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Middle school

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The Middle School plays a pivotal role in our "Prep to Pathways" philosophy. 

 

Our Middle School pathway focuses on empowering students to:

  • Ignite their spark
  • Be their best
  • Be ready for their future.

 

This exciting pathway directs us to meeting our target for all students, seeing greater than a year's worth of growth in a happy classroom.

Our pathway also reflects the needs of our learners in the early years of adolescence. Early adolescence is a distinct period in a person's life often characterised by rapid physical growth, exposure to a range of social networks and changes in intellectual, emotional and moral development.

We believe that the key to a successful middle schooling experience lies in our students becoming resilient young adults through learning in a range of contexts. In Middle School, we define resilience as the learned ability to adapt to change, develop character strengths and approach challenges as opportunities for learning. Through building resilience, students create connections, foster positive relationships within the College and contribute to their wider communities.

We encourage all parents and carers to actively participate and be involved in their child's education through the middle school years.

The Middle School of Kelvin Grove State College conducts a CARE Teacher Program that acknowledges and caters to the needs of young adolescent learners. During this phase of learning, significant physical, cognitive, emotional, social and moral changes occur more rapidly than any other period in their life. The CARE Teacher Program also recognises that there are two transitions that take place during this phase of learning - from Primary Schooling into Junior Secondary, and from Junior Secondary into Senior Schooling and future pathways. The needs of learners evolve as they progress through this journey, as does the focus of the CARE Teacher Program.

Each Middle School class from Years 6 to 9 has a CARE Teacher who has additional responsibilities in an intentional approach to teaching and learning that is responsive to the full range of needs, interests and achievements of middle years' students. These are summarised within the CARE Teacher Program of Connectedness, Achievement, Responsibility and Engagement.

 

C – Connectedness

  • Foster a strong teacher-student relationship with each student and make connections between home and school as the first point of contact for parents.
  • Foster positive intra-class connections by facilitating team-building and class-building activities.
  • Liaise with other teachers of their class and ICS/IWS teams to enhance student support.
  • Communicate student successes and concerns to YLCs/Middle School Leadership Team.

 

A – Achievement

  • Are aware of academic progress across the year and aspirations across courses of study.
  • Assist students to make informed choices in subject selections and future pathways.

 

R – Responsibility

  • Assist students to manage the increasing degree of student independence and self-management required as students transition through Middle School.
  • Support students to navigate and take ownership of the social and emotional challenges that will present during young adolescence.

 

E – Engagement

  • Utilise a comprehensive range of teaching strategies and organisational initiatives to engage young adolescents in meaningful and challenging learning.
  • Encourage students to become immersed in the full range of classroom and extra-curricular activities available at KGSC.

Happiness is the most important of our College Values and it is central in all we do as a Middle School learning community. We know that when students are happy they are in the best position possible to learn – and when they learn this in turn enhances their happiness. Adolescence is certainly a time of powerful emotions – a time of learning about who we are and what we value. Our specialist Middle School staff and the Programs and structures we have in place demonstrate an informed and nuanced understanding of how critical this phase in life is as we guide our young people on their journey of self-discovery.
 

  

 

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Last reviewed 24 February 2021
Last updated 24 February 2021