University
Senior
College
April 2016
newsletter
1
From the principal
Bob Holloway
To all members of the USC
community
Last week I had the good fortune to
attend the Year 11 Mentoring and
was presented with a copy of the
2016 Student Charter. As teachers
and mentors we never cease to be
amazed at the depth and quality of
the collective wisdom of the young
people who choose to attend USC.
The charter contains many powerful
statements and provides a clear
picture of the inherent qualities
and aspirations of our students. A
copy of the 2016 Student Charter
is printed in this Newsletter and I
encourage you all to take some time
to read the document and consider
the implications of the many positive
messages it contains.
Over the last five months we have
undertaken major refurbishment
of the ground floor and level 2 of
the Jordan Building. I am delighted
to let you all know that the project
is on time and we will occupy the
new facilities before the end of
April. During the school vacation
we will maintain a reception desk
on Level 2 of our Charles Street
campus. This area will be supervised
by staff throughout the vacation
period between the hours of 9.00am
and 4.00pm each day (excluding
weekends and Anzac Day) and
students are welcome to use the
learning facilities in Charles Street
if they wish to maintain a routine.
Due to our shift into the Jordan and
our maintenance program all other
areas of the school will be unavailable
during the vacation period.
sent to parents and caregivers during
the school vacation. Early in second
term, two Parent/Teacher interview
nights have been scheduled. All
interviews will be conducted in the
Jordan Building and this will provide
an opportunity to view the new
facilities.
The end of the first term will be
celebrated by many who attend
the annual School Formal at the
Hilton Hotel on Friday 15 April.
Lisa Temple, Mishka Ammann and
their team of willing helpers are to
be congratulated on the time and
energy given to the planning and
organisation of what promises to be
another wonderful event.
Having just reviewed the academic
results for first term, I am delighted
with the high standards secured by
many students across all subject
areas. Reports will be distributed to
students this week and copies will be
Important Dates
April 2016
June 2016
July 2016
13
Year 11 Mentoring
1
Year 12 Drama Performance
8
End of Term 2
15
End of Term 1
USC Formal
2
Year 12 Drama Performance
25
Term 3 Commences
10
Year 11 Mentoring
25
Year 12 Trial Exams Commence
May 2016
13
Queen’s Birthday
27
Year 11 Mentoring
2
Term 2 Commences
14
Year 11 Exams Commence
29
Year 12 Trial Exams Conclude
5
USCOSA AGM
15
Year 12 Mentoring
10
Parent/Teacher Interviews
18
Scholarship Testing
11
Year 11 Mentoring
21
Year 11 Exams Conclude
19
Parent/Teacher Interviews
22
New Student Orientation
22
Open Day 2pm - 4pm
23
Year 11 Careers Plus Day
25
Year 11 and 12 Mentoring
24
Year 11 Driver Education
27
Year 11 Semester 2 Start
2
August 2016
11
Parent/Teacher Interviews
17
Year 11 and 12 Mentoring
21
Open Day 2pm - 4pm
28
USC Music Concert
31
Year 11 Mentoring
Contents
From the Principal
2
Important Dates 2
From the Year 12 Dean
4
From the Year 11 Dean
5
Wellbeing: Drug education and teenage parties
6
Design Students at The Jam Factory
6
Helpman Academy Art Exhibition
6
From the International Dean 7
Physics of Fibre Optics
8
Brain and Behaviour
8
English Communications Guest Speaker
9
USC Drama during Mad March
9
Economic Briefing
9
Adelaide Symphony Orchestra Masterclass
9
USC School Charter 2016
10
National Disability Fact Sheet 2016 for Parents and Caregivers
11
From the Year 12 Dean
Lisa Temple
The Year 12 Reports were distributed
to students in Week 10 and a copy
will be sent home to parents during
the holidays. We emphasise to the
students that this is a progress
report, an indication of where they
are currently positioned in their
learning. The majority of assessments
still lie ahead of them, as well as the
completion of individual assignments.
In some subjects exams will also
contribute significantly to the mark
awarded at the year’s end. This early
report does not define the end of
year results or ATAR. The emphasis in
this assessment is upon study skills,
time management, attendance and
contact with teachers. Your
son/daughter should arrange a time
to meet with their Mentor to discuss
their results. For those parents who
have concerns regarding their son/
daughter’s progress and would like
to discuss them with their teacher(s),
interview nights will be held early in
Term 2.
Mentoring sessions in Term 2 are
focussed on learning and preparing
for tests and exams. Further
information regarding the Partner’s
Pathway to the University of Adelaide
and the Interim Assessment in Round
2 of Mentoring interviews will also be
provided to students. It is part of the
USC transition program for students
to attend Mentoring sessions and
Mentor interviews. These sessions
and interactions encourage students
to reflect on their approach to their
studies and to ensure that they are
well informed about the Partner’s
Pathway, SACE assessment and SATAC
application processes.
The USC Old Scholars’ Association (USCOSA) have again chosen to
participate in the People’s Choice Community Lottery.
All of the proceeds from ticket purchases will be directed to USCOSA to
support scholarships to allow students from disadvantaged backgrounds to
attend USC. Visit the website to purchase tickets.
https://www.peopleschoicecu.com.au/university-senior-college-old-scholars-assocation
From the year 11 dean
Simon Sypek
It is hard to believe that 11 weeks
have passed since I welcomed the
Year 11 group onto campus. So far,
they have been faced with many
new challenges; from forming new
friendships, adapting to a very
different school environment and
learning that responsibilities go hand
in hand with becoming a successful
independent adult learner.
Sessions in our fortnightly Mentoring
Program were very busy in the latter
part of Term 1. In Week 8, Research
Project Coordinator, Ryan Jackson,
presented the students with the
important background information
and gave some very helpful hints
and tips for getting started in this
important compulsory subject.
Students also heard from Ari Traucki,
Future Student Engagement Officer
from the University of Adelaide, who
spoke about a range of interactive
workshops available on the first
of two Year 11 Careers Days this
year. On the day, these workshops
were followed by a short afternoon
resiliency building activity, which was
a very timely session as students
received their Term 1 progress
reports from their Mentors the
following day. Students were also
given a Year 11 Pathway Planner that
can be used to guide them through
the subject selection process for
Semester 2. This planner should be
completed and brought to student
individual interviews with Mentors in
Week 2 of Term 2.
In Week 10 our school counsellor,
Nadia Lovett presented a session
on alcohol and drug awareness,
outlining current facts and figures,
as well as providing details on where
to find some useful information
that will support our students in
making informed choices. During this
session the students also presented
the 2016 Student Charter to our
Principal Bob Holloway. The Student
Charter is created by the Year 11
group each year, bringing together a
shared vision for how all students and
teachers will operate in our unique
learning environment.
It is important to note, as I discussed
at the parent information night, that
it is normal in the first term of USC
study, for students to experience a
slight drop in grades. Students are
being graded at Year 11 standard,
so their recent Year 10 level is being
challenged and extended to reach the
Year 11 expectations. They are also
adjusting to a new way of operating at
school – travelling to the city is new
for many students; it is tiring, and
takes some getting used to. Students
are also still learning to organise
their own study pattern. They are
still working out where they should
go to study, who are the productive
people to form study partnerships
and when they should take a break or
get on with some work. Throughout
the Mentoring Program we have
discussed the central role that
planning and diary use has in time
management. Without it, students
often do not get motivated to start
smaller pieces of work early and then
don’t move towards deadlines with
confidence.
Parents will receive a copy of the
student report during the term
break as well as two Parent Teacher
Interview booking forms. If you have
any questions or concerns regarding
your child’s progress I encourage
you to make a time with the relevant
subject teachers on one of these
nights.
HAVE YOU CHANGED YOUR
DETAILS RECENTLY?
If you have changed your address, email or mobile number recently
could you please contact the college on 8313 4988 or send an email to
usc@adelaide.edu.au with the up-to-date details?
Image source: drinkwise.org.au
Design Students at The
Jam Factory
Wellbeing
Nadia
Lovett
Drug education and
teenage parties
A Drug and Alcohol Education session is provided each year to all Year 11’s
within the mentoring program during Term 1. Part of the program explores
alcohol use and misuse, caring for friends in an emergency and issues
pertaining to teenage parties. If you are holding a party for your son or
daughter in the future you might like to refer to the fact sheet called
Alcohol Teenage Parties and the Law.
Year 11 Design students enjoyed a recent
visit to the SACE Art Show at the Light
Square Gallery, where they viewed the
Practical and Folio work of SACE Stage 2
Visual Arts students. This exhibition
provided great inspiration and allowed
the students to explore several areas of
design including graphic, product and
environmental.
The students also visited The Jam
Factory and were particularly excited
by observing the talented glass blowers
and the innovative work that was being
created. They also viewed Lola Greeno’s
‘Cultural Jewels’ exhibition which
showcased a range of different found
shells and animal material to create
intricate neck pieces.
Michele Blackman
Design Teacher
If you would like to know more about the topic of alcohol, drugs and the
wellbeing of young people, please contact Nadia Lovett, School Counsellor, at
nadia.lovett@adelaide.edu.au or visit the following reputable websites and
organisations.
Resources
Information about alcohol-related
health issues and Australian
Government policy
www.alcohol.gov.au
Alcohol and Drug Information Service:
24 hour confidential counselling and
information service
Phone: 1300 131 340
Drugs and Alcohol Research and
Training Australia
www.darta.net.au/
Liquor and Gaming Commission:
Information about Parties, Licenses
and other legal matters
www.cbs.sa.gov.au/wcm/
Practical advice for parents and young
people about alcohol.
www.drinkwise.org.au/
Helpman Academy Art
Exhibition
The Year 12 Art class enjoyed the
ingenious contemporary art pieces at the
Helpman Academy Art Exhibition. The
exhibition showcases the work of the
graduating students from the Univerisity
of South Australia, the Adelaide College
of the Arts and the Central Art School
and thus gives the Year 12 students a
good insight into current art practice
among young people.
Mishka Ammann
Art Teacher
6
From the International Dean
Michael
Jacobsen
The enthusiasm and commitment of
this group of students is a pleasure
to be around on Tuesday lunchtimes.
Their IE Buddies have given great
feedback:
‘I think it is good because I know new
people … I like ICE Breakers.’
ICE Breakers
Presentation
‘I think it is interesting, because
we have fun …I think my English is
improving.’
In Week 8 this semester’s Year 12 ICE
Breakers were presented with their
Training Completion Certificates by
Judith Mohan. This presentation was
in recognition of them investing their
time to learn some new skills and
knowledge, as they become more
prepared to meet and work with our
new Intensive English students (IE
Buddies) as peer mentors.
‘I think ICE Breakers is very good
because we talk with Year 12
students.’
Year 12 Dean, Lisa Temple, also
attended and spoke to the ICE
Breakers of how their efforts to
welcome and befriend our newest
International students is special and
greatly appreciated.
‘They gave me some advice to help
me improve my English.’
‘I like ICE Breakers because we talk to
them, we can improve our English and
increase our friends.’
We’ll be looking to recruit Year 11 ICE
Breakers in Term 3 – we want you!
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Lord Mayor’s Welcome
to International
Students
On Wednesday 23 March our
Intensive English class, Year 12
ICE Breakers, Damien Coghlan
and I attended the Lord Mayor’s
Welcome to International Students
Ceremony at the Adelaide Town Hall.
The students received a traditional
indigenous ‘Welcome to country’,
as well as an official welcome
from the Right Honourable Martin
Haese and from Karyn Kent, CEO of
StudyAdelaide.
There were hundreds of International
students from many schools and
tertiary institutions across Adelaide
who enjoyed the food, drink, music
and great atmosphere created by all
in attendance.
Physics of Fibre Optics
In Week 11 The Institute for Photonics and Advanced Sensing (IPAS) at
the University of Adelaide welcomed our Year 11 Physics students to
visit their centre in the Braggs Building and discuss the applications of
their Holey Fibres in technology.
This term in Year 11 Physics we discussed the Total Internal Reflection
Phenomenon and Fibre Optics as a direct application of that physical
concept. Optical Fibres have many applications in medicine, sensing and
in communications.
IPAS brings together over 180 researchers across the boundaries of
physics, chemistry, materials science and biology. They collaborate
with other academic groups, both nationally, internationally and with
industry. Associate Professor Afshar, took our students on a tour of
the centre to show them how to make soft glasses from raw materials,
fabricate macro structured preforms through extrusion technique and
draw the preforms into micro-structured Fibres. These Fibres are as thin
as a single hair with a specific pattern extended through their whole
length. No wonder why they are called Holey Fibres!
At the end of the tour the students were given a chance to discuss the
applications of these Fibres in technology, including biological sensing
and telecommunications; ideas that our students may use in their Issues
Investigations. They also found out more about the undergraduate
program in Optics and Photonics offered by the University of Adelaide.
Our Year 11 Physics students, along with a group of Year 12 students,
participated in this event actively and enthusiastically. Well done every one!
Zahra Privali
Physics Teacher
Brain and Behaviour
Year 11 Psychology students looked into
the structure of the brain this term by
taking part in a sheep's brain dissection
at the Jordan Laboratories. Each pair of
students dissected and drew components
such as the cerebrum, cerebellum and
brain stem, some even finding other
structures such as the pituitary gland.
This hands-on activity comes as part
of their first term topic, Brain and
Behaviour.
Kate Cutts and Hayley Cundy
Psychology Teachers
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8
English Communications
Guest Speaker
Russell Schrale, General Manager of Sales
and Marketing at Zoos SA, delivered a
guest lecture to English Communications’
students, explaining marketing theories
and helping the students with ideas
for their upcoming assignments. It was
great to get a perspective from inside
the industry explaining the techniques
advertisers use to focus their work,
and use language and visuals for effect.
Students interested in the field of
Marketing and Commerce also had
opportunities to speak with Russell about
career and university options.
USC Drama during
Mad March
USC Drama students enjoyed Mad March
and the Adelaide Festival with trips to see
live theatre productions. Year 12 students
attended the State Theatre Company’s
production of David Grieg’s The Events
at Her Majesty’s Theatre, a gripping
new work about a priest who survives a
massacre and her quest to answer the
difficult question of “why?”.
Economic Briefing
Year 12 Economics students recently enjoyed both an academic and
social treat, through the generosity of the South Australian Centre for
Economic Studies (SACES). The students were invited to lunch at the
Intercontinental Hotel to hear an Economic Briefing. It is presented
biannually to corporate and public sector members, for whom an
independent assessment of economic conditions is a vital cog in their
decision-making machine. Professor Ross Garnaut, one of Australia’s
most-respected economists, gave the keynote address.
The students were overwhelmingly positive regarding their experience,
with comments including ‘Professor Garnaut provided a good analysis
of international economic affairs without it being too technical’, and ‘It
helped improve our understanding of Economics’. Renee summed it up
on behalf of our group, with ‘It was a privilege to be there’.
Thanks indeed go to Associate Professor Michael O’Neil, head of SACES,
for the wonderful support SACES has provided to USC through the
Economics faculty.
Di Averis
Economics Teacher
Adelaide Symphony Orchestra Masterclass
Harpist and USC Year 12 Music
student Philippa McAuliffe was
recently afforded a wonderful
opportunity to take part in an
Adelaide Symphony Orchestra
(ASO) Masterclass, playing with
the orchestra in rehearsal, under
the direction of the ASO's Principal
Conductor, Nicholas Carter. Philippa
is a member of both the Adelaide
Youth Orchestra and the Norwood
Symphony Orchestra. She will be
performing with the Norwood
Symphony Orchestra at their next
concert in the Norwood Town Hall on
Sunday 24 April, beginning at 2.30pm.
Year 11 Drama students attended The
Young King, Adelaide’s Slingsby theatre’s
new play based on the short story by
Oscar Wilde. This immersive experience,
complete with cardboard crowns and
comic interaction provoked questions
about capitalism and compassion. All
students will now complete analytical
reviews as part of their SACE Assessment,
examining the devices and influences of
these two effective productions.
Lynn Jackson
English Communications &
Drama Teacher
David Garwood
Music Teacher
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STUDENT CHARTER 2016
AT USC, WE VALUE LEARNING AND TAKING CHARGE OF THAT LEARNING
As students, we can demonstrate this by:
Staff will support students by:
• being active and engaged learners
• making lessons interesting and dynamic
• striving to be organised and using time effectively
• giving open, honest and constructive feedback
• seeking help when required
• being patient and approachable
• working both individually and collaboratively
• showing passion for their subject and learning
AT USC, WE PREPARE FOR SUCCESS AT UNIVERSITY AND BEYOND
As students, we can demonstrate this by:
Staff will support students by:
• setting goals and sticking to them
• utilising the university resources
• accepting responsibility and valuing independence
• encouraging students to take charge of their own learning
• maintaining a healthy work/life balance
• helping students develop their strengths and overcome their weaknesses
• being self-motivated, self-reliant and resilient
• assisting students to develop as adults learners
AT USC, WE VALUE PERSONAL INTEGRITY, MUTUAL RESPECT AND CULTURAL DIVERSITY
As students, we can demonstrate this by:
Staff will support students by:
• accepting other beliefs and customs
• being patient and open to new ideas
• treating others with respect and as equals
• using teaching styles that meet the needs of all students
• showing respect for the learning environment
• developing mutually respectful relationships students
• being inclusive in our interactions with others
• respecting student differences and treating individuals equally
2016 information for parents and carers
WHAT IS THE NATIONAL DATA COLLECTION?
The Nationally Consistent Collection of Data on School
Students with Disability (the national data collection) is
an annual collection that counts the number of school
students with disability and the level of reasonable
educational adjustment they are provided with.
The national data collection will count students who
have been identified as receiving an adjustment to
address a disability under the Disability Discrimination
Act 1992 (the DDA). The DDA can be accessed from the
ComLaw website at www.comlaw.gov.au.
WHAT IS THE BENEFIT FOR MY CHILD?
The aim of the national data collection is to collect
better information about school students with disability
in Australia.
This information will help teachers, principals, education
authorities and families to better support students with
disability to take part in school on the same basis as
students without disability.
The national data collection is an opportunity for schools
to review their learning and support systems and
processes to continually improve education outcomes
for their students with disability.
WHY IS THIS DATA BEING COLLECTED?
All schools across Australia collect information about
students with disability. But the type of information
currently collected varies between each state and
territory and across government, Catholic and
independent school sectors.
When implementing the national data collection,
every school in Australia will use the same method to
collect information. Therefore, a government school
in suburban Sydney will collect and report data in the
same way as a Catholic school in country Victoria and an
independent school in the Northern Territory.
The information provided through the national data
collection will enable all Australian governments to
better target support and resources to benefit students
with disability. The data will help schools to better
support students with disability so that they have the
same opportunities for a high quality education as
students without disability.
WHAT ARE SCHOOLS REQUIRED TO DO FOR
STUDENTS WITH DISABILITY?
All students are entitled to a quality learning experience
at school.
Schools are required to make reasonable adjustments,
where needed, to assist students with disability
to access and participate in education free from
discrimination and on the same basis as other students.
These responsibilities are outlined in the DDA and the
Disability Standards for Education 2005 (the Standards).
The Standards require educators, students, parents
and others (e.g. allied health professionals) to work
together so that students with disability can participate
in education. The Standards can be accessed via the
ComLaw website at www.comlaw.gov.au.
WHAT IS A REASONABLE ADJUSTMENT?
A reasonable adjustment is a measure or action taken
to help a student with disability access and participate
in education on the same basis as students without
disability. Reasonable adjustments can be made
across the whole school setting (e.g. ramps into school
buildings), in the classroom (such as adapting class
lessons) and at an individual student level (e.g. extra
tuition for a student with learning difficulties).
WHAT INFORMATION WILL BE COLLECTED?
Every year your child’s school will collect the following
information for each student with a disability:
• the student’s level of education (i.e. primary or secondary)
• the student’s level of adjustment
• the student’s broad type of disability.
The information collected by schools will be provided
to all governments to inform policy and programme
improvement for students with disability.
WHO WILL BE INCLUDED IN THE NATIONAL DATA
COLLECTION?
IS THE NATIONAL DATA COLLECTION
COMPULSORY?
The definition of disability for the national data
collection is based on the broad definition under the
DDA.
All education ministers agreed to full implementation
of the national data collection from 2015. This means
that all schools must now collect and report information
annually on the number of students with disability in
their care and the level of adjustment provided to them.
For the purposes of the national data collection,
students with learning difficulties such as dyslexia or
auditory processing disorder as well as chronic health
conditions like epilepsy, diabetes or asthma, that require
active monitoring by the school, may be included.
WHO WILL COLLECT INFORMATION FOR THE
NATIONAL DATA COLLECTION?
Teachers and school staff will identify the number of
students with disability in their school and the level of
reasonable adjustment they are provided based on:
• consultation with parents and carers in the course of determining and providing reasonable adjustments
• the school team’s observations and professional judgements
• any medical or other professional diagnosis
• other relevant information.
School principals are responsible for ensuring the
information identified about each student is accurate.
HOW WILL MY CHILD’S PRIVACY BE PROTECTED?
Protecting the privacy and confidentiality of all students
and their families is essential. Personal details such as
student names or other identifying information will not
be provided to local or federal education authorities.
Further information about privacy is available from
www.education.gov.au/notices.
Information about the arrangements that may apply to
your school in relation to this data collection is available
from your child’s school principal and the relevant
education authority or association of impendent
schools.
Even if your child’s information is not included in the
national data collection, the school is still required to
provide support to your child with education needs.
FURTHER INFORMATION
Contact your child’s school if you have further questions
about the Nationally Consistent Collection of Data on
School Students with Disability and how it may involve
your child.
You can also visit www.education.gov.au/nationallyconsistent-collection-data-school-students-disability.
An e-learning resource about the Disability Standards
for Education 2005 is freely available for the use of
individuals, families and communities at http://resource.
dse.theeducationinstitute.edu.au/.
University Senior College
The University of Adelaide
North Terrace
Adelaide SA 5005
Telephone: +61 8 8313 4988
Facsimile: +61 8 8313 4887
Email: usc@adelaide.edu.au
www.usc.adelaide.edu.au
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