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Lutheran Education Australia’s ( LEA) Mission Statement says that “the Gospel of Jesus Christ informs all learning and teaching, all relationships and all activities in the school.” Whilst this document is focussed on student learning, at the heart of successful learning is care and support, which we share because of what Jesus did for us.  \nThis document outlines the general principles and expectations for students in the Senior School. It identifies the roles and responsibilities of key stakeholders in Senior Secondary education at Navigator College: students, parents/caregivers and staff, and the support that the College can and will offer.  \nNavigator College strives for excellence in all aspects of the education it provides. The college ethos states that people are able to ‘ Flourish as learners’. The vision statement reiterates this as well, with one of the reasons the college exists being “To prepare students with resilience for life, helping each child to reach his or her full potential…academically…This includes preparation for future studies and employment”.  \nNavigator College therefore seeks to provide clarity and common understanding for students and parents regarding the expectations around academic processes and procedures.  \nLearning Principles  \nThe purpose of these Learning Principles is to:  \n● “Ensure that learning is consistently at the centre of planning and improvement  \n● Guide our day to day practice-help us continually research and decide the what, why, how.  \n● Serve as an explicit ongoing source for self assessment of our strengths and areas for strengthening as effective teachers”.  \nExamining the Teaching Life, Wiggins and McTig he, 2006  \nAt Navigator College, we therefore believe that Learning is effective when:  \n● Learners feel safe, secure, valued and supported.  \n● Learners engage in active self-construction of knowledge, concepts and skills.  \n● Learners are capable of assessing themselves.  \n● Learners are appropriately challenged.  \n● Learners communicate and interact  \n● Learners are active contributors to communities.  \nContents  \nRationale 1  \nLearning Principles 1  \nContents 2  \nGeneral Work Expectations 3  \nSubject Selection, Counselling and Changes 4  \nSummative and Formative Assessments 4  \nTests and Exams 5  \nWork Submission-SEQTA 5  \nDue Dates (Last day to submit) 6  \nApplication for Extension 6  \nDrafts 7  \nFeedback 7  \nPlagiarism 7  \nAttendance 8  \nTimetabled Study Lessons* 9  \n‘Work at Home’ expectations (incl. Family holidays etc.) 9  \nVET (Vocational Education and Training) & 11  \nFlexible Learning Options 11  \nVET 11  \nFlexible Learning refers to: 12  \nSchool Based Apprenticeships or Traineeships (SBA & SBT) 12  \nLocal Delivery 12  \nOpen Access College 13  \nOut of school commitments (e.g. Sport, employment etc.) 13  \nConclusion 14  \nReferences 14  \nContacts 14  \nAppendices 14  \nPage 15. Appendix A-Declaration for Supervised Task at Home 14  \nPage 16. Appendix B-Application for Extension 14  \nPage 17. Appendix C-Change of Subject 14  \nGeneral Work Expectations  \nThe following guidelines are designed to improve student achievement by clarifying the expectations of students, families and teachers in relation to work completion and submission. By insisting on completion of learning tasks and assessments, students are supported in achieving habits of excellence. Students will also develop knowledge and skills which assist them in reaching their full potential, including effective self-management. The following guidelines support effective completion and submission of work in the Senior School here at Navigator College.  \nPrinciples  \n● All learning is valued and valuable.  \n● Students who complete all set tasks are more likely to achieve success in the subject.  \n● Assessment tasks are the primary means thro","cbCainJF24fdNwad","https://ap.wps.com/l/cbCainJF24fdNwad","pdf",2759403,18,"English","# Rationale\n# Learning Principles\n# General Work Expectations\n## Subject Selection, Counselling and Changes\n## Summative and Formative Assessments\n## Tests and Exams\n## Work Submission-SEQTA\n## Due Dates (Last day to submit)\n## Application for Extension\n## Drafts\n## Feedback\n## Plagiarism\n## Attendance\n## Timetabled Study Lessons\n## ‘Work at Home’ expectations (incl. Family holidays etc.)\n## VET (Vocational Education and Training)\n## Flexible Learning Options\n## Out of school commitments (e.g. Sport, employment etc.)\n# Conclusion\n# References\n# Contacts\n# Appendices","[{\"question\":\"What learning principles guide effective student learning at Navigator College?\",\"answer\":\"Learners are supported to feel safe, secure, valued, and challenged appropriately. The principles emphasize active self-construction of knowledge, self-assessment, communication and community contribution.\"},{\"question\":\"What are the general work expectations for students in the Senior School?\",\"answer\":\"Students are expected to complete all set tasks and assessment work to the required standard by deadlines. Work must be original, and students should seek feedback before due dates and follow word limits set by teachers.\"},{\"question\":\"How do due dates, extensions, drafts, and feedback work for assessment tasks?\",\"answer\":\"Work submission follows the SEQTA process with clear due dates. Extensions can be granted in extenuating circumstances, and drafts and feedback are used to support improvement before final submission.\"}]","Navigator College Senior School Work Principles and Practices - Learning Principles, Expectations and Work Submission | PDF",45]