Organisation

3.1 Programs Organisation and Structure 3.2 Information Communication and Technologies (ICT) 3.3 Diverse Learning (and Extension Program) 3.4 Homework and Home Learning Philosophy and Expectations 3.5 Assessment and Reporting 3.6 Academic Awards 3.7 Scholarships 3.8 ICAS Participation

3.1 Programs Organisation and Structure

Primary School

The learning program in the Primary School has been designed to engage students in learning that is relevant, engaging, significant and challenging. As an authorised IB School, our philosophy is based upon an inquiry-based approach's teaching and learning principles, which develops globally significant conceptual understandings.

Through the IB PYP Programme, we incorporate the Australian Curriculum and Early Years Learning Framework requirements. The PYP Framework provides an excellent vehicle for the delivery of the Australian Curriculum whilst at the same time providing students with a unique global outlook as well as providing subject depth and breadth. The PYP Curriculum Framework documents the organisation of what is to be taught through the Australian Curriculum Content Descriptors and the quality of learning expected of students as described through the Australian Curriculum Achievement Standards.

An inquiry-based approach enables our students to develop conceptual understandings that transcend traditional subjects and apply their knowledge across a transdisciplinary framework. What matters is not the recall of discrete pieces of factual knowledge but rather the development of our students' capability to take what they have learnt and transfer it to new situations. Furthermore, there is a strong emphasis on academic rigour where students are challenged to develop deep understandings about locally and globally significant issues.

Learning through inquiry complements the rigorous approach we adopt to developing students' Literacy and Numeracy skills. This approach strengthens the purpose and application of the development of these foundational capabilities. While building foundation skills through inquiry, our students participate in blocks of learning explicitly dedicated to the explicit and scaffolded teaching of the knowledge and skills required for Literacy and Numeracy.

Our current programs cater to individual differences, in line with the developmental philosophy of the College. Teaching and learning experiences are differentiated to meet a diverse range of learning needs and abilities. Ongoing assessment for learning is undertaken to determine the following learning goals. A variety of teaching strategies and approaches are utilised to cater to individual learning styles and interests.

Our teachers take personal and collective responsibility for improving student learning. We place a strong emphasis on building the capacity of all staff through ongoing professional education. The teaching staff have high levels of pedagogical knowledge to cater for all learning needs within the classroom. Our Diverse Learning teachers provide additional support to both teachers and students through input designed to enhance and strengthen the differentiated curriculum for all students.

JPC has an extensive range of specialist subjects that are timetabled into the weekly program. These subjects include Health and Physical Education, Music, Visual Arts, Spanish and Chinese. The Noelene Munns Learning Centre (NMLC) is a state-of-the-art facility that consists of a library and a range of digital and design technologies.

PYP is a transdisciplinary program of international education designed to foster the development of the whole child.

The PYP programme:

• is for students between the ages of 3 and 12
• encompasses academic, social, physical, emotional, spiritual and cultural needs
• combines the best research and practice in education to create a relevant, engaging, significant and challenging educational framework for all students
• promotes the application of knowledge, development of conceptual understanding and the mastery of skills
• promotes inquiry
• strikes a balance between the traditional subject disciplines and the transdisciplinary Programme of Inquiry
• encourages students to become active, compassionate and lifelong learners who understand and embrace differences requires ongoing, authentic assessment and reflection.

The PYP is a curriculum framework that consists of five essential elements: knowledge, concepts, skills, attitudes and action. The knowledge component is developed through the transdisciplinary Programme of Inquiry and the individual subject disciplines.

The Programme of Inquiry consists of six individual Units of Inquiry at each year level under the following transdisciplinary themes:

• Who We Are
• Where We Are in Place and Time
• How We Express Ourselves
• How The World Works
• How We Organise Ourselves
• Sharing the Planet.

The Units of Inquiry are developmentally appropriate for each phase of learning and build on the knowledge that has taken place in previous years. The specialist teachers work in collaboration with classroom teachers to develop Units of Inquiry and teach their own individual disciplines.

The teaching and learning methodology is based on the constructive approach and inquiry-based learning. Teachers ascertain what the students already know about the topic under investigation and then guide the inquiry by building on prior knowledge. This enables the teacher to tailor the learning program to meet individual needs.

Central to the philosophy of the PYP is the principle that purposeful, structured inquiry is a powerful vehicle for learning that promotes meaning and understanding and challenges students to engage with significant ideas. This is achieved through a concept-driven curriculum which is important in the design of a transdisciplinary curriculum.

The PYP concepts are:

• FormWhat is it like?
• FunctionHow does it work?
• CausationWhy is it like it is?
• ChangeHow is it changing?
• ConnectionHow is it connected to other things?
• PerspectiveWhat are the points of view?
• ResponsibilityWhat is our responsibility?

Approaches to Learning (ATLs) are deliberate strategies, skills and attitudes that permeate the IB teaching and learning environment.

The IB approaches to learning skills are:

• Thinking Skills
• Research Skills
• Social Skills
• Communication Skills
• Self-management Skills

The IB approaches to teaching skills are:

• based on inquiry
• focused on conceptual understanding
• developed in local and global contexts
• concentrate on effective teamwork and collaboration
• differentiated to meet the needs of all learners
• informed by formative and summative assessment.

In the PYP, it is believed that education must extend beyond the intellectual to include socially responsible attitudes and thoughtful and appropriate action. An explicit expectation of the PYP is that successful inquiry will lead to responsible action initiated by students due to their learning. JPC students are given the opportunity and the power to choose to act, decide on their actions, and reflect on these actions to make a difference.

Secondary School

Academic Welfare and academic structures have been established to provide a sound system of support, guidance, and supervision of students. For close monitoring of student development, the College is divided into different schools. The following roles ensure students are well catered for in their learning and holistic development:

• The Deputy Principal - Head of Secondary has responsibility for promoting the learning and welfare for all students in Year Seven to Twelve
• The Dean of Studies is responsible for student academic progress through Year Seven to Twelve. The Dean of Studies is also responsible for overseeing assessment and reporting along with leading a successful vocational and careers program
• The Dean of Academic Welfare provides leadership and management in all areas associated with student welfare in the Secondary School. The Dean of Academic Welfare is also responsible for the provision of a supportive environment where all students can thrive
• The Dean of Pedagogy is responsible for developing teacher capability and ensuring teachers have the opportunity to stay current with 'Best Teaching Practice' as enunciated in the latest research
• Heads of Year assist the Dean of Academic Welfare. The Head of Year has particular responsibility for their year level, allowing a deeper knowledge of each student's academic welfare.

The daily monitoring of a student's progress is the immediate responsibility of the Academic Welfare (AW) teacher who meets regularly with the Academic Welfare class. It is the Academic Welfare teacher who knows the student in the widest sense and who should be the student's and parents' first point of contact with problems or queries.

In the Secondary School, academics are organised into faculty areas and each is under the control of a Head of Faculty who is responsible for the administration and supervision of various subjects. Students and parents should contact the class teacher for assistance in a subject area and the Head of Faculty if further information is required.

Education is a shared experience between the College and home. Parents are encouraged to contact their son or daughter's Academic Welfare teacher or specific subject teacher to discuss any aspect of their progress.

The curriculum at JPC is dynamic, practical and on-going. It constantly strives to ensure that the learning undertaken by our students is meaningful, developmental and purposeful. The curriculum is constantly guided by the College's statement of 'What We Believe', which can be found in every classroom in the Secondary School.

JPC is a learning community in which all members have the opportunity to reach their individual potential for living a contributing and fulfilling life. Our community grows in an environment where our values are embraced, where mutual respect demands a hospitality that reaches out and welcomes those of all cultures and faiths, and where excellence in every endeavour is sought and applauded.

The College is committed to providing a seamless, integrated curriculum from Kindergarten through to Year Twelve, maintaining a developmental philosophy and consistency through the College's Educational Framework.

We aim to provide a continuous learning journey for all students. In defining our educational framework, we begin with the student who is at the centre of all learning at JPC.

For teachers to clearly understand how best to support a student in their learning, they must also know how they learn and what success they have had in past learning. Teachers can then develop programs and lessons that support students. The diagram above highlights these concepts by having the student and his/her data at the centre. Students will engage in relevant and varied learning experiences (lesson structure) that are shaped by the Australian curriculum and Queensland syllabus documents. The curriculum offered at JPC has a focus on literacy and numeracy, but it does more than just teach students how to read and write; it encourages them to analyse, draw inferences and assess written information and incorporates; 21st Century literacies across the curriculum.

For teachers to clearly understand how best to support a student in their learning, they must also know how they learn and what success they have had in past learning. Teachers can then develop programs and lessons that support students.

The diagram above highlights these concepts by having the student and his/her data at the centre. Students will engage in relevant and varied learning experiences (lesson structure) that are shaped by the Australian curriculum and Queensland syllabus documents. The curriculum offered at JPC has a focus on literacy and numeracy, but it does more than just teach students how to read and write; it encourages them to analyse, draw inferences and assess written information and incorporates; 21^st Century literacies across the curriculum.

Students may be eligible for a QCE at the end of their senior schooling. Students who do not meet the QCE requirements can continue to work towards the certificate post-secondary schooling. The QCAA awards a QCE in the following July or December, once a student becomes eligible. Learning accounts are closed after nine years; however, a student may apply to the QCAA to have the account reopened and all credit continued.

The calculation of an Australian Tertiary Admission Rank (ATAR) will be based on a student's:

• best five General subject results or
• best results in a combination of four General subject results plus an Applied subject result or a Certificate III or higher VET qualification.

The Queensland Tertiary Admissions Centre (QTAC) has responsibility for ATAR calculations. English requirement Eligibility for an ATAR will require satisfactory completion of a QCAA English subject. Satisfactory completion will require students to attain a result that is equivalent to a Sound Level of Achievement in one of five subjects - English, Essential English, Literature, English and Literature Extension or English as an Additional Language. While students must meet this standard to be eligible to receive an ATAR, a student's English result doesn't need to be included in the calculation of their ATAR.

The link below is a guide for all students - Senior Subject Guide

QTAC operates a centralised tertiary application service for:

• publicly funded Queensland universities
• Bond University Medicine TAFE Queensland
• some courses at publicly funded universities in Northern New South Wales
• some private tertiary education providers.

We recommend visiting the QTAC website (https://www.qtac.edu.au/home/home) regularly to keep up to date with information. However, do not put in a QTAC application until you have spoken with our Careers Advisor as the timing of submitting applications is extremely important.

Students can increasingly choose from several pathways. A range of subjects in Years Ten to Twelve provides students with opportunities to complete vocational competencies and training. This means that as well as completing their senior studies, students can complete modules and full certificates or diplomas from the Australian qualifications framework. Other pathways include school-based traineeships and apprenticeships; TAFE and university subjects off-campus.

JPC is dedicated to a policy of developmental teaching practice, which means that all teaching at the College must be aimed at meeting the unique abilities and interests of each student. Secondary School classrooms are characterised by student initiative and participation, warmth and success. Teachers structure lessons so that students can take increasing responsibility for their own learning while developing into socially competent and globally aware citizens.

Our Learning Enhancement Program assists individual students who require additional support. See 3.4 for further details.

It should be noted that in meeting the needs of a student with a specific and documented deficit, the support provided will not advantage a student nor detract from the validity of assessment instruments. Special consideration and other forms of support are provided for specific students, following the guidelines of the QCAA and principles of educational equity legislated by The Queensland Anti-Discrimination Act (1991) and the Disability Discrimination Act Education Standards (2005). Students who are not exceptional learners may also qualify for special consideration, on a short-term or long-term basis. Eligibility is determined by QCAA guidelines and includes documented medical conditions, long-term illnesses, bereavement and family upheaval.

For further information about the service provided by the Learning Enhancement Centre, please contact the Dean of Academic Welfare, Mr Jacob Elms at jelms@jpc.qld.edu.au

Academics in the Secondary School are organised within faculties. Heads of Faculty contribute significantly to the overall administration and organisation of the school, as well as organising personnel, programs of work and assessment within their own faculties. They are responsible to the Dean of Studies. Heads of Faculty hold regular meetings with teachers to ensure that the work programs and academic expectations of the College are understood and professionally implemented. The Head of Secondary School closely monitors student development and is in regular contact with Heads of Faculty and teachers to ensure that academic standards within the Secondary School are in line with College expectations.

The Dean of Studies is responsible to the Head of Secondary School for the academic monitoring program. The organisation of the senior curriculum is based on the following learning areas:

1. Science
2. Technology and Innovation
3. Languages
4. Physical Education and Healthy Living
5. Mathematics
6. The Arts
7. Humanities.

The Dean of Studies is responsible for all matters associated with the QCAA and tertiary entrance and liaises with appropriate personnel on matters affecting students in the Secondary School.

3.2 Information Communication and Technologies (ICT)

The ever-increasing impact of information and communication technologies (ICT) on teaching and learning is recognised at JPC. Technology is fully integrated into our teaching and learning processes to support students' learning needs, help develop their creativity and logical and lateral thinking, assist with research, and create digital and design skills.

Our Early Learning, Kindergarten and Junior Primary students begin their technology journey through various technology tools and devices, including interactive whiteboards, computers and iPads.

In Year 3, students embrace technology with 1:1 iPad devices with attached keyboards and stylus support, enhancing their classroom experience. These devices introduce age-appropriate apps and cultivate essential keyboard and stylus skills, setting the stage for their seamless transition into the Notebook Computer Program from Year Four onwards.

​Our Year Four to Year Twelve students participate in our well-established Notebook Computer Program and routinely use their own personal notebook computer as part of their daily College life. This use is supported by College-wide wireless connectivity and a range of printers.

The empowerment of students, teachers, parents and the community is the striking innovation that distinguishes JPC as a genuine example of a 21st-century learning community. This, blended with innovation in knowledge management, unparalleled infrastructure and 24-hour access to an online student-centred curriculum, has allowed the College to realise our simple vision- to create an anywhere, anytime school where parents, teachers and students are part of an interconnected learning community.

The use of ICT at JPC allows for:

• the documentation of learning, making it available to all stakeholders
• feedback and reflection
• authentic learning experiences
• access to a broad range of sources of information
• access to a range of tools to store, organise and present their learning
• communication with a wide-ranging audience.

In providing students with such opportunities, we recognise the importance of educating our students to become responsible, ethical and safe users of technology. Our overall goal is to maintain a cyber smart culture which is in keeping with the values of the College and our legislative and professional obligations. ICT tools should be used critically, with integrity, and there is to be specific attention given to the validity and reliability of information gained through their use.

JPC students are part of a connected community when it comes to computer use. Integrated digital technology resources within their learning spaces support students' learning needs, help develop their creativity and logical and lateral thinking, assist with research, and develop digital and information skills.

Secondary School students participate in our well-established notebook computer program and routinely use their own personal notebook computer as part of their daily College life. This use is supported by College-wide wireless connectivity and a range of printers.

Our parents are part of our connected community via the parent portal, where they can access up-to-date reports, news and information about their children.

Newsletters are published electronically weekly and can be found on JPConnect and articles updated daily to keep you abreast of College activities. Parents and students are encouraged to use email when communicating with the Secondary School staff. It is expected response will be provided within 24 hours during the working week or on Monday after the weekend correspondence.

3.3 Diverse Learning (and Extension Program)

JPC students are part of an inclusive, rich and dynamic learning environment where high expectations and individual learning styles are identified and catered for. We have a strong belief that every student is an individual. While they may present at different stages in their learning and may progress at different rates, all students can learn successfully if motivated and given appropriate learning opportunities, time, and the necessary support.

The successful identification and management of student diversity are achieved through collaboration with various support staff, including Diverse Learning teachers. Reasonable adjustments are made for students with a disability or learning need to ensure that we offer a service that facilitates students' holistic development, enabling all students to experience success.

Our Diverse Learning and Enrichment model caters for students across all year levels. Specialist staff work to provide support for the following students with diverse learning needs:

• Gifted and Talented students
• English as an Additional Language or Dialect (EAL/D)
• Students with learning difficulties and verified disabilities
• Indigenous students
• Students identified through College data collection.

Diverse Learning teachers work across the Secondary School, collaborating with class teachers and specialist staff to enable all students to realise their potential. This occurs within a learning community that operates from acceptance and appreciation of differences. This whole-College team approach assists in providing quality differentiated teaching practice that responds to meet the needs of all students.

3.4 Homework and Home Learning Philosophy and Expectations

Primary School

JPC empowers all children and adults within the community to reach their highest individual potential, as well as encouraging internationally-minded learners. We strive towards developing students who exemplify the IB Learner Profile, have a passion for life-long learning and share a sense of responsibility toward themselves and their community. The Primary School Home Learning policy supports this mission by providing engagements that develop the PYP essential elements of learning, including understanding, knowledge, skills and a developing sense of responsibility towards taking action.

The purpose of home learning connections in the Primary School includes:

• practising, refining and reviewing skills that will support your child in reaching their highest potential
• encouraging students to problem-solve by applying learned knowledge in new contexts
• collecting data or research for in-class analysis and evaluation
• providing opportunities for families to interact
• encouraging a balanced lifestyle
• developing a sense of responsibility by encouraging students to take action.

We believe that home learning tasks should help your child develop independence, responsibility, commitment and key skills that prepare them for future learning expectations. As well as this, we believe in the importance of leading a balanced life. This means time to play and relax. We acknowledge that our students work hard throughout their school day. Therefore, we strongly believe that when they reach their home, their time should not be used to work for long periods.

We value unity and believe it is essential that we provide home learning tasks that do not cause conflict or stress to the family, but rather, unite them through reflections, questioning, the sharing of collaborative tasks or having fun together.

Activities will vary in nature and be differentiated according to the needs of the students, but many will be designed so that students can complete them independently.

Home learning tasks associated with the Unit of Inquiry will be set when relevant. Due to the flexible nature of the inquiries, this may not be every week, and at times, maybe a task that extends beyond a week.

We expect that every student should engage with reading every night. This will be personalised according to the developmental stage of each student, but the goal is to develop a love of reading, and in doing so, develop the attitudes and skills necessary to become a successful reader. The length of time is at the parent's discretion. Remembering our goal, this mustn't become a chore for you and your child.

The time allocated to complete the home learning tasks will vary from student to student and is dependent on their needs and their age.

It is important to note that year level expectations vary according to the learning, focus and developmental stages of the students. Your child may receive tasks that are not subject-based, such as relationship building, health or service-learning activities. The subject-specific tasks may also change according to the learning goals and your child's needs. An essential goal of home learning will be to help students develop their approaches to learning. The approaches to learning include self-management, research, thinking, communication and social skills as defined by the PYP framework. Many home learning experiences will be assigned to help support the development of these skills. If you have any questions regarding the validity or purpose of your child's home learning experiences, please do talk to your child's teacher.

As well as daily reading, here is a list of possible learning experiences you may see your child engaging with at home:

• Literacy experiences
• Mathematical experiences to support number sense and other key mathematical concepts such as data handling, geometry or problem solving
• Passion projects. These are student-driven projects that encourage the application of higher-order thinking skills, self-management behaviours, the development of research skills and aim to support student development in all areas
• The gathering of information. This type of research may include accessing a multimedia resource, an article or even facilitating a survey to use the information for analysis, evaluation and synthesis in the classroom
• Action. This will vary according to the student's age, however, is an essential and valued element of our program
• Collaborative tasks. There will be times throughout the year when the students are assigned a task that involves other people to build unity, connection and community.  We encourage you to support your child through these tasks but acknowledge the time constraints that some families may face.

Please refer to the list below, for our expectations of approximate time devoted to Home Learning for each year level:

Prep - Year One: 15 minutes - Reading (10 minutes of the allocated time), Spelling, Number work.

Year Two - Year Four: 30 minutes - Reading (10 minutes of the allocated time), Literacy, Numeracy, Inquiry-related research.

Year Five - Year Six: 45 minutes - Reading (15 minutes of the allocated time), Literacy, Numeracy, Inquiry-related research.

It is not an expectation that teachers will assign home learning tasks over the holidays. Your child may be encouraged to continue reading or make connections to real-life mathematical experiences such as cooking, shopping or even working with currencies if travelling abroad.

If a parent or guardian believes that home learning does not meet the needs of their child, please make contact with your child's class teacher. We strongly encourage dialogue so that we can work together as a team to support your child's holistic development.

Secondary School

To achieve their best results, students must develop good home study habits and organise themselves well and work without supervision. On average, students in Years Seven - Ten should complete 1 - 1.5 hours of homework/day, those in Year Eleven, 2 - 2.5 hours/day and those in Year Twelve, 3 - 3.5 hours/day. Students should plan their time allocation each day to complete all homework, and some additional study may be undertaken in the allotted time.

All students should record set homework. Parents are requested to check that set homework has been thoroughly completed. Assessment calendars and homework are visible on JPConnect.

Parents can assist students with the completion of homework by:

• arranging a regular time in a suitable atmosphere, away from major distractions such as television
• check for neatness and adequate effort
• commend and encourage good effort rather than censure poor work
• contact the teacher if students have difficulty grasping aspects of work.
  

3.5 Assessment and Reporting

Primary School

The Primary School Assessment Policy outlines the principles and processes relating to assessment and reporting. The aim is to formulate guidelines for policy on tracking, assessment and reporting which achieve the best balance between reliability, continuity, validity and benefit to learners, teachers and parents.

Secondary School

Secondary School Assessment Policy

Assessment is set according to the QCAA syllabus requirements for each subject area and in line with JPC guidelines. Each Head of Faculty submits a schedule of assessment to the Dean of Studies for each semester. These dates are published in the Assessment Calendar, distributed to students online and available for parents.

Assessment includes both formative and summative instruments. Formative instruments are used for diagnostic purposes. Summative instruments are those required to determine an exit level of achievement from a course of study. The College has a formal testing period for Years Eleven and Twelve and assessment is also given after a unit of work or activity. The emphasis is upon a minimal number of assessment items to ensure significant depth; however, minimum requirements are set by the QCAA to ensure comparability across Queensland.

The College policy is outlined as follows:

• Testing is not scheduled for 24 hours after a College evening function that requires full student attendance or 48 hours following a full weekend College activity.
• Students need to complete all test requirements, and if an absence is necessary, formal documentation (e.g. medical certificate) needs to be given to the Head of Faculty. A long-term problem about a student's absence from the College needs to be referred to the Dean of Studies as a matter of urgency.
• Clashes in test times are to be negotiated with Heads of Faculty or the Dean of Studies.
• Assessment is completed or submitted on the due date; variations may only be granted by the Head of Faculty with the approval of the Dean of Studies.
• Students who miss tests, practical tasks, orals or are late in submitting assignments must present documentation (e.g. a medical certificate or letter from a medical practitioner who is not related to the student) to the Head of Faculty giving a valid reason for the absence or lateness. Where problems arise, these will be referred to the Dean of Studies. No teacher may re-negotiate assessment times or due dates with the student. Students must complete all assessments and assignments unless otherwise approved by the Dean of Studies.
• Students are given clear notice of testing and adequate notice of assignment due dates. Specific examination requirements are given to the student by the teacher and students need to discuss their results and profiles with the subject teacher to maximise progress.

The Head of Faculty sets due dates for assignments or projects. Teachers ensure that students have adequate notice of that date and have been given reading lists and appropriate research time. Students who fail to hand in an assignment on the due date without a valid reason, as determined by the Head of Faculty, are still expected to complete the project. The work will be marked and commented upon for diagnostic purposes, but the mark will not be counted. Deviation from this policy is at the discretion of the Dean of Studies.

Heads of Faculty will co-operate to ensure that undue pressure is not placed on students by scheduling assignment due dates during examination times or at the same time as other subject areas when this affects the same group of students.

Assignments and tests need to be stored to meet the QCAA requirements. Years Seven to Nine assignments will be returned to the students at the end of the year. Assignments of Years Ten, Eleven and Twelve students are retained until March of the year following completion of Year Twelve.

Assignments should be submitted according to teacher instruction on the task sheet. Failure of technology cannot be considered a valid excuse for failure to submit an assignment. Students must allow sufficient time to submit or print their assignments before the due date electronically.

An extension of the due date for assignments can only be arranged in exceptional circumstances. Any such requests must be made to the relevant Head of Faculty at least three days before the due date and be accompanied by appropriate documentation (e.g. a medical certificate).

Academic integrity is an essential component of learning. The ideas and work of others must be acknowledged and sources appropriately cited. Plagiarism, collusion, duplication and cheating are actions considered to be in breach of academic honesty.

As a result of poor study organisation, or nervousness about success in an examination/test, students may feel tempted to cheat by bringing notes into a test room, glancing at another student's worked answer, or communicating with anyone other than a supervisor during a test.

Copying without acknowledgement from a published work (plagiarism) or from another student, such that the work is not the student's own thoughts or discussion, is cheating. The College will not tolerate such an offence.

Cheating will lead to the cancellation of the student's test result or assignment, informing the parents, reworking the paper or assignment, and possibly other action deemed necessary by the Dean of Studies and/or Head of Secondary School.

Penalties for academic dishonesty are significant. Depending on the degree of the offence, a student may receive no credit for an assessment task, which could significantly negatively impact the overall grade for the relevant subject.

In the semester a student is found to breach the expectations of academic honesty, they are not eligible for an academic award.

The College has a clear commitment to sustained academic monitoring of student performance. All teaching staff are expected to maintain records of student performance that are numerical, anecdotal and accurate. The importance of academic monitoring is reflected in the teacher appraisal process.

Processes relating to academic monitoring are coordinated and supervised by the Dean of Studies in a College-wide capacity but implemented at the teacher level by the Head of Secondary School, in conjunction with the Heads of Faculty where applicable.

A specific academic monitoring process for all students in Years Seven to Twelve has been devised in the Secondary School. Academic audits occur for each year level at set times throughout the year and feedback is provided to the students and parents. A feature of the process is that it encourages student ownership of any perceived academic problems and involves students in actively resolving the problem. All teachers, across all subject areas, play an active part in the academic audit process.

There are several formal occasions devoted to academic monitoring e.g. Parent Teacher Student Reviews. Academic Mentors are responsible for academic monitoring of students in their academic welfare class and are expected to be familiar with students' personal and family backgrounds, medical history, and any other details that pertain to the student, which could affect the academic performance of the individual student.

Reporting times are:

Semester One:

Semester Two:

Specific dates are advertised on the JPConnect portal and in the calendar.

Informal reporting is undertaken on an as needs basis. Sudden or unexpected deterioration in academic performance will be communicated to parents as soon as practicable. Unless there are unusual circumstances, all discussions with parents should take place with the student in attendance. Formal reports are published online through the parent portal on JPConnect.

Parents are encouraged to communicate with staff to discuss their son or daughter's progress or other matters concerning their schooling. Email is a convenient and quick method of communicating and arranging an appointment. If an appointment is required, we ask that it be arranged via an email to the teacher concerned to ensure the teacher's availability. You can find the teacher's email on JP Connect under Family Management, then 'Contact Us Staff Emai'.

Also, Parent Teacher Student Review evenings are organised during the year, in March and August, to allow parents to meet teachers face-to-face or online to discuss student progress. If the interview is on-campus, students must attend these interviews with their parents in College uniform. These interviews are staged over several nights and are necessarily brief, but a further appointment can be made if a lengthier discussion is required. Dates for Parent/Teacher/Student Review evenings are listed on the College calendar.

Subject Selection Meetings

A Subject Selection Information Evening for Year Ten students and parents is normally held in Term One. You will need to check the calendar for the date and details for any changes to the format.

Secondary School Heads of Faculty and Secondary School staff will help students decide on suitable courses of study throughout Terms One and Two. At least one parent must accompany their son or daughter to this meeting to make appropriate subject choices.

In Week Two of Term Two, Year Ten students will attend individual SETPlan interviews to confirm their subject choices for the Queensland Certificate of Education (QCE). Parents will be invited to the SETPlan meetings.

Year Seven, Eight and Nine Subject Selection Information evenings are generally held in Term Three with displays from each subject area and Heads of Faculty and teaching staff available for discussion and assistance. Please check the calendar for updates on the format for these evenings.

Tutorials

Free tutorials are conducted in every subject area, either before or after College. A schedule of tutorial times and rooms is published on JPConnect at the commencement of each semester. These tutorials are not only for those students experiencing difficulty in these subjects. They are also conducted to benefit competent students who may wish to do better or those wishing to maintain their standard. Students should contact their teacher or the Head of Faculty to discuss tutorials or any academic concerns.

The College aims to ensure that all students achieve their maximum potential and so we request parental support in urging students to attend tutorials regularly.

3.6 Academic Awards

For Information on the awards presented, please follow the link: Primary School Academic Awards Criteria

For information on the awards presented, please follow the link: JPC-Secondary-School-Awards-and-Leadership-Criteria​

3.7 Scholarships​

This policy outlines the purpose of and procedures for application for scholarships within several areas in the College. It applies to students from within and external to the College. Scholarships are offered to students for their Secondary School years, and the policy also outlines the process of review. Visit the Concessions Policy.

3.8 ICAS Participation

International Competitions and Assessments for Schools (ICAS) is a series of academic competitions that provide students with the opportunity to measure and track their performance against participants across Australia in six discipline-based academic skills examinations: Digital Technologies, Science, Spelling, Writing, English and Mathematics

The ICAS competitions are developed by the University of New South Wales and occur annually throughout Terms Two and Three.

Secondary students will be selected to participate in each ICAS competition as a representative of the College.

Participation in the English, Spelling, Writing, Mathematics and Science competitions is one component of our focus for extension in Years Seven, Eight and Nine extension classes. Therefore, students involved in each of these classes will also be involved in the relevant examination program.

Primary School

The six ICAS competitions occur throughout Term Three and each address a different set of discipline-based academic skills: Digital Technologies, Science, Spelling, Writing, English and Mathematics.

Approximately ten of the highest-performing students in their cohort from Years Three to Six will be nominated to participate in each ICAS competition as a representative of our College. Students are eligible if they meet the following criteria:

Students selected for participation in an individual ICAS competition should:

• Have demonstrated a high level of skill development in the subject area assessed in that competition
• Be able to miss up to an hour of class time per competition to complete the assessment without a significant, adverse effect on their learning.

Data considered, at minimum, for student selection is:

• Identified gifted students
• Past ICAS performance and participation
• Formative and summative assessments of academic skill development
• Teacher knowledge of student skill development
• Student interest in the subject area
• PAT-R Results (for ICAS English)
• PAT-M Results (for ICAS Mathematics)
• Previous NAPLAN results where applicable.