Study Skills

This section is designed to help you understand and manage the workload in high school. It can be confusing and overwhelming to begin with, because you have 7 subjects, and each class will require you to complete tasks and assignments. Often you will have more than one task due at the same time. This makes using a diary to plan your time and workload essential. Use the following checklists and tips to help you get ahead and remember that assistance is always available from Student Services. It is also important that you talk to your teacher if you have any worries or need help.

Homework

1. Develop a homework routine

2. Use a calendar, term planner or diary to organise your time and include your sports, hobbies and social occasions

3. Designate which evenings you will do homework

4. Revise for each subject including reading class notes

5. Login to Managebac and Google Classroom for resources and references from your teachers to read and prepare for class

Getting Started

An assignment can feel overwhelming when you first receive it, and sometimes it’s hard to even know where to begin. Below is a set of steps you can follow to get the ball rolling – once you start working your way through these steps your assignment will become much clearer and more manageable.

Beginning your Research:

When you first receive an assignment, and you have understood what you are being asked to do, it is a good idea to first brainstorm the kinds of things you will need to learn about in order to complete the task.

Below is an example of how you might brainstorm a History task:

Beginning your Research: Inquiry Questions

Once you have identified some of the things you need to learn, you then need to refine these things into answerable questions. These will become your ‘Inquiry Questions’. All assignments at Telopea Park School require you to develop some inquiry questions that will guide your research. Consider the following types of inquiry questions when developing your own:

Factual: Concrete questions that have right and wrong answers (who, why, what, when, where); often focusing on recall. Eg. What kinds of labourers were employed in the 1800s? What were the working conditions for employees in the 1800s?

Conceptual: More abstract questions that explore broader meanings, deeper understandings and transferrable knowledge; often involving analysis and synthesis. Eg. How did the changes in working conditions affect the family structure? How did the changes in working conditions impact employers?

Debatable: Questions that generate disagreement, engage multiple perspectives, and promote critical and creative thinking; often involving the creation and exploration of competing values, theories and rationales. Eg. Were the changes necessary? Were they good, or bad? Does change mean progress for everybody?

Scaffolding your Assignment

To complete the task:

Assignments for most subjects, from science to history, should be structured with an introduction, body paragraphs, and a conclusion.

Your paragraphs can be organised into topic sections – you may even be required to use headings and subheadings. Your paragraphs should have opening sentences which explain your point, followed by sentences that have examples or evidence of your point, then a sentence to explain problem or impact of point.

Smart Research Tips

Now you have your plan of action and Inquiry Questions, it’s time to start researching. Over the next few pages you will find some handy hints for making the most of your study time and resources.

Research reading skills

There are several reading skills that can also help you quickly find relevant and appropriate information; and reduce the amount of time you may waste looking at information that is just not relevant.

Skimming

Skimming will help you quickly decide “is this information useful to me?”. You don’t need to read every single word – just run your eyes quickly over the material.

SQ3R

This technique helps to focus your attention and can also help you structure your reading for a particular purpose. SQ3R stands for:

• Survey – Scan the title, table of contents and sub-headings. Look at the illustrations. Read the opening paragraph. Get a ‘feel’ for what the material is about and whether or not it is what you need.

• Question – Ask yourself some important questions to help decide whether or not this is the right material for your assignment – “is this what I need to know?”

• Read – Read more carefully than skimming or scanning. Look for ideas in each section to see if this is what you need for your assignment. Read for a purpose and try to clarify if the information is relevant.

• Recite – Repeat information either aloud or to yourself “Does this information match what I am looking for to complete my assignment”?

• Review – Check the material again, review your notes, and ask yourself if the information you have is relevant for your assignment.

The International Baccalaureate (IB)

Telopea Park School is an International Baccalaureate (IB) school, which delivers the Middle Years Program (MYP). The MYP provides a framework of learning that emphasizes intellectual challenge, and encourages students to make connections between their studies on traditional subjects, and the real world.

During your time at Telopea Park School you will be encouraged to become a responsible member of your local, national, and global communities. To help you do this, there is something called the Learner Profile. The Learner Profile is a list of attributes that all students should strive for, as they will help you to reach your full potential.

Learner Profile Attributes:

Inquirer

You are curious and ask important questions to inquire into the world around you. You research on your own and love learning inside and outside the classroom.

Knowledgeable

Through your exploration of local and global issues you build your knowledge and understanding across all subjects.

Thinker

You think both critically and creatively to help solve problems and make responsible decisions.

Communicator

You are able to understand and express yourself confidently in more than one language. You work well and enthusiastically with other people.

Principled

You demonstrate honesty, a sense of fairness and respect towards those around you. You take responsibility for your own actions.

Open-minded

You take pride in who you are. You are respectful of others’ opinions, traditions, and values. You consider more than one point of view when making decisions.

Caring

You are considerate towards the needs of other. You want to make a positive difference to others and to the environment.

Risk-taker

You are confident and show courage in new situations. You are keen to try new things. You defend your own beliefs strongly.

Balanced

You recognise the importance of caring for yourself, and balancing your physical, emotional, and intellectual self (all parts of you!).

Reflective

You think carefully about how you learn. You can set yourself goals for learning and know what you are good at.

Service and Action (S&A)

Service and Action (S&A) is an important part of the MYP and life at Telopea Park School. S&A contributions are unpaid, voluntary exchanges that support the local, national and global community. Enrichment activities over the year each incorporate a S&A focus.

1. Increase awareness of your own strengths and areas for growth

You are able to see yourself as an individual with various skills and abilities, some more developed than others, and understand that you can make choices about how you wish to move forward.

2. Undertake challenges that develop new skills

Challenges and new skills may be those not previously undertaken or acquired or those that extend your existing expertise.

3. Discuss, evaluate and plan student-initiated activities

The planning and initiation of an activity should involve a discussion and evaluation of objectives, responsibilities and expectations. These steps are often completed in collaboration with others and are shown best through S&A projects.

4. Work collaboratively with others

Collaboration can be shown in many different activities, including working with coaches, adults and other students.

5. Persevere (keep trying) in action

This implies showing determination and commitment by attending activities regularly and accepting a share of the responsibility for dealing with problems that arise in the course of activities.

6. Develop international-mindedness through global engagement, multilingualism and intercultural understanding

This can mean being involved in international projects, but there are many global issues that can be acted upon locally or nationally (e.g. environmental concerns, caring for the elderly).

7. Consider the ethical implications of your actions

Ethical decisions arise in almost any S&A activity (e.g. by considering who will and who will not benefit from your actions).