ABC iView video - NAPLAN
By Adam Inder, Applied Science & Technologies HOLA
ABC’s Wednesday airing of the show, “7.30” with Leigh Sales featured an interesting interview with Professor John Hattie, where the two discuss NAPLAN and improving student outcomes.
Technology: Students Build School Resources
This year our Year 11 ICT Certificate 2 students were fortunate to be given the task to build a top spec PC for use by our senior school 3D Design, Photography and ICT classes.
The Quinns Men's Shed has a Home
By John Quigley MLA
Clarkson Community High School has generously opened up its facilities to this fantastic community group. This is an excellent outcome for the Men's Shed Association and showcases our local community spirit.
Australian Educational Leaders Magazine Article
Head of Learning Area for English, Humanities and Social Sciences Sarah Glanvill writes for Australian Educational Leaders magazine
Partnerships between northern suburbs police and schools paying off
Article courtesy of North Coast TimesPictures: Martin Kennealey
SCHOOL partnerships are supporting police engagement with students at Clarkson Community High School and Yanchep District High School.
The WA Police and Community Youth Centres (PCYC) is expanding its youth services into the North West Metropolitan area, using funds provided by the Department of Local Government and Communities.
Program co-ordinator Christine Howard said the service expansion would engage with local youth, with the first outreach event planned at Yanchep District High School this Friday.
Clarkson Has Talent 2017
On Thursday 1st June the roof was lifting at Clarkson Community High School.
Adam Inder - Head of Applied Science at Clarkson writes for Education Today magazine
Education Today Staff
"With an aptitude for maths, even the hard bits, a strong ability in sciences and having been anointed head boy, school was as Adam Inder admits “a good fit” for him.
A high ATAR saw him enter uni and sail through science and engineering with a well-paid career as a chemical engineer all but locked in. Then life offered up one of its salient encounters.
Inder’s industry mentor was supposed to offer insight into what was coming for the young engineer and he did just that, but perhaps not quite in the way that was intended."
An Engine of Intentionality: How Consciously Informed Agency Defies the Odds
"Socioeconomic disadvantage is identified as a large determining factor in the academic outcomes of students. Consequently, many come to the conclusion that this disadvantage is a cause to abandon the hope of any high-level academic success in disadvantaged schools, and that our effects are ultimately halted by factors out of our control.
Contemporary research such as John Hattie’s Visible Learning and William Purkey’s Invitational Education Theory form the lifeblood of decision making at Clarkson Community High School – a north metropolitan school in Perth with a low rating of socioeconomic advantage. It is argued that at the core of these informed decision-making processes is intentionality, and that a school structure underpinned by intentionality results in mitigated effects of socioeconomic disadvantage, as indicated by Clarkson’s achievements in high-stakes testing such as NAPLAN."
Huge Improvements in Literacy & Numeracy
A crucial aspect of any student across WA graduating and obtaining a Western Australian Certificate of Education (WACE) is their achievement in the Online Literacy and Numeracy Assessment (OLNA).
The OLNA is a series of standardised tests consisting of three categories – Reading, Writing and Numeracy. One requirement in order to achieve your WACE is the demonstration of competency in the three areas tested in OLNA – this is the government mandated requirement to show that a graduating student has sufficient skills in literacy and numeracy by the time they leave school.
English Learning Area 2017 - Overview and Philosophy
In English, students have the opportunity to immerse themselves in literature and develop a passion for language, literacy and learning through Reading, Listening and Speaking, Writing and Viewing. The English syllabus is based on the assumption that English is concerned with language and meaning, and in particular with students' abilities to make meaning with language. Students are given opportunities for composing texts (as writers, speakers and performers) and for comprehending texts (as readers, listeners and viewers).
The term 'text' refers to any form of written, spoken or visual communication involving language. The texts through which students learn about language in English are wide- ranging and varied, from brief conversations to complex forms of writing. The study of specific texts is the means by which students achieve the desired outcomes of English. Students learn to create texts of their own and to engage with texts produced by other people. Texts used are both traditional "classic" texts, and contemporary. Texts used in the English course reflect the multicultural dimensions of Australian society. In English, students use texts that compliment rich concepts and are relevant to adolescent students through integrated learning tasks.
Students are taught the principle characteristics of texts to construct meaning. They are taught how to justify and explain their understandings through extended writing tasks. They are also taught how to present their understandings through speaking. Students are taught how to refer to texts to justify their interpretation. They also learn to understand others’ interpretations.
Students demonstrate an understanding of a range of texts and genres. They learn to use skills and strategies for reading and comprehending texts and develop speaking and listening skills through discussion. They also learn how texts are constructed and written in various ways and how to write in a range of formats and styles. Students understand how viewing texts (feature film, advertising, media and graphics) use conventions to present messages, issues, attitudes and values. Writing frameworks are scaffolded and modelled to ensure students have the ability to write in a variety of forms. Students are taught prediction skills and before and after reading strategies to assist with their understanding of texts. Students learn grammar and spelling conventions within the context of the course.
In preparation for upper school English, an importance is placed on extended writing. By the conclusion of Year 10, students will have gained skills in speaking confidently and group discussion. They will learn to develop informed opinions about issues in society and express their own understandings. Students are also given the opportunity to develop collaborative work habits through facilitated group work and listening skills. Students gain critical literacy skills through the school’s English Program by using technology and integrating their learning with other learning areas.
Please click here to view English course outlines for Years 7-10
Sarah Glanvill
Head of Learning Area- English, Humanities and Social Sciences
