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About course counselling and subjects offered at the school

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Flexibility on Deadlines

Templates/Scaffolds

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listen and seek student feedback

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Ask for extension work

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More choice in assignments and flexibilities built in

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different assignments based on what you can do. 

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different assignments based on what you can do. 

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Different levels in Maths

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You're not being discriminated. Feel safe.

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Accommodate different learning styles. Eg Visual, doing talking.

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Having trusted people.

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Reach out and talk to others

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Teachers can make provisions for students who have a genuine reason for extending an assignment deadline

Teachers can give extra help at recess or lunch

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Nothing to add

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feeling heard

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Mutual respect for each other

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Wearing the uniform/Badge

More Casual Day events

Dance Events

Social Committee

Student Life competitions

Sports Day on closer to school

Interesting guest speakers from our area

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having a group of friends

being part of a community

the rest of the class said it meant nothing to them !!!

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Anything around health and safety.

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sitting down with someone

with someone else

you would be talking

writing something or working on a computer

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by providing different forms of instruction that caters to a variety of learning styles.

by providing more than one sentence task sheets

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Alternate ways to present tasks.

Alter tasks slightly to suit interests

Agreed timelines to suit needs

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Year Level specific activities (like year 12s activities)

More and shorter assemblies so they can remind us of Student agency and other programs

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If difficulity experienced with assessment, teacher will adjust deadline according to level of difficulty or things out of student control.

Teacher demonstrates skills instead of providing instructions of what to do.

Flexibility with perfomance recording submissions. Order of work.

Teacher has created own website/detailed solutions.

Extra support provided with SSOs.

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helping out others

working together

making sure people are included

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feeling safe and respected

having people that understand you and are kind

knowing you have support systems around you

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Student inclusion, feeling heard, having a say, everyone is important, pride in being BHIHS student.

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How is each student feeling?

How much of a school work load they have?

What other responsibilities they have outside of school?

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To be included

Being apart of the community and helping one another

Supporting each other no matter background and experiences.

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School infrastructure and Buildings and upkeep (should it be made)

Locations and spaces for socialising at school

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What we would like to change about the school?

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Listening and talk to peers if they require help.

Checking up with other people, or providing people with space if they need it.

Referral to a professional

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including students in the decision making processes

students being given money for food

wellbeing support

extra study support sessions

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Addition support outside of class time (during study periods/break times/ after school)

Check ins & more feedback (positive and constructive)

Choice in delivery of assignment

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Feel safe

included

Voice and opinions heard

Respectful towards others (mutual)

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Extra support, one on one in class.

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Safe Space, somewhere you feel most comfortable, able to talk with people you trust, Able to speak freely.

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Being inclusive of everyone

Talking with others

Being respectful (treating everyone with respect)

Simple conversations with people outside friendship group

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How are you going with your school work/ work load / stress levels (can this be a short written response?)

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Being more observant: eg asking others if they are OK.

Most students have observed others looking a little lost and have offered support and help.

"Being the good in the world that you want to see" L

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Do you feel judge or harassed by other students.

Do you feel divided in your Year level/peers

Do you feel comfortable seeking a range of help from Teachers.

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Additional one on one support after explaining a task.

We have differentiated online Maths program.

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How relevant students find the learning to the future.

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Having friends

Playing at recess and lunch

Having nice and awesome teachers

Supported by teachers

Learning

Feeling safe and comfortable around people

Being able to speak freely

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Provide one-on-one support

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Explain in more detail, more work in books

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Feeling safe, feeling apart of friendship groups

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Encouraging and helping each other with work

Giving people support

Speak up when seeing people being mean or bullying other people

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Being part of the community, being included into things happening, opportunities

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Being part of the community, being included into things happening, opportunities

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Peer support- have students help each other more

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how are you doing?

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If you see someone struggling or aren't sure if they're ok then check in

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when people work together

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Reaching out, respecting opinions, offering stationary, offer directions, speak up for others .e.g. canteen lines

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Reaching out, respecting opinions, offering stationary, offer directions, speak up for others .e.g. canteen lines

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Canteen prices, more casual days, more excursions and camps

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Canteen prices, more casual days, more excursions and camps

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Behaviour:

Behaviour in classrooms

Behaviour in school yard

Wellbeing

Learning

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Stress levels in relation to your workload (scale answer)

Do you feel like people (teachers, friends, classmates, etc.) reach out when you are behaving differently (grades dropping, acting out, emotional inconsistency)?

Checking in 1 on 1 with students based on the results, students who aren't on track helping them develop a plan to get back on track, asking students who are doing well what strategies they use

short answer response??? to any

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Better Teacher to Student trust and communication.

Revsied Behaviour Stratergies, have a 1-1 meeting to understand what is happening.

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What we should be focusing on? Wellbeing or Learning?

Learning will be a focus for 10, 11, 12 students, while 7, 8, 9 students we should focus on Wellbeing. Then asking different questions for the senior student's and the junior students by making separate pulse checks.

What questions should we be asking?

Well for senior students questions like, are you on track to achieving your goals? Questions like that more goals and worked focused. Even a few stress focused questions.

Questions:

I am achieving my goals.

I am not stressed about my work.

While for junior students questions like, do you feel like you belong at this school? This is due to the lighter workload for junior students and more wellbeing focused questions.

Questions:

This school is clean.

I feel like I belong at school.

Other:

We should also be actively checking in on students during the pulse checks. Getting the student life teachers to check in on their students. About things like exams, work experience, AIF & EIF or even just your progress in your work.

Notes:

Environment- Do you think the yard is clean, do you like the school environment, do you take pride in the school yard?

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Combine some of the statements, or make it a more generalised question that could involve more scenarios. Statement 4 about greeting students at the door with preferred names, could very well be combined with the statement about "my teacher understands me." Student identity is the main message covered in both. Making it more generalised, makes it easier for students to relate to the circumstance.

Maybe a question like... "do you feel safe to confide in a trusted person about bullying or harassment that happens at school?"

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Written responses. Click and selecting from a drop down bar/Likert scale doesn't work as well as it could. Allowing students to write what they want to expresses their thoughts more truly than selecting an answer.

Make it on a separate site like Forms, because you can make questions mandatory. With the current system, you can select the option "Please select an answer".

Question: "Do you take pride in representing the school's image?"