The Welcome ProgramSession 2 – High school expectations

Explain that this session will be focused on high school expectations – what students can expect from high school and what the school expects from them as students. The session will also look at timetables, homework and assessment.

Use 2.1 – Expectations¹ as a way of eliciting ideas from students about what they expect from high school. This should be a group activity to provide assistance in completing the worksheet and building trust and collaboration within the group.

Discuss with students how things might be different from their experience at an Intensive English Centre (IEC). For example, IEC teachers focus on teaching language and may be more aware of students’ levels of English. Most teachers in high school are focussing on their subjects and may not have the same level of knowledge about the students’ level of English. EAL/D teachers have a specialist role in supporting students’ English language learning across the curriculum. Subject teachers can also help but may not have the specialist knowledge about English language.

Ask the students to also think about what the high school expects from them. This could also be done as a group discussion using the worksheet and including the following points:

• attend school every day

• wear uniform

• be on time to class

• be prepared to learn

• care for their own property and that of others

• complete homework and assessment tasks

• behave safely

• show respect to staff and other students.

Read out the following statements to the students, one at a time, and ask them to decide as a group if the situations are ‘cool’ or ‘not cool’:

• Some other students that you don’t really know ask to come to your house after school and play with your new Xbox.

• Another student is often mean to you. They call you names and knock things out of your hand whenever they walk by.

• A student gives an incorrect answer in class and many of the other students laugh at the answer. The student looks very embarrassed and upset.

• A student enters the classroom after lunch. They look like they have been crying. You ask them if they are okay and if they want to talk. They say no thank you as they don’t want to talk about it right now.

You could extend this activity by leading a class discussion on the best way to respond to each situation.

Explain that each student has the right to feel happy and safe at school and that they need to speak to someone if they are having problems.

Emphasise that violence is unacceptable and that schools are expected to be safe places which are free of bullying, racism, harassment or violence.

Remind students that they can ask for help from the people they met on the tour of their school last week (for example, their Year Adviser or School Counsellor). Remind them where to find these people. Tell them that if they cannot remember where to go or if they cannot find someone they need, they can go to the front office to ask for directions.

Provide students with a copy of your school’s rules and discuss their meaning.

Ask students to open a copy of 2.2 – School rules². Read out the 6 statements with the group and have the students decide if they are allowed or not allowed under the school rules. Lead a discussion with the class and allow the students an opportunity to explain and debate their answers.

Tell students that one of the main expectations at high school is that they are in class on time and prepared to learn. Being familiar with their timetable is therefore essential.

Discuss the following points in relation to timetables:

• Students should check their timetable each night for the next day. They need to think about what they will need and pack their bag each night for the next school day (for example, books, equipment, PE uniform and notes.)

• Students can ask for help if they don’t understand their timetable.

• Encourage them to keep their timetable in a safe place (for example, 1 copy in their wallet/diary/homework book and 1 at home on the wall near their bed).

• Explain any unique terms used on the timetable (such as line, block and period).

• Demonstrate to the class how to colour code a timetable to make it easier to read and prepare for classes.

• Inform students about where they need to go if they lose their timetable.

The purpose of this activity is to introduce students to the different types of assessment they may come across at high school.

Explain that homework gives students a chance to review, extend and consolidate work done in class. Tell the students that in a later session they will be looking at homework and assessments in more detail.

There are two options for this activity; 2.3 – Types of assessment (short)³ or 2.3 – Types of assessment (long)⁴. Choose the activity which best suits the students’ level of English proficiency.

Have the students work in pairs to read through the explanations of different assessment types and record the correct name of each assessment type in the blank spaces. Ask the students to report back to the group with their answers. The correct responses for either activity can be found in 2.3 – Types of assessment (answers)⁵.