From the Head of Junior Learning Community

Welcome back to Term 2. I pray you had a relaxing time with family over the Easter period.

This term Mrs Camilla Balym, the Deputy Head of the JLC, will come off line to further develop the Hillcrest reading program, The Code, from Prep-2.

Mrs Balym will work with teachers both at the College and in other schools to further enhance the programme and its resources.

We have the privilege of having Mr Jeremy Williamson as the Acting Deputy Head (Prep-2) and Mrs Danni Foster Brown as the Acting Deputy Head (Years 3-6) for Term 2.

Whilst most communication occurs with the classroom teacher, please do not hesitate to contact Mr Williamson or Mrs Foster-Brown should you need to discuss anything further.

In 2017 we are reviewing our homework policy and priorities in the Junior Learning Community. There is much debate over the value of homework. Research has shown that formal homework tasks at a junior school level have no measurable benefits. It is acknowledged that there are self-management skills learnt where students take responsibility for managing their homework activities. Many families however, experience unnecessary daily stress from homework as they navigate extremely busy after-school and after-work schedules. Taking this into account, this year classes across the JLC will trial a different homework format.

The value of nightly reading and fostering a love of literature in young children is acknowledged, and this continues to be a priority of the homework routine; ultimately we want our children to become lifelong lovers of reading. Practising multiplication tables, vital to achieve automaticity, and efficiency in solving more complex mathematical tasks, and learning memory verses may also be regular learning activities. However, the remainder of homework tasks will be offered as enrichment learning opportunities; activities that ideally students will be self-motivated to complete, and will extend students’ passions and love for learning through engaging in hands-on activities. Some examples from various year levels include: learning a second language, starting a new hobby, writing a letter or ringing a relative that they haven’t spoken to in a while, participating in after-school sport or another discipline, creating an artwork to display at school, serving at church, cooking a meal for their family, or writing a letter to the editor of the local newspaper about a community concern.

By engaging in these real-life tasks, students are provided with opportunities to apply their learning and develop their passions in a meaningful context. At times, students in the upper grades may also be required to finish work or projects that they haven’t been able to finish in class time, and your support with this is appreciated. For students who are looking to practise their skills they also have access to Mathletics, Literacy Planet and Study Ladder if they choose. These programs can be tailored to individual needs at a support or extension level.