Riverside Rap - Riverside Christian College

Students at Riverside are encouraged to embrace integrity.
That is, we want the skills and knowledge developed through getting
better at things [Dedication] used in a way that builds bonds of belonging and connectedness [Compassion]. It is not
right for someone to be able to speak eloquently and yet dominate discussion. Likewise there is no integrity in being
able to spell well and yet choosing not to write.
Students need to not only be the best academically, but also to use their skills with integrity to serve others ‐ to use
their skills in a way which seeks the good of others. Making a useful difference is an important part of our purpose in
life [Service].
Once we have each student serving their peers, school, family and community with their skills and abilities; Riverside
looks for more! We want to see students serve not to self‐aggrandise or out of a sense of philanthropy, but out of a
gratitude for one’s own forgiveness (1 John 4:11). [Right choices]
God’s great love is seen in the death of his Son (1 John 4:9‐10). Our response can only be one of love in return. We seek
to serve others for no higher reason than this. This is our motivation, not the blessings that flow from seeking the good
of others.
Blessings,
Stuart Taylor
A MUST SEE ... I AM SURE YOU WILL FIND THIS VIDEO VERY INFORMATIVE AND HELPFUL.
A short video, "How Cybersmart are you?" has been released
by Cybersmart. The video is designed to help parents navigate
through the online world of their teenagers and provides
strategies on how to protect their children from potential
online risks.
http://www.youtube.com/watch?v=JHj0gKGYzfY.
Sustainable Interventions—Building Capacity for Students to Learn
In a recent Independent Schools Queensland publication, the statistics and outcomes were highlighted
regarding the program that only 12 schools across Australia are participating in. Our College is one of those
12 schools. Showing significant improvements already, the project addresses three levels of literacy
intervention. Firstly, the focus on establishing the underlying difficulties causing students to not reach the
required year level standard. Secondly, teachers were guided in recognising these underlying difficulties and
in planning appropriate intervention programs that adopted evidence based, high yield strategies. Thirdly,
the layer focuses on whole school approaches with the strategies used in the intervention programs
incorporated into the whole school plan for literacy instruction.
As a consequence of theses practices, a significant gain in reading achievement is evident. At the start of the
program only 38% of the students were reading at or above the expected level for their year level. Recent
evaluation now shows a strong shift with 80% of the students reading at or above the expected level. Within
this group 67% were reading more than one year level above their current year level. 70% of those students
had improved more than two years according to the assessment. With only 10% of students reading more
than one year level below the expected year level.
GREAT RESULTS—Great work by our dedicated staff.
The Office
Desk
“Be the best. It’s the only market that’s not crowded.”
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