探花视频

High Notes, Vol 24 No 18, June 16 2023

From the Principal

High Talent

There are so many events on this week providing opportunities for our students. Over the long weekend our rifle shooters competed at Wingham. On Tuesday and Wednesday our CHS Knockout Basketball team competed in the final 8 competition at Castle Hill. Year 9 and 10 students attended an Ethical Explorations seminar at Rosebank College. There was a PDC debating incursion. Our Equality Committee students represented the school at the World Refugee Day seminar at the Fullerton Hotel. Many of our boys competed in the CHS Regional Cross Country carnival at Miranda Park. High will be represented strongly in the Australian Schools Intermediate Fencing Championships in Melbourne held June 16-18. On Friday, SBHS Year 12 team debates Alstonville High in the PDC. The Science Olympiad was held for selected students in Years 7-10. Year 7 students had their first Parent Teacher Night on Tuesday. Year 12 were on an Assessment block during the week. Thank you to all the staff and Committee members who quietly go about the business of arranging, organising and supervising such a large number of events in our really busy school.

What Should We Do About AI?

The following is the response I received when asking Chat GPT - 鈥楬ow should education respond to AI?鈥�

鈥淓ducation should respond to AI by incorporating it into the curriculum and preparing students for the opportunities and challenges it presents. Here are a few considerations: 1. AI Literacy: Education should focus on developing AI literacy among students, helping them understand basic concepts, applications, and implications of AI. This includes fostering critical thinking skills to evaluate the ethical, social and economic impacts of AI technologies. 2. Skill Development: Emphasise the development of skills that complement AI.  While AI can automate certain tasks, human skills such as creativity, complex problem solving, emotional intelligence and ethical decision-making remain vital.  Education should encourage the cultivation of these skills to prepare students for AI-related careers. 3.  Integration of AI tools: Incorporate AI tools and technologies into the learning process. This could involve using AI-powered educational software, virtual tutors, or adaptive learning platforms that personalise education to individualise student needs. By leveraging AI tools educators can enhance teaching methods and tailor education to each student鈥檚 pace and preferences鈥︹��

It goes on to cover ethical considerations and future-oriented skills. Ironically, after viewing several hours of video from a conference on AI, I have reached the same conclusion, for similar reasons. My position now is that we need to get to know AI as a matter of urgency, to focus on teaching 鈥榟uman skills鈥� of problem solving, evaluating, working with others, creative and innovative thinking and communicating effectively, and to change the way we assess immediately to circumvent the problem that I have just illustrated鈥�getting AI to do our work for us.

Collection of Semester 1 Reports

All boys in Years 12, 8, 9 and 7 should have collected their reports. Regrettably, there are still some students in each year group who have not fulfilled their commitments and completed their online Clearance Forms (if one appears on their student portal) and booked an appointment time to see me to discuss their progress at school. This is an important step in our feedback loop, and I insist on speaking to boys personally. After making timeslots available for a couple of  weeks on sheets provided at the Waterhouse Desk, I then call students out of class to talk to me about their progress and receive their reports. Once students have spoken to me, their reports are uploaded onto the Student and Parent Portal. If there are any issues around Clearance Forms, they need to be communicated to me directly at This e-mail address is being protected from spambots. You need JavaScript enabled to view it .

Sentence Conscious Pedagogy:
Varieties of writing forms 鈥� chosen for audience and purpose.

Exposition is writing that explains or informs, defines or discusses. Compare-and-Contrast assignments draw a conclusion based on the facts presented.

Narrative is writing that relates a process or event in chronological or sequential order and is usually organised with transition words, time or sequence, such as first, next, then, later and finally. First person (as a participant) or third person (as an observer) are the usual narrative modes.

Description taps the five senses to evoke images of people, places and things. Brainstorm for adjectives and varied nouns, pronouns and verbs. Observe from different perspectives.

Opinion and Argumentative Writing. Opinion writing seeks to change how the reader thinks or feels without providing evidence or opposing views.  Argumentative writing presents both sides of an issue, appeals to logic and marshals evidence and reasons for supporting one side or the other. Students need to support their claims with evidence or take a position and justify it to the reader in an argumentative paragraph.
Dr K A Jaggar
Principal