Introduction

Decorative image of 2 children standing together in front of a garden.

It is important to have reasonable expectations of your school and to have a clear understanding of what is expected of you at school.

By the end of this session you should:

  • be able to explain your expectations about high school

  • understand the expectations that high school has of you (in the classroom, in the playground and in relation to homework and assessment tasks) and be aware of the consequences of not meeting expectations

  • know who can assist you if you need help

  • develop an understanding of the school’s discipline and welfare systems.

Preparation and resources

Decorative image of 3 children in a science lab with equipment on a bench in front of them.

In this session, you will be using your school Google Account again. If you are not sure about using your Google Account, there is a link at the bottom of this section to help you.

To complete this session, you will need access to the following resources:

  • a computer

  • documents (found in the Activities section below)

    • 2.1 – Expectations

    • 2.2 – School rules

    • 2.3 – Types of assessment (short)

    • 2.3 – Types of assessment (long).

Information about using your Google Account

Activities

Decorative image of 3 children standing together with trees in the background.

Suggested activities for this session:

Open a copy of 2.1 – Expectations and think about what you expect from high school. Your new school may be very different to your previous one. Record your answers on the worksheet. For example, being safe, receiving an education, and being treated with respect.

You also need to think about and record what the school expects from you as a student. You should consider expectations such as attendance, punctuality, behaviour, homework and assessment.

You will complete this activity as a group so please join in with the discussion.

Your teacher will read you a list of different situations. As a group, discuss the situations and decide if the behaviour is ‘cool’ or ‘not cool’. You might also discuss the best way to respond in these situations.

You have the right to feel happy and safe at school and need to talk to someone if you are having problems. Violence is unacceptable and schools are expected to be safe places which are free of bullying, racism, harassment and violence.

You can ask for help from the people you met on the tour of the school in Session 1 (for example, your Year Adviser or School Counsellor). If you cannot remember where to go or you cannot find someone you need, go to the front office to ask for directions.

Your teacher will provide you with a copy of the school rules, which you will read and discuss as a group.

Open a copy of 2.2 – School rules and read through the 6 situations, comparing them to the school rules. Decide if the situations are allowed or not at your school and record your answer on the worksheet. You will have a chance to discuss your answers with the group.

One of the main expectations at high school is that you are in class on time and prepared to learn. Being familiar with your timetable is essential.

As a group, discuss the following points in relation to timetables:

  • Check your timetable each night for the next day. Think about what will be needed and pack your bag each night for the next school day (for example, books, equipment, PE uniform and notes).

  • Ask for help if you don’t understand your timetable.

  • Keep your timetable in a safe place (for example, 1 copy in your wallet/diary/homework book and 1 at home on your bedroom wall).

You will have many different types of assessment tasks in high school.

For this activity you will be asked to complete either 2.3 – Types of assessment (short) or 2.3 – Types of assessment (long). Your teacher will choose which version of the activity they want you to complete.

Working with a partner, read through the different assessment types. Record the correct name of each assessment type in the blank spaces. There is a word bank of answers at the bottom of the page to help you.

Information about using your Google Account

Conclusion

Decorative image of 2 children standing together in a classroom.

You will be learning more about homework and assessment in a later session.

Remember that there are many people who can help you if you need assistance at school. If you are not sure who to talk to, ask at the front office.

Make a note in your diary about the meeting time for Session 3.

Remember to thank your teachers and other students that you worked with during the session.

Teaching notes

The Welcome Program sessions are designed to be teacher facilitated. Students should not be left to complete the activities without guidance.

This session focuses on expectations in high school.

Aims

  • Students will be able to articulate their expectations about high school.

  • Students will understand the expectations that the high school has of them (in the classroom, in the playground and in relation to homework and assessment tasks) and be made aware of the consequences of not meeting these expectations.

  • Students will be reminded about who can assist them.

  • Students will develop an understanding of the school’s discipline and welfare systems.

Before conducting this session, read all of the information in this resource and plan accordingly. You may choose to conduct some activities without using student computers and will therefore need to print out copies of worksheets for the students.

Students will need access to the following resources:

  • computers

  • their NSW DoE student account to access Google Drive (test to see if students are able to log on to school computers and access the internet)

    • if students are unable to access Google Drive, you may need to print copies of all the worksheets

  • an example of a student timetable with the classes colour coded.

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 – Expectations 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 rules. 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) or 2.3 – Types of assessment (long). 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).

Explain to students that they will be looking at assessment in a later session.

Remind students who they can go to if they need help.

Let students know the time and place of the next session.

For more information, visit the NSW Department of Education’s The Welcome Program website.