the Middle School aims to provide a unique experience for students in a rewarding and understanding learning environment that recognises the needs of young adolescents.

Based in year level home groups, students are progressively exposed to a wider range of specialist teachers over the three years in preparation for one ninety (Years 10 - 12). The Home Group room, however, remains a unifying thread through the majority of subjects, ensuring the best possible chance of a productive, efficient routine during the school day.

The Home Group Teacher works very closely with the students in his/her home group and through the development of positive relationships is able to ensure that the social and emotional needs of each student are met.

The information on the following pages aims to give an overview of the Middle School experience at Pulteney. The Key Learning Areas are described and basic year level subject outlines are provided. Information is also included regarding other important components of life at the school including Co-Curricular Activities, Outdoor Education and Information Communication Technology.

Our approach to teaching and learning in the Middle School is student-centered and, as much as possible follows principles that value individual approaches. Classes routinely work collaboratively in small groups. Teachers will at times take advantage of this structure to enable students to work with peers of similar academic aptitude, ensuring the best possible chance for extension work for all students.

Core Business of the School

The School’s total energy and resources are directed towards two things:

  • The quality of learning and teaching
  • The quality of relationships between and among students, staff, parents and the school community

School Context

  • The cultural diversity and resources of our city location enrich a Pulteney student’s education.
  • A Pulteney student leaves school with a sophisticated notion of what it means to be a modern Australian and a global citizen..
  • Pulteney students learn and work together, as males and females, in an atmosphere of ease and respect.

Pastoral Care

At Pulteney we believe that the pastoral care of each student is very important and underpins all activities. We are concerned about each student’s development as a whole person: social, emotional, spiritual and academic. Learning is optimised when students feel safe, believe that they belong, and are capable of achieving success.

Home Group Teachers

In addition to the care given by every teacher in every class the overall pastoral care responsibility of each Middle School student is that of their Home Group Teacher. As well as the subject time they spend with their Home Group Teacher, they meet daily, attend Chapel and Assembly together and have weekly lesson time where pastoral care activities, class meetings, organisational support and the planning of Home Group activities (i.e. social, community service etc.) are conducted.

Well-Being Programme

Our Well-Being program was specifically designed by the Middle School to provide students with the necessary foundations for academic achievement and social, emotional and behavioural well-being. We aim to provide our students with opportunities to develop a positive mindset that helps them develop to their full academic, emotional and interpersonal potential.

Counselling

We have student counsellors, Chris Clements and Charlotte Weigold, who are qualified psychologists, available to provide support to students and families. Our Chaplain Sonya Patterson is also available to provide counselling.

House System

Each student is assigned to a House when they commence in the MS. Traditionally family connections to a House are maintained. The Heads of House for 2012 are:

Bleby-Howard(Blue)Ms Ann Kennedy

Cawthorne-Nicholls(Green)Mrs Gina Kadis

Kennion-Miller(Yellow)Ms Nicole Maxwell

Moore-Sunter(Red)Mr John Taylor

Once allocated to a House, the students will remain in that House throughout their time in both the Middle School and one ninety. In Years 10 – 12 the Pastoral Care structure becomes House rather than Home Group based. Year 7 – 12 House meetings are conducted on a regular basis. For peer support all new students to the MS will be allocated an older “Buddy” in their House.

During the year students are selected to represent their House in a variety of activities. The four Houses compete for the prestigious Rungie Cup whereby points are awarded for academic results as well as a variety of competitive sporting and cultural events throughout the year. Middle School House Leaders are selected from the Year 9 groups each year. A coloured House t-shirt is required for all events.

Student Management Plan

Pulteney’s Student Management Plan teaches students to behave in ways which increase academic success and which strengthen students’ relationships with their teachers and peers. The plan has been implemented to ensure the highest possible standards of student learning, behaviour towards others, student self-esteem, student appearance and general school tone.

Modern school classrooms should be calm, safe and purposeful; students flourish in the presence of teachers who set clear and consistent limits to student behaviour and who provide positive directional focus, encouragement and recognition of behaviours which support student learning. The complete Student Management Policy is available on the school website.

Our programme is based on the following guiding principles.

  • The purpose of discipline is not to control, but to educate, within a productive environment.
  • Positive, clear and consistent expectations are the keys to a successful school that maximises student learning and relationships with teachers and peers.
  • Classroom management has a significant role in determining student behaviour.
  • Recognition and appropriate reward of positive behaviour is a powerful motivator of students.
  • Students respond well to consistent structures that clearly define the limits of acceptable and unacceptable behaviour.
  • Rewards and consequences are based on student choice; students, given these choices, learn that they can be in control of what happens to them. Students are aware that their choices result in rewards or consequences.

Rights and Responsibilities

Students:

  • have the right to a teacher who will set firm and consistent limits, and the responsibility to follow reasonable directions.
  • have the right to a teacher who will provide them with consistent positive encouragement to motivate them to behave.
  • have the right to know what behaviour they need to engage in that will enable them to succeed in the classroom.
  • have the right to a teacher who will take the time to teach them how to manage their own behaviour.

Teachers:

  • have the right to teach.
  • should provide an appropriate and challenging academic programme.
  • have the right to establish rules and directions that clearly define the limits of acceptable and unacceptable student behaviour in line with the school policies.
  • have the right and responsibility to teach students consistently to follow these rules and directions throughout the school day and school year.
  • have the right to advise parents and request parental support in handling unacceptable behaviour.
  • have the right to ask for assistance from senior staff when support is needed in handling unacceptable behaviour.

In the Middle School our goal is to teach our young people to behave appropriately, take responsibility for their own actions and respect and get along with others. We want to help them develop into responsible citizens with a sense of self-discipline, tolerance and respect for themselves, property, safety and the rights of others.

Classroom Management Plan

Behaviour in the classroom is a relationship between the teacher and the student. The good conduct of classes is the goal of all in the School. Three clear but simple rules apply in all classrooms. These are rules that students are expected to follow at all times:

  • Follow directions
  • Be on time and be prepared for class.
  • Keep hands, feet and objects to yourself.

Teachers might choose to add more rules which either suit their teaching style or which may be applied from time to time to encourage specific behaviours. These rules will be specific, observable and testable.

Rewards

When students choose to follow these rules, students may be rewarded in the following main ways:

  • Positive and encouraging feedback.
  • Positive notes and phone calls home.
  • Specific privileges.
  • Certificates and awards.

Consequences

When students choose not to follow School or classroom expectations consequences apply. These are as outlined in the Middle School Behaviour Guide.

We believe that we can achieve a high level of quality behaviour from our students through:

  • developing positive relationships between and among students, teachers and parents.
  • having clear and explicit expectations.
  • having clear, logical and consistent consequences for inappropriate behaviour.
  • ensuring our students feel safe and that they belong at school.
  • having a relevant and interesting curriculum which students enjoy and are motivated to learn.
  • teaching and modelling correct social responsibilities and conflict resolution skills.
  • ensuring all students can experience success.
  • developing strong partnerships and open communication channels with parents.

The Behaviour Guide aims to make explicit for teachers, students and parents the processes that will be undertaken if things go wrong in the classroom, yard or at school events. It should help with fairness and consistency and provide everyone with a clear understanding of expectations and the consequences that are likely to occur.

Pastoral care underpins all behaviour management decisions and consequencesof a serious nature will be considered in partnership with parents.

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Pulteney Grammar Middle School Behaviour Guide

BehavioursConsequencesPerson Responsible

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Behaviour and Presentation in Public

Whenever students are in the public domain, e.g. excursions and traveling to and from school, they are expected to uphold all school rules, be dressed correctly in the required school uniform, and look and behave in an exemplary manner, which will positively reflect on the School and themselves.

Presentation – Uniform

Students are required to correctly wear the school uniform at school every day. They are also expected to wear the required uniform for all school events and activities. The cooperation of parents is expected in delivering a high standard of appearance for students.

Bullying and Harassment

The School recognises that in any organisation there is the potential for harassment to occur. Any form of harassment is abhorrent and unacceptable and the School is committed to minimising it. Every report of harassment will be taken seriously and will be investigated appropriately.

Everyone has the right to feel safe and happy whilst at school, travelling to and from school, or when attending a school organised activity. Students have the right to be part of a school community where they can learn and interact in a safe, enjoyable environment clear in the knowledge that they are not going to be ridiculed, or put down, by their fellow students, by teachers or other adults. No student should feel at risk from any form.

Teachers have the right to be treated as a professional, enjoy their teaching and work in a calm and purposeful learning environment. No teacher or other adult should feel at risk from any kind of physical, emotional, psychological, sexual abuse or any other form of harassment.

What You Can Do If You Are Bullied or Harassed

The 5-Step method.

Identify clearly that the behaviour is bullying or harassment. Remember that bullying is not a once off act, but a deliberate repeated behaviour.

  1. Ignore them. Do not answer back or move away. Many bullies will gain pleasure out of youracknowledgement. Ignoring them will not give them the response they are after.
  2. Walk away.
  3. Talk friendly. If the bullying continues, ask them to stop. Set clear boundaries about what youwould like them to stop. Be assertive but not aggressive.
  4. Talk firmly. You may need to repeat this step but in a more assertive manner.
  5. Report. If after step 4 the bullying continues then you must report it immediate to your Home Group teacher or another staff member you feel comfortable talking to. You will receive support. Reporting is not “dobbing” and it is necessary to solve the problem. Any physical injury should be reported to a teacher or school nurse immediately.

4.Middle School Information: A - Z

Absences and Lateness

Parents are asked to call the Middle School Office on 8216 5599 as soon as it is clear that their child will be absent from school or late. The roll in each class is completed before 8.50am, so it is important that we know about absent students before that time. If a student is absent and the school has not been notified, The Middle School will try to make contact with parents to ensure that all is well. If a student arrives late to school (after 8.40am) they must report to the Middle School Office with their diary.

Accidents, Illness and the Sick Bay

If a student has an accident or falls ill at school, appropriate first aid will be given by staff and where possible, the School Nurse. This assistance will include, where necessary, emergency ambulance transport to a hospital. Parents are strongly encouraged to take out accident and ambulance insurance, as this is not routinely covered under usual Private Health cover and ambulance transport can be expensive. During the school day, students may go to the Health Centre when feeling unwell. The teacher for that lesson should be notified.

Appointments

If a student needs to leave the School during the day to attend an appointment, parents should write a note in their child’s diary. The child would then show this to their Home Group Teacher in the morning who would initial the diary note and inform the office. The student will need to show this note again to the Personal Assistant to the Head of Middle School in the Middle School Office when they sign out to leave the grounds. If the student returns to school they will also need to sign back in.

Middle School Assembly

Weekly in lesson 4a students in Year 7 - 9 will meet in Wyatt Hall for Assembly.

Whole School Assembly

All Whole School assemblies generally include students from the ELC to Year 12. These are generally held once a term.