Home' Capricornus Quarterly : April 2015 Contents 11
We value each student’s effort, attitude
and behaviour above any other criteria,
including their academic history.
Headmaster, Dr Phillip Moulds
ACCORDING TO THE STATISTICS
Whilst RGS students amounted to just
19% of OP eligible students identified from
2009-2014, they accounted for
36% of the region’s top 1-5 OP scores.
All data in this report was sourced from The Queensland Curriculum
and Assessment Authority statistics at w ww.qcaa.qld.edu.au,
where information on all schools may be found.
The academic performance
stat ist ics, which are available
publicly, also help inform
parents who are choosing a
school for their children.
“T hey are one measure, certainly
not the only one, but they can
suggest the type of learning
env ironment and values championed
by a school,” Dr Moulds said.
The Headmaster believes parents
and students need to consider every
opportunity RGS offers including
sport, the A rts and community
serv ice as well as academics and
overall learning support.
“I think RGS families value the
fullness of education that we’re able
to offer. Academics are important
but co-curricular participation
and community involvement are
crucial to developing ‘whole’
young adults,” said Dr Moulds.
“We have 1431 students this term
and we value each boy and girl’s
effort, attitude and behaviour
above any other criteria, including
their academic performance.
When students want to learn,
have the support of their parents,
have excellent teachers and they
love and respect their School,
they are likely to do well.
“We may be large overall but our
class size, for example in Primary
School, averages only 21 or 22
student s. That enables teachers to
care for students individually and
have a solid working relationship
with parents. It’s the partnership
among our students, their parents
and teachers which is the key to
our student s’ success year in and
year out,” said Dr Moulds.
SPEAKING AND READING with
SPEECH PATHOLOGIST KATHY WOOLER
Kathy J Wooler
Helping with all aspects of your child’s
speech and language development:
Children, Teens, Adults | Listening and Understanding
Reading and Spelling | Speaking | Social Skills
Ava ilable 6 days a week | No referrals required
Celebrating 3O Yea r s!
45 Booker Street, North Rockhampton
4928 5993 or 0437 285 993
This 15 syllable
word is one
of the longest
to say and spell, it is a noun that
means the fear of long words.
From wikipedia, we learn it is: “From
an extension of sesquipedalian with
monstrum (“monster”) and a truncated,
misspelled form of hippopotamus, intended
to exaggerate the length of the word
itself and the idea of the size of the words
being feared; combined with phobia.”
It is highly unlikely that we would ever
use this word, however, it is important
to discuss it as it relates to our children’s
ability to say, read and spell longer words.
As young children, the middle consonant
sounds of multi-syllabic words are not
perceived well and, therefore, not said well,
hence ‘spaghet ti’ becomes ‘sket ti’ and a
‘computer’ is a ‘puter’. How many times
have we seen a child spell ‘goverment’ for
‘government’ and ‘reconise’ for ‘recognise’?
As students go into Year 2 and 3 and
beyond, it is essential to encourage
boys and girls to work out multi-
syllabic words when they are reading.
The word needs to be worked out
syllable by syllable right to the end.
The same goes for spelling; spell
longer words syllable by syllable and
they are not usually as hard as they
look. For example, if I suggest that we
will spell ‘confiscation’, the student’s
mouth drops open with a typical ‘Oh
no!’ But spell it syllable by syllable:
‘con....fis....ca... ..tion’ and it is quite easy.
Number and Percent of Students
achieving Overall Positions of
6-10 11-15 16-20 21-25
2009 173 97.1%
31.7% 32.5% 28.6% 7.1% 0%
2010 171 96.5%
37.6% 29.1% 23.1% 10.3% 0%
2011 190 98.9%
31.6% 31.6% 23.2% 7.7% 1.3%
2012 156 98.1%
32.2% 30.5% 27.1% 8.5% 1.7%
31.4% 39.0% 18.6% 10.2% 0.8%
34.8% 33.0% 27.0% 5.2%% 0.0%
Comparison of Year 12, 2009-2014 for
The Rockhampton Grammar School
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