MIDDLE SCHOOL HANDBOOK 2012 - St Luke's Anglican School

MIDDLE SCHOOL
HANDBOOK
2012

Introduction 2
St Luke’s Anglican School Values, Vision and Mission Statements 3
Middle Years of Schooling Philosophy Statement 3 - 6
School Staff and Contacts 7 - 8
Middle School Curriculum 9 - 10
Middle School Curriculum Time Allocations Tables 11 - 13
Daily Life 14
• The School Day 14
• 2012 Bell Times 15
• Uniform 15 - 18
• School Diary 18 - 19
Assessment and Reporting 19 - 20
Co-curricular Life of the School 20
• Service 21
• Cultural 21
• Sporting 21 - 22
Pastoral Care – Personal Development Program 22 - 23
The House System 23 - 24
Outdoor Education 24 - 25
Detentions 25
Support and Extension Programs 25 - 27
Middle School Student Leadership 27 - 28
General Information 28 - 31
The 2012 School Year 32
Key Forms
• Year 7 – 2012 Elective Selection Form 33
• Year 8 – 2012 Elective Selection Form 34
• Year 9 – 2012 Elective Selection Form 35
Contents
St Luke’s Anglican School
4 Mezger Street
Bundaberg Q 4670
P: 07 4132 7555 F: 07 4132 7556
stlukes@stlukes.qld.edu.au
www.stlukes.qld.edu.au
CRICOS: 01317D
Middle & Senior Student Absentee Notification: 07 4132 7529

Introduction
Welcome to the Middle School at St Luke’s Anglican School. St Luke’s is
organised into three schools: Primary (Kindergarten - Year 6), Middle (Years
7 - 9), and Senior (Years 10 - 12), each with a Head of School. These smaller
schools within the School enhance the quality of Pastoral Care and individual
attention that we are able to offer our students. The Middle School eases the
transition from Primary to Secondary education and enables us to develop
curriculum and structures most appropriate for our young adolescents at a
very special time in their lives. These middle years of schooling are crucially
important for students in achieving success and developing positive attitudes
to their future.
St Luke’s Anglican School prides itself on the care and concern it shows for
individual students and their families. Because the Middle School is small, I
am able to know all of the students. Furthermore, class sizes within the Middle
School at St Luke’s tend to be smaller, ensuring individual attention.
Students in the Middle School will generally study a common course throughout
the year with a small group of core teachers. As students progress through
the Middle School their subject choice increases. The St Luke’s longer school
day allows for balance between appropriate time spent on basic literacy and
numeracy skills as well as subject range and diversity.
This handbook aims to give you and your child information that will assist the
transition into St Luke’s Middle School. It covers various aspects of the routines,
procedures and expectations of our School. If you have any concerns about
the coming year, please phone me or make a time to come in and see me.
Thank you. I hope that 2012 will be a terrific year for you and your child.
Mr Nick Johnstone
Head of Middle School and Curriculum
Introduction
2

School Values, Vision and Mission
St Luke’s Anglican School Values, Vision and Mission Statements
Our Values
The St Luke's Way is reflected in our values of:
Faith, Performance and Honour.
Our Vision
The vision of St Luke's is to be:
• recognised as a dynamic school of renown;
• a school with a dedicated, competent and caring staff who are committed to
working in partnership with parents and the community;
• a school where students are provided opportunity to recognise and develop their
intellectual, physical, social, cultural and spiritual potential - a knowledge of self;
the opportunity to become constructive and active world citizens;
• a community of learners who, nurtured by the values of faith, care for themselves,
for others and for their environment;
• a community that is active in citizenship and that displays a deep sense of social
responsibility.
Our Mission
We exist as a living example of the mission of the Anglican Church by providing, in the
Anglican tradition, a holistic education - curricular, co-curricular, and service.
Middle Years of Schooling Philosophy Statement
Young adolescents in the middle years experience a range of significant physical,
cognitive, emotional, social and moral changes. During puberty, young adolescents
experience more rapid and dramatic hormonal and structural changes than at any
other period in their life. The sequence of physical change is generally similar from
one person to another, although the onset, rate, and timing of these changes are
highly individual, often creating stress and feelings of insecurity for the adolescent.
Recent clinical research also indicates that changes to brain and cognitive
developments peak during this period. Apart from the first five years of life, at no other
time does the capacity and functioning of the brain undergo such an overhaul. This
affects the learning ability of young adolescents and their success in managing the
emotional, social and moral challenges of this stage.
Disengagement, alienation and apathy in schooling often peak in the middle years
and this may lead to a decline in achievement. Hence the St Luke’s Middle School
focuses on the productive engagement of young people in their schooling experience
and within their community. This challenge has been compounded in recent years
due to the “Y Generation” phenomenon. Young adolescents are “Y-Geners”, and this
relates directly to their integrated use of technology within their lives. St Luke’s Middle
School focuses much of our teaching and learning practices with technology in mind.
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The St Luke’s Middle School strives to be at the forefront of education for young
adolescents through the implementation of world’s best practice “People, Practices
and Places” Model.
Practices
Enhancement of the quality of teaching in the middle years through a range of
intentional pedagogical, pastoral, assessment and curriculum strategies.
St Luke’s teachers employ a comprehensive range of signature practices to engage
our young adolescents in relevant, meaningful and challenging learning, along with
organisational initiatives to facilitate their implementation, such as:
• Higher order thinking strategies
• Utilising the Bloom’s Model
• Integrated and disciplinary curricula that are relevant and challenging
• Heterogeneous and flexible student groupings incorporating pastoral care
classes, house groupings, single sex and co-educational settings
• Co-operative learning and collaborative planning and teaching
• Small learning communities that provide students with sustained individual
attention in a safe and healthy Christian environment
• Emphasis on strong teacher–student relationships through extended contact
with a small number of teachers and a consistent student cohort
• Authentic and reflective assessment with high expectations
• Parental and community involvement in student learning.
• Rich media and technology environment that focuses on high quality products
and safe practices.
People
Recognition of and response to the unique developmental changes typically
experienced by students in the middle years.
St Luke’s Pastoral Care system offers human relationships education, resilience
education, specific boys’ and girls’ education programs together with Generation Y
education such as internet etiquette and online safety programs. The structure of the
Middle School also facilitates the ability for Pastoral Care teachers to meet with their
students every day.
Facilitation and the creation of a love of learning
The pursuit of excellence in all aspects of curriculum and co-curricular activities is a
hallmark of the St Luke’s Way. The provision of a stimulating educational environment
which encourages and expects each student to reach their potential academically,
socially, spiritually, culturally, physically and emotionally is paramount in each St
Luke’s teacher’s mind.
Engagement with middle years educators with an interest and commitment to middle
schooling
The engagement of highly qualified, highly committed and very enthusiastic teaching
Middle Years Philosophy Statement
4

Middle Years Philosophy Statement
and support staff allows our Middle School to function so effectively. The school prides
itself on leading the way educationally and building a reputation as being a school of
renown. The Middle School however is always looking for opportunities to develop
better teaching and learning environments for our students and over the years has
developed a culture of continual improvement.
Places
Positioning schooling as an important part of life – belonging, self-belief and community
The development of balanced and motivated individuals who will enjoy a comfortable
transition to the post-school environment of work, study, leisure and community social
responsibility is one of our vision statements. To achieve this goal St Luke’s provides a
Middle School environment that:
• Has a shared vision
• Provides a safe environment
• Creates a sense of community and of pastoral support
• Creates a physically distinct home for the Middle School
• Creates a positive school and classroom climate
Middle School Map
5

Source Documents:
Chadbourne, R. (2001). Middle Schooling for the Middle Years. Australian Education
Union. Southbank. Victoria.
Department of Education and Training (DET - ACT). (2005). Teaching and Learning
in the Middle Years in the ACT: A study to support schools to meet the learning needs
of adolescent students.
Middle Years of Schooling Association (MYSA) (2008). MYSA Position Paper: Middle
Schooling: People, Practices and Places. Brisbane: MYSA.
Pendergast, D. (2009). The Success of the Middle Years Initiatives: some important
considerations. Professional Voice. Volume 6. Issue 3.
Pendergast, D (2005). The emergence of middle schooling. In Pendergast, D & Bahr,
N (Eds) Teaching middle years: Rethinking curriculum, pedagogy and assessment.
Sydney: Allen & Unwin, pp. 3-20.
Queensland Government (2003). See the Future: The middle phase of learning state
school action plan. Brisbane: Queensland Government.
Middle Years Philosophy Statement
6

School Staff and Contacts
School Staff and Contacts
Principal:
Head of Senior School
and Head of Campus:
Head of Middle School and Curriculum:
Head of Primary School:
Head of Differentiated Learning:
Student Director:
Chaplain:
Business Manager:
Director of Marketing and Development:
Co-curricular Director - Culture:
Co-curricular Director - Sport:
Browning House Coordinator:
Hoog House Coordinator:
Morris House Coordinator:
Noble House Coordinator:
Assistants to Head of Middle School
and Curriculum
Mr Martin Oates
Mr David Eke
Mr Nick Johnstone
Mrs Susan Wilson
Mrs Christa Stone
Mr Peter Robinson
Father Iain Furby
Mr Phil Hinds
Mr Craig Corpe
Mrs Leanne Hutchings
Mr Peter Robinson
Mr Kane Kersnovske
Mrs Carolyn Weston
Ms Robyn Deer
Mr Geoff Collyer
Mrs Sarah Lawson
Mrs Beth Heaton
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Who To Contact:
Core or Subject Teachers
Parents should feel free to ring the School and make an appointment with their child’s
classroom teachers at any stage, if they have concerns related to academic classes.
If immediate contact cannot be made, the teacher will return the call as soon as
possible.
Pastoral Care Teacher
General communication on day-to-day issues should be through the Pastoral Care
teacher. This is the person who oversees the day-to-day activity of your child at school,
and in most cases the Pastoral Care teacher should be the first point of contact when
issues or questions arise with regard to your child’s needs and well-being.
The Pastoral Care teacher has the responsibility of knowing each of their students
well and assisting each achieve to their potential.
School Chaplain
Father Iain Furby offers students guidance and support relating to personal and
spiritual matters.
Student Director
Mr Peter Robinson oversees matters of behaviour management and presentation of
students.
Head of Middle School and Curriculum
Mr Nick Johnstone, the Head of Middle School, addresses particularly important
issues relating to student welfare, curriculum or subject choice, academic issues and
individual educational planning.
Assistants to Head of Middle School
Mrs Sarah Lawson is the first point of contact for Mr Johnstone. Her telephone number
is 4132 7523. In her absence Mrs Beth Heaton can be contacted on 4132 7571.
Assembly and Worship
Parents are welcome to join us for Assembly and Worship. Assembly is held in
Period 2 on Tuesday and Worship in Period 2 on Thursday each week. Assembly
and Worship are special times of our week when student involvement is encouraged
as well as student achievement being recognised.
Who to Contact
Year level Assemblies are also held twice per term to address specific students’ needs.
These Assemblies are chaired by Middle School Leaders.
There are also special school services every term to celebrate the start and end of
each term. A service celebrating the start of each school year is held at Christ Church
Anglican Church in the city centre to celebrate the induction of the Senior Leaders for
that year. You are most welcome to attend these special services.
Uniform
The St Luke’s Anglican School uniform is an important part of the School’s identity.
Students should wear the uniform with pride and distinction as it presents to the public
the School’s motto of “Faith, Performance, Honour.” Students are expected to wear
full uniform at all times.
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Middle School Curriculum
Pastoral Care
Middle School Curriculum
Each student will be placed into a Pastoral Care class which will be made up of
students in their House grouping and year level.
The Pastoral Care classes meet their Pastoral Care teacher each morning prior to the
start of academic lessons. They will also meet during Period 2 on Monday, Wednesday
and Friday for a class, and on Tuesday for Assembly and Thursday for Worship.
The Pastoral Care teacher takes a special interest in their students and in their
progress and assists students in the “settling-in” process and in any daily concerns
or issues.
During the Pastoral Care lessons, various issues of relevance to the students are
discussed and the personal qualities of each individual student are developed.
School rules and values, team building, study skills, social behaviour, self-esteem,
and respect for others are just a sample of the types of issues covered in this valuable
part of the St Luke’s Anglican School curriculum. In addition, preparation for important
events such the School’s Outdoor Education program will take place in Pastoral Care
time.
Academic Subjects
Year 7
Students in Year 7 will have the opportunity to study a wide range of subjects.
Subjects are taught by specialist teachers and utilise specialist facilities, eg. Science
Laboratories, Design Technology Workshop, Computer Room, Art Room and
Language Rooms. This provides students with a range of opportunities not often
available to students in Year 7 in a primary school.
They will study:
Ethics and Faith
English
Mathematics
Science
History and/or Asia Pacific Studies
Health and Physical Education
Art
Design Technology
Information and Communication Technology
Languages (German or Japanese)
Music
There may be exceptions to the curriculum based on individual need. Educational
Support classes may be offered to some students instead of the Languages.
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Year 8
All students in Year 8 have the opportunity to take the full range of subjects offered at
St Luke’s.
They will study:
Ethics and Faith
English
Mathematics
Science
History
Health and Physical Education
Languages (German or Japanese) or Asia-Pacific Studies
Technology Modules (Design Technology, Interactive Design, Information and
Communications Technology, Food Technology)
The Arts (Art, Drama, Music)
There may be exceptions to the curriculum based on individual need. Educational
Support classes may be offered to some students instead of the Languages.
Year 9
In Year 9, subject choice is similar to Year 8 with some minor variations. Students will
choose to study two of the Arts subjects and two of the Technology subjects through
the year.
There may be exceptions to the curriculum based on individual need. Educational
Support classes may be offered to some students instead of the Languages.
Middle School Curriculum
10

YEAR 7
Curriculum Time Allocation Tables
Learning Area
Periods (minutes)
Ethics and Faith 1 (70)
English 7 (490)
Mathematics 7 (490)
Science 5 (350)
History 5 (350)
Health and Physical Education 4 (280)
Languages (German, Japanese or Asia 4 (280)
Pacific Studies) *Educational Support
Design Technology
3 (210) for one semester only
Information and Communication 2 (140)
Technology
Art
3 (210) for one semester only
Music 2 (140)
Note: The numbers indicate 70 minutes periods within a fortnightly cycle
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YEAR 8
Learning Area
Ethics and Faith 1 (70)
English 6 (420)
Mathematics 6 (420)
Science 5 (350)
History 5 (350)
Health and Physical Education 4 (280)
Languages
German, Japanese or Asia-Pacific
Studies
*Educational Support
Technology Modules:
• Information and Communication
Technology
• Food Technology
• Design Technology
• Interactive Design
The Arts:
• Art
• Drama
• Music
Periods (minutes)
4 (280)
4 (280)
One semester each of two selected
5 (350)
A 13 week rotation through all of The Arts
subjects
Note: The numbers indicate 70 minutes periods within a fortnightly cycle
Curriculum Time Allocation Tables
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Curriculum Time Allocation Tables
YEAR 9
Learning Area
Ethics and Faith 1 (70)
English 6 (420)
Mathematics 6 (420)
Science 6 (420)
Social Science 5 (350)
Health and Physical Education 4 (280)
Languages
German or Japanese or Asia-Pacific
Studies
*Educational Support
Technology Modules:
• ICT and Multimedia
• Food Technology
• Design Technology
• Graphic Design
The Arts:
• Art
• Drama
• Music
Periods (minutes)
4 (280)
4 (280)
One semester each of two selected
4 (280)
One semester each of two selected.
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Daily Life the St Luke’s Way
The St Luke’s Way
At St Luke’s Anglican School we expect our students to uphold the School motto of
Faith, Performance and Honour.
Students should aspire to:
Faith
Serve God
Respect yourself and others
Be tolerant
Be socially responsible
Performance
Set your goals
Be organised
Become involved
Show commitment
Do your best
Honour
Show pride in your presentation
Have pride in your work
Be proud of your school
The School Day
The daily school timetable is divided up into a number of teaching periods for different
subjects. The first lesson begins at 8.30 am (Pastoral Care) and the last lesson ends
at 3.00 pm.
During the day, classes change subjects, rooms and teachers at various times,
although in Years 7 and 8 students do have a home-room and core teachers for a
number of their subjects.
Academic periods are 70 minutes long and allow for longer, uninterrupted lessons,
with less movement of students during the day.
At St Luke’s the timetable is organised into a ten-day cycle with weeks identified as
A and B. The “A” or “B” week is also indicated in the student diary. A full individual
timetable is provided for each student on the first day of each semester.
Daily Life the St Luke’s Way
14

2012 Bell Times
Monday Tuesday Wednesday Thursday Friday
Warning
Bell
8.25 8.25 8.25 8.25 8.25
Roll Call 8.30 - 8.37 8.30 - 8.37 8.30 - 8.37 8.30 - 8.37 8.30 - 8.37
Period 1 8.40 8.40 8.40 8.40 8.40
Period 2
9.50
Pastoral Care
9.50
Assembly
9.50
Pastoral Care
9.50
Worship
9.50
Pastoral Care
Break 1 10.20 10.20 10.20 10.20 10.20
2012 Bell Times
Period 3 10.40 10.40 10.40 10.40 10.40
Break 2 11.50 11.50 11.50 11.50 11.50
Period 4 11.55 11.55 11.55 11.55 11.55
Lunch 1.05 1.05 1.05 1.05 1.05
Warning
Bell
1.45 1.45 1.45 1.45 1.45
Period 5 1.50 1.50 1.50 1.50 1.50
End of Day 3.00 3.00 3.00 3.00 3.00
Assembly and Worship
Parents are welcome to join us for Assembly and Worship. Assembly is held in
Period 2 on Tuesday and Worship in Period 2 on Thursday each week. Assembly
and Worship are special times of our week when student involvement is encouraged
as well as student achievement being recognised.
Year level Assemblies are also held twice per term to address specific students’
needs. These Assemblies are chaired by Middle School Leaders.
There are also special school services every term to celebrate the start and end
of each term. A service celebrating the start of each school year is held at Christ
Church Anglican Church in the city centre to celebrate the induction of the Senior
Leaders for that year. You are most welcome to attend these special services.
Uniform
The St Luke’s Anglican School uniform is an important part of the School’s identity.
Students should wear the uniform with pride and distinction as it presents to the
public the School’s motto of “Faith, Performance, Honour.” Students are expected
to wear full uniform at all times.
15

Day Uniform
The day uniform is worn on all school occasions (including evening activities away from
the School site) unless the PE uniform is required to be worn. Students cycling to or from
school may wear their sports shoes and the tracksuit over their uniform. However, they
must remove these items as soon as they arrive at school.
Hats must be worn at all times while not in the classroom or the Multi-purpose centre.
All other locations including verandas and shaded areas require the hat to be worn. It is
appropriate for Senior and Middle School students to wear the sports cap/hat at breaks if
engaged in sporting activity.
Shoes must be black leather lace up which must be maintained in a clean and polished
condition. It is appropriate for students to wear sports shoes at breaks if engaged in
sporting activity. Socks must cover the ankle. For Middle and Senior School girls these
are white fold down socks. Senior and Middle School girls are permitted to wear black 40
denier tights as part of the day uniform on cold days in Terms 2 and 3. Thicker or ribbed
tights are not permitted. Primary School girls may wear navy tights. The top of the Senior
School skirt worn at the waist must always sit above the length of the blouse. The Senior
School skirt and Middle School dress are designed for the hemline to be at mid-calf;
however, the minimum expectation is that it sits below the knee.
The polar fleece school jumper may be worn by students in Years 4 to 6 and the school
wool blend jumper should be worn by students in Years 7 to 12. Track suit jackets are not
to be worn with the day uniform unless the student is also wearing their jumper.
Hairstyle is an adjunct to uniform. Styles may be modern but they must be conservative.
No two-tone hair colour is permitted. Hair colour must be of natural tone. Boys’ hair
should be maintained above collar length, no shorter than a No. 2 cut. Shaved, near
shaved or tracked hair styles are not acceptable. Girls’ hair must be fully tied back when
close to shoulder length. Fringes must not be able to fall forward into the eyes. Girls’ hair
accessories (including ribbons, elastic bands, hair clips and ties) must be white, navy
blue, green, tartan or black.
Uniform
Facial hair including side burns below the level of the ear lobe is not permitted on boys.
Older boys are expected to shave daily.
Girls can wear a plain single 2-3 mm small pair of sleepers of even thickness or studs (to
be worn in the lowest holes in the ear lobes). No additional clear studs or covering bandaids
may be used. Boys are not permitted to wear ear jewellery of any kind.
A discreetly worn religious cross and a watch conservative in both colour and style may
be worn. No other jewellery is to be worn.
Students may wear natural looking sun protection or moisturiser; however, foundation,
mascara, eyeliner, blusher or tinted lip gloss are not permitted. Students who wear a
heavy, obvious foundation or any additional make-up will be sent directly to the Uniform
Shop, where they will be required to remove all make-up immediately, using the make-up
removal products provided.
Nail polish, if worn, must be colourless. Long acrylic nails and French manicures are not
acceptable.
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No tattoo or body piercing is to be visible with the exception of sleepers or studs for
girls as stated previously.
The School Shop has a supply of hair bands (at a fee), shoe polish and sewing
equipment available to students. Students in Year 7 and above may be sent to the
School Shop to purchase the equipment necessary to rectify a situation where the
uniform is worn incorrectly. Students in Years 4 to 6 may borrow missing uniform
items.
Formal Uniform (Years 7 to 12)
On certain occasions, formal uniform is required to be worn. The formal uniform for
boys is a white shirt, navy trousers and appropriate school tie. Middle School boys
may wear school shorts. For both formal and day uniform for boys a plain black belt
without branding is to be worn. The formal uniform for girls and boys is incomplete if
the school badge is not worn in Middle School. Formal uniform for girls and boys is
incomplete if a blazer is not worn in the Senior School. Boys in the Senior School must
wear long trousers with the blazer. Formal uniform requires sheer black stockings for
Senior girls.
Uniform
Formal uniform is required to be worn at formal school functions, for example, Speech
Night, Church Services, school photographs and some school excursions.
Sports Uniform
Students in Years 7 to 12 must wear their uniform to and from school on all occasions
unless they are attending co-curricular sports activities that:
(a)
(b)
commence at 7.30am or before, and/or
conclude at 4.30pm or later.
Primary School and Year 7 students wear the St Luke’s sports uniform to and from
school on Fridays.
There are special exceptions to this but students and parents will always be notified.
House shirts and the blue taslon sports shorts are worn for interhouse competitions
and PE lessons. Touch football shorts are not part of the PE uniform. The St Luke’s
sports shirt is only worn for interschool competitions.
Students attending sports training must wear the school PE uniform unless otherwise
indicated. For some interschool teams, specific uniforms are worn including hat/cap,
sports shoes and tracksuit. For rugby, a suitable school rugby jersey must be worn in
place of the sports shirt. School taslon shorts may be worn, although more durable
Rugby type shorts are available at the Uniform Shop. The school tracksuit may be
worn with the PE/sports uniform. Sports shoes should be majority white with white
laces.
Year 12 students design a Senior jersey each year. The jersey is not a compulsory
item. The Senior jersey can only be worn with the sports uniform.
For swimming/surf life saving, students are required to wear a predominantly blue or
black one-piece swimming costume. School taslon shorts may be worn.
17

Rules for Changing
Generally students should only change into sports uniforms for PE lessons or
training sessions. Student will change back into school uniform in the last 5 minutes
of their PE lesson under the direction of the teacher.
There are some exceptions to this rule:
• Students who arrive on buses at 8:30 am or after may travel in sports uniform
if they have PE in Period 1. Students seeking such permission require a “white
permission slip” from the Co-curricular Director Sport.
• Students who attend orchestra or band practice and then have PE in Period
1 may wear PE uniform to school. Students seeking such permission require a
“white permission slip” from the Co-curricular Director Sport.
• Students who change more than twice over the course of a day into sports
uniform may be given permission to remain in sports uniform. Students seeking
such permission require a “white permission slip” from the Co-curricular Director
Sport.
• Students who are travelling directly to a sporting activity from school may
seek permission to travel in sports uniform. A “white permission slip” must be
obtained from the Co-curricular Director Sport or PE teacher.
Uniform/Dress Regulations for Interhouse Carnivals
1. All students should wear their full sports uniform with house shirt, shoes,
socks and hat or cap to and from the carnival. The usual St Luke’s regulations
apply to hair and make-up.
2. Students may add appropriate items to their House sports uniform e.g.
House coloured ribbons, House coloured zinc etc.
3. There should be no make-up or additional jewellery worn.
4. Only school regulation swimming costumes may be worn.
5. Students may wear thongs at the pool only, shoes are to be worn to and
from the pool.
Unfiorm
The Principal is the final arbiter of this policy.
The Student Diary
Every student in Middle School will receive a Student Diary. This book should be
used to record all homework set and should be viewed and signed on a weekly
basis by both the Pastoral Care teacher and the parent.
The other very important function of the Student Diary is as a means of
communication between school and home. It contains information of interest to
both students and parents and allows for comment to be written and responded to
in a prompt manner. If you have any questions or concerns of your child’s teachers,
please use the diary in this manner. This diary should be taken by students to all
classes. It is not a personal journal but a public school document.
Student Organisation
Students should be encouraged to be well organised. Being organised is essential
18

for success and achievement. Student exercise books, textbooks and the Student
Diary should be kept in good order and used appropriately. Getting the students
to make sure they have packed their bags correctly for the day is also a good
provision. This will reduce issues regard school bag weight.
It is important that students understand that graffiti and the like are not appropriate.
Parent support here is vital. Please help us by working with your child on this
matter.
School Diary
Homework
Middle School students will have regular homework in a variety of subjects, which
consolidates and builds upon the work taught in school. Usually this will be set
for completion before the next lesson in that subject or by the end of the week.
Students will also be required to work on longer term assignments at home. Time
spent will vary depending on year level. All homework should be recorded in the
Student Diary.
When there is no set homework, students should spend some time going over
their work from that day to ensure they have understood it. This assists students in
developing good study habits and a student who develops good study habits early
in the Middle School years is likely to achieve greater success in senior schooling.
We ask your support in ensuring that your child regards homework as a valuable
and essential part of their education. Remember, the attitudes and organisational
skills developed during Years 7, 8 and 9 should remain with a person throughout
their years of schooling and indeed well into their life beyond.
Please note that the Homework Policy for the school is outlined in the Student
Diary.
Tutorials
Tutorials are offered by teachers, in their respective subjects, either during lunchtime
or after school. These tutorials are optional but provide an excellent opportunity for
students to be given extra assistance with particular subjects. This is a service
offered by our teachers that is not available in many other schools.
A complete tutorial timetable is provided in the front of the Assessment Calendar
that is available for each Middle School student at the beginning of each term. The
timetable can also be downloaded from our school website - http://www.stlukes.
qld.edu.au/ .
Assessment and Reporting
Assessment
Although there are end of semester tests in a number of subjects, assessment is
largely a continuous process in the Middle School. Your child will undertake various
assignments, projects and tests set at different times during the year. This type of
assessment allows for more authentic tasks to be engaged. Details on these will be
given to all students as the assessment task is set in each class.
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Each student will be provided with an assessment calendar outlining all assessment
dates for the term. This calendar can also be downloaded from the School’s website -
http://www.stlukes.qld.edu.au/.
If at any time your child has concerns with any assessment item, they (or you) should
speak to their teacher. Their subject teacher or Head of Department should be able to
deal with your concerns.
Please note that the Assessment Procedures for Years 7 to 12 are outlined in the
Student Diary.
Reports
Formal Reports are issued at the end of each semester in June and December. These
will be distributed to your child on the last day of term. If they are not present on this
day then the report will be mailed home. The report contains detailed information on
your child’s progress in every subject. In addition, Interim Reports will be distributed
to each student on the last day of Term 1 and Term 3. If the student is absent their
report will be mailed home. The Interim Report will provide a brief snapshot of student
progress.
Parent Teacher Interviews
Formal parent/teacher interviews also take place twice during the year, but of course
you are encouraged to make an appointment to speak with your child’s teacher/s at
any stage of the year, as the need arises. It is important that a close relationship
is established between the School and parents so that meaningful communication is
maintained at all times.
Booking formal interviews will take place via the School’s website and the parent
access code will be part of the reporting package delivered to students at the end of
Terms 1 and 2.
Co-curricular Life of the School
At St Luke’s Anglican School we offer a wide range of co-curricular activities. Many
significant life skills are taught or may be learned in the co-curricular program. These
include leadership, decision-making and commitment, learning to take responsibility
in the community, learning to work in teams and motivate others, learning to organise
and learning to negotiate. Through their involvement in co-curricular activities students
develop a sense of accomplishment and enhance their self-confidence by using their
talents and responding to the challenges presented to them.
I therefore promote the co-curricular life of the School very strongly.
Co-curricular Policy
The School offers a wide range of co-curricular activities. This is considered to be
an important part of the School’s activities. There is a high correlation between cocurricular
involvement and academic success. Furthermore, the relationships formed
between teachers and students in co-curricular areas often translate to greater success
in the classroom. Co-curricular activities also provide important social opportunities for
students.
Assessment and Reporting
20

Co-curricular Life of the School
The co-curricular program extends to all students in all year levels in the School. All
Middle School students at St Luke’s Anglican School are to participate in at least one
co-curricular activity throughout the year.
Once the student has made a commitment to an activity, they must see it through. As
some activities are year-long, students need to be made aware of their responsibilities
to the activity. Commitment includes attendance at matches, performances, practices,
lessons and/or rehearsals, bringing the required equipment and a positive attitude.
Students should be properly equipped to participate in the activity with the correct
uniform, protective gear, necessary equipment, music, instrument, and so on. Students
supporting co-curricular activities as spectators are expected to wear school uniform
with pride.
Where transport arrangements or physical disability preclude such involvement,
exemption must be sought from the Head of Middle School.
Co-curricular – Service
Service is an unselfish act of supporting and assisting others in a caring manner.
Involvement in service encourages students to grow into active, socially responsible
members of our community.
Examples of service activities in the Middle School include:
Community – Anzac Day March, Leader in Community Charity eg. Relay for Life,
Involvement in Environmental Protection eg. Clean up Australia Day.
Church – Involvement in Worship Service, Leadership in Ethics and Faith Classes,
Active Involvement in the life of the Parish
Pastoral and House - Active Involvement in Pastoral Care classes, leadership of
Interhouse activities.
Co-curricular – Cultural
The Cultural life of the School is a very active and fulfilling one. Since 1994 the School
has developed a very proud tradition of excellence in the Cultural domain.
Middle School students can be involved in any of the following musical and performance
groups: Senior Orchestra, Middle School Orchestra, Senior Concert Band, Junior
Concert Band, Senior Strings Ensemble, Junior Strings Ensemble, Junior Chamber
Group, String Quintet, Boys’ Vocal, Senior Choir, Junior Singers, Dance Club, Opti-
Minds and Drama Club.
The list is comprehensive and second to none in this region.
Co-curricular – Sport
Sport aims to develop young people’s potential through quality sporting competition
and social interaction within a supportive environment.
St Luke’s Middle School students participate in a number of different competitions.
The Year 7 students are involved in the Primary School’s competitions of Athletics
(Term 3) and Rugby Union (Term 3).
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The Year 8 and 9 students are involved in the BDSSS (Bundaberg and District Secondary
School Sports) Competition involving the nine secondary schools in the area.
The following sports are hosted throughout the school year.
Term 1:
BDSSS Swimming Carnival
Summer Sports: Cricket, Table Tennis, Touch Football, Softball, Rowing, Tennis, Golf,
Surfing and Rugby Union.
Term 2:
BDSSS Cross Country and Teams Cross Country.
Winter Sports: Equestrian, Ten Pin Bowling, Football, Hockey, Netball, Rugby League,
Australian Football, Sailing and Basketball.
Term 3:
BDSSS Athletics Carnival
BDSSS Surf Life Saving
There are also two year long activities: Solar Racing, Competitive Computer Games.
Term 4:
Has no Inter-school sporting activities but students participate in a number of Interhouse
activities at this time.
Pastoral and House System
Pastoral Care Classes
The existence of a strong and exciting Pastoral Care program in a school is clear
evidence of how seriously that school takes its responsibility of educating its students.
Research has made it increasingly clear that the cognitive development of students
is inextricably linked with their emotional and physical well-being. Schools that
concentrate only on academics can never hope to fully maximise the potential of their
students, whose concentration is divided between school, work, family and personal
issues.
Pastoral Care
At St Luke’s, education is concerned with the whole person, providing opportunities for
support and guidance along with learning experiences to develop the skills necessary
to live productively in our complex society. Our Pastoral Care program aims to
effectively deal with the development of the whole person – personal, spiritual, social
and academic growth. Skills such as the ability to make decisions, to solve problems,
to develop positive thought patterns, to build sound interpersonal relationships, to
work cooperatively and yet still be able to act independently, are seen as essential in
balancing the academic curriculum.
The Pastoral Care program at St Luke’s is therefore at the heart of a complete education
and the role played by the Pastoral Care Teacher should never be underestimated.
22

The Pastoral Care Program includes:
Co-curricular The House life System of the School
There are a number of core issues addressed during Middle School Pastoral Care
at St Luke’s. These include: Semester Orientations, Team Building, Emotional
Resilience Programs, and the development of effective study habits.
There are also a number of year level specific programs that are targeted to
adolescent development.
Year 7
Friends for Life – Youth Program
Virtues: The Gifts of Character
Family Planning Queensland – Human Relationships Education
Cyber Education: internet etiquette
Year 8
Peer Pressure
Bullying and Harassment
Cyber Education: Cyber bullying – mobile phones and MSN
Motivation Media – Goal Setting
Leadership Development
Year 9
Drugs and Alcohol Education
Leadership Development
Rites of Passage Program
• Rock and Water Boys Education Program
• Girls Self-defence Program
Cyber Education: Cyber bullying – Social Networking: MySpace, Facebook, Your
Online Image
Subject Selection and Careers Information and Counselling
The House System
St Luke’s operates a House System with four Houses:
Browning (gold)
Hoog (blue)
Morris (green)
Noble (red)
Each of the names of these Houses is derived from significant figures in the history
of the school’s establishment.
Bishop George Browning was consecrated as a bishop on 21 September 1985
and served as Bishop of the Northern Region in the Diocese of Brisbane until
1992. He was a key figure in support of the establishment of the school in 1994.
Reverend John Hoog was Rector of the Parish of Christ Church in the 1980s in
23

Bundaberg, and was an integral part of the initial planning of an Anglican School in
the city.
The recently retired Rt Revd John Noble is Bishop of the Anglican Diocese of
North Queensland since 1993 and was instrumental in his support of the school’s
development. Bishop John unveiled the School’s foundation stone on 30 October
1993.
The Reverend William Morris was the first rector of the Parish of Christ Church in
Bundaberg. He served his community from 1887 until 1899.
All students will be assigned to one of these Houses and are expected to fully
participate in the life of their house. Interhouse Sports and Activities are timetabled
through-out the year. The focus of this time is to build House identity, promote a
sense of belonging and promote school spirit.
Term 1 - Touch Football and Debating
Term 2 - Cross Country, Athletics and Interhouse Rock, Pop, Mime
Term 3 - Rugby Union and Netball
Term 4 - Cricket and Basketball
While sporting competition in Swimming, Cross Country and Athletics are a major
function of the House system, it is only one facet. Cultural, social, service, spiritual
and pastoral activities also occur on a house basis. Indeed the house provides a
very important community group with which each child can identify.
Outdoor Education
Outdoor Education makes a valuable contribution to the complete education of
students as it provides experiences, challenges and skills which may lead to lifelong
educational pursuits. All St Luke’s students in the Middle School take part in a
sequential Outdoor Education Program that is designed to challenge students as
well as provide enjoyment and learning.
The Theme for St Luke’s Middle School Outdoor Education Program is Relationships,
Respect, Resilience and Resolve. This theme forms a framework for each of the
outdoor education experiences.
A brief outline of the program is as follows:
Year 7
Seven day Canberra trip (optional)
Outdoor Education
Focus on:
Relationships: Students work in teams throughout the whole week in a new
environment.
Respect: Students respecting everyone’s role within the group.
Resolve: Students to build capacity throughout the trip to complete all activities to
the best of their ability.
Resilience: Students will be away from home for one week and will consequently
need to tolerate others and to grow individually (includes journal and reflection time
each day.
4

Year 9
Six day Outward Bound Adventure
Focus on:
Relationships: Team work – setting up own camp area and building your own shelter,
team work activities such as canoeing skills and games, low ropes activities
Respect: Respecting everyone’s role within the group.
Resolve: Individual Goal Setting activities, map reading/orienteering, outside comfort
zone activities such as trust exercises and solo experience.
Resilience: Working in conditions that are not 21st century environments to provide
opportunity for individual growth (includes journal writing and reflection time).
Detentions / RTC
More information will be distributed closer to the event.
Detentions/Responsible Thinking Classroom Process (RTC)
For some infringements, either work-related or behaviour-related, a detention may be
enforced. Detentions are always supervised by teachers and are usually carried out
at lunchtime.
For more serious infringements a detention may be set for Friday after school. In this
case, parents will be required to sign a detention form which is returned to school.
If your child is not able to attend an indicated time, you should contact Mr Peter
Robinson, the Student Director on 4132 7544.
Good behaviour and self-discipline are key areas in your child’s development. We ask
for your parental support with respect to the school’s Behaviour Management Policy.
This Policy is outlined in the student diary.
Support and Extension Programs
St Luke’s Anglican School values the diversity of all students including those with
a disability, English as a second language, indigenous students and students with
exceptional talent.
The School recognises the right of all students to equitable access to the curriculum,
offering inclusive education programs specific to the educational needs of students
with disabilities. When accepting enrolments, St Luke’s investigates that it has
adequate resources to meet the requirements of the student and the impact that
student may have on their classes.
St Luke’s Anglican School will assist the full participation of students with individual
needs in order to maximise their potential by:
• valuing all students as individuals and identifying and responding to their
needs;
• consulting with the student (if possible) and parent to make well-informed
decisions about the education program to be developed for each student;
• identifying and addressing barriers that limit a student’s opportunities,
participation and benefits from mainstream schooling;
• providing appropriate level of resources within available funds in order to
reasonably accommodate the needs of a student;
25

• making reasonable adjustments in modifying, substituting or supplementing
curricula, timetables, teaching methods and materials, and assessment procedures to
meet the needs of a student;
• facilitating options and pathways for a student with individual needs;
• providing physical environments that are accessible, stimulating, safe and
welcoming;
• respecting the rights of individuals to privacy and confidentiality;
• fostering and encouraging among staff and students, positive, informed and
unprejudiced attitudes towards a student with individual needs; and
• supporting and assisting students to make alternative satisfactory educational
arrangements when the School is unable to meet their needs.
Special Needs Education Support
Students identified with Special Needs will be working on an Individual Education
Program (IEP) developed by the classroom teacher, Head of Differentiated Learning
and parents/caregivers. Individual Education Plans will be reviewed at the end of each
semester or in 6 months.
The student would also have a Student Support Plan included in their Special Needs
Folder, which includes the following documentation:
• curriculum/assessment modifications
• pedagogy
• liaison with parents and outside professionals
• issues relating to behaviour management
• resource requirements
• evacuation and emergency procedures
• reporting/assessment requirements
• training requirements for staff or others who work with the student.
If your child requires this type of support please contact the Head of Differentiated
Learning, Mrs Christa Stone on 4132 7589.
Educational Support Classes
The principal aim of the Educational Support Program is to assist students who are not
meeting set benchmarks in developing their skills in Literacy and Numeracy.
There are three ways in which students can be identified for this program:
1. Students not meeting the minimum national benchmarks in Literacy and
Numeracy (as identified in the NAPLAN) Testing
2. Students not gaining a passing grade in “English” or “Mathematics” subjects
within the school’s reporting process.
3. Students who are identified as requiring intervention. This identification can
be made by the Head of Differentiated Learning, the Head of English, the Head of
Mathematics or the Head of Middle School and Curriculum.
The desired outcomes of this Program include:
1. Improved literacy and/or numeracy skills of students
2. Enhanced student self-esteem
3. Engagement of parents/caregivers in the educational support process
Support and Extension Programs
26

Middle Support School and Extension Student Leadership Programs
The Program’s structure includes:
1. The frequency of this program is two lessons (70 minutes) per week.
2. The Educational Support Staff consists of one teacher and one teacher aide in
each class.
Tutoring Program
Tutorials run by the teaching staff are a great point of difference for the students of St
Luke’s.
The Middle School students can attend tutorials for most subject areas. Due to the
busy nature of the School, a timetable is produced to limit clashes with other curricular
or co-curricular activities. This tutorial timetable is available at the start of each term
on the School’s website.
High Performance Program (Sporting and Cultural)
The High Performance Program is an individually tailored program designed to help
your child balance training and academic schedules. This is achieved through access
to expert tuition, mentoring and individual attention. In the Middle School, a High
Performance student may study one fewer elective than their peers in order for them
to meet their other commitments. A full range of criteria for entry is available from the
program coordinator, Mr Peter Robinson.
High Performance Academics Programs
The High Performance Academics Program recognises that certain students have
a natural ability, which gives them the potential to perform at a high level in their
academic program. These students are capable of excelling in one or more areas
such as general intelligence or specific academic studies.
The Program seeks to maintain students’ enthusiasm in the middle years of schooling
whilst developing life-long learning skills. The School offers a variety of supportive
choices including curriculum modifications for challenges in the regular classroom,
ability grouping in some subjects, lessons in intelligence, thinking and creativity and
extension beyond the classroom through competitions and individual projects.
Participation in the High Performance Academics Programs is through selection by
the Head of Middle School.
Middle School Student Leadership
In the Middle School, Year 9 students have the opportunity to take on formal leadership
positions.
The role of the Middle School Leader includes:
• Leadership of the Middle School’s student body
• Promote St Luke’s Anglican School
• Liaise between staff and students
• Attend school functions and meetings as required
• Assist with hosting visitors to the School
• Represent St Luke’s at various functions
27

• Help organise events/manage students
• Be the public face of the Middle School
• Write reports for the School magazine, newsletters and web page
• Address School and Year Level Assemblies or special functions, such as
Speech Night
• Be a role model for all students
• Reinforce staff expectations
• Be actively involved in whole School initiatives, eg. fundraising activities
• Attend Student Council Meetings
There are a number of leadership opportunities in the Middle School and they include:
Pastoral Care Class Leaders (including House Leaders)
Chapel Leader
Service Leader
Sport Leaders
Music Leaders
General Information
Roll Marking and Student Absence
Roll marking is an important part of the School day and for reasons of student safety
we require that parents inform the Student Services Officer in the main office on 4132
7529 if their child will not be present on a particular day. The roll is marked at the
beginning of each day.
Late Slips
Students arriving late for school (i.e. after 8.30 am) will be required to go to Student
Services to collect a late slip and to complete the register of late arrivals. The late slip
is then to be handed to the class teacher.
Tuckshop - Morning Tea and Lunch
The Tuckshop is open at morning tea and lunch every day of the week, but relies on
parents to assist. Please consider volunteering some time to help at the Tuckshop.
Books and Stationery
The School has a textbook hire scheme which covers required texts and keeps costs to
a minimum. Textbooks are collected from the Resource Centre at the commencement
of the School year.
Lost Property
Misplaced property is collated in the School Shop. Students are encouraged to check
at the School Shop whenever they have lost any items. The School Shop is open from
Monday to Friday during school hours.
General Information
Please ensure all items of clothing including hats are labelled so that lost property can
be returned promptly, avoiding unnecessary expense in replacing lost items.
28

Sickness, Accidents and First Aid
Information of child’s health status (eg. Epilepsy, diabetes) should be provided at
enrolment. If this information needs updating due to changed circumstances, it is
most important that the new information is provided to the School.
General Information
For their own comfort, as well as the comfort of other children, sick children should
be kept at home. Should a child become ill at school or have an accident he/she will
be cared for and parents will be contacted to make arrangements for the child to go
home. If a child suffers a serious accident necessitating emergency medical care,
he/she will be transported by ambulance to hospital. A staff member with First Aid
qualifications will render initial treatment.
Disease
Chicken Pox
Cold Sores
Exclusion of Case (person with
infection)
Exclude until all blisters have
dried. Usually at least 5 days
after the rash first appeared in
unimmunised children and less in
immunised children.
Young children unable to comply
with good hygiene practices
should be excluded while sores
are weeping. Sores should be
covered with a dressing where
possible).
Conjunctivitis
Exclude until discharge from eyes Not excluded
has ceased.
Cytomegalovirus (CMV) Exclusion not necessary Not excluded
Diarrhoea (including
amoebiasis,
campylobacter,
cryptosporidium,
giardiasis, rotavirus,
salmonella, shigella and
viral gastroenteritis)
Exclude until there has not been a
loose bowel motion for 24 hours.
Exclusion of Contacts (person
exposed to the case with
infection)
Any child with an immune deficiency
(ie leukaemia) or receiving
chemotherapy should be excluded
for their own protection. Otherwise
not excluded
Not excluded
Not excluded
Glandular Fever Exclusion is not necessary. Not excluded
Haemophilius influenza Exclude until appropriate antibiotic Not excluded
type B (Hib)
treatment has been completed.
Hand foot and mouth Exclude until all blisters have Not excluded
dried.
Head Lice
Until condition is treated with a Not excluded
suitable shampoo.
Hepatitis A
Exclude until receipt of a Medical Not excluded
Certificate of Recovery but not
before 7 days after the onset of
jaundice or illness.
Hepatitis B Exclusion not necessary. Not excluded
Hepatitis C Exclusion not necessary. Not excluded
HIV/AIDS Exclusion not necessary. Not excluded
Influenza Exclude until well. Not excluded
29

Measles
Meningitis (bacterial)
Exclude for 4 days after the onset
of rash.
Exclude until well and has received
appropriate antibiotics.
Immunised and immune contacts
not excluded. Non immunised
contacts of a case are to be
excluded until 14 days after the first
day of appearance of rash in the
last case, unless immunised within
72 hours of first contact during the
infectious period with the first case.
All immunocompromised children
should be excluded until 14 days
after the first day of appearance of
rash in the last case.
Not excluded
Meningitis (viral) Exclude until well. Not excluded
Meningococcal infection
Molluscum
Contagiosum
Mumps
Norovirus
Parvovirus (erythema
infectiosum fifth
disease slapped cheek
syndrome)
Exclude until appropriate antibiotic
treatment has been completed.
Exclusion is not necessary.
Exclude for 9 days or until swelling
goes down (whichever is sooner).
Exclude until there has not been a
loose bowel motion or vomiting for
48 hours.
Exclusion not necessary.
Ringworm/tinea/scabies Exclude until the day after
appropriate treatment has
commenced.
Not excluded
Not excluded
Not excluded
Not excluded
Not excluded
Not excluded
Roseola Exclusion not necessary. Not excluded
Rubella (German
Measles)
School Sores (impetigo)
Streptococcal sore
throat (including scarlet
fever)
Exclude until fully recovered or for
at least 4 days after the onset of
rash.
Exclude until appropriate antibiotic
treatment has commenced (sores
on exposed areas must be covered
with a watertight dressing).
Exclude until well and has
received antibiotic treatment for at
last 24 hours
Not excluded (female staff of
childbearing age should check
their immunity to rubella with their
doctor).
Not excluded
Not excluded
Thrush (candidiasis) Exclusion not necessary` Not excluded
Tuberculosis (TB)
Exclude until a medical certificate
is produced from appropriate
health authority
Not excluded
Typhoid paratyphoid Exclude until a medical certificate is
produced from appropriate health
authority.
General Information
30

General Information
Meningococcal infection
Molluscum
Contagiosum
Mumps
Norovirus
Parvovirus (erythema
infectiosum fifth
disease slapped cheek
syndrome)
Exclude until appropriate antibiotic
treatment has been completed.
Exclusion is not necessary.
Exclude for 9 days or until swelling
goes down (whichever is sooner).
Exclude until there has not been a
loose bowel motion or vomiting for
48 hours.
Exclusion not necessary.
Ringworm/tinea/scabies Exclude until the day after
appropriate treatment has
commenced.
Not excluded
Not excluded
Not excluded
Not excluded
Not excluded
Not excluded
Roseola Exclusion not necessary. Not excluded
Rubella (German
Measles)
School Sores (impetigo)
Streptococcal sore
throat (including scarlet
fever)
Exclude until fully recovered or for
at least 4 days after the onset of
rash.
Exclude until appropriate antibiotic
treatment has commenced (sores
on exposed areas must be covered
with a watertight dressing).
Exclude until well and has received
antibiotic treatment for at last 24
hours
Not excluded (female staff of
childbearing age should check their
immunity to rubella with their doctor).
Not excluded
Not excluded
Thrush (candidiasis) Exclusion not necessary` Not excluded
Tuberculosis (TB)
Exclude until a medical certificate
is produced from appropriate
health authority
Not excluded
Typhoid paratyphoid Exclude until a medical certificate is
produced from appropriate health
authority.
Whooping cough
(pertussis)
Worm
Exclude for 5 days after starting
appropriate antibiotic treatment
of for 21 days from the onset of
coughing.
Exclude if loose bowel motions
present.
Contacts that live in the same house
as the case and have received less
than 3 doses of pertussis vaccine
are to be excluded from child care/
school until they have had 5 days of
an appropriate course of antibiotics. If
antibiotics have not been taken
Not excluded
31

The 2012 School Year
Term Dates
Term 1: (09 wks; 45 school days) Monday 30 January – Friday 30 March
Term 2: (10 wks; 46 school days) Monday 16 April – Friday 22 June
Term 3: (10 wks; 49 school days) Tuesday 17 July – Friday 21 September
Term 4: (09 wks; 44 school days) Monday 08 October – Thurs 06 December
Key Form
• Year 7 – 2012 Middle School Elective Selection Form
• Year 8 – 2012 Middle School Elective Selection Form
• Year 9 – 2012 Middle School Elective Selection Form
The 2012 School Year
32

Middle School Elective Selection
Year 7 2012
Year 7 - 2012 Elective Form
Name of student: ______________________________________________
LANGUAGE ELECTIVES
Elective Preference (1, 2, 3)
Japanese
German
Asia-Pacific Studies
OR
Either Japanese or German
________________________
________________________
Parent/Guardian signature
Parent Name
Office use only
Date:____________________________
Received by:_______________________________
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Middle School Elective Selection
Year 8 2012
Name of student: ______________________________________________
TECHNOLOGY ELECTIVES
Elective Preference (1, 2, 3, 4)
Design Technology
Food Technology
ICT
Interactive Design
NB: 1 = most preferred elective
LANGUAGE ELECTIVES
Elective
Please tick
Japanese
German
Asia-Pacific Studies
________________________
________________________
Parent/Guardian signature
Parent Name
Year 8 - 2012 Elective Form
Office use only
Received by:_______________________________ Date:__________________ Time: _____________
34

Middle School Elective Selection
Year 9 2012
Year 9 - 2012 Elective Form
Name of student: ______________________________________________
TECHNOLOGY ELECTIVES Elective Preference (1, 2, 3, 4)
NB: 1 = most preferred elective Design Technology
Food Technology
ICT
Graphic Design
ARTS ELECTIVES Elective Preference (1, 2, 3)
NB: 1 = most preferred elective Art
Music
Drama
LOTE ELECTIVE Elective Preference (1, 2, 3)
Japanese
German
Asia-Pacific Studies
________________________
________________________
Parent/Guardian signature
Parent Name
Office use only
Received by:_______________________________ Date:__________________ Time: _____________
35