From the Principal's Desk

From the Principal
Mr Noel Mifsud

Middle Schooling in Years 8 and 9

Christian Brothers College has established the Middle School as a separate sub-school entity. The aim is to provide students in Years 8 and 9 with a learning environment that is more responsive to their particular needs as developing adolescents. This is facilitated firstly by offering a block timetable in conjunction with Home Room teachers who are responsible for teaching a core academic programme, and secondly, by placing strong emphases on classroom methodologies, particularly cooperative learning strategies and extended thinking activities, silent sustained reading and relational learning.

The term ‘middle schooling’ is used to describe a particular phase of a young person’s formal education. This important phase bridges the gap between the traditional primary and secondary approaches to education with a view to catering more effectively for the vast social, physical and psychological differences that exist among adolescents in the middle years (ages 11-14 years). The structure and methodologies outlined above are practical ways of helping to bridge that gap and essentially form Christian Brothers College’s Middle Schooling model.
Some of the important philosophies of middle schooling are that it:
- Is student centred rather than subject centred.
- Enables young adolescents to feel that they are valued as individuals.
- Is a flexible programme that allows for intellectual, social and physical differences instead of seeking to make all students fit into rigid classroom structures.
- Works most effectively when there is continuity in teaching staff and fewer room changes.
These philosophies underpin the Middle Schooling programme at Christian Brothers College and together help mould the curriculum.

Elsewhere on our home pages there is an overview of all the subjects currently being offered at CBC so that you can see where the various options will lead in the future.

Senior Transition in Year 10

The Senior Transition (Year 10) division of the Senior School focuses on achievement and directions learning. This information handbook explains in detail how these two processes operate in Year 10.
Achievement activities include completion of the SACSA (level 5) curriculum; the commencement of SACE (Stage 1) curriculum; the completion of a VET Certificate for some students; the completion of Duke of Edinburgh Bronze Award including an expedition; participation in Work Experience and Youth Volunteer Service.

Directions learning is about choice: choice of subjects for senior SACE which may determine tertiary course selection and later, career choice; choice of VET courses; choice of Work Experience; choice of Duke of Edinburgh activities and personal directions are chosen at this level of middle adolescence. Family Life Education, within the Religious Education subject, enables students to understand the complexities and the difficulties of modern day living. They learn that their religious faith and moral upbringing gives them a foundation for good choices in life.

The Senior Years of SACE in Year 11 and Year 12

The third division of the Senior School is the Senior Years of SACE for Years 11 and 12. The focus in these years is on knowledge learning when all students need to successfully gain a SACE Certificate and for most, a score in the Tertiary Entrance Rank (TER) format.
The knowledge learning focus will be achieved by students being placed in specialist Stage 1 or Stage 2 classes with specialist teachers. There is an academic focus and all teachers will issue the subject assessment plan for two semesters.
In addition, small Advisory Groups (AGs) of 15 students will replace homerooms. The AGs will meet every morning for admin. At least twice a term there will be an extended planning meeting with their AG teacher.

The planning meeting will consist of “mapping” each student’s requirementsas detailed in subject assessment plans. Each student will be given their individual booklet of subject assessment plans according to his individual subject choice. AG teachers will assist students to meet all assignment and assessment deadlines set by SSABSA and subject teachers.
The AG teacher will monitor progress, negotiate problems, report to the Director of Senior Years and to liaise with parents. Parents will be required to speak with the AG teachers at the normal parent/teacher nights and by phone whenever necessary.
With the introduction of the External Studies Unit, there may be adult re-entry students in some classes.

Communication

We regard communication between parents and the school as very important. This communication happens in various ways:

There is a weekly Newsletter.
There are Parent /Teacher meetings early each term.
Notes to the teacher can be placed in the boy's diary and the teacher will often respond through the same channel.
Parents should also feel free to make personal contact with the teacher if a need arises.

The extra-curricular activities in which the boys are involved provide parents with a good opportunity to meet other parents and also to get to know the teachers better. Helping in the canteen also provides an opportunity to work alongside other parents of the school. On the formal level there is a Parents and Friends Association, which meets monthly. The College Board also has parent representation.

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