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Transition into Junior Secondary

 

​Welcome

View a short video that explains the distinct identity that makes up Junior Secondary.

A distinct identity in Junior Secondary

 

Junior Secondary students will be encouraged and supported to develop their own group identity within the wider high school.

1. The school improvement agenda has been effective in focusing the whole school’s attention on core learning priorities.

2. Data sets are used throughout the school to identify gaps in student learning, to monitor improvement and to monitor growth.

3. The school ethos is built around high expectations and a commitment to academic excellence.

4. A range of initiatives is being implemented to make more effective use of available resources to enhance teaching and learning.

5. Teachers and school leaders take personal and collective responsibility for improving student learning, working as a team and learning from each other’s practices.

6. The school has a clearly documented whole school plan for curriculum delivery.

7. It is recognised throughout the school that some students require significant adjustments to their learning programs if they are to be optimally engaged and challenged.

8. The school leaders have accepted personal responsibility for driving improvements in teaching throughout the school.

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Key messages about quality teaching in Junior Secondary


Effective Junior Secondary teachers demonstrate their ability to engage and support students of that age, connecting with the reality of their world and experiences.

Young adolescent learners need teachers who care enough about them to have high expectations and have strategies to help students meet those expectations.

Junior Secondary teachers need both the generic qualities associated with effective teaching and the specific attributes relevant to teaching adolescents.

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Key messages about student well-being in Junior Secondary


Student engagement, support and resilience building underpins the ethos of the school and is reflected in the pedagogy and curriculum.

Optimising wellbeing within the school requires a whole-school approach that covers practice in four domains:

1. learning environment

2. curriculum and pedagogy

3. policies and procedures

4. partnerships.

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