THE FREMANTLE PUBLIC SCHOOLS PARTNERSHIP BALI’S GREEN SCHOOL ISSUE 1
2011
Pioneering Sustainability Within Education
WA PREMIER’S ANZAC TOUR Our Students Pay Tribute
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On the Cover CBC Fremantle Year 12 Stage 3 Chemistry students conduct a series of experiments. L-R: Christopher Hanratty, Jake Collins, Dillon Hellmrich, Jeremy Gill, Corey Drewe.
INTRODUCTIONS 2
CONTENTS
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DIRECTOR’S NOTES
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LETTERS TO SCRIBE
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SCRIBE EXPOSED COMPETITION
30 THE GREEN SCHOOL, BALI Crafting confident, eco-conscious leaders, the world’s first Green School in Bali is leading the way in Green Education and creating future stewards of our Planet...
34 NATURE, CULTURE, FUTURE... WALPOLE PRIMARY SCHOOL A rural Primary School inspires its students to be conscientious citizens of their community at the same time as developing in them an appreciation of their natural and cultural heritage...
10 SCRIBE ‘LEAPS’ INTO WA
SCRIBE CULTURE 14 CBC FREMANTLE – BREAKING THE STEREOTYPE...EDUCATING BOYS
CBC Fremantle helps our future young men become high achievers – ensuring boys are taught in a way that they can relate to...
18 WHAT ABOUT THE BOYS? Dr Ian Lillico, international consultant in gender, boys’ education and middle schooling, discusses where we are, what we have learned about the education of young men and how they are doing today...
22 FREMANTLE PUBLIC SCHOOLS PARTNERSHIP Five WA Public Secondary Schools join forces in forming a partnership initiative to increase class sizes and create more educational opportunities for students...
26 CYRIL JACKSON SENIOR CAMPUS ENGAGE...ACHIEVE...FLOURISH
With an adult ethos, the ability to accomodate difference, flexibility and commitment to innovation, this College offers a wide range of courses for a wide range of students...
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38 CAMPION - SUPPORTING WA SCHOOLS How many textbooks does it take to outfit a school from scratch? In the case of two new colleges at opposite ends of the metropolitan area, the answer is more than 1200...
40 THE BULLY Bullying is on the rise and its negative consequences can be seen to impact almost every classroom, bus and street. Maggie Dent explores this disturbing problem...
44 WA PREMIER’S ANZAC STUDENT TOUR This is an outstanding opportunity and privilege for young Australian ambassadors to undertake a unique historical tour commemorating the ANZAC legend on the WA Premier’s ANZAC Student Tour...
50 HW IS UR A10SHN SPN THZ DYZ? The shorthand used by Gen Y and Gen Z in their everyday lives is evolving into a new language and has created a Gr8 Deb8 on how it affects their literacy today – Karen Reid discusses these differing opinions...
52 EDUCATION – A CULTURAL EXCHANGE An Australian teacher experiences the excitement of education in a different culture after relocating to China with her young family...
54 HEAL, NOURISH AND DELIGHT Feeding the mind, body and soul of today’s children is a fundamental requirement that we as parents, teachers, doctors and all carers must undertake in order to ensure they are physically healthy, mentally alert, and emotionally balanced...Jude Blereau explores this tasty topic!
58 THE FRUSTRATIONS OF A WHEEL- REINVENTING TEACHER
Leith Daniel poses and discusses the question – Why is looking for new ways of teaching such a bad thing?
60 TODAY’S MODERN MUM A mother shares her experience of parenting three very individual (almost) teenage girls and the love and patience required to navigate them through various life challenges...
62 21ST CENTURY LANGUAGE LEARNING Visionary educators and innovative leaders do amazing things with technology in and out of the classroom...check out the latest App for learning languages now available from iTunes – the HGP...
64 TRIUMPH OF THE HUMAN SPIRIT A moving personal report of survival and the triumph of the human spirit after the devasting Japanese earthquake and tsunami...
68 A CALL TO WA SCHOOLS FOR HELP! The Mama Paulina School of Hope needs WA schools.
69 NAB MAIN SEED FUNDING AND IMPACT SCHOOLS FIRST AWARDS Open Now to all WA schools!
70 PUTTING THE COOL IN SCHOOL WITH iPAD 2 ICT Educator Brett Clarke discusses the cool features of the iPad 2 and how this 21st Century gadget benefits the education of today’s technology-driven students...
73 SOWING THE SEED To encourage students to consider university study after school, Curtin University’s Director of the Office of Professional Experience, Marg Herley, shares her opinion on when is the best time to sow this seed of further education...
74 BEYOND THE COCOON Karen Reid talks about her post-school options experience for children with disabilities once they graduate from High School...
78 MASS EROSION The Masked Educator takes a look at the ever-increasing erosion of good old-fashioned family values he believes are caused by today’s ‘freedom of expression’ in music, film and media publications...
80 TECHNOLOGY FOR TEACHERS SCRIBE Gadget guru Brad Tyrell explores and rates a variety of technology solutions to enhance the teaching and learning experience...
83 SCRIBE FORUM A Forum for everything ‘Education’, have your say and let us know what you are thinking!
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PUBLISHER Solace Design
EDITORS Cam Allen, Karen Reid
CONTRIBUTING WRITERS Cam Allen, CBC Fremantle, Dr Ian Lillico, Dianne Reed, Anne Macdermott, Karen Reid, Richard Walker, Ruth Callaghan, Maggie Dent, Nadine Bastow, Jude Blereau, Leith Daniel, Kim Ball, Brett Clarke, Margaret Herley, The Masked Educator, Brad Tyrrell, Dr Jason Fox
GRAPHIC DESIGN Solace Design
CONTRIBUTING PHOTOGRAPHY Solace Design, John Nettleton Photography, AAP Photo, Walpole Primary School, Fotoworks, Murdoch Books, Widi (Green School), Sandra Lake
SALES & MARKETING Cam Allen – 0402 234 280 • cam@solacedesign.com www.scribemagazine.com.au Scribe Magazine is proudly published by Solace Design. ABN 73 463 974 859 SCRIBE MAGAZINE PO BOX 3072 Myaree LPO WA 6154 Tel: Fax: Email: Web:
08 9433 5493 08 9264 8230 info@scribemagazine.com.au www.scribemagazine.com.au
Printed by Daniels Printing Craftsmen SCRIBE Magazine is distributed to every registered Primary and Secondary School in Western Australia (Public, Private, Independent), various Australian educational suppliers & service providers and tertiary institutions throughout Australia. Every endeavour is made to ensure that the contents of this magazine are correct at the time of print. The publisher does not necessarily endorse the opinions expressed by contributing writers. Nothing in this magazine may be reproduced in whole or in part without the written permission of the publisher. Images and written material submitted for SCRIBE Magazine are sent at the owner’s risk, and while every care is taken, Solace Design will not accept any liability for lost, stolen, damaged or misused material. The publisher reserves the right to modify editorial and advertisement content. All images are used on the understanding that appropriate compliance and permissions with current privacy legislation has been obtained by represented schools and businesses prior to printing.
Joseph Oloo and the children from ‘The Mama Paulina School of Hope’ show their excitement as they see their faces in the Launch Issue of SCRIBE Magazine. Go to Page 68 for details on how your school or business can assist SCRIBE Magazine’s unique charity.
S
CRIBE Magazine has finally found its way around Western Australia and to many of our friends around the world. What an amazing and inspiring 6 months it has been with the momentum of SCRIBE Magazine continuing to build day-by-day. Issue 1 finds us exploring a variety of amazing schools. From this issue’s feature school, Christian Brothers College (CBC), in our home town of Fremantle to the Island of Bali and the ever-inspiring International Green School. We showcase our launch evening to show you a selection of snapshots from that memorable night. It was the perfect platform to introduce SCRIBE Magazine to WA Educators and the public. We are now in the exciting process of organising upcoming SCRIBE events for later this year and into 2012. In this issue, our WA Schools have the opportunity to nominate students with an interest in the history and knowledge of the ANZAC experience, and who display excellent interpersonal skills, to attend the WA Premier’s ANZAC Student Tour. Enjoy reading some of the amazing experiences from student representatives who attended the tour this year. The SCRIBE Exposed competition was an outstanding success and we were inundated with some amazing digital creations from all over the State. We visited the top three winners at their schools and presented them with their prizes. There certainly were some very proud parents and teachers! Now it’s the teachers’ turn as we promote a new photography competition just for them! (See Page 43 for competition details) It’s time to see the hidden talents out there, once again Camera Electronic are on board providing a wonderful prize for the winner. We revisit The Mama Paulina School of Hope, our Kenyan friends who are working tirelessly to develop their small community. Let’s show these people the generous Australian spirit – SCRIBE encourages your school to come on board to help support and assist these inspiring individuals. Sub-SCRIBE individually to be eligible for monthly prizes and incentives or bulk order copies for your school! SCRIBE is a wonderful medium to reach your target audiences and to learn about other schools and exciting educational initiatives. Subscription details are available on Page 28. CAM ALLEN – DIRECTOR
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FEATURE SCHOOL PRAISE
A CUTTING EDGE MAGAZINE
What an honour it has been for Murdoch College to be the feature story in the Launch Issue of SCRIBE. Thank you to Cam for his wonderful support of our College. Cam is a creative person and this is certainly represented in the Launch Issue of Scribe Magazine. I valued the way the SCRIBE team fully researched Murdoch College so that they could represent the uniqueness of the College as a feature. SCRIBE is a very professional and vibrant magazine. It captures schools at their best and gives wonderful insight into what is happening in WA Education. The magazine has created a community in itself and our College has benefited by meeting magazine sponsors at SCRIBE events. This edition will have a place at our College for many years to come. Once again thank you to the SCRIBE team for your wholehearted support of Murdoch College.
Finally! A magazine for educators that's cutting edge, brilliantly designed and full of practical, sharp ideas. I've seen far too many education magazines that are an absolute bore to read, with the same old content cycled through each year. SCRIBE is totally fresh, utterly REAL and way overdue. I highly recommend SCRIBE Magazine to people who want to see real innovation in education.
MARK ANTULOV – PRINCIPAL MURDOCH COLLEGE
JASON FOX IDEAS LIBERATOR
A RELATABLE PUBLICATION I really loved reading the magazine, it is beautiful and clean with relatable stories throughout. My favourite is ‘First Year Out – What to expect as a first year teacher in 2011’. As a former teacher myself, I thought it was interesting to read what others had to say. NICOLE – HONG KONG PLATAPILLA LIMITED
EVERY PAGE AN EXPERIENCE I wanted to let you know how much I enjoyed the launch issue of SCRIBE. Your colourful, interesting, informative publication is long overdue in WA. I particularly enjoyed the articles on Murdoch College, because my son is a past student; and ‘the insecurities of an ‘awsome’ teacher’, because I love a laugh. But then again the articles on the ‘School of Hope’ and ICEA gladdened my heart. I amend my statement to “I enjoyed all of the articles”. Keep up the good work. I look forward to my next SCRIBE experience! CAREY BREMAN – LEEMING
POSITIVE RESOURCE This is a fantastic resource for students, parents and teachers alike. SCRIBE looks at education from every angle, providing a new perspective on schooling in Western Australia. Anyone involved in education should get their hands on a copy. EMILY – TEACHER FREMANTLE
INFORMATIVE AND LIGHT-HEARTED SCRIBE is very informative, yet it also has a light-hearted side. A very wellresearched publication. Congratulations.
INSPIRING CONFIDENCE As the manager of an Alumni Development Office, any publication that can assist to further develop my role, assist parents in making educated choices and market to the wider community has my vote.
I think SCRIBE Magazine opens up a broader look at Education for teachers and will hopefully inject some ‘inspiration’ for the younger teachers coming through the ranks. TERRY – JURIEN BAY
RELIEVED After reading the ‘First Year Out’ article in the Launch Issue, I felt relieved to know that I am not the only new teacher to experience the kind of challenges faced day-to-day in the classroom. The article certainly gave me some hope, that persevering as a teacher is going to be worth it in the end, well hopefully! These comments remind me why I chose to teach in the first place. CATHERINE – ALBANY The SCRIBE team welcomes your feedback, letters and emails and we will endeavour to publish all opinions expressed. info@scribemagazine.com.au
I have every confidence that Cam Allen is doing the right thing in our industry and that SCRIBE will be an enormous success...it has all the right ingredients. ANNA GINGELL JOHN XXIII COLLEGE
VIBRANT & ENTERTAINING A very informative and creative magazine. The vibrant design captures your eye and the well-researched and interesting articles keep you entertained until the final page. TANYA – PORT HEDLAND
A WELCOME CHANGE Well done guys on the Launch Issue, it is a product that is certainly welcomed by WA Schools. As a senior teacher in an Independent School, I have seen plenty of young teachers leaving the profession, particularly in the last 5 years – this is extremely disheartening and worrying for WA Schools.
PETER – KALGOORLIE 5
] d e s o p [Ex CONGRATULATIONS to Year 12 student Luke Wheelwright from North Albany Senior High School who won first prize in the SCRIBE Exposed Photographic competition, a $1000 voucher to Camera Electronic. He also received a poster print of his winning entry!
Luke Wheelright (second from right) is presented with his Award by SCRIBE Director, Cam Allen (far right) together with Mike Wilson (Photography teacher – far Left) and proud parents, Ruth and Sydney Wheelwright. TITLE: “Spreading the Word”
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This photographic competition was promoted in the Launch Issue (February/March) and featured on posters that were distributed to WA Schools. Students were required to create an innovative digital photograph and incorporate the SCRIBE Logo in the final composition. Congratulations mate, we look forward to seeing more of your creations in the near future!
Runner-Up, Year 9 Student from Ashdale Secondary College (Darch, WA) with College Principal, Carol Strauss and SCRIBE Director, Cam Allen. Chelsea won a $750 voucher to Camera Electronic. TITLE: “Homeless”
Runner-Up, Year 12 Student from Wanneroo Senior High School with College Principal Pauline White, Head of Technology and Enterprise Mr Lou Mylonas and SCRIBE Director, Cam Allen. Lauren won has also won a $750 voucher to Camera Electronic. TITLE: “Aquarius Melody”
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] d e s o p x [E
Jason Rufov (Year 9) Balcatta Senior High School
Andrea Singeorzan – (Year 9) Ashdale Secondary College
Mollie Geary (Year 10) – Kinross College Nick Lozanovski (Year 11) Balcatta Senior High School
Molly Curnow (Year 9) Balcatta Senior High School
Henry Le (Year 11) – Mater Dei College
Zachary Wise (Year 11) – Prendiville Catholic College
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you w ill
see the dif erence
Taylor Wright (Year 10) – Mandurah High School
Keiran Wyatt (Year 10) – Kinross College
Shannon Kelly (Year 10) – Mater Dei College
Thank you to all of the schools and students who entered the SCRIBE Exposed competition. All selected compositions on Pages 8 and 9 will receive a prize PLUS a copy of Issue 1 of SCRIBE Magazine. Now it is the teachers’ turn as we promote a new Photography Competition, just for them... TEACHERS: SEE PAGE 43 FOR COMPETITION DETAILS.
• Efficient and stress-free school photo day program • Wide selection of quality photographic packages to suit all budgets and preferences • Formal and informal photographic styles available • Attractive prompt commission payments • Graduations, School Balls and ID cards • Large Group specialists • Promotional photography for all media platforms • Proud supporter and sponsor of WAPPA, WASSRA, WAXCCSO and WADHSAA
www.fotoworks.com.au (08) 9244 8211 wecare@fotoworks.com.au
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SCRIBE ‘Leaps’ into WA FREMANTLE CAFE, MOORE AND MOORE, HOSTED THE LAUNCH OF SCRIBE MAGAZINE ON A HOT, HUMID EVENING IN FEBRUARY 2011. THE ATMOSPHERE WAS ELECTRIC, THE CROWD WAS BUZZING AND THE ANTICIPATION WAS HIGH FOR THE ARRIVAL OF WESTERN AUSTRALIA’S NEW EDUCATIONAL PUBLICATION...SCRIBE DIRECTOR CAM ALLEN REFLECTS ON THE LAUNCH, TALKS ABOUT THE IMPACT, AS WELL AS THE BENEFITS OF A WA HOMEGROWN PUBLICATION FOR ‘EVERYTHING EDUCATION.’
W
A Educators, businesses, friends and family welcomed the longawaited arrival of SCRIBE Magazine on Wednesday 2 February 2011.
all very much looking forward to their first glimpse of this much-promoted, new education publication representing Western Australian schools.
The main gallery of The Moores Building quickly filled with an eclectic mix of SCRIBE supporters and contributors,
SCRIBE Corporate Event sponsor Willoughby Park Winery and their Jamie & Charli range of fine wines promptly
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made their presence felt with their varied selection available for guests to savour, accompanied with delicious canapés from the Moore and Moore Cafe menu that were cheerfully received! Adding to this fitting ambience for SCRIBE’s launch, smooth tunes resonated throughout the room from the venue’s resident Jazz duo.
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Dr Jason Fox, friend and colleague, officially welcomed everyone with a thought-provoking and entertaining introduction helping to set the tone for what was a relaxed and enjoyable gathering. Sponsors and supporters were wellrepresented, their welcoming, smiling faces in abundance as well as displays of high impact banners and imagery with their corporate logos cleverly positioned for all to see. ‘Proud’ is the word I would use to sum up the launch evening. It was a pure collaboration of open-minded, creative and enthusiastic individuals (as well as quite a few family members and friends with the utmost confidence in, and support for all of us!). Producing a publication of this scale is a tremendously time-consuming
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and continuously challenging task. Representing all facets of WA Education is even more testing! However, as educators, designers, parents and enthusiasts, we all believe 100 percent in the purpose for producing this publication – to inspire educators, to connect schools and to celebrate education in Western Australia and beyond. As a team, we certainly don’t proclaim to be ‘the’ experts in education; however we have the resources to inspire, connect and celebrate WA Education for those who are willing to put themselves in this public forum and are prepared to share their stories. We believe that those who are committed to improve as individuals or as an organisation will benefit greatly from their inclusion in SCRIBE. This project was commenced with our ‘leap of faith policy’ which is now open and warmly extended to all Western
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The team from SCRIBE Charity sponsor, Edmund Rice Camps for Kids WA.
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Launch Sponsor Saul Frank from Camera Electronic.
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Sebastian Croce from Winthrop Australia presents Caroline Payne, Corpus Christi College Principal, with the new iPad.
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John XXIII College Principal, Mrs Anne Fry and Ms Margaret Hurley, Office of Professional Experience, School of Education, Curtin University (Director)
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SCRIBE Director Cam Allen and event sponsors, Gina Cacho and Jessica Fowler, from Willoughby Park Winery.
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Dr Jason Fox working the crowd!
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Australian schools and businesses. SCRIBE magazine is an independent publication, published by Solace Design, one of WA’s leading Visual Design Companies. Ninety per cent of our clientele are Western Australian schools and our focus as publishers is to ‘connect’ WA schools; public, private, independent, primary, secondary, tertiary and the variety of businesses that support them. We are primarily funded by YOU.
JOHN CURTIN College of the Arts COLLEGE OF THE ARTS
Why advertise in SCRIBE? Firstly, by contributing you are reaching all your WA target audiences i.e. parents, teachers, shareholders, students, school communities and their supporting businesses. You have the option of visually profiling your school via an ADVERTORIAL, focusing on specific or general aspects that will encourage interest from new families and future enrolments. Secondly, you are showcasing your school to the rest of the State which includes 990+ WA schools, over 800 WA-focused businesses and every tertiary institution in the country. Schools have an internal obligation to grow, build and develop as a community both short-term and long-term. SCRIBE can help meet this obligation. SCRIBE is distributed every 6 months (July and November) and as such each issue remains current for 6 months. In effect, this is a long-term medium of direct marketing for contributors in a more permanent, higher quality publication. Businesses and educational suppliers also have the opportunity to create a direct link to their target schools through the magazine with a variety of page positions and prices available to promote services, specials and products. Our commitment to our contributors is to make SCRIBE Magazine available to ALL schools and their communities, to continue to promote our supporters through SCRIBE events and further promotion through our monthly e-SCRIBE newsletter and website. I believe Western Australia is ready for a comprehensive publication of its own; a printed medium that aims to reflect the true value of Education at all levels in our great State. CAM ALLEN BELOW: “Swoop” the SCRIBE Mascot has started making his way around the State exploring all of WA’s hidden gems. He was snapped here in Denmark inspecting the vineyard at Willoughby Park Winery (co-incidentally one of SCRIBE Magazine’s Event Sponsors).
Imagination
Creativity
John Curtin College of the Arts offers Gifted and Talented Education programs in Artsmedia, Ballet, Contemporary Dance, Drama, Music, Music Theatre and Visual Arts. Our high quality and supportive learning environment nurtures academic excellence and makes us a leader in Arts education.
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MAGAZINES / YEARBOOKS
PROSPECTUSES Newsletter
QUARTERLIES
G IS YOUR SCHOOL MAKIN AN IMPACT? RES? CULTU IOUS CONSC ICT ISSUE 1 •
LAUNCH ISSUE
March/Ap
2011
ril 2011
School ior HighLife Sciences LynwoodforSen Environment and A Centre
classroom Digital Learning: Is the teacher becoming obsolete?
FIRST YEAR OUT...
Corpus Christi College
Yearbook 2010
as a new What you might expect teacher in 2011!
Corpus Christi College Murdoch Drive, Bateman PO Box 279 Willetton 6955 Western Australia Phone: (08) 6332 2500 Fax: (08) 9310 5648 www.corpus.wa.edu.au
SOUL Pro
H E R I T A G E
gram
Internatio n Women’s al Day
SCRIBE MAGAZINE 08 9433 5493 PH: 08 9264 8230 FAX:
.au EMAIL: info@scribemagazine.com .au WEB: www.scribemagazine.com
Fremantle Public School Pa rtnership
Number 27 • June • 2011
0 Annual Report 201
SUBSCRIBE NOW TO WIN A NEW APPLE iPAD!!!
THE YEAR 7 TRANSITION
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SCHOOL DIARIES
Bequests Workshop Friday 29 July 2011 Do you have an existing bequest program at your institution? Would you like to learn how to set up a program? Learn about the pitfalls and benefits involved in establishing a successful bequest program at this interactive one-day workshop.
BROCHURES
POSTERS
UNIQUE VE NUE, QUALITY F OOD & WA RM SERVIC Situ E ated at the be autiful historica in Fremantle l Moores Build ’s West End, ing Moo to assist you in creating yo re & Moore is willing ur Visit our web ne xt su cc es sful event. site or contac t us ab functions pack out our corporate age!
Prolegis Lawyers specialise in not-for-profit and educational institutions and will present an informative and practical session to assist with your bequest program. The session will define key legal terms, explore Australian attitudes towards charitable bequests, explain how to deal with losing a bequest and offer valuable tips for bequest officers. Also, hear from experienced practitioners representing a Perth boys’ school, girls’ school, a university and a not-for-profit organisation. VENUE
Trinity Residential College (Opposite UWA) Hampden Rd, Nedlands
COST
$200 ADAPE and FIA members, $250 non members incl GST
RSVP
By Friday 22 July 2011 to Catherine Barnes events@adape.org.au or fax to (02) 9918 8991
WEBSITE www.adape.org.au This event is being held in conjunction with:
Moore & Moore Catering & Events 46 henry street fremantle www.mooreandmoorecafe.com events@mooreandmoorecafe.com phone 0426 249 646
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CBC FREMANTLE IS A SCHOOL OF CHOICE FOR FAMILIES IN THE SURROUNDING AREAS OF FREMANTLE WHICH HAS BUILT ITS EXCELLENT REPUTATION UPON EXCEPTIONAL ACADEMIC RESULTS, OUTSTANDING PASTORAL CARE AND A HOLISTIC APPROACH TO THE EDUCATION OF YOUNG MEN. 14
Breaking the Stereotype... THE CHRISTIAN BROTHERS COLLEGE (CBC) FREMANTLE, IS A SCHOOL FOR BOYS FROM YEARS 7-12. A CATHOLIC SCHOOL IN THE EDMUND RICE TRADITION, IT WAS ESTABLISHED IN 1901 AS A CATHOLIC LEADERSHIP COLLEGE...THE FOLLOWING ARTICLE DISCUSSES THE VITAL UNDERTAKING OF CBC FREMANTLE IN THE EDUCATION OF BOYS IN THE 21ST CENTURY AND THEIR DEDICATION TO THE ‘DEVELOPMENT OF YOUNG MEN’ AND THE FORMATION OF “MEN FOR OTHERS”...
T
hose familiar with the education of boys know that all too often they are content to settle for mediocrity. They are happy to do the minimum in order to achieve what is just acceptable. CBC endeavours to break this stereotyping of young men. Boys need to be challenged in all areas of their schooling. Challenge helps to motivate them and taps into their natural inclination to rise to the task. The boys at CBC are encouraged to raise their sights, set attainable goals and strive for excellence as they are continually challenged to set new limits and develop self-belief in order to achieve their goals. External research has been examined at CBC, as well as the undertaking of their own research in order to analyse the ways in which boys actually learn and in order to help them achieve more in the classroom. It is already understood that
boys often find communicating difficult and are reluctant readers. Boys fear failure so will often opt out of learning rather than risk not achieving. Rather than ask for help on a task, boys will tend to act out the need for assistance. At CBC they have identified that boys find more success in tasks that are clearly defined, broken down into smaller sections and which allow for immediate feedback. With this knowledge of how boys actually learn, CBC Fremantle encourages all teachers to monitor their classroom practices. They continually skill their staff on different teaching strategies that are specifically tailored for boys while maintaining the important connectedness between boys and their teachers. This student/teacher relationship is vitally important to the learning process. The well-understood maxim that ‘boys learn teachers, not subjects’ informs their thinking and practice.
Having positive role models is critical in the development of boys. It is important that they aspire to be young adults with dignity and integrity. Teachers at CBC play a vital role in being a witness to the values upon which the College is based. The teachers act as mentors, displaying a genuine concern for their students and a real passion for their subject. The vertical pastoral care system that sees boys from Years 7 to 12 in the same Mentor Group with the same adult adviser throughout their schooling complements the College’s belief in the importance of stability in relationships in the lives of young men. The role of the senior boys acting as ‘Mentor Mates’ adds significantly to this process. Unfortunately, boys receive far too much ‘bad press’ as the media is all too eager to portray our male youth in a poor light. Such stereotyping can become selffulfilling and greatly decreases the sense of self-worth which boys possess. CBC works hard to dispel such misconceptions by regularly acknowledging the many and varied achievements of their boys as well as actively promoting these achievements within the school and wider community. The College has a comprehensive system of Student Management that looks to recognise and affirm positive student behaviour and improved effort. This is done specifically through College assemblies and other formal occasions in addition to engaging the help of the local media in promoting the positive work of CBC boys in the community. In doing so, they help lift the profile of these adolescent boys, celebrating the gifts and talents that they possess. Specific examples of the positive activity undertaken by CBC students include involvement in Red Cross Soup Patrol, regular blood donation by the senior boys, the Good Start Breakfast Program and a variety of social justice activities
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When boys are given responsibilities they grow immensely. CBC considers it imperative that they continue to offer students the opportunity for leadership in all aspects of their schooling. They are constantly developing programs that promote leadership, support for others and service. Their commitment to social justice activity demonstrates that the areas of service, equity and faith development are a priority. Additionally, the College seeks to stimulate empathy, raise the conscience and stir social responsibility amongst their boys. All of these are qualities that society would seek and desire in young men. Formal student leadership positions at the College are criteria-based rather than involving any degree of popularity voting. The College also recognises the unique partnership that exists between the school and parents in the formation and development of boys. Parents are primary educators and, as such, an important source of role modelling for their sons. At CBC Fremantle parents are encouraged into the school; all lines of communication are kept open to provide them with support and information.
in which each student is expected to engage in. One program which distinguishes the College in terms of enhancing relationships is the father/son experience called ‘Share the Journey.’ This initiative is largely run by a group of dads from within the College who have a passion for the program and their sons. It involves fathers and their sons taking a walk together along the Bicton foreshore on a Sunday morning. While each father walks solely in the company of his son, the activity is punctuated by a number of group talks aimed at promoting reflection on the importance of this relationship and the pressures that need to be overcome so that it is not neglected. The final affirmations given by the dads to their sons are a powerful statement about how they value the experience and the relationship. The program has been widely acclaimed by all participants and bonds the community of parents, staff and students as all are involved on the day. Long experience in educating boys has also resulted in the College developing some definite views on the
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management of student behaviour. They believe that at all levels, students need definite boundaries. Boys, in particular, respond to a structured but not a restrictive environment with consistency, firm boundaries and clear rules and procedures. This may explain why boys enjoy and achieve success in sport where boundaries and rules are especially evident. In a similar way, the need for boys to be involved in co-curricular activities is very important. It broadens their development, allows them to learn in different ways and can often add a sense of purpose to their schooling. At CBC there is an extensive sport program which has seen the College enjoy recent success in the areas of Swimming, Cross Country, Athletics, Cricket, Football and Soccer among others. They have a vibrant music program that is a strong and well-supported feature of the school with their Jazz Band being recognised as outstanding in their section of the Catholic Performing Arts Festival last year. Art and Drama are also high profile subjects within the College where the boys receive great acclamation for their achievements.
The heart of the College mission is to work in partnership with students, families and staff to form a Catholic school community that is based on Gospel values. Ultimately, in partnership, they are seeking to achieve the same thing – educated young men of faith and integrity with a keen social conscience who, as leaders, will be agents of change to create a more just society. CBC Fremantle is a school of choice for families in the surrounding areas of Fremantle which has built its excellent reputation upon exceptional academic results, outstanding pastoral care and a holistic approach to the education of young men. The College Vision statement clearly outlines that the pursuit of excellence in faith, culture, academia and sport is an expectation of all of the boys at the school. To find out more about this prestigious boys’ school, check out their website at www.cbcfremantle.wa.edu.au CBC FREMANTLE
KidzaBuzz! EVER BEEN STUCK FOR IDEAS OF HOW TO AMUSE THE KIDS WITHOUT BREAKING THE BUDGET? KidzaBuzz IS THE ANSWER! Now in its fifth year, KidzaBuzz offers value for the entire family in a handy book filled with vouchers for everything from kids parties, activities, attractions, getaways and restaurants. Exclusive to WA, KidzaBuzz is the number one voucher book that’s become a must-have for families! At just $20, the new issue of KidzaBuzz comes out in midSeptember 2011, with all vouchers valid until November 2012 – that’s 14 months of value. It comes in really handy during school holidays and makes a terrific gift for family and friends. If you’re looking for a unique and healthy fundraising idea, KidzaBuzz offers generous returns of up to 25%. This year we’ve got a record number of schools on board, preparing to fundraise during Terms 3 and 4. We’ve got an easy-to-follow ordering system and supply fundraising coordinators with forms, flyers and a sample book, plus all the support you need to maximise returns for your school. Owning a KidzaBuzz book is rewarding in so many ways – you get to explore your own home town, discover the many great family-friendly businesses, support children’s charities and save money all at once! KidzaBuzz is all about families, so this year we are once again donating part proceeds of all sales to Telethon and will be part of the Kids Carnival on the Telethon weekend. To find out more visit
www.kidzabuzz.com.au
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IT HAS BEEN NEARLY 20 YEARS SINCE THE “WHAT ABOUT THE BOYS?” PLEAS OF PARENTS AND TEACHERS WERE HEARD – AND 10 YEARS SINCE THE FEDERAL GOVERNMENT’S INQUIRY INTO THE EDUCATION OF BOYS. IN THE FOLLOWING ARTICLE, DR IAN LILLICO, FATHER OF THREE SONS, FORMER PRINCIPAL OF CITY BEACH HIGH SCHOOL IN WA (RECENTLY RETIRED) AND INTERNATIONAL CONSULTANT IN GENDER, BOYS’ EDUCATION AND MIDDLE SCHOOLING DISCUSSES WHERE WE ARE, WHAT WE HAVE LEARNED ABOUT THE EDUCATION OF YOUNG MEN AND HOW THEY ARE DOING TODAY...
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B
oth Single Sex and Co-Ed schools now realize that boys generally learn differently from girls and acknowledge that the curriculum, assessment and subject changes in Australia have not helped boys; instead it has magnified the comparative underperformance of boys compared to girls. Closed, structured, informationdense tasks have been replaced with more open-ended, reflective, textbased tasks paralleling the changing workplace and major shift in the types of jobs that males traditionally undertake. Where previously men used their brawn, they now need to use their brains and emotional intelligence. They have to think on the spot, relate to the public and communicate differently in the modern, 21st Century workforce.
amazing qualities, spirits and talents i.e. the Real Men of The Arts, Drama, Dance, Music etc. Further work is essential in encouraging our sporting heroes to visit schools in order to read, write and interact with the boys. Many football clubs are doing this in the Eastern States but we have yet to embrace it here in the West!! Related to this is the need our boys have for role-modelling and mentoring. Even though instances of bullying and initiation occurred, the apprenticeship model was one where the boy (beyond school) could have a set of mentors to guide him through those very dangerous years where cars, girls and booze are their main priority and where sadly we lose many of our beautiful young men in Australia to the scourge of suicide.
Schools are slowly adapting to this change and even though we have seen a reasonable shift in girls moving into the types of subjects and jobs that boys conventionally have held, the reverse is not true. To make things better for women, we had to change the whole fabric of society: the right to vote; equal work for equal pay; and acceptance of women in senior positions. Society needs to persevere in order to ensure these changes continue to happen for girls and women as, even now, we are not quite there yet. Boys and men, on the other hand, are offered the world on a plate – so changing society is not the issue – it is changing the boys’ mindsets – which needs to happen within their heads and minds – not without.
Schools have successfully used Peer Mentoring, Buddy Systems etc which have been extremely beneficial. Even though many boys have Dads at home, the time spent interacting with them is (unfortunately) quite minimal due to technology – particularly television, mobile phones and the Internet. When boys in schools mentor younger boys and girls, we see them glow – bringing out their qualities of affection, empathy, caring, thoughtfulness and genuine concern. Where you have all boys of the same age together (as in most schools from Kindergarten to Year 12) it is sometimes difficult to commend them with these virtues, but put them with younger kids in a structured situation, or with older people and watch them SHINE.
Some schools have been very successful in helping their young men to understand the way the world works: what it means to be a man in modern society; the types of skills and attributes men need to be successful in work and life; as well as ways of developing their emotional intelligence. Many schools offer a ‘Coming of Age Program’ – while other schools offer courses in masculinity, gender construction, role modelling etc. Even though we haven’t seen a dramatic improvement in boys’ academic results Australia-wide, we have noticed awareness amongst our young men and a willingness to embrace different forms of expressing masculinity.
It is critical that all schools embrace this – it is unnatural to have people of the same age together for so long (as in school) and we must take every opportunity to allow boys (and girls) to work and play with their younger and older peers on a consistent basis.
There is a BOY-CODE among boys that real men play team sport with all the associated macho ways of behaving, expression of hypermasculinity and homophobia. Slowly they are developing a tolerance and acceptance of the gentle man, the metrosexual, the computer geek – the boys who don’t play team sport yet still offer the world the most
USE THE QUALITIES OF BOYS WE LOVE TO BETTER ENGAGE AND MOTIVATE THEM IN CLASS AND AT HOME. BOYS ARE COMPETITIVE – USE SOME COMPETITION IN CLASS, BOYS ARE HONEST – USE HONESTY TO GET THEM TO REALIZE THAT THEIR WORK IS NOT UP TO STANDARD.
In terms of what has been learnt over the last few years from the affirmative action taken in boys’ education, I have summarised 52 recommendations which can be downloaded from my website – www.boysforward.com, but below are some for you to ponder: Allow boys to be more active learners. It is the sit down lessons that often cause problems for boys and, as a consequence, teachers. When boys stand as in Manual Arts, Phys Ed, Art and Home Economics, behavioural problems are minimized and more energy is burnt – hence less to use in nefarious pursuits! I advocate there should always be at least 3 or 4 high desks at the back of every class where boys and girls can occasionally stand during a lesson which allows for more
LEFT: Year 9 Applecross Senior High School students, Luke Vincent, Nick Jones (middle) and Jacob Walker.
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movement and the burning up of energy. According to researchers, we burn almost three times the energy when standing compared to sitting. Use more visuals in class. Still photos can improve the functional literacy of boy and girls – especially prior to writing. Think – Look at a photo – Write. Boys and girls who are reluctant readers often find difficulty creating the pictures in their heads you need when reading fiction. If you are constantly being bombarded with pictures through every digital device you have, the brain finds it harder to create its own pictures. Therefore, using photos to ascertain information and holding that image in your head is vital to these kids. Use the qualities of boys we love to better engage and motivate them in
www.fotoworks.com.au (08) 9244 8211 wecare@fotoworks.com.au
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class and at home. Boys are competitive – use some competition in class, boys are honest – use honesty to get them to realize that their work is not up to standard. Boys are tactile – allow some noiseless fidgeting. When requiring longish periods of concentration, allow boys and girls to fiddle – maybe drawing a picture while you read a story – this way you can increase their concentration tenfold or more. Boys are funny – use humour all the time in class. Boys love games – use more puzzles in assignments. I have come up with 100+ qualities of boys by talking to teachers and parents over the years. We need to tap into what makes them special in order to engage them more in class. Use your relationship with boys to get them to work. Boys learn teachers, not subjects. In the past boys worked for fear of being hurt (the cane etc). Today they no longer fear us and nor should they. Standover tactics and threats no longer work. It is imperative to build strong, respectful relationships with each child we teach as this is our only tool in behaviour management. They work for us, to make us proud of them, to please us. If we want boys to take more pride in their class work we must look at it closely, sign it, make a comment on it, put a sticker on it etc. I find that where teachers have signed off work in files or exercise books it is rarely discarded, however if long periods lapse where we don’t do so, the work becomes lost, torn out or defaced by the boys.
Above all, we need to use evidencebased learning to enhance boys’ learning. They need to see (more so than girls), taste, feel, hear, touch and smell something before they acknowledge learning has taken place. In subjects where they do produce something out of Food (Home Economics), Paper (Art), Wood or Metal (Manual Arts) etc there is not a problem because they can see their time in class has resulted in a tangible outcome. But as boys tend not to reflect as well as girls or THINK before they ACT, it is hard for them to see that they have achieved something in more theoretical subjects. However, every time we use coloured paper, we ask them to stand before introducing a concept, we use plasticine to make a representation of their learning, we ask them to share what they have learnt to the group, we have them write down the main concept in a learning journal, we ask them to pair and share, we are reinforcing evidencebased learning. This makes it easier for boys to reflect on their achievements and they enjoy a sense of pride looking back on what they have done. These are just a few of the many ideas Australian schools are using to engage our boys. Some are trialling single-sex classes in a co-educational environment with a lot of success, but just teaching one gender does not automatically make us experts in teaching boys or girls. We need to tap into their needs, likes and aspirations in class – we need to value them for who they are, teach kids and not subjects. And what about the boys? They are very special young men who have the ability to bring so much to our schools, classes and homes - as long as we cherish them for who they are and do not expect them to approach their learning in the same way as girls! DR IAN LILLICO TOP LEFT (L-R): North Lake Senior Campus students; Mohamad (Jamid) Sikandari, Hein Htaw, Abdullah Karimi, Yannick Nyandwi, Luis Felipe Rodriguez Munoz, Aniq Bin Affitzal, Jeongbeom (Johnny) Hur, Law Eh, Jargal Khishigt LEFT: Year 7 CBC Fremantle student Joshua Mascaren.
EasyMark Dr Ian Lillico is available for professional development of Teachers, Parents and Students. Some of the topics Ian offers includes: Boys’ Education, Boys with Particular Needs, Bullying and Behaviour Management and Homework.
While visiting this website you can: • Discover more about Dr Ian Lillico • Listen to excerpts of Boys Forward Seminars • Register for workshops & Seminars • Examine his 52 House of Representatives Inquiry Recommendations • Understand how to make a difference • Shop for Boys Forward support material • Read about classroom successes • Subcribe to receive our E-Newsletter
Mark Email ian@boysforward.com Mobile 0417 963 442
www.boysforward.com
EasyMark has been working with schools for over 20 years. The current owner, Jan Sampson, has been with the business since 2000 after more than 25 years in schools. More than 300 schools use their services each year. EasyMark’s main business is marking and analysing school tests – either EasyMark publications or common standardised tests used throughout Australia. They also analyse parent and staff surveys and student attitude or bullying and self-esteem surveys. With the development of the National Curriculum, EasyMark is looking forward to releasing NEW TESTS in 2011 in Language Conventions, Numeracy and Reading for Years 1 to 7. As always these tests will focus on providing a QUICK AND COST-EFFECTIVE source of diagnostic information for schools and class teachers. In conjunction with practising teachers, EasyMark has developed a school handwriting program, EasyWrite. This resource recognises the findings of research that examined the role of handwriting in literacy, by giving students the opportunity to develop automaticity in letter formation through frequent, short practice. It ensures a consistent language and approach for all teachers in the school. There is also a Home Pack so that similar practice can occur at home where needed.
PH: (08) 9228 1717 EMAIL: info@easymark.com.au
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T
he Directors of the Fremantle Education District commenced talks on working collaboratively with Principals in 2008 alerting them to the possible issues around the half-cohort of students who entered Primary Schools 9 years ago as a result of the change in the age for starting school. In particular, issues regarding curriculum delivery, especially when the students reached Year 11, were tabled at those initial meetings.
In those first years despite a number of meetings being held, little progress was made. However, when the students reached Year 8 level, it was very clear that action needed to be taken. As a result, South Fremantle SHS, Hamilton SHS and North Lake Senior Campus commenced serious discussions regarding a possible action-plan. All three schools had small upper school numbers in some courses due to the impact of the half-cohort.
Most government schools across the State are faced with the possibility of having smaller Year 11 numbers in 2013. In addition to this, there has been a slight, but steady, decline in student numbers in government schools over the past few years, making it more and more difficult for schools to provide a broad range of courses at the senior school level and on top of this, the Department of Education has an expectation that all schools will find ways to cater to the needs of their students.
BACK: Holly Balinski (South Fremantle SHS), Liam Bell (Melville SHS), Andrew Tawi (Applecross SHS), Heather Lawson (Hamilton SHS), Yann Vissac (North Lake SC) FRONT: (L-R): Emma Snell (Applecross SHS), Declan Bush (Hamilton SHS), Kim Wynhorst (Applecross SHS), Indiana Ward-Wiltshire (North Lake SC), Chris Bianchi (South Fremantle SHS), Meg Rogers (Melville SHS)
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During 2010/11 Principals and Deputies from the now five schools in the Partnership (Applecross and Melville Senior High Schools joined the Partnership in 2011) worked together to decide what their focus would be and commenced setting some ground rules for working together. These ground rules supported the need to preserve the unique identities of each school and that at all times their main focus was what benefits the students. Their aim was to explore the opportunities that would come from schools working together, rather than being in competition with each other. The possibilities of having shared classes and shared professional learning opportunities for staff were tabled and discussed; even the opportunities of working more closely with their feeder Primary Schools to develop a truly seamless kindergarten to Year 12 education system was suggested. To be able to take action, schools had to be willing to engage in conversations in relation to implementing their
requirements and after many discussions the timetables of North Lake, Hamilton and South Fremantle were sufficiently realigned thus enabling students to move between each school for their classes. At the beginning of 2011 a shared timetable for the initial three schools in this Partnership was set up with six courses, so that regardless of which school a student attended, they could study a course that may not have been available to them in their own school: students from Hamilton and South Fremantle attend North Lake to study Modern History 2A/B; Mathematics 3A/B and Literature 2A/B; students from North Lake and South Fremantle attend Hamilton to study Physics 3A/B; and students from Hamilton and North Lake attend South Fremantle to study Modern History 3A/B and Physics 2A/B.
Staff at each school were invited to teach a partnership class in their learning area. As part of the invitation they were also alerted to the fact that they could be teaching students from any of the partnership schools and that it could mean starting classes earlier than usual, or finishing later in the day, in order to allow the students to get to the host school from their home school. They had a number of willing staff and eventually the staff who are currently teaching these classes were chosen. Staff keep their electronic marks book up-to-date so that at any time the administration in the home school (where the student is enrolled at) can review their progress by looking at the webbased reporting package. There was also a commitment made to send out review reports to parents every four weeks to ensure that parents were kept informed of their child’s progress.
LEFT (L-R): Mrs Maureen Lorimer (Principal – Applecross Senior High School), Mrs Donna McDonald (Principal – Hamilton Senior High School), Mrs Dianne Reed (Partnership Coordinator), Mr Phillip White (Principal – Melville Senior High School), Mrs Geri Hardy (Principal – South Fremantle Senior High School), Mrs Mary Margetts (Principal – North Lake Senior Campus)
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Parents, students and staff were involved in a series of induction meetings at the end of last year, and again early this year so that everyone was clear concerning what was required and they had the opportunity to raise any questions or issues they had. To date the feedback from parents, students and staff has been generally positive. The Partnership of Public Schools’ future aim is to offer a range of courses across all five schools once it is fully operational. They also aim to provide ATAR courses for those students needing university entrance courses, as well as certificate courses for those hoping to go to one or other of the polytechnics for further technical studies. Knowing universities are keen to work with Secondary Schools that encourage students to pursue tertiary education, the schools have been in conversations with Murdoch and Curtin Universities. These conversations hope to garner support and encouragement for those students considering university attendance and to inform them more of what the universities offer so that relevant choices with reference to available courses and facilities can be made. Murdoch is planning some WACE seminars for students studying at stage 2 and 3 in a range of courses during the semester holiday and the Fremantle Public Schools Partnership students will be invited to participate. This challenging and innovative work of the newly formed Fremantle Public Schools Partnership is well supported by the Department of Education with a two-year commitment to fund a Coordinating Deputy Principal. Mrs Dianne Reed currently coordinates the exciting opportunities offered to staff
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and students across the five Secondary School sites in the Fremantle Region. The Partnership has brought together the power of Public Education to allow students to stay in their unique local school while accessing an even broader range of curriculum offerings than those available to students in previous years. This pioneering approach will ensure that the Year 9 students who are currently in the half-cohort will be well catered for as they move into their senior years of schooling. Extensive research of other successful school collaborations and meticulous planning have ensured a smooth start to the 2011 school year for all staff and students involved in the Fremantle Public Schools Partnership. The principals are pleased with the progress they are making towards providing a broader range of courses for their senior students and while there is still plenty to do, they are thrilled to be embarking on this exciting and enriching educational journey. DIANNE REED
ABOVE: Applecross Senior High School students Christina Whiley, Mikaela Miller and Jacob Walker involved in a Year 10 Science experiment. RIGHT/TOP: North Lake Senior Campus student Brodie Dando explores the resources available in the School Library. RIGHT/MIDDLE: Year 10 South Fremantle Senior High School student Gabrielle Newton working in the Kali Permaculture Garden. RIGHT/BOTTOM: Hamilton Senior High School Year 11 student Arjan Jayme fine-tuning one of his wood creations.
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CANCER in the School Community munity
Cancer in the School Com
A guide for staff, parents, students and family members
A new resource from Cancer Council Western Australia is helping parents and staff deal more confidently with the difficult issues that can arise when someone in a school community is affected by cancer. ‘Cancer in the School Community’ offers tips and information for staff so they can better support students, parents and colleagues with cancer. It contains practical information about how to understand and respond to someone who has been diagnosed with cancer. For more details or to get a copy of the publications call Cancer Council Helpline on 13 11 20 or visit www.cancerwa.asn.au/resources/publications/prevention/#schools
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Cyril Jackson Engage...Achieve...Flourish
WITH AN ADULT ETHOS, THE ABILITY TO ACCOMMODATE DIFFERENCE, FLEXIBILITY AND COMMITMENT TO INNOVATION, CYRIL JACKSON SENIOR CAMPUS OFFERS A WIDE RANGE OF COURSES FOR A WIDE RANGE OF STUDENTS FROM 16 YEAR OLDS WORKING TOWARDS GRADUATION, TO MATURE STUDENTS FOLLOWING THEIR OWN EDUCATIONAL INTERESTS.
C
yril Jackson Senior Campus in Bassendean is a government senior campus that offers an alternative to students who wish to study Senior School courses in an adult environment. Their adult ethos compels them to provide a supportive learning environment in order to achieve the following outcomes: To Engage, To Achieve, To Flourish. On site at this north of the river campus, there is an Intensive English Centre (IEC) which caters for over 150 newly arrived migrant or refugee students for whom English is an additional language or dialect. On completion of their IEC program, the majority of these students move to Year 11. An extensive range of courses that are prerequisites for further study and employment are on offer and include
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ATAR examination courses and vocational and campus-based courses. Each student is interviewed on enrolment to ensure that their selected course will meet their stated goals. A variety of Certificate courses are also available and include Certificates I & II in Hospitality, Certificates I & II in Information Technology, Certificate II in Community Services Work, Certificate II in Music Industry and Certificate I in Engineering. The Campus is unique in its ability to provide programs to suit each student’s personal circumstances. These include the CJ Access program and the iLearn flexible learning program (external) - or mixed mode delivery program - a flexible timetable which incorporates two and a half day programs, as well as programs to accommodate students with child-care responsibilities.
The innovative iLearn flexible learning program is designed to address the need to create diverse pathways, better transition and fuller course offerings for senior secondary students. The courses are delivered using an online learning management system, a live virtual classroom conferencing system as well as comprehensive text-based material. The program has also fostered greater collaboration with other schools as up to 120 students at any one time can be accessing the iLearn program both on and off campus. The CJ Access Program is run as a four day per week course, acting as a bridge for those returning to study after some time away, or as a catch-up for those who have not successfully completed lower secondary education. The course assists students to gain the necessary academic skills and personal confidence
to continue further education or training and to complete Year 11 in a supportive class environment. Some of the unique areas one can study at Cyril Jackson include: Hospitality with industry standard facilities, Computing, English as an Additional Language, Theatre, TV Studio Production, Graphic Arts, Computer Aided Drawing and Design and Music. They are also establishing a Community Garden which is a collaboration between a number of organisations and their students. The staff at Cyril Jackson Senior Campus are all highly experienced in teaching the Senior School curriculum, and the campus enjoys very little staff turnover. All staff are committed to the principles of student-centred learning and working together in a collegiate
and flexible manner to achieve the best possible outcome for each of the students. The Student Services Team is particularly strong with a number of teaching and non-teaching staff involved in the area. The Campus works in collaboration with over fifty government and community agencies to ensure that students are supported to achieve their educational goals. It is proud of its safe and friendly school reputation and has policies and procedures in place to ensure that it deals effectively with bullying, aggression or any forms of harassment. In addition to all of this, there are ten individual housing units available for students who are unable to live at home.
650 full-time (equivalent) students, however they do also enrol part-time students. Cyril Jackson Senior Campus’ uniquely innovative approach to education, its focus on students’ academic success through flexible learning and emphasis on a mature learning environment, is proving a recipe for success, with many student testimonials you can check out on the school’s website. To find out more about this adult learning environment, visit Cyril Jackson’s website at: http://www.cyriljackson.wa.edu.au ANNE MACDERMOTT DEPUTY PRINCIPAL
With on-campus students coming from all over the metropolitan area – current enrolment figures stand at approximately
OPPOSITE: Shaziah Rahman, Musa Sesay, Teagan Hopkins, Harry Cook and Earl Savior share a laugh at the School’s cafe in between classes. BELOW: Shaziah Rahman and Musa Sesay enjoying the iLearn virtual classroom experience.
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Student Attendaednce one of the strong
Sacred Heart College
is consider A high attendance rate Christi achievement. Corpus indicators for high student ce and importance of attendan College promotes the very high rates. consistently achieves
MALAYSIAN
Cultural Exchange The Genting like the Genting Highlands. we were about their devilish ways, is an amazing place and to stay away. Highlands it is a respite deceived and learnt quickly with an altitude of 1800m, by the Hindu of Malaysia. These caves are revered from the sweltering heat every day by a long drive Malaysians and are visited To get to Genting, it takes a year thousands mountains and devout Hindus. Once from the city up into the the to on the world’s of Hindus make the pilgrimage then a 3.4 kilometre ride was an amazing At the top we top. Visiting these caves longest cable car system. about them experience and learning by a magnificent view the Hindus were welcomed park and taught us about the hardships of the hotel, casino, theme to complete their made just 30 years ago surrounding landscape. the rest night. religious pilgrimage. Throughout we saw in the we were of the day, the many sights time we reached Friday countryside, the By the over rose sun us. As the various activities city continually astounded was deserted, all exhausted from our we thought that the place Petalling museum, the began to we visits city, and back at the but as we drove into the the batik factory When we finally arrived of the place. We Street, Royal Selangor, and extremely to realise the sheer size at the Kings school, we were excited how multiand a visit to see the guards for the first also began to appreciate nervous to meet our hosts to Sunway Lagoon we Palace. We went students, host cultural KL actually is. our mall, eager to time. After meeting theme park and shopping rest of the family went home to meet the Here we spent the school by warm, have some more fun. to get a good We were greeted at the rides and pools we would be staying with and although day enjoying the many know that the friendly and curious faces, nights rest. Little did we to offer. soon revitalized the water section had the same if not we were weary, we were nightlife in Malaysia was food we time. by the new and exciting bigger than in the day day of a day touring the even On the Saturday, our last received. Now ready for to Melaka to a refuge from touring, we drove down for rest city, we boarded the bus, After a night of well-deserved the port that is still inhabited back at the school experience the overwhelming humidity. the Portuguese some of us we arrived by the descendants of about their cultures, rice and at 7am to learn more and settlers. We tasted chicken We arrived at the magnificent and see more of the own our aromas of the share by we were met were overwhelmed few days, we sacred Batu caves where and churches city. Throughout the next Macaque the temples, mosques by a troop of cute long-tailed exciting places visited many new and had been warned monkeys. Although we
cultures of displaying the diverse cruise, we got Malaysia. After a river to the back on the bus and returned our trip was spent school. The last day of and early the next with our host families back to Perth. morning we took our flight cultural At the end of the amazing a new experience, we have developed around us understanding of the world in it. We learnt and the people who live we must that to have world of equality, unite together no develop solidarity and are. The aim matter what our differences our different of our trip was put aside economic and national, racial, ethnic, to have a fantastic ideological beliefs and culture. In time appreciating a new life-long doing so we also developed other and our friendships with each
YEARBOOK 2010
Cultural As members of the Malaysia Perth airport at Exchange, we departed accompanied by 1am on Easter Monday, and 4 brave 25 other Year 10 students forward to teachers. We were looking exchange participating in the cultural in Kuala School with Wesley Methodist in KLIA at 6am Lumpur. Our flight landed long sleepless in the morning after a
everyone involved We would like to thank the wonderful with the trip especially possible. teachers who made this Sophie English and Connor Year 10
IS YOUR SCHOOL MAKING AN IMPACT?
Lynch
93.8%
A Visual Feast for theArtEyes Expo
94.1%
536
93.9%
309
95.2%
326
ge
The Corpus Christi Colle
94.5%
635
Corpus Christi College
NESTOR AUDITO RIUM BER, 6:30PM, JAMES MONDAY 20 SEPTEM
ICT CONSCIOUS CULTURES? LAUNCH ISSUE
2011
Digital Learning: Is the classroom teacher becoming obsolete?
FIRST YEAR OUT...
MURDOCH DAY
THE ENVIRONMENT
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ultural Diversity is celebrated at Murdoch College. As a College where countries meet countries we celebrate our unique diversity on Murdoch Day which is a celebration of our cultural diversity. This year the College was recognised for its commitment to using education as a means of unifying students from all over the world by being selected by SCRIBE magazine for its feature story on education in a multi cultural environment. This proud story can be accessed at http://www.scribemagazine.com.au.
Homerooms for each of the six streams
•
Spaces for individual, paired and whole group teaching • Spaces within the rooms for independent and group learning • Integration of indoor and outdoor spaces COLLEGE • Rooms resourced with ICT resources
On Murdoch Day our College came alive with colour and costumes from all around the world. Students participated in a Guild Run assembly, a fashion parade form around the world and a festival of food from around the world.
Murdoch University Campus South Street Murdoch WA 6150 Tel: +61 8 9312 0800 Fax: +61 8 9360 7801 Email: admissions@murdochcollege.wa.edu.au www.murdochcollege.wa.edu.au CRICOS Provider Code: 00429D
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SCRIBE MAGAZINE PH: FAX: EMAIL: WEB:
08 9433 5493 08 9264 8230 info@scribemagazine.com.au www.scribemagazine.com.au
PO BOX 3072 MYAREE LPO WA 6154 88
2010
YEAR GROUP
20 10
8
9
11
12
YEAR
89%
88%
91%
93%
89%
2007
87%
84%
84%
91%
86%
2008
88%
87%
89%
91%
88%
2009
89%
93%
10
Seldom
Sometimes
Often
Consistent
Not Assessed
Curtin University and a partnership with In 2009 we also began Data generated Education Centre. the Science Mathematics across the school in various classes of from a survey of students rigour and quality 88% of the care, academic 89% 93% reflected their view In all criteria 2010 occurring in the classroom. care, teaching and learning 88% 86% State learning, social development, 86% 87% 90% including: individualised levels and actual 2010 and relevance; preferred student management In essence students insignificantly different. AND BEHAVIOUR levels of delivery were Validation of this ATTITUDE EFFORT education. student quality a to maximise believe they are receiving target has been program of testing Our Lower School measure this engagement data has been achieved via a comprehensive allowed learning process. We reliable. 2010 also Often, engagement in the and has proved most ratings of Consistently, holistic re-testing its and Behaviour and and school Our by Attitude, Effort reflect on the whole and Not Assessed. student an opportunity to positive), Seldom to every aspect of the us Sometimes (most safety with respect the percentage of climate of care and has been to increase measures were achieved improvement target the greatest proportion development. Significantly the highest and the Consistently being and social development first three ratings with proportion. Clearly in: inclusivity, community the instances Assessed the smallest environment; whilst and Seldom and Not most positive ratings of a safe and caring low. in 2010 with the were measured as of development this has been achieved ict, bullying and racism in as a direct result for a sample of unresolved confl Assessed has reduced indicates these results at over 90%. Not understanding of attendance and better Graph 9. Student Satisfaction increased Lower School of over 500 students. each of these criteria. TREND 2008-2010
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State 2010
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Year 10
Year 9 2008
Year 12
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Year 8
Year 11
Soc
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84
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86
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88
94
I and II qualifications. School participated in The 11 Year 11 students West and WA program at Polytechnic Apprenticeship Link
•
&
2
orti
3
90
PAST 6 YEARS
96
92 90
Corporate Training. Profile with in courses through 20 students participated achieving a Certificate III, 6 students 1 student achieving I Preachieving Certificate Certificate II, 4 students partial Certificate 9 students achieving Apprenticeship and
•
•
Rep
% Attendence
92
GRADUATION OVER
98
2005
2006
2007
2008
2009
State 2010
2010
LOWER SCHOOL achievement achievement academic Student Lower School across all Learning distribution of grades is measured by the of A – E grades. normality in the proportion Areas and indicates are being met. Firstly two specific targets class It is pleasing to see This reflects again Assessed grades. the reduction of Not • of assessable work. in the submission attendance and increase for Year 12 Achievement. corresponding increase in D grade with a indicates Secondly a reduction data collected that This is in line with that in C achievement. and Training building quality relationships Vocational Education The successful in students and teachers are better achievement. 10, 11 and 12 were and Years in engagement In 2010, 61 students are resulting in more a real academic rigour of VET pathways: B grades indicate pursuing a variety distribution of A and by 16 again in line with targets and expectations. completed were I qualifications • 21 Certificate arrangement with ACHIEVEMENT through an auspice LOWER SCHOOL Year 12 students GRAPH 11. STUDENT Polytechnic West. Certificate II achieved a partial • 8 Year 11 students with National 35 an auspice arrangement qualification through
Indicators (low score preferrable)
People
Structures
GRAPH 10. PERCENTAGE 100
Australia, University of Western than state and significantly higher 2 subjects achieved expected levels, Award 2010 a Top Public School Lynwood SHS received
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SATISFACTION
GRAPH 9. STUDENT Feeling Welcome
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ral
GRAPH 7. ATTENDANCE
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Tea
v Number 26, No
(WACE) cate of Education West Australian Certifi their WACE and 12 students achieved in • 100% of Year and the first time higher than 2009 graduation, 2.3% Lynwood’s history, an ATAR, • 54 students achieved 67.85 • Median ATAR an offer to enter were eligible to receive • 85% of students a University course, of WA Certificate a Curriculum Council • 4 students achieved Club of Excellence, Alumni ATAR admitted to the 95+ from the • Alif Sajam was Fogarty Scholarship and received a prestigious
% Graduation
Score
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des
ANNUAL REPORT
2010
40
Mo
G E H E R I T Ae m b e r - 2 0 1 0
A Centre for
EFFORT AND BEHAVIOUR:
50
•
Academy of Beauty. Apprenticeship started a School Based 1 Year 11 student School-Based started an Aboriginal and 1 Year 11 student Traineeship. Certificate I in students achieved 4 Year 10 Aboriginal Business.
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25 20 15 10 5 A
B
E
D
C 2008
2009
NA
2010
Un
r High Schools Lynwood Senio Science Environment and Life
STUDENT ATTENDANCE followthe monitoring and the improvement in in A clear indication of vast improvement to students is the up procedures pertaining rate is significantly groups the attendance attendance. In all Year higher than state means.
% Students
GRAPH 8. ATTITUDE
ge Corpus Christi Colle
STUDENT SUCCESS
SATISFACTION PARENT AND STUDENT was commissioned SENIOR SCHOOL Satisfaction Survey” continued as an the of students was During 2009 a “Parent directions on which Mentoring and monitoring indication that the their potential in students reaching resulting in a strong parent expectations. was maintained on were in line with The consistent the emphasis school was embarking post school destinations. positive attitude to part of the achieving their desired were highlighted in is now becoming Significant increases learning, care of students, application of these processes to approach to student and is supplementary schools ethos and the school’s behaviour established Senior School culture are being and support for will In this way students and understanding in 2011 a new survey timetabled courses. success. and strategies. Later on student’s management policy skills required for ongoing the Australian Council trained in the essential in accordance with be commissioned This survey will be and Assessment (ACARA). Reporting Academic of parent satisfaction. a standardised measure
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Murdoch Drive, Bateman
279, Willetton WA 6150 PO BOX
61 8 6332 WA 6955 Telephone:
w w w. c o r p u s . w
8 9310 2500 Facsimile: 61
5648
a.edu.au
Prospectus 2010
Bunnings in Bibra Lake - thank he P&C held a great Sausage Sizzle at raised another $550.00 for the you to all who helped on the day. We ‘Cool Our School’ Appeal. be on Saturday 11 June if any one Our next Bunnings at Bibra Lake will help. can spare some time it would be an immense 24 June. Doors open at 6pm for a Our Quiz Night will be on the Friday table of eight now!!!!!! Tickets are 7pm start. Get in early and book your office. available from the canteen or the front $5. Nibbles and refreshments will Adults - $10 Children and Students be available on the night. NO BYO alcohol.
of these pieces.
silent auctions. Some of the prizes We have lots of raffles, games and appliances and gift vouchers. include a new television, jewellery, kitchen
Our school art ambassadors included Puti Intan Mayang Sani with two selected pieces- “Green and Gold” and “Japanese Girl” (pictured left). “Japanese Girl” won second place in the Nufarm Youth Encouragement Award. A hearty congratulations
the evening it would be greatly If anybody would like to donate to on 0407601628 or Ann Bushby appreciated. You can call Sheryl Bushby donations. on 0411366237 for any information or who won the big prize in the Congratulations to Year 8 Daniel George Thank you to all the people Easter Raffle and to all the other 23 winners. bought tickets. We raised $300.00 who donated and to every one who to ‘Cool Our School’
Intan! Also exhibiting from Hamilton were Stephanie Short with her piece “Fashionista” an exquisite lilac ball gown in shot silk and organza, Matt Mc Givern and his exquisitely handcrafted pine coffee table, and Elisha Fraser with her sensitive and heartfelt progresso drawing entitled
Desley Bouwhuis P&C President Desley.Bouwhuis@det.wa.edu.au
NORTH-WEST
Prior to the awards Presentation Mrs Lynne Woolfenden greeted
exhibition such as this.
A lovely time was had by all and many thanks to Donna Mc Donald, Glenn Carpenter, Jason Prosser and Lynne Woolfenden for making the excursion Many thanks to Val House, Donna McDonald, and Robert Moule for all their support and assistance of the Artist in Residence Program. Michelle Crostella Art Teacher
UR
KOLBE CATHOLIC COLLEGE Dowling Street, Rockingham Western Australia 6168 Phone: (61 8) 9592 1500 Fax: (61 8) 9592 2933 Email: info@kolbe.wa.edu.au
E
day so special.
CO
On March 25th, the Year 11 and 12 Visual Arts students visited the Gary Holland Centre in Rockingham to view the Nufarm Youth Art Exhibition
Thank you Hamilton Art Ambassadors for your amazing contribution, you have done our school proud, and that is because of you and your hard work, perseverance and dedication. It is an honour to be able to exhibit in an
AG
NC
the Visual Arts Program.
Safari
the rocky ninewoke up at 4.30am and the troops climbed Boys), Tapper and Williams kilometre mountain but FTB (For the burning so much sprinted to the top in record time. After we piled trolleys energy, we entered Coles Tom Price where lasted the night!). The and baskets with junk food (which only which displayed our next event was the traditional Skit Night, Louisa becoming one of talents; impersonations of Ms Papas, Hackett and James’ the boys with her spear tackle of Monica, station, we were blessed When we pulled into our first camping of Perks. The next day, we bad jokes and the lovely guitar skills shared around the with hot weather, red dirt and stories was such a contrast arrived in white, sandy Coral Bay, which the true outdoors when campfire. We all began to experience by. Once we arrived, to the red dirt we had been surrounded had to blow up our we spent the night without showers and fish and chip shop calling we relaxed and found the bakery and in Newman where we mattresses. The following day, we arrived up the sun, saw the our names. The following day, we soaked pool. a of luxury the enjoy were able goggles and glorious Ningaloo Reef through our snorkeling bus ride through the bought souvenirs and bathers. After a the awe-inspiring Karijini The excitement grew once we entered adventurers knowing that night, we said goodbye to our fellow crystal cool gorges and National Park. Here, we swam in the we had all shared in a special memory. following day, our group baked in the 38 degree weather. The down the gorges and was halved. One of the groups paddled Ms Papas, Miss Cash, Waddell, Miss Delane, Mr to you Thank applause from Mr Delane got stuck but soldiered on with great and our bus drivers Mr Williams, Mr King, our chef Cherie into a pool that and Miss Waddell. The other group ventured possible. Rocket and Darren who made this trip through a spider you had to walk down via handrail, crawled cool, miniature pools. walk in the gorges and swam through Samantha Brajdic and Jess Smith Dinner where everyone The day ended with the Almost Formal Year 11 a roast cooked by the got out their radical outfits and enjoyed our next challenge. We lovely chef, Cherie. Mount Bruce was
bus, where the Our adventure began on the double-decker masculine boys who back of the bus was taken over by the Bandits”. It was here proclaimed themselves as the “Backseat was on fire and Uno that the junk food came out, Mario Carts we knew it was was taken to the extreme. From this moment, going to be a memorable experience.
“Transitions”
ur Awesome Art Excursion to the Gary Holland Centre Rockingham to view the Nufarm Youth Art Award Exhibition, and our very own Artist in Residence have been our recent highlights in
5
T
Mrs Woolfenden views School Art Exhibitions, and selects work from ten KIEP Schools in the Peel Region. Of one thousand five hundred works viewed, she had selected a body of work comprised of seventy two pieces which were displayed in the Nufarm Youth Art Awards Exhibition. Hamilton Senior High School contributed five
O
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Sacred Heart College
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P&C April News
us at the Centre where the Nufarm Awards had previously been held on Wednesday Night the 23rd March.
2010 KOLBE CATHOLIC COLLEGE • YEARBOOK
MURDOCH
6,005.0
20,554
TOTAL
The Year 7 area, the Julia de Sales Field Centre, is a purpose built area for students in their transition to secondary school year with the design features focused on the provision of effective pastoral care and an engaging academic curriculum for all students. The features include:
•
2,728.5
291
What you might expect as a new teacher in 2011!
Art Excursion
THE STUDENTS The engagement and enjoyment of all students is fostered by developing a strong relationship with Homeroom teachers and this is reflected in the time the students spend in their Homerooms.
3,276.5
9,673
THE YEAR 7 TRANSITION PROGRAM John XXIII College is committed to providing all Year 7 students with opportunities to achieve success and be supported in their transitions from one stage of their schooling to the next.
5,463.0
10,881
F M
Average Attendance 94.4%
Student Population 245
3,108.5
7,238 12,979
TOTAL Years 10-12
2,354.5
5,741
F M
hosts.
Days lost
Total Absences
Gender
Year Years 7-9
E FAITH EXCE
LLE
5
4
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29
IN AN EVER-CHANGING AND INCREASINGLY ENVIRONMENTALLY UNSTABLE WORLD, WE ARE MORE AWARE TODAY OF THE NECESSITY TO EQUIP OUR FUTURE GENERATIONS WITH THE TOOLS TO CREATE A SUSTAINABLE, SAFE AND PEACEFUL ECOSYSTEM FOR THE FUTURE. NOWHERE IS THIS PHILOSOPHY BEING CARRIED OUT MORE THAN ON THE PARADISE ISLAND OF BALI WHICH IS THE HOME OF THE WORLD’S FIRST GREEN SCHOOL...
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his incredible project began with the vision of founders John and Cynthia Hardy to provide an environmentally friendly school for future generations of children after being inspired by the movie “An Inconvenient Truth” and following their excitement at reading Allan Wagstaff’s the Three Springs Concept document for an educational village community; John said “the Green School is a place where children have the possibility, in the presence of a conventional education, to also understand green, understand the planet, understand food and understand a lot of things they are going to really need in their lives.” The Green School opened its doors as an international school in September 2008 with around 100 pupils and a tailormade campus that had only recently emerged from the Balinese jungle and rice fields. With 80 percent international students and 20 percent local Balinese
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scholarship students, the enrolments have since increased to over 300 pupils, comprising of 40 different nationalities and as a consequence the campus has also physically developed. The building itself is outside the structural, conceptual and physical limitations of many traditional schools. Being built with sustainable and locally sourced bamboo, the classrooms have no walls, therefore every student feels a constant connection with the natural environment around them at all times. The students are taught using the Cambridge Curriculum Framework outcomes and study conventional subjects such as English, Mathematics and Science - the same as in regular schools. However, what makes the Green School so unique is the environmental subjects they also teach such as Ecology, Sustainability and Nature. They strive to strike a balance between the core conventional subjects with Green
Studies and the Creative Arts. Much of the teaching at Green School is about ‘learning by doing’ therefore nothing is taught in isolation and as a consequence there is a natural crossover between the traditional subjects and Environmental/ Green studies. So what is a typical Green Studies class you might ask? Normally it entails getting the students involved in nature, often they are taken on nature walks, spend time in the school gardens, or they do some farming, an example of which is the children threshing rice that they themselves have grown. This hands on approach is teaching the children ecological principles that will remain with them throughout their lives. The school also encourages collaborative learning where there is a lot more one on one contact with the teachers. While the children very obviously enjoy their unconventional school environment and the diversity of subjects offered,
their parents are equally impressed with the benefits this type of sustainable education is providing their children. Comments from parents such as the following are frequently heard: “When my children came home from school before they wanted to play their DS or watch television, now they want to dig in the garden and ask to go to the plant shop on the way home from school... the whole atmosphere here is getting into their psyche making them want to become ‘greener’ people.” Pioneering sustainability within education, the Green School is pushing schooling boundaries at a time when the world must review whether more of the same is acceptable. It already boasts impressive green credentials and according to its founders probably has the smallest carbon footprint of any school ever built. Apart from the buildings being sustainable, all the classrooms are open air, there is no air-conditioning, lunches are made from food that the children have grown themselves or sourced locally, the toilets are bio-friendly, the roads around the campus are made from volcanic stone and whiteboards are made from old car windscreens. The next extraordinary environmental achievement they are
planning is to generate their own power with solar panels, no longer requiring connection to the Balinese power grid. Their aim is to be the world’s number one model of sustainability in education and they have therefore deliberately set the bar high for others to aspire to. After only two years of operation, the Green School is already shaking up the thinking of more conventional organisations and institutions around the world. Its teachers, students and their parents are proud to be part of this innovative ‘work in progress.’ An education at Green School is preparation for Green Leadership of tomorrow. The students will be the confident generation that wants to, and can, make a difference. The graduates of Green School are making applications to the best universities around the world and are being accepted because of their association with the Green School. Fundamentally they are seen as the type of student that is going to make a difference in this world. In essence you could say that the Green School is training the next generation to be global citizens who are responsible stewards of our Planet.
Recently an external research study was conducted by Renee Levi, Ph.D., CoDirector of the Powers of Place Initiative (a US based not for profit organisation). Dr Levi concluded the following, “While the natural environment and bamboo architecture of Green School is breathtaking and its mission of sustainable living vital, what it gives its students goes beyond that. The school gives its students skill sets that are vital for leadership in the world they will inhabit in the future, skills beyond what traditional education can give them. The children are curious and willing to take risks, and their learning is experiential and engages all of their senses. They show ability to deal with change, see the whole of things and not just the parts, and have a strong sense of belonging. They also display creativity, understand beauty, and, true to the school’s name, develop a true love for the environment which will ensure their stewardship of our planet. This is the Green School Effect.” In order to ensure this vital undertaking continues, Green School goes even further by making themselves available to students (local and overseas), parents and teachers at their annual Green Camp which consists of three main programs:
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to the Earth. The Green School in fact puts the health and awareness of the individual at the heart of this program, taking the stance that the Earth doesn’t change unless we change, and that we don’t change unless I change – believing the Green Camp’s programs help satisfy this mission.
School Programs, Family Weekends and Weekday Camp for Kids. The camp provides an opportunity for people of all ages to have a positive experience outdoors. Fun and engaging activities are held that build enduring bonds with the natural world and integrate Balinese culture into the program in order to create an experience that is holistic in its approach. They are committed to building the connection between individuals and the world around them, believing this connection comes from increased self-awareness, relationship building – both with others and the Earth – and emotional understanding through experiential learning. Their mission aims to re-define how they educate, how they provide individuals with a heightened sense of self, and to create an emotional connection
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At Green Camp, the teachers cherish watching children’s minds expand as they gain a deeper understanding of the world they live in. The international schools revisit Green Camp to experience the unique program that they are able to take back into their schools. They strive to instil a sense of ownership for the natural world in every child that attends. It is this sense of ownership, of belonging to and being a part of, that will see children actively take on board new knowledge and thus go forth with confidence to help protect and make positive change for the planet. All Green Camp activities are intended to develop love and respect for nature whilst developing awareness, courage, responsibility and self-esteem. The camp’s program can be customised to meet the particular needs of visiting schools. Some like a mixture of cultural immersion, eco-literacy and hands-on adventure. The programs focus on team building, responsibility and leadership development all underpinned by authentic fun activities. The pride and sense of achievement children feel at the end of their time at Green Camp is reflected in the way they share their new knowledge at dinner; in the way they approach what they want you to put in the shopping cart: in their new respect for things grown in the ground. Green Camp’s proceeds support Green
School’s Balinese Scholarship Program, which sees the school enroll 20% of Indonesia’s brightest students – future leaders of their country. Green School‘s Principal is Australian born Steve Milverton. Steve was born and raised in a small country town in Victoria. He has had a number of educational experiences throughout his career in Australia. Steve started his teaching career working in a Special Developmental school for 6 years. During this time he taught children up to 18 years of age, all with a huge variety of learning differences. Steve has also been the principal and teacher of a remote oneteacher school in country Victoria. From there he moved into a variety of leadership roles, until being appointed as Principal in a country Victorian Primary school. Steve was awarded an international research scholarship through the State-funded High Performing Principals Program and conducted research throughout South-East Asia based on using ICT for enhancing collaborative learning. He was accepted into the federally funded Leading 21st Century Schools: Engage with Asia project in 2009 and has also had two research papers accepted at international educational conferences which he presented and had published in subsequent journals. Mr Milverton has a passion for developing high interest programs within schools that have real life and practical learning outcomes. “Green School offers so many opportunities to its teachers, students and parents to thrive and develop individually and as a global citizen.”
The school believes Green signifies the removal of boundaries, illustrating that when we stop thinking of nature as something separate from us, we start to change our behaviour, and naturally begin to act “sustainably.” Green is about developing a healthy (positive) understanding of ourselves, each other, and the world around us. This is Green School number one. It has been built as a seed, a model, for Bali, and the world. You are encouraged to copy it, to reinvent it, and to reproduce it. Just make sure you keep these simple rules in mind: be local, let your environment inform your decisions, and think about how your grandchildren might be influenced by your decisions. If you are interested in starting Green School number two, Green School number one would love to hear from you. KAREN REID
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A RURAL PRIMARY SCHOOL INSPIRES ITS STUDENTS TO BE FUTURE CITIZENS OF THEIR COMMUNITY AT THE SAME TIME AS DEVELOPING IN THEM AN APPRECIATION OF THEIR NATURAL AND CULTURAL HERITAGE...
Walpole Primary School Year 2 student Olivia Gardner watches a painting demonstration in class.
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Year 5, 6 & 7 students – Preparing to go across Crinia Lake to watch the taking of a core sample by a local scientist.
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alpole Primary School (WPS) was first established in 1953 when many local Group Settlement school houses were closed down and the education of rural children came under the control and management of the Western Australian Education Department. Serving its local community, WPS provides strong partnerships with the school which can be clearly seen today. The community partnerships support the development of unique curriculum-based programs exploring the environmental and social aspects of Walpole’s wilderness region and how they relate to more global perspectives. This localised curriculum adds to the students’ sense of their local identity and heritage, which is built on a mutually supportive community, self-reliance, relative geographical isolation and connection with the natural environment. Walpole is home to one of WA’s first parkland areas to be gazetted as a Class A Park Land Reserve (1910) and the Walpole Wilderness area includes both land and marine reserves. The school proudly considers itself to be an ‘ecoschool’, often has intrastate, interstate and international visitors to the School to examine their environmental processes.
THE SCHOOL PROUDLY CONSIDERS ITSELF TO BE AN ‘ECO-SCHOOL’, OFTEN HAS INTRASTATE, INTERSTATE AND INTERNATIONAL VISITORS TO THE SCHOOL TO EXAMINE THEIR ENVIRONMENTAL PROCESSES.
As a result, Walpole Primary School students show outstanding levels of environmental and civic responsibility.
providing meaningful experiences while developing their appreciation of their natural and cultural heritage.
There is no doubt that this school ‘lives’ by the following values and ethos they espouse to: Increased independence, combined with strong community partnerships, creating an exciting foundation for the future of the school; To provide a nurturing environment committed to achieving excellence; To challenge all students to reach their maximum potential by learning at their own functional levels in order to provide a solid foundation of skills, knowledge and values. This foundation will enable each student to become a well-educated, productive adult able to cope with an ever-changing world; Contribution to each student’s physical, emotional and academic development that assists them to foster positive values as participants in a constantly evolving society
This project’s objectives are: to nurture the students as informed community citizens of tomorrow e.g. being able to explore the wider region; To develop in the students an appreciation of their natural, cultural heritage through activities such as examining local trout fisheries appropriately under expert guidance and taking samples of sensitive ‘Dieback’ areas; To provide meaningful real life experiences for student learning with fundraising experiences that help finance travel/camp expenses which would otherwise not be feasible; To help students develop appropriate ways in which to participate in protecting the environment and present their findings e.g. Technology and Arts students demonstrate their learning through different materials; To foster stewardship for the local area; To link students to the local community in order to share the community’s expertise in nature, with selected and skilled members of the community sharing their specific field of knowledge with the students – looking at how human values change and interconnect with nature; To link students with the natural environment, their cultural heritage and their role in
The school also offers a number of programs which highlight these values. The ‘UR Walpole Program’ is one such program on offer with the school’s motto ‘NatURe, CultURe, FutURe’ being its inspiration. The ‘UR Walpole Program’ strives to inform students as community citizens,
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the future needs of the local area and to begin each year by adopting, planning and implementing a theme within the guidelines of the School’s curriculum. Themes are selected in association with particular projects happening in the community that year; this year’s worldwide theme was The International Year of Forests and Walpole’s theme is “Forest Time” reflected in activities children are undertaking. This develops in students an appreciation of how biodiversity interrelates with the essential resources required and how humans utilise, impact and manage these environments. There is also a Cooking Program on offer at WPS. Whilst it is based on the Stephanie Alexander garden principles, this program is fully funded by the School’s own resources. The students sow, grow, harvest, prepare and serve the food. Under the guidance of the gardener and a specialist teacher, the students have established a vegetable garden and small orchard. The garden was prepared with sowing of the crops so that each Friday there is a new and varied crop of vegetables available. These crops include peas, beans, carrots, potatoes, pumpkins, capsicums and onions.
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The orchard is in its second year of establishment and will provide a wide range of fruit including a variety of apples, oranges, limes, olives, apricots, plums, peaches, nectarines as well as almonds, figs, pears and grapes. Each week the students determine a healthy menu – with guidance from the specialist teacher – in order to prepare and serve lunch to students on a Friday. As far as possible, ingredients from the garden are used in the Friday lunch preparation. The School does not have the numbers to support a canteen. The Primary School is also involved in the preparation of foodstuffs for sharing with the local Senior Citizens. They serve their wares to the Senior Citizens who in return share their expertise in playing some old fashioned table games with the students – a great example of community involvement on many levels. In addition to both the UR Walpole and Cooking programs, there is also the diversity of an emerging integrated community Arts program, more specifically music, on offer. This is provided by a music specialist teacher catering for piano tuition and voice instruction as well as cultural awareness in teaching the Indonesian Angklung – the Angklung is an Indonesian instrument
constructed of bamboo pipes that are shaken to create different notes. Music students are prepared for at least two annual public performances. In 2010 students presented at The Australian Principals’ Conference in Perth and to several metropolitan schools. In 2009 the School won the State Flame Music Award - the culmination of many hours of practice, a deep-seated passion and a sense of commitment that brought out the best in all Walpole students – and which benefited the whole community. At the recent Albany Eisteddfod, the School’s Angklung Orchestra won the Under 15 Instrumental Ensemble Competition. With these wonderful programs on offer in this rural community, along with the commendable values and ethos held by Walpole Primary School, there is no doubt these young students will develop into conscientious, environmentally aware young adults – responsible for creating a caring, culturally aware, ecofriendly community of the future. RICHARD WALKER – PRINCIPAL
KIDS Edmund Rice Camps for Kids WA Inc. is a non-profit community-based organisation that serves the needs of kids (aged 7-16) and their families. We provide camps and other recreational and developmental activities for kids who would not otherwise have such opportunities, supporting kids who are ‘at risk’ or experiencing some form of disadvantage. Given the nature of the service provided, the kids that attend the programs come from all areas of Western Australia, a wide variety of cultural and religious backgrounds and whose life experiences differ greatly. • • • •
Kids get opportunities to 'be a kid,' to belong and have fun in an environment where they are encouraged and accepted Kids develop friendships with each other and volunteer leaders who are positive rolemodels in a fun environment, encouraging their development of self-worth, trust and confidence Opportunities for kids to attend camps and other programs and activities up to the age of 16, having fun and developing confidence along the way 1:1 ratio of kids to volunteers, to ensure adequate attention, interaction and supervision
If you are interested in referring a child to Edmund Rice Camps for Kids WA please contact Carly Mercadante, Client Liaison Officer, on 9365 2816
VOLUNTEERS Edmund Rice Camps for Kids WA promotes and encourages the development of young adult volunteers (16yrs+). A typical camp sees about 30 kids living and working alongside 30 volunteer leaders. The role of a leader on these camps is more than purely recreation; leaders need to serve as a friend and mentor to the young people. The camps and other programs offer the young adult volunteers the experience of supporting kids and youth in the community, as well as the opportunity to develop confidence and skills as a leader and a chance to grow in empathy and a broader social understanding and awareness. •
Volunteers get the opportunity to learn and develop leadership, team work and interpersonal skills
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Volunteers are there to provide support, fun and respite to kids in a safe and friendly environment
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Volunteers are able to be involved in a variety of programs, with a variety of time commitments to suit their needs
To find out more information about volunteering with Edmund Rice Camps for Kids WA, or to have a presentation at your school, please contact Ami Walker, Volunteer Coordinator, on 9365 2826
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CAMPION
Supporting WA Schools HOW MANY TEXTBOOKS DOES IT TAKE TO OUTFIT A SCHOOL FROM SCRATCH? IN THE CASE OF TWO NEW COLLEGES AT OPPOSITE ENDS OF THE METROPOLITAN AREA, THE ANSWER IS MORE THAN 1200.
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hen there is the 1600 scrap and exercise books needed, 2500 HB pencils, over a thousand library books, box on box of whiteboard markers and highlighters – that’s all before you count sticky gold stars and elephant stamps. The challenge of collecting everything a school requires to teach has been a significant one for Alkimos Baptist College and Austin Cove Baptist College, who opened their doors in January 2011 to students from Kindergarten to Year 8. Alkimos has 350 students enrolled at a temporary site in Merriwa, 41km north of the Perth CBD, while it looks for a permanent home in the suburb of Alkimos. Austin Cove, 75km south of the city, also has 350 students, and there are plans to extend both schools to Year 12 by 2015.
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Constructing a new school requires years of planning, but the task of stocking every stationery cupboard and filling every shelf also needs substantial thought.
“It is a big challenge to set up a school from scratch,” he says. “Most schools accumulate their books and their resources over time, but with these two schools, it was a clean slate.”
Austin Cove principal Orlando dos Santos says that long before buildings were finished, teachers at his school were planning for the first cohort of students.
Mr Ellis says starting afresh gave the schools a chance to design their teaching resources to meet the outcomes they wanted to achieve. While this sounds simple enough, selecting books from the thousands of accepted curriculum texts can be a daunting task. “When you have brand new schools such as Alkimos and Austin Cove, you need to get experienced suppliers in to help ensure things are done properly. This is precisely where Campion Education comes into the picture. Campion Education has created working partnerships with these schools, which is what we always strive for when dealing with clients”, Mr Ellis says.
“The buildings hadn’t been built and we were working out of other schools and our own homes trying to get things ready,” he says. “Our providers were helping out by taking the pressure off us – you can imagine that with no school offices, trying to get everything from uniforms to books for students was a huge job.” Mike Ellis, State Manager of Campion Education, has worked with both schools to organise their stationery, textbooks, teaching aids and classroom materials.
“The first thing a new school looks for is advice because they have so much
“WE KNEW THE AUSTRALIAN CURRICULUM WAS COMING SO WE WERE ABLE TO CHOOSE TEACHING MATERIALS FOR MATHS AND SCIENCE THAT WERE IN LINE WITH THIS AND WE WILL BE CHANGING OVER THE HISTORY AND ENGLISH TEXTS NEXT YEAR.”
BRINGING 30 YEARS EXPERIENCE WORKING FOR SCHOOLS TO WA
else to worry about. We work in conjunction with the school and are able let them know what works and what doesn’t. Sometimes what might seem like a good idea will turn out to be expensive or difficult in the long run. That’s where it is invaluable to have someone who has been through it before.” Alkimos Secondary Principal Gary Harris says there is a refreshing freedom in being able to determine every detail of a new school. “You don’t have to put up with things that are not quite working. You get to own the environment. With the curriculum, for example, we knew the Australian Curriculum was coming so we were able to choose teaching materials for Maths and Science that were in line with this and we will be changing over the History and English texts next year.” The contracts with the Baptist Colleges reflect Campion’s increased interest in the WA market. A national company, Campion looks after more than 600 schools and fills approximately half a million student orders annually. Each year, it packs and sends over 1.5 million books and 3 million stationery items. The company had traditionally focused on the East Coast, but Mr Ellis – a West Australian who joined Campion two years ago after several years in the industry – says there is a demand in the WA market for better service and flexibility. The type of hands-on work needed to set up the Colleges underscores this. Mr Ellis goes on to say “The biggest thing in our favour is that our people have long-term experience in this industry, we understand what schools want and we have the flexibility to provide it. We sit down with the school and we work to ensure that we can meet both their needs and their budget. We also pride ourselves on the flexibility we provide when working with schools that are growing – we have to be able to cater for the possibility of a sudden influx of students down the track.” Campion’s goal is to ensure schools – and parents – get everything they need as smoothly as possible. “Because we are not too big, we can be flexible and adjust what we do to meet the differences between schools”, he says. “We have the benefit of a large national group behind us, yet staff with the local understanding of the needs of our Western Australian schools. RUTH CALLAGHAN - VIRADO MEDIA OPPOSITE: Campion Education State Manager, Mike Ellis, and Austin Cove principal, Mr Orlando dos Santos, inspect the new stock of books for the school library.
PROFESSIONAL COMPLETION OF YOUR BACK TO SCHOOL PROGRAM PROVIDING CURRICULUM, LIBRARY AND CLASSROOM RESOURCES DIRECT TO YOUR SCHOOL RETAIL EDUCATIONAL SHOWROOM Family-owned National Company with experienced West Australian Staff Email: salesperth@campion.com.au 7 Oxleigh Drive, Malaga, WA 6090 Phone: 08 6240 2700 Fax: 08 6240 2799
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IT SEEMS ALMOST EVERY WEEK THERE ARE STORIES IN THE NEWS ABOUT BULLYING AND ITS IMPACTS. NO MATTER HOW MANY LAPTOPS, INTERACTIVE WHITE BOARDS, NAPLAN TESTS OR OTHER INNOVATIONS APPEAR IN OUR SCHOOLS, WE CANNOT IGNORE THE FACT BULLYING IS ON THE RISE AND NEGATIVELY EFFECTS ALMOST EVERY CLASSROOM, BUS AND STREET. MAGGIE DENT EXPLORES THIS CONCEPT…
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A Education Minister Liz Constable recently reported that 120,000 students across government schools were suspended in 2010 for aggressive and inappropriate behavior. In many ways, the increase in bullying is a sign that our adult world has changed. There is more violence in sport, road rage, computer games, alcohol-induced violence, less manners and a rise in reality TV that publicly makes fun of people.
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Firstly, it is important to acknowledge the distinction between normal childhood ‘nastiness’ and bullying. Children have always had moments when the choices they make when interacting with other children are unkind and hurtful. The odd shove, bite or name-calling incident is how children learn to make better social decisions with careful guidance by adults. It shows that it takes time to grow the emotional competence necessary to manage impulses, delay
gratification, manage develop empathy.
emotions
and
This is distinctly different from bullying where there is a deliberate intent to hurt another with an unacceptable use of power and this is often repeated and threatening to an individual’s well-being. In my experience as a high school teacher and a counsellor, I know that both the bully and the victim are struggling with emotional illiteracy and a low sense of self.
The bully covers inadequacy by “acting out being tough” when they are really struggling to cover up low self-esteem and fear of rejection. Many victims are chosen because they appear vulnerable or just because they are different – not because they are weak. They may have a different culture, big ears, be overweight or seem to have no friends. Then there are victims chosen because they have what the bully values and wants – good looks, wealth, courage to be individual, school success or even a happy family. The bully’s actions cause the victim to struggle – being frightened for one’s safety, being shamed, harassed, abused and excluded, all of which cause deep trauma. Thinking processes become distorted and the victim’s inner-critic voice can become negative and toxic, creating a cycle of self-destructive and critical thoughts. Effectively, they then bully themselves and expect to be bullied – this is a difficult cycle to break and can have lethal consequences.
The best way to beat bullying is to create safe environments that value play and human interaction which builds relationships before children start school. Social exclusion is a primary threat to human beings regardless of age and many children do not know how to be a good friend. When I was teaching, I was once asked to take over a Year 9 English class and was warned the school’s worst bully was in that class. Tommy certainly had attitude and noone would sit near him nor work with him. Rather than berating him or contributing to this exclusion, I spent time building a cooperative, caring class environment with activities such as paired sharing. This involves students choosing a classmate in my classroom again and his studies improved dramatically. The bully had been tamed. I am not suggesting the solution to bullying is this simple; this is merely one example of how it can be helpful when an adult guides young people to build understanding, empathy and connectedness with each other – factors often missing where bullying exists.
As teachers and parents, the first thing we can do is look at our own behaviour. When we use threats, shouting, shaming, name-calling, even more subtle behaviours like exclusion and sarcasm – or tolerate this among siblings – we are modelling bullying behaviour.
Bullies and victims are created in the early years of life. During the first two years of life, the nerve pathways that underpin learning and language development grow, and they also establish anti-anxiety chemical systems in the brain. This young brain is very susceptible to stress and distress, especially around abandonment, rejection and abuse.
From recent research, I am convinced many of today’s children are entering school more emotionally illiterate and socially impaired. They are spending more time in front of screens, and less time playing with real humans and pets. Social skills are only learned when children interact with other children, and play is the biological drive that ensures this happens. Dr Stuart Brown in his book, Play: How it Shapes the Brain, Opens the Imagination and Invigorates the Soul, writes: “play seems to be one of the most advanced methods nature has invented to allow a complex brain to create itself.” In our pursuit for test scores and overscheduled childhoods, play is diminishing in our schools and neighbourhoods and many children have a disturbing “play deficit”.
Thank you to the talented Year 8 Drama students from John Curtin College of the Arts who assisted in creating the ‘Bullying Scenario’ images for this photoshoot to support this article.
they don’t know well, and being guided to share information about themselves, with one person speaking while the other listens with no interruptions. There are many different topics or cues that can be used to pull down walls of ignorance and threat. I also used Jenny Mosley’s quality circle time process to encourage interaction and build awareness. After the second week, students were sitting next to Tommy, speaking to him and even working with him in groups. Tommy never put a foot out of place
Performance is a key component of the Drama program at the College and students have a variety of opportunities throughout their studies to perform in front of a variety of audiences.
Healthy attachment and bonding to significant, consistent caregivers shapes how children interpret relationships later in life. Parents and caregivers need to feed the most significant emotional needs to children, or they become needy or defensive later – fertile ground for bully-shaping. In Scandinavian countries, this was recognised 30 years ago and created flexible work environments so parents could spend time with very young children. They put children’s well-being ahead of the economy and ironically they spend less on fixing health and social
Students involved in this mini-project were: Storm Lauder, Riley Burns, Matti Helm, Amy Hawkins, Roisin Henry and Olive Whennen.
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problems. Children don’t start formal schooling until the year they turn 7 – ensuring that they are emotionally and socially competent to manage the school environment. Recent NZ research has also shown that the more families invest in the first five years of a child’s life, the healthier and less risky and troubled adolescence is for those kids. We must remember we are wired to be social beings and schools and social networks are small societies. The two biggest threats to humans are to be rejected from the tribe or to appear weak because, biologically, this would mean death. Dr Matthew Lieberman, a social cognitive scientist, has found that social pains like being rejected, treated unfairly and being verbally abused feel like physical pain. The brain shows the same neural responses of distress in either situation and social pain is seen to affect victims more deeply than previously believed, which is why some cases of bullying have led the victim to suicide. It is not all bad news though because brain science now shows that in reverse, 42
being treated fairly activates the same neural pathways as chocolate does, making us feel calm and happy. Bullies are often triggered to fight when they feel unsafe, inadequate or rejected. Being treated fairly is a huge influence on student behaviour in our schools. This negates the primitive and instinctual need to demonstrate power and strength. This is what happened with Tommy. The message that bullying is unacceptable must be embedded within a school culture but instead of focusing so much on anti-bullying programs, we should focus equally on building emotional and social competence with all students, including those who are marginalised – not academically gifted, lonely, physically or socially challenged or who have additional needs. We need to teach that everyone matters. As parents, we can help by observing our kids’ behaviour and looking for warning signs such as unexplained cuts and bruises, reluctance to leave the house, anxiety, sleeplessness and more. One of the reasons children don’t disclose bullying is because they worry their parents will make it worse or they don’t want to disappoint them.
We can also try to protect our children at home. Monitor their social networking as much as possible to make sure your child is not bullying another, or being bullied. Remind them of the power of hitting ‘delete’ quickly. Either way, your child will need support to change or manage the situation. Students should be encouraged and supported to stick together and work alongside teachers and schools, not tolerating bullying. Good friends are still the best way to resist bullying, although in adolescence, friendship groups often perpetrate the worst and most destructive forms of bullying and this needs to be challenged by authority. There will always be individuals who abuse power to get what they want. However, the world still has more decent, caring people than the reverse and our communities are full of good people committed to supporting families to raise children to become happy, healthy, strong and kind. Our schools too have plenty of teachers who work hard to make a positive difference. Herein lies the seeds of change. MAGGIE DENT
A CREATIVE PHOTOGRAPHIC COMPETITION IS NOW OPEN FOR WA EDUCATORS! HOW TO ENTER Subscribe to SCRIBE Magazine for 12 months ($22.00) via the isubscribe website:
http://www.isubscribe.com.au/SCRIBE-MagazineSubscription.cfm Email your reference number, full name and school to info@scribemagazine.com.au following your online subscription. This will also be deemed your entry fee into the competition!
CONDITIONS OF ENTRY Compose an original digital photograph which represents the following quote by John Dewey:
“Education is not preparation for life; Education is life itself” Use your school environment, students and available resources as your subject matter. Be creative and push the boundaries in creative composition! Email your image to info@scribemagazine.com.au no later than 1ST AUGUST 2011. All images emailed are to be less than 5MB.
PRIZES FIRST PRIZE The WINNING entry will receive a personal $2000 CAMERA VOUCHER to Camera Electronic. The winning photograph will also be published as a feature in SCRIBE Magazine, Issue 2, November 2011, PLUS the representing School will receive a Double Page ADVERTORIAL, which includes a 1.5 hour photo shoot & feature article (Valued at $4000). SECOND PRIZE The Second selected photographic entry wil receive a SINGLE FULL PAGE ADVERTORIAL for their school in SCRIBE Magazine, Issue 2, November 2011, which includes a 1 hour photo shoot & feature article (Valued at $2200).
This competition is subject to SCRIBE Magazine terms and conditions, go to www.scribemagazine.com.au for more details.
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WA PREMIER’S ANZAC STUDENT TOUR
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THE WA PREMIER’S ANZAC STUDENT TOUR IS AN OPPORTUNITY FOR OUTSTANDING YOUNG AMBASSADORS TO REPRESENT WESTERN AUSTRALIA AT SELECTED ANZAC COMMEMORATION EVENTS OVERSEAS AND TO UNDERTAKE A UNIQUE HISTORY STUDY TOUR. IT ALSO AIMS TO INSTIL THE IMPORTANCE OF ANZAC DAY AS WELL AS THE TRUE SIGNIFICANCE AND RELEVANCE OF THE ANZAC SPIRIT...
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he ANZAC legend and all that it embodies has become an essential part of Australian culture with 25 April being one of the most revered days on our nation’s calendar. Each year we do much more than remember the Australians and New Zealanders who landed on the hostile shores of Gallipoli. We also pay tribute to the many brave men and women who have given service to this country in times of war, on the home-front and through peace-keeping duties in the period since. WA schools have the opportunity to nominate students who display excellent interpersonal skills, self-confidence and who have an interest in the history and knowledge of the ANZAC experience. Students are then required to prepare an essay and, if successful, have the opportunity of progressing through to a final selection process which includes the presentation of a five minute speech as well as an interview. The competition opens on 25 April each year, with winners announced on 11 November (Remembrance Day).
Historical Significance On 5 April 1941 German troops invaded Greece. Their defence was largely the responsibility of troops from Australia and New Zealand. During the course of the campaign, this dominion force became known as the ANZAC Corps. Concerns had been raised by senior military and political leaders about the merits of fighting Germans in Greece. The Allies were poorly prepared, lacking aircraft and armour, and were not able to withstand the German advance. Instead they found themselves conducting a series of withdrawal manoeuvres, slowing the German advance and offering stoic resistance. By 20 April 1941 the Greek Government agreed that the dominion forces should be evacuated from the mainland. The final withdrawal to the evacuation beaches on the Peloponnese was skillfully conducted and the evacuation began on 24 April 1941. Over the next five nights more than 50,000 troops left Greece, leaving behind
320 dead Australians and a further 2,065 Australian prisoners of war. More than 290 New Zealanders were killed and over 1,600 captured. Hundreds more were cut off during the fighting, many of these men made their way back to Allied lines in Crete or North Africa via Turkey or the Greek Islands. The German airborne invasion of Crete began on 20 May 1941 and was defended by the Australian 6th Division. Crete was considered a vital air and naval base and the German attack was aimed at the north coast towns of Chania, Rethymnon and Heraklion, with emphasis placed on the capture of their airfields. Australians fought at all three locations, while also assisting the British at Heraklion and the New Zealanders around Hania. The defence of Rethymnon and its small airstrip was led by the Australian 2/1st and 2/11th battalions. The Battle of Crete lasted ten days and when all was considered hopeless, Allied troops scattered towards the south coast, most notably to Sfakia, where the Royal Navy would evacuate around 10,000 Allied soldiers. Capture faced those unable to escape. Between June and September 1941, a further 600 Allied soldiers also escaped the island, with almost one in ten of the escapees being from the 2/11th Battalion.
Approximately 25,000 soldiers from Australia, New Zealand, Britain and Greece defended the Island of Crete from the attacking German army. A total of 274 Australian soldiers lost their lives during the battle, with over 3,102 becoming prisoners of war. Of the 6203 Australians taken prisoner by the Germans and Italians in World War II, 83 per cent fell into enemy hands in Greece and Crete. During and since World War II, close bonds of friendship have existed between Greece and Australia. After the war, hundreds of thousands of Greeks migrated to Australia. The Premier’s ANZAC Student Tour 2011 pays tribute to those Australian servicemen and women who saw service on mainland Greece and Crete, and to the Greeks, who in defending their homeland, offered the hand of friendship to so many Diggers. (1) Peter Ewer. (2008). Forgotten Anzacs. Scribe: Melbourne: Carlton North, Victoria.
LEFT: Lynwood Senior High School student Tyran Hanlon, one of the 10 selected WA students who experienced this year’s WA Premier’s ANZAC Tour.
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STUDENT DIARIES 2011 DAY 1 & DAY 2 Saturday 23 April and Sunday 24 April 2011 – Jake Morrison – Mindarie College
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t’s the day that we have all been waiting for - 12 months of hard work (18 months for Robyn) about to pay off as our trip to Greece has finally arrived. We said goodbye to our loved ones and headed through Customs, impatient to get on the plane and into the air. Twelve hours later, we transferred at Dubai and the excitement of flying had well and truly worn off. Some had not slept at all and raced for the nearest coffee shop or place to crash. Others suddenly found a burst of energy and decided to explore the colossal hub that is Dubai International Airport. Six more hours of flying and finally we were able to view our destination. Within an hour of arriving in Athens, reserve energies were found as we headed off to explore this incredible city. Despite the fact that we had to climb hundreds of stairs, everywhere we turned the view was a feast for our eyes. After a short ride via the funicular railway to the top of
Lycabettus Hill, it became clear why this was our first scheduled activity. We were exposed to a 360-degree view of the city, ancient and new. Our night concluded with a meal at a local café sampling local specialities such as moussaka, spanikopita and pastitsio. It was then time to head back to the hotel to prepare ourselves for tomorrow’s Dawn Service and ANZAC Day ceremonies.
DAY 3 Monday 25 April 2011 (ANZAC Day) Hayley Pring – Perth Modern School
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he day began at 3.45am as we awakened and readied ourselves for the first dawn service in Greece. It was a day of significant importance for all of us, particularly to be commemorating the Anzacs in Greece right by their very graves. We arrived at the Phaleron Commonwealth War Cemetery at 5.00am, where we sat shivering from the unexpected cold. Attending the service were several tour groups, along with a number of Australian travellers seeking somewhere to commemorate ANZAC Day. All participants joined together to undertake a number of readings, lay wreaths and reflect during the playing of the Last Post. The national anthems that ended the ceremony were particularly
“EVERY SCHOOL CHILD IN AUSTRALIA AND NEW ZEALAND IS BROUGHT UP ON THE LEGEND OF THE ANZACS. THIS, THOUGH, IS THE LARGELY UNKNOWN STORY OF ANOTHER ANZAC FORCE WHICH FOUGHT NOT AT GALLIPOLI, BUT IN GREECE A GENERATION LATER”. PETER EWER (1)
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poignant, with the Greek, New Zealand and Australian anthems flowing together, epitomising the unity of cultures. The cemetery slowly filled with military and embassy officials for the commencement of the 11.00am Commemorative Service. Many Dawn Service attendees returned, while for others, it was their first commitment of the day. After the service, we headed down to the Poseidon Hotel for a reception hosted by the Australian Embassy. We talked with many who had attended the services, sharing stories and further discussing our thoughts of the day.
DAY 4 Tuesday 26 April 2011 Sophie Prober – Mount Lawley Senior High School
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oday was our final day in Athens, our chance to learn the history of ancient Greece and relate it to the experiences of the Australian troops when they supported the Greek forces in WWII. We visited the enormous Olympic Stadium – it seats 69000. Some of us went inside and saw the 1800-yearold drainage system, which has never
required any maintenance, and the twofaced Hermes statue. It was then time for what many of us had been waiting eagerly: the Acropolis. We had heard so much about the Acropolis and the Parthenon in History studies at school. We climbed the Acropolis, and were stunned by the size and beauty of not only the Parthenon, but also the Temple of Poseidon alongside.
DAY 5 Wednesday 27 April 2011 Mehdi Nawa – St Norbet’s College
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ur first tour around Crete commenced today. Leaving the hotel, we saw a spectacular view of the old Venetian Fortress in Hania which was surrounded by many modern buildings. We made our way to the German Paratrooper Monument that was constructed during the German occupation of Crete, reflecting on this sad testimonial which signifies the massive casualties caused in war and hopes to bring a message of peace and compassion.
ahead. The Rethymnon sector eagerly beckoned us with its immense history relating to Australians during the Battle of Crete. Exiting through the east of the province, we headed straight toward Stavromenos, passing by Turkish and Venetian fortresses, walls, churches and mosques, each acting as a stark visual marker of the thousands of years of various occupations of the Hellenic island. Upon arriving in Stavromenos, we surveyed the area, imagining (with the assistance of maps and photos) how it must have looked in the mid-20th Century prior to modern developments. Afterwards we visited the GreekAustralian Memorial that appeared to be undergoing maintenance in preparation for the 70th anniversary commemorations
Following lunch where we were able to try a number of local Cretan dishes, we drove to our final destination of the day, Souda Bay. The Commonwealth War Cemetery at Souda Bay provided the group with an opportunity to reflect on the 40 soldiers of the 2/11 Battalion who were buried there.
DAY 6 Thursday 28 April 2011 Lachlan Blair – Wesley College
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his morning we again awoke to the sight of the stunning 16th Century Venetian Harbour of Chania, anxious to get on the road for the jam-packed day
DAY 7 Friday 29 April 2011 Tyran Hanlon – Lynwood Senior High School
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he focus for today centered on the 1941 evacuation of the Allied Forces from the Souda Bay, Galatas and Retimo sectors towards Sfakia. An early start saw the group head towards the village of Askifou but the view along the way was limited due to thick fog. Arriving at the War Museum in Askifou, we were met by Andreas, the owner, who showed us his extensive collection of World War II artifacts. Despite the language barrier, we understood his passion and commitment to remembering this period of history. We later commenced an enduring six kilometre hike through Imbros gorge, following the difficult path that 12,000 Allied Soldiers had taken some seventy years ago in their attempt to evacuate Crete.
The next stop was the German Military Cemetery at Maleme, which commemorates the lives of 4460 German service personnel killed during the Battle of Crete and its subsequent occupation. The cemetery was different in appearance and layout to Commonwealth cemeteries but the message of loss on all sides was clear. We then made our way to Galatas, stopping enroute to view the iron bridge across the Tavronitis River and the RAF Memorial that commemorates the role of the Air Force in the Crete campaign. At Galatas, Tyran presented his research on his great-great uncle, Vernon Brown, who fought with the New Zealand Forces and saw action in this region.
exclaiming “Ahh! That is good! Very good!” This simple encounter revealed the enduring impact of the Cretan campaign on the local population, and the strong bonds forged between Greeks and Australians in World War II.
Approaching the end of the three hour hike, we could see the village of Komitades which was the end of our journey before travelling by bus to Sfakia. On arrival, we were greeted by the sight of crystal clear blue water and vivid white buildings - a view that would not be out of place on any postcard.
in May. Here Jade and Medhi laid a wreath and Tyran recounted the Ode as part of a small ceremony in honour of the service of both Greek and Australian soldiers. Hayley shared stories of Australians in the Rethymnon sector and Sophie revealed the tale of Arthur Leggett, a Western Australian signaller in the 2/11 Battalion who fought in the Rethymnon area before becoming a prisoner of war. Our final activity before lunch was another remembrance ceremony at the Hellenic Australian Memorial Park in Rethymnon. A local Cretan man approached our group, enquiring “Where are you from?” Sarah answered “Australia” and the elderly gentleman’s eyes lit up, beaming at the group,
Our next stop would be Preveli Monastery. Preveli has strong connections to Western Australia in that Geoff Edwards, a member of the 2/11 Battalion, established Prevelly Park near Margaret River and in honour of the monks who assisted in his escape in August 1941, he initiated the construction of a Greek Orthodox Chapel in Western Australia as a sign of his gratitude to the Cretan people and Preveli Monks. It had been a long day and we had learned a lot. The walk through Imbros provided some sense of the physical hardship faced by Australian soldiers.
DAY 8 Saturday 30 April 2011 Jade Hansen – Canning Vale College
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picturesque warm day in Crete saw us visit, recount and explore the hustle, bustle, beauty and history of old
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Chania. Our group wandered through the old streets of Chania, exploring its history as well as new developments. We learned about the consequences of World War II on various cultural and religious groups. Almost all Jewish civilians of Chania perished during the war except for several individuals who managed to escape. Over two hundred Cretan Jews were taken aboard a German war ship to be transferred to mainland Europe. The vessel was torpedoed by a British ship, killing all aboard. As a result, there is no longer a Jewish community in Crete today. We explored aspects of the Battle of Crete when visiting the maritime museum and were enlightened by what happened 70 years ago on this very island. I had the honour of meeting Roy Herron, a veteran from the 2/11 Battalion in the week prior to departing on the tour, who donated two 1941 Australian pennies to this museum and we saw them on display. This day’s activities concluded with a special dinner - our final formal meal together. The restaurant was difficult to find amongst the narrow alleys and corridors that make up the old city. The architecture of the old city is incredible, a mix of Venetian, Turkish, Greek, Egyptian and, of course, Cretan flair.
DAY 9 Sunday 1 May 2011 Scott Jones – Cape Naturaliste College
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oday was one of the most anticipated days of the entire tour for me - the famous Samaria Gorge. Tension was high due to the preceding weather and soreness from Imbros Gorge two days earlier. The White Mountains of Crete are higher than any mountains in Australia, including our highest peak, Mount Kosciusko. The snow visible on the peaks was the first sighting of snow for some members of our tour group, myself included. We considered how the Australian and New Zealand soldiers would have felt crossing similar terrain evacuating from the battles with German soldiers. During the descent, we marvelled at the surrounding natural beauty - truly amazed by the pristine environment of Samaria Gorge. The gorge is a popular destination and as a result there is a basic stone path through the mountains. We enjoyed unlimited water from the natural springs made accessible to hikers via
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fountains every kilometre. Preparation for this activity meant we all had sturdy shoes. The Allies of 1941 did not have these luxuries. The majority would have followed a shepherd’s goat track in terrain unfamiliar to them. The difficulties faced and overcome by the Allies during the war are amazing feats of strength and endurance.
DAY 10 Monday 2 May 2011 John Wallace – Newman Senior High School
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oday was our final day in Crete and was a day of bringing all elements of the tour program together - it proved another emotional sequence of events. After a relaxed breakfast was an hour’s drive to the village of Kandanos where we visited replicas of the German warning signs left at the site after the village was razed to the ground. On 3 June 1941, the village of Kandanos suffered a terrible fate as punishment for opposing the Germans - fighting for their freedom and helping the Allied forces. The Germans called this a fair reprisal. The plaques left on the site are not only a warning, but the German’s attempt to justify their actions. After the Germans beat back the resistance of the village, they killed approximately 180 inhabitants, destroyed all the livestock and every house in every street in the town was burned to the ground. The German army then declared the charred ground of the village a dead zone, meaning no-one could return to live there. In short, everything in the village had been destroyed and the right to rebuild was denied. Whilst the overall focus of the tour was to honour and commemorate the Allied involvement and sacrifice, it was also an opportunity to look at the war from the perspective of the Greeks and Cretan people whose homeland had been ravaged and much of their population destroyed.
DAY 11 & DAY 12 Tuesday 3 May and Wednesday 4 May 2011 Lauren Preedy – Derby District High School
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t’s hard to believe that today is our last day in Greece. We awoke, packed our bags and began to prepare ourselves for the long journey home to
Australia. We were given one last chance to explore the stalls of the Plaka, after updating tour journals and organising our suitcases. We have learned so much about the suffering and accomplishments of Australian servicemen and servicewomen during the conflict in World War II. Hiking Imbros and Samaria Gorges were physically demanding, giving a powerful insight into the conditions experienced by the soldiers crossing the terrain of the island of Crete. Gaining an understanding of the role played by the people of Crete in defending their island and supporting the evacuation and escape of service personnel completed the story. Each day’s new experience built on what we knew and understood. I think our involvement in the Premier’s ANZAC Student Tour 2011 has changed us all for the better; we have gained a new respect and understanding for those who lost their lives and the veterans of this campaign. We now more fully comprehend the sacrifices that have been made for the freedom we enjoy today. In 2012, Years 8 to 11 students are encouraged to apply for the Premier’s ANZAC Tour as ten Western Australian school students will be selected to travel to Malaysia to learn about the experiences of thousands of Australian prisoners of war during World War II. The 2012 Tour will commemorate the 70th anniversary of the fall of Singapore and Borneo and the subsequent experiences of more than 22,000 Australian prisoners of war. For a more detailed look at the 2011 student experiences:
http://www.det.wa.edu.au/ curriculumsupport/anzac/detcms/ navigation/current-tour-topics/ tour-diary/
WA PREMIER’S ANZAC STUDENT TOUR
TRAVEL ARRANGEMENTS BY MORCOMBE TRAVEL • • •
“I have used Morcombe Travel extensively as a Basketball coach and manager and as a Ski Tour coordinator. Morcombe Travel has booked national and international tours for me and has always been courteous, efficient and great value for money!” Kelvin Browner Woodvale Senior High School WA
“I have used Morcombe Travel to organize student tours to Canberra and Europe. I have found their service to be excellent and their efficient organization took all the worry out of organising major educational tours. I would strongly recommend Morcombe Travel to any schools planning a major tour.” Steve Wynhorst Head of Social Science Perth College WA
SCHOOL GROUP TOUR SPECIALIST WESTERN AUSTRALIAN OWNED AND OPERATED OVER 110 SCHOOL GROUPS BOOKED FOR 2011
• • •
PRIMARY SCHOOLS HIGH SCHOOLS COLLEGES
- 45 WA Primary and High Schools are travelling in 2011 on our 6-Day Canberra excursions - Fully inclusive of airfare and accommodation, meals and transportation and 1 free Staff for every 10 students. - Plus booking of venues including Parliament House and Australian War Memorial. - Note: The Federal Government subsidises each student by $240.00 when visiting Canberra. www.ncetp.org.au
OTHER TOURS INCLUDE • • • •
History & arts tours to Europe Soccer tours to Malaysia Music tours to Singapore Cricket tour to Great Britain
“From the very first contact with Morcombe Travel, I found the experience of organising my first school interstate trip to be extremely enjoyable, simple and hassle-free. The staff at Morcombe Travel were excellent and worked tirelessly to ensure that our trip was successful. The tour to Canberra was first class and far exceeded our expectations. We have booked again with Morcombe Travel and I would not hesitate at all in recommending them to any school planning an interstate or international trip.” Eric Radice (Associate Principal) Yule Brook College WA
• • •
Netball tour to Brisbane Football tours to Melbourne Performing arts tour to USA
“I have been using Morcombe Travel for all my professional and personal touring needs since 1999. The staff is fantastic in that they are both highly knowledgeable and approachable and the service that they provide is second to none. I would, quite simply, recommend Morcombe Travel to everyone!” Kieran Hurley Head of Arts Wesley College WA
If you are planning a school tour and need assistance and a costing, please contact JEFF MORCOMBE TEL: (08) 9325 5557 • EMAIL: perth@morcombetravel.com • WEB: www.morcombetravel.com
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WERE YOU ABLE TO DECIPHER THE TITLE? IF NOT – GIVE IT TO YOUR TEENAGER AND I’M SURE THEY WILL WORK IT OUT IN A HEARTBEAT – THE ‘SHORTHAND’ USED BY GEN Y AND GEN Z IN THEIR EVERYDAY LIVES IS EVOLVING INTO A NEW LANGUAGE AND HAS CREATED A GR8 DEB8 ON HOW IT AFFECTS THEIR LITERACY TODAY...
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n the past 10-15 years, methods of instant communication have rapidly evolved; real time chat programs such as MSN Messenger, AOL and Yahoo Messenger, mobile phone technology with SMS and MMS capabilities, progressing to social networking programs and websites such as mIRC, ICQ, MySpace, Skype, Youtube, Facebook and, more recently, Twitter, creating a world that is in constant communication - in effect ‘switched on’ 24 hours a day, 7 days a week, 52 weeks a year. Along with these amazing advances in ICT and Social Networking, there has also been an inevitable evolution in the use of the English language. In fact I would go so far as to say a ‘new’ language has developed that is as instant in its format and delivery as the programs utilised to communicate the message. The use of online acronyms, netspeak, game-speak, internet slang and internet etiquette can feel like doubledutch for parents of today’s teenagers, so much so, that trying to keep up with 50
current internet trends to understand and protect their children can seem like an insurmountable task. Is this medium of communication having a positive or negative impact on: their learning; their grammar; their reading and writing; and their manners? There are – as expected – opposing schools of thought on the impact of this revolution in communication technology. In 2007 Welsh Journalist and TV Reporter John Humphrys wrote an article for the MailOnline decrying the use of text messaging, he went so far as to say “texters are vandals who are doing to our language what Genghis Khan did to his neighbours 800 years ago. They are destroying it: pillaging our punctuation; savaging our sentences; raping our vocabulary. And they must be stopped.” However, two years later in 2009, Mr Humphrys again wrote an article for the same paper entitled, “Ok I admit I am wrong. I’ve finally fallen in love with my mobile phone”- he ate ‘humble pie’ and backtracked just a tad on his opinion of the mere mobile phone
and its capabilities, but still voiced some reservations stating “The sad truth is that mobiles have formalised discourtesy. Bizarrely, the Vatican suggested this week that Catholics give up texting for Lent – allegedly because France’s President Sarkozy kept glancing at text messages during an audience with the Pope.” Apart from formalising discourtesy, the impact on our children’s literacy is a major concern to parents, teachers and future employers alike. On the website www.noslang.com which deals with all things internet slang/speak/acronyms and is a fantastic resource for us ‘noob’ parents, they state “We all know that internet chatters use their own slang, and we have a dictionary to help translate that; but another trend among web users is not using the correct version of words. Because of the net and text messaging, many teens simply don’t know the difference between words that sound the same, or which version of a homonym to use (let alone how to spell homonym.. it’s not hominym).”
Basic grammar, punctuation and spelling skills are regularly ignored with reckless abandon when ‘chatting’ or ‘texting’ or ‘posting status updates’ and oftentimes when the offending mistake is pointed out, the perpetrator says “it doesn’t matter it’s only text/chat on the net!” The problem with that is this ‘grammatical laziness’ practised when texting or chatting will inevitably spill over into school work, the work place, emails, memos, reports and many of the more regular forms of communication, thus making the next generation appear illiterate, bad spellers who have not been taught their three R’s properly! Michael Deacon, The Telegraph’s TV and Radio Feature’s Editor believes that literature is likely to become as abbreviated as teenagers’ attention spans. In his column dated August 2009 entitled ‘Texting is making English a Foreign Language’ he explains that “Baroness Greenfield, the neuroscientist, is worried that sending text messages may cause young people to have shorter attention spans. If she’s right, of course, none of those young people will be aware of this, because she expressed her views in a newspaper article of several hundred words, some of them long, all of them spelt correctly, and none of them using digits as substitutes for whole syllables. All terribly old-fashioned and out-of-d8. So they won’t have read it.” This slightly caustic column is well worth reading as it highlights the negative communication connotations our abbreviated language forms can cause, Mr Deacon finishing his invective with “But let’s look on the bright side. If everyone in the world keeps texting, we’ll all become as mentally stunted as each other, and so nobody will even notice that there’s been a narrowing of the human attention span. Or, as it will surely become known, a10shn spn.” On the other side of the fence, in July 2008, The Guardian Review entitled ‘2b or not 2b?’ by linguistics professor David Crystal argued that “despite doomladen prophecies, texting has not been the disaster for language many feared. On the contrary, it improves children’s writing and spelling.” In this extensive review, Professor Crystal comments that “Although many texters enjoy breaking linguistic rules, they also know they need to be
understood. There is no point in paying to send a message if it breaks so many rules that it ceases to be intelligible.” He goes on to say that “As older and more conservative language users have begun to text, an even more standardised style has appeared. Some texters refuse to depart at all from traditional orthography. And conventional spelling and punctuation is the norm when institutions send out information messages, as in this university text to students: “Weather Alert! No classes today due to snow storm”, or in the texts which radio listeners are invited to send in to programs. These institutional messages now form the majority of texts in cyberspace – and several organisations forbid the use of abbreviations, knowing that many readers will not understand them. Bad textiquette.” Professor Crystal believes that the creative potential of texting has been virtually ignored and reports that five years of research is now dispelling the doom-laden prophecies about SMS messaging. He states “The most important finding is that texting does not erode children’s ability to read and write. On the contrary, literacy improves. The latest studies (from a team at Coventry University) have found strong positive links between the use of text language and the skills underlying success in Standard English in pre-teenage children. The more abbreviations in their messages, the higher they scored on tests of reading and vocabulary. The children who were better at spelling and writing used the most textisms. And the younger they received their first phone, the higher their scores. Children could not be good at texting if they had not already developed considerable literacy awareness. Before you can write and play with abbreviated forms, you need to have a sense of how the sounds of your language relate to the letters. You need to know that there are such things as alternative spellings. If you are aware that your texting behaviour is different, you must have already intuited that there is such a thing as a standard. If you are using such abbreviations as lol and brb (“be right back”), you must have developed sensitivity to the communicative needs of your textees.”
to be linguistically creative and to adapt language to suit the demands of diverse settings. There is no disaster pending. We will not see a new generation of adults growing up unable to write proper English. The language as a whole will not decline. In texting what we are seeing, in a small way, is language in evolution.” The debate on the pros and cons of social networking and texting as a ‘norm’ of communication is vast, with a myriad of opinions on this messaging madness. Regardless which side of the fence you fall on in this great debate, we Seniors, Builders, Baby Boomers and, yes, even some Generation X have no choice but to try to see the method in this madness. If we don’t get on the Gen Y and Gen Z communication train and embrace the linguistic journey ahead with all the jargon that entails – we will be left out in the cold unable to engage with the young people of today. Remember that the generation gap between adults who continue to get older and school students who are always aged 5-18 is everincreasing, therefore development of relevant communication skills is a priority. After all, if we are concerned about our children texting and on the World Wide Web, it is absolutely crucial that we learn to understand their language. KAREN REID
In his view, texting is “merely the latest manifestation of the human ability
1 http://www.dailymail.co.uk/news/article-483511/I-h8-txt-msgs-How-texting-wrecking-language.html 2
http://www.dailymail.co.uk/news/article-1160145/JOHN-HUMPHRYS-OK-I-admit-I-wrong--Ive-finally-fallen-love-mobile-phone.html
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http://www.telegraph.co.uk/comment/personal-view/6017629/Texting-is-making-English-a-foreign-language.html
4
http://www.guardian.co.uk/books/2008/jul/05/saturdayreviewsfeatres.guardianreview
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DO YOU HAVE AN ADVENTUROUS SPIRIT, A GENUINE INTEREST IN ENGAGING WITH PEOPLE OF DIFFERENT CULTURES? ARE YOU A TEACHER WHO NEEDS A ‘SEA CHANGE’ AND WANTS TO EXPERIENCE EDUCATING OUTSIDE YOUR COUNTRY? READ BELOW ABOUT AN AUSTRALIAN TEACHER’S ADVENTURE OF RELOCATION TO CHINA WITH HER YOUNG FAMILY…
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living on one teaching wage with three children was becoming more difficult.
We loved to travel and had done so fairly extensively in our pre-child rearing years. However, stopping work for 6 years to be with the children, we did find that
A very close friend suggested I attend an introductory workshop with an Education and Recruitment agency based in Perth, to listen to the possibilities of teaching in an International School as she had done, and the rest as they say is history! The following February at a job fair in Sydney, I secured a job at
fter many years of teaching in a variety of State Schools in Western Australia and then several years of me being an ‘at home Mum’ raising 3 boys, my husband and I felt as a family we needed a change of scenery.
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Suzhou Singapore International School in China. Even though China was never a destination we intended to travel to, it has turned out to be a great location and a wonderful adventure for the whole family. We have now lived in Suzhou, China for three years and have recently signed again for a fourth year as we are all having such a great time. The city of
Today – more so than ever – there is a myriad of opportunities to teach overseas. In fact, it has never been easier to find teaching positions in almost any country you have dreamed of visiting. The experience of teaching overseas offers a tremendous opportunity to be immersed in a new culture, earn a comfortable living and gain priceless, international work experience.
Suzhou is in Jiangsu province and lies west of Shanghai, about half an hour away by a very fast and modern train. The school is a K-12 school with amazing facilities and approximately 1200 students. Our three boys are 5, 8 and 10 and have really enjoyed the experience of such an amazing school and interacting with kids from all over the world. They have a range of wonderful friends from Canada, Korea, Mexico, Finland, Malaysia and New Zealand, to name but a few. It has really opened up their minds to the possibility of a world outside of Perth and has taught them acceptance and understanding of many different races, cultures and languages. As a family, we are all on our way to speaking the Chinese language, and we are constantly challenging ourselves to become fluent speakers!
If you are about to embark on your teaching career, or are looking for that ‘sea change’, you will be hard pressed to find an opportunity as unique as teaching overseas that also allows you to: travel, make a difference in the lives of others – all the while, earning a great salary! Teaching in Asia (and Europe) is traditionally very popular; however, now there are also many opportunities emerging in the Middle East, Africa and South America.
If you are asking yourself “should I teach overseas?” remember that it could be your chance to become a global citizen, immersed in unfamiliar cultures, interacting with new, interesting people on a daily basis. The challenges you meet will undoubtedly develop your communication skills and transform you into an independent, highly adaptable individual in the workforce. If you do decide to be an adventurous educator, it will be one of the best decisions you ever make. NADINE BASTOW - CHINA If you are interested in teaching and relocating overseas, contact us via email: info@scribemagazine.com.au and we will send you details of recruitment agencies worth exploring.
Each year we have a number of holidays which are aligned with the Chinese calendar, such as Chinese New Year, Dragon Boat Festival and the Spring Festival. We also have a 7-week summer break throughout June and July. These holidays have been an incredible part of the experience for us as we are central to the rest of Asia and therefore have spent many holidays in places like the Philippines, Thailand, Japan, Malaysia and many parts of China. This Christmas we will travel throughout Cambodia and Vietnam. Every summer we have travelled to Europe as the school gives a summer flight allowance. These adventures were never on our ‘scope’ living in Perth, but here anything is possible. The advantage of teaching in a country like China is that it is so cheap to live here; therefore it’s easy to save money. The school takes care of the bills and we don’t drive a car as taxis are readily available and so cheap, but my very favourite perk is having an ayi (A Chinese maid) to help with the cleaning and babysitting the kids – also a very cheap service!!
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Food good enough to FEEDING THE MIND, BODY AND SOUL OF TODAY’S CHILDREN IS A FUNDAMENTAL REQUIREMENT THAT WE AS PARENTS, TEACHERS, DOCTORS AND ALL CARERS MUST UNDERTAKE IN ORDER TO ENSURE THEY ARE PHYSICALLY HEALTHY, MENTALLY ALERT, AND EMOTIONALLY BALANCED...JUDE BLEREAU, NATURAL FOOD CHEF, AUTHOR, FOOD COACH, COOKING TEACHER AND REAL FOOD ACTIVIST BELIEVES “WE CANNOT ESCAPE THE FACT THAT WITHOUT FOOD WE DO NOT SURVIVE AND WITHOUT LOVE, WE DO NOT THRIVE.” IN THIS ARTICLE SHE DISCUSSES THE ROLE THAT NUTRIENT DENSE FOOD PLAYS IN THE PHYSICAL, COGNITIVE, SOCIAL AND EMOTIONAL DEVELOPMENT OF OUR CHILDREN.
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n today’s developed and politically correct world, it is very easy to forget that children are just that – children – they are not simply a small adult, no matter how tall that 16-year-old boy is – and they have very different needs. The term ‘children’, is taken to mean from conception to young adulthood. A human baby comes into the world incomplete and unfinished – much is yet to be built – bone, skin, organs, nerves and brain to name just a few, much to be learnt – physically, emotionally, socially and cognitively, and much is to be developed. In this article, I’d like to discuss the role that nutrient dense food plays in the physical, cognitive, social and emotional development of children. As a human, our absolute needs are for food and equally I would argue, love. We cannot escape the fact that without
food we do not survive and without love, we do not thrive. A hierarchy of needs dictate that one cannot move on to grow or learn until such primary needs are met. When a baby is born she cries when hungry – once fed (and held close) with delicious milk, she begins to interact with you – gurgling and cooing before falling into a contented sleep. Much has happened here – the mechanical need for nutrient dense fuel is met, and crying stops. All is well – and as she begins to interact, learning is taking place. This is the primary pattern for a young child (and even well into late teenage-hood) to thrive, learn, be happy and become all they can be. The delivery will change: the breast or bottle – feeding becomes the smell, promise and satisfaction of delicious food. Being held becomes eating together as a family around a shared table, and eating with extended family and friends at celebrations. The child develops the knowing they belong, and are part of something – they are ‘held’ by the family at large. There are many confusing wisdoms about what healthy and wholesome food actually is. Really though, it is quite simple – there are certain fundamental truths that form the basis for healthy and wholesome eating for the whole family, including babies, young children, teenagers and young adults. Food should be organic where possible. This will increase the nutrient density of the foods you eat and reduce the pesticide load. This is critically important for babies and growing children. The term ‘pesticide’ covers a broad range of chemicals (fungicides,
insecticides, rodenticides and herbicides) which are designed to kill, or interrupt and corrupt the systems of living things – it’s worth bearing in mind that humans also are living things. With a smaller body mass, undeveloped organs and body systems, babies and children are especially vulnerable to side effects. It’s particularly important to consider this issue when buying fats or fat products (butter, eggs, cream, meat etc) as fat is where pesticides and chemicals are stored. Food should be real – that is made with real ingredients, rather than chemicals that mimic them. Many toxic and poisonous chemicals are used in the commercial production of food, in the role of additives, flavours, colours and preservatives, with little protection offered from our food safety bodies (such as FSANZ). It would be an understatement to say that these are not body compatible, with the resulting carcinogenic, mutagenic (agents that damage DNA), teratogenic (agents that cause birth defects) effects, not to mention the entire field of agents that disrupt the intelligent running of the cells – neurotoxins, excitotoxins etc. Again, with a smaller body mass, children are especially vulnerable. Food should be as close as possible to its natural state and as least refined as possible. When food is refined, there are nutrient losses and no “enriching” or adding back will make it whole once again. But more importantly, when a food is whole, with all the “parts” (vitamins, minerals, fat, fibre, protein, carbohydrate, the known and unknown)
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considered to be complete) legumes and sea vegetables also contain protein, they do not carry the full range of amino acids – the protein they provide is incomplete. Thus one cannot thrive on either legumes or whole grains alone – paired together, they complement each other, creating a more complete balance of the amino acids. Fats. One of the most commonly accepted beliefs about health currently prevailing is that fat – particularly saturated animal fat – is dangerous, as well as being directly responsible for obesity. There are many scientists, doctors and people, and a broad body of research that would however beg to differ, especially previous generations and traditional cultures who have thrived and remained healthy eating such fats. Saturated animal fats (in reality these are a blend of saturated, monounsaturated and polyunsaturated fatty acids) are responsible for many critical functions in the body and are especially important for growing children. The brain and nervous system are built on fat (especially cholesterol) and continue to require large amounts of fat – in particular, the Essential Fatty Acid Omega 3 family found in fish – to function. A brain is very dependent on cholesterol. Saturated and unsaturated fats are prime sources of the critical fat – soluble vitamins A, D, E and K. In turn, many minerals can only be properly absorbed and utilised by the body if there is enough vitamin A and D – calcium for example.
nature has put there intact and in their original ratio, optimum effectiveness is ensured. Milk is a good example here – fat is an essential component of milk, containing the fat soluble vitamins A & D, which are essential for the assimilation of calcium and protein.
Food is how we take in the fuel and nutrients required. Nutrients are that which a living system requires to survive, and includes the macronutrients protein, fat and carbohydrate, and the micronutrients vitamins, minerals, enzymes and even water.
Food is also far more than the actual physical nutrients. Fractionalising food into its components and eating what may be considered the “healthiest” meal on the planet can NEVER satisfy, fulfil and truly nourish, if it is not enjoyed. In ways I cannot understand, but know exist, deliciousness and joy invites food in and enables it to be understood by the body. Equally though, the most delicious and enjoyable meal cannot nourish if there are no nutrients present. Both aspects make up what I consider to be healthy, wholesome food.
Proteins – The building blocks of life used to build and repair cells of all descriptions – really, there is little going on in a body that does not require a protein. They are involved in the making of muscles, nerves and organs, and are essential for the formulation of hormones. Antibodies and enzymes are examples of specialized proteins.
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Animal products – meat, fish, whole milk, cheese and eggs – are the best source of protein. While nuts, the bulk of whole grains (Amaranth and Quinoa are
Saturated fats fight infection providing immunity and protection against microorganisms. Poultry fat also contains Palmitoleic Acid – an anti-microbial monounsaturated fat for fighting infections. This includes glycosphingolipids – special fats in milk that protect against gastrointestinal infections. Protect and pad the organs. Animal fats contain Conjugated Linoleic Acid, a polyunsaturated Omega 6 fatty acid. Saturated fats are essential digestion (especially protein).
for
Saturated fats extend the use of the Essential Omega 3 Fatty Acids. Saturated fats are hormonal development.
essential
for
Based in San Francisco, Dr Thomas Cowan is a western trained doctor with an anthroposophic slant. He goes so far as to say the most important nutrient for children, is fat – especially saturated animal fats, and the saturated non animal
fat coconut. He notes that children need it in the very early years for the development of the nervous system, in the school years for a healthy immune system, and in the teenage years for hormonal and sexual development. Complex Carbohydrate: Carbohydrate ultimately breaks down to the body’s most basic fuel… sugar. Carbohydrate should always be complex – that is whole, and not refined. Whole grains are also a rich store of unsaturated fats, protein, fibre, vitamins and minerals – most of these are lost when the grain is refined. Some vegetables such as potato
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n October 2011 Perth will host the Commonwealth Heads of Government Meeting (CHOGM). Leaders from 53 Commonwealth Countries will be attending and the meeting will be opened by Her Majesty the Queen. The State Government has funded a program for schools which looks at the Commonwealth; what is it, what is CHOGM, what does it do and how does it do it? This program is linked to the United Nations Millennium Development Goals which are supported by the Commonwealth Countries. It explores some of the challenges that face various Commonwealth countries and what role
and sweet potato are also a source of complex carbohydrate. Vitamins, Minerals, Enzymes and Phyto-nutrients : All found in vegetables, fruits, some in carbohydrates, sea vegetables, and good bacteria (such as in yoghurt or kefir).
If we want to raise physically healthy, emotionally and socially balanced children with an opportunity to fully realize their intellectual potential, this is where we should start. JUDE BLEREAU
A wholesome and balanced diet provides young and growing children with a broad range of whole, real and delicious foods, eaten in community. I believe this should be a cornerstone of our education system – hierarchical needs are must needs, and no matter how much we try, they cannot be escaped.
the CHOGM might play in this. The program involves a Bingo style game. Students work in pairs with a country and its challenges.
or schools can visit the Constitutional Centre in West Perth. To make a booking, schools can phone 9222 6922 or email cceducation@dpc.wa.gov.au
Teachers are provided with notes and suggested follow-up activities. There is extensive information about CHOGM and CHOGM countries on the Constitutional Centre website. www. ccentre.wa.gov.au go to For Schools on the menu.
All programs and materials are free of charge.
Loan kits have been developed for schools in remote and regional areas of the State but in metropolitan and some regional areas, teachers are available to visit schools to conduct the program
In September there will be two mini CHOGMS held for Year 10 Students. Two students from each school will represent a Commonwealth Country and debate issues that will be on the agenda for the real CHOGM in October. This event will be held at the Perth Convention and Exhibition Centre on 26 and 27 September. For further information contact the Centre.
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The frustrations of a
“
They’ve said some things about you,” she whispered conspiratorially.
“Like what?” I asked curiously. “Well, its kinda mean,” she said worriedly. “I can take it,” I said superficially. “They said,” she began adverbially, “you march to the beat of your own drum,” she finished attributively. ‘She’ was a friend of mine who was working with someone who worked at a place I left in circumstances that could best be described as “acrimonious”1. Apparently that was one of the reasons why I didn’t fit in. But that’s not what I took offence to – what got me was the way my friend thought I would take the comment as an insult. So let’s get this straight: I don’t march to the beat of my own drum. I strut to the sound of my own kicka**e air-guitar. Coz it’s kewle. In the ‘50s there was a psychology experiment involving chimpanzees2. Apparently three were placed in a cage with a bunch of bananas hanging from the ceiling, a bunch of blocks which could be stacked to reach the bananas, and an electrifiable floor. The blocks could only hold one chimpanzee at a time, while the other two had to wait on the ground. However, when the single chimp began climbing the blocks to get
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to the bananas, the psychologists would electrify the floor. Soon, the cute little evolutionary blips made a connection between the two events. Every time one chimp would climb the stack the others would get electrocuted; soon, they learnt that if they wanted to avoid being electrocuted, they would have to tackle to the ground the chimp who was climbing the stack of blocks. Eventually, no matter how hungry they became, the chimps refused to climb the stack to get to the bananas. Before they starved, one chimpanzee was removed and replaced by a new chimp. This new chimp sees the starving chimps, sees the bananas hanging from the top of the cage and sees the blocks. The new chimp proceeds to move the blocks into position, when the other two chimps tackle him to the ground. Ultimately that chimp learns that every time he goes for the blocks, the other chimps attack, so it too stops going for the bananas and begins to slowly starve. Then a second new chimp is introduced, and the same thing happens. Then a third new chimp replaces the final original chimp. The chimps continue with the process of tackling other chimps to the ground while slowly starving to death despite the fact the new chimps have no idea why they’re doing it. This, I discovered early in my teaching career, is what teaching can be like.
Why is constantly looking for new ways of doing things a bad thing? Why is never using a photocopy from a book or the internet or a colleague – in your own class I might add – without first judging how well it would suit your class, classroom dynamics and own teaching style, worthy of contempt? Why is looking at something that’s been done for years, then saying, “I reckon I can top this,” simply condemned as arrogant and not trail-blazing? At the aforementioned ex-school, I was forced to use a booklet that had been used for years. It was so riddled with mistakes that I found it to be far more useful as a resource for getting the students to proofread for spelling, grammar and formatting mistakes, than its original intent which was to…well, I have no idea as to its original intent. It was entirely forgettable. The fact that once upon a time someone had written it, declared that it was good to go, and that everybody since had been forced to use it, just because everybody had been discouraged to step on someone else’s toes, is beyond me. Be warned....even the better schools fall prey to this. In an otherwise great school, I had to teach an absolutely awful film entitled In the Name of the Father3. I couldn’t stand it, what’s more I couldn’t understand why we had to teach it. I then realised, the novel on the reading list was Cal. Cal is a novel about “The Troubles”. Therefore, when someone had to pick a film to teach, they went with a recent
film that was also about “The Troubles.” As a consequence it stayed that way...for 13 frackin’ years, through 5 HOLAs and dozens of staff members. Not one of the people that were around when it was hoisted on them was around when I got to it. Furthermore when I questioned its use, I was told not to worry about it. “We
have the resources. We have the tasks. Don’t go reinventing the wheel.”
caring professionals stand out for all the wrong reasons?5
Is there a more frustrating admonishment than that? Now I know clichés aren’t meant to be examined too closely, but isn’t this phrase not only extremely irritating, but highly inaccurate? If people didn’t reinvent the wheel – adding hubs, pneumatic tyres, and galvanised rubber – wouldn’t we be driving around in cars that looked like they’d been fitted for tyres by Fred Flintstone?
Here’s a simple test. If you’re a pedagogist who hates teaching because the kids get in the way of your research into how to teach clientele better, you’re not a good teacher. If you’re a CV writer who only does the tasks if they show up on your job application for that next promotion on your way to Education Minister, you’re not a good teacher. And if you’re a photocopier who relies on sheets you’ve used since you found them either three, thirteen or thirty years ago, you’re not a good teacher.
I think one of the nicest compliments I received was when the editor of Interpretations, the journal of the ETAWA, referred to me as an “iconoclast”4 and once I’d looked it up to find out what it means, I realised how odd it was. Why does a person who questions the way things are done in our profession of highly educated, highly motivated, highly
But I think I know a school that’ll hire you. LEITH DANIEL
1.
At worst, nothing that can be said without resorting to language banned in several countries.
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Apparently. I haven’t actually found any real proof.
3.
I am aware that the quality of film can sometimes be a subjective thing, but since I’m an expert on film, trust me. In the Name of the Father is a tumour of a film.
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I think it was either for my article that cleverly and viciously – like a ninja librarian – took down SWAT codes, or the one that encouraged teachers to use texts that used the “f” word.
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Okay, I realise at this point I’m coming across as being slightly “Look at me! Don’t I rock!”ish. That’s not my intent. Truly. But if there is someone out there willing to give me bag-loads of cash, the publisher has my contact details.
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AN AMAZING GIFT, A HUGE RESPONSIBILITY AND A NEVER-ENDING DESIRE TO ENSURE HER CHILDREN DEVELOP THROUGHOUT THEIR SCHOOL YEARS INTO WELL-ADJUSTED, INTELLIGENT, CONFIDENT YOUNG LADIES. A MOTHER SHARES HER EXPERIENCE OF PARENTING THREE VERY INDIVIDUAL (ALMOST) TEENAGE GIRLS AND THE LOVE AND PATIENCE REQUIRED TO NAVIGATE THEM THROUGH VARIOUS LIFE CHALLENGES......
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eing a parent requires a certain selflessness to bring a child or children into the world. It’s like a piece of you is born with precious little arms, legs, wiggling toes and a squishy face that is beautiful beyond words. A child is a delicate, unknowing little person completely dependent on you and your partner to love, care, feed, nurture, teach and guide them. They have a whole future stretching out before them with endless possibilities. I am a proud parent of a 14-year-old girl. She is an angel, a cheeky madam, a dramatic child, a Taurean. She is my light, my guide, my shadow and my inspiration. She is clever, intelligent, independent, savvy and funny. She has taught me about being a girl, to play with Barbie dolls, dress up as a princess, and experiment with make-up and painting finger nails. I have taught her about respect, responsibility, courage, love, compassion and understanding and to communicate openly and clearly. As well as my own daughter, I am also a parent to two beautiful stepdaughters, a 12-year-old and a 14-year-old. Each girl is very different and as such has different needs and thus poses different challenges for my husband and I, and of course, their other parents. Every parent wants, hopes and plans for the best for their children, the best childhood possible, the best friends and the best education. As a parent I wonder how well they will perform at school, will I be able to help them or will they be smarter than me? With my own daughter there are times where, in order for her to succeed, I have to suppress my instinctive reflex to do the work for her. I have caught myself a few times, instead of simply proofreading her work, actually rewriting it. The hardest part was changing my corrections back. I learnt that lesson the hard way. My parents taught me that sometimes letting someone fail is the only way for them to learn. It’s a challenging concept, especially when it comes to our children, but one that starts with a child learning to crawl, then walk, then run. There are plenty of bumps and scrapes along the way but they eventually succeed and we are so proud when they do. I have endeavoured to adopt this approach with my girls, to varying degrees and with varied success because each and every child is so very different and so very precious. When things don’t go as planned, as parents we can often feel rather guilty. I know I do, especially when my actions affect her. For example, in separating
from my daughter’s father it meant she had to change schools. All in all she attended three different primary schools, two public and one private. At the time it was something that happened out of necessity, however the concerns it raised about the quality and continuity of her education were challenges I had to deal with. Despite my concerns, she adapted and made the most of the situation she was in. Surprisingly the move from a public primary school to a private college was actually the best thing her dad and I could have done. Her dramatic nature wasn’t stifled but encouraged and the transition from primary to high school has seen her talents encouraged even more. I am sure many other parents question whether to send their children to a public versus private school. It’s a tough one and very individual. My stepdaughters both attend public schools in the northern suburbs. The primary school they each attended, and where the younger child is now in Year Seven, is in a lower socio-economic area and has less than 150 students. The small school community has benefited and limited both girls. As intelligent children, they have had the benefit of one-on-one teacher attention, however they have often become bored in class because of the learning pace of other members of the class. For my elder stepdaughter she easily excelled in all areas and unfortunately was ostracised by peers for her intelligence. My younger step-daughter saw this happening and ‘dumbed herself down’ for a number of years in order to fit in. As parents, the only thing we could do was acknowledge what she was doing, talk to her about it, encourage her to perform to the best of her ability and praise her wholeheartedly when she did. Thankfully, that worked and she has accepted being the smart one among her friends and now is even proud of the fact. Currently in a Selective Academic Program (SAP) at high school, my 14-year-old stepdaughter is enjoying being challenged academically and I’m sure her sister will follow suit when she attends the same high school next year. In this day and age more than ever before our children’s education is so multifaceted. Yes, education traditionally takes place in the classroom but there is so much more to it, so much more than sitting in a classroom, reading books, listening to teachers and doing tests. There is a whole world of learning that takes place outside the classroom and as a parent of almost three teenage girls, this area of their education is often at the forefront of my mind. Questions like will
my girls make ‘real’ friends that will be there for them? Which group will they be part of at school? The popular group, the nerds? How will they interact with boys? How do we deal with boyfriends? Sex? Alcohol? Drugs? Money? Mobile phones and Facebook? The list goes on. I feel for each of them as they come across issues like bullying; trying to fit in; fights with or being left out by friends; peer pressure and, of course, puberty. Each of us will have come across some of these things during our school years and when it happens to our own children, it is heart-wrenching. Sometimes I want to follow them to school or be a fly on the wall so I can listen to, defend or whisper encouragement in their ears to help them with uncomfortable situations. I don’t believe our intrinsic need to help our children ever disappears; we love them so much and want the best for them. Every day of life is about learning something and our children are only at home for a short period of time before they fly from the nest. All we can do is teach and guide them and pass on the tools, values and qualities we believe are important for life. KIM BALL
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HAGiPOD 21st Century Language Learning VISIONARY EDUCATORS AND INNOVATIVE LEADERS DO AMAZING THINGS WITH TECHNOLOGY IN AND OUT OF THE CLASSROOM…WELCOME TO THE LATEST APP FOR LEARNING LANGUAGES NOW AVAILABLE FROM ITUNES – THE HGP
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n 2011, Mr Noburu Hagiwara, one of WA’s leading language educators, was selected to be part of the Apple Distinguished Educator Program (ADE). The ADE program was created to recognise K-12 and higher education pioneers who are using a variety of Apple products to transform teaching and learning. Today it has grown into a worldwide community of visionary educators and innovative leaders who are doing amazing things with technology in and out of the classroom. That includes working together – with Apple – to help bring the freshest, most ground-breaking ideas to students everywhere. Over the past two years, Mr Hagiwara has worked tirelessly to implement 1:1 iPod touch and iPad programs for his language classes. With ever-increasing, new and improved technology at
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his disposal, he became increasingly ambitious regarding the creation of additional, pioneering, learning tools for use in the classroom. This ambition led to the conception and subsequent creation of an ‘all in one’ app which synchronised a series of language activities in a compact and globally accessible package. On Thursday 5 May 2011 Mr Hagiwara, together with two of his former students, Taro Hagiwara and Nathan Wood, formally launched and presented the HAGiPOD App. Mr Hagiwara first illustrated and articulated his plans and ideas to his young team at an initial meeting in January 2011. Nathan started the app’s coding based on Taro’s innovative design concepts as early as February 2011 and the prototype was completed by the end of that month. In March 2011, the team conducted some rigorous testing of the
product, ironing out any glitches before finally submitting it to the iTunes Store. The initial name “HAGiPOD” was rejected by the iTunes Store on 1st April because of ‘iPod’ in the name. The team then decided to simplify the name into ‘HGP’ then resubmitted this to iTunes on 4 April. Within 6 hours, the app was finally approved and is now currently available on iTunes for a FREE Download. “The characteristics of ‘mobile learning’, anytime, anywhere, anything and for anyone, have changed students’ perspectives, attitudes and expectations for language learning. Through some carefully planned experiments and case studies, I became an advocate of ICTrich pedagogy which is now enabling us as educators to provide students with dynamic learning and real world experiences.
In the planning process, I have been very particular about two points. The first one was that HGP is not merely a content-filled app with which students passively learned, rather it is a tool with which students create their own content - actively learning from it. The second point was to make this app available for learners of any language,” Mr Hagiwara said. The whole experience has been extremely gratifying for Mr Hagiwara and his team. They are very confident that the nine functions in this app will offer wider learning communities for generic purposes. See a snapshot of the HGP’s components in the list below:
Podcasts Podcasts links you to the iTunes Store where you can download all of your favourite language learning podcasts. These podcasts are downloaded directly to your music library, allowing you to have them playing in the background as you use the other handy language learning tools.
Handwriting
Twitter Feed
Handwriting lets you have a reusable, environmentally friendly writing pad at your fingertips. Practise writing letters and characters with the most natural writing instrument, your finger. Practise as much as you want, whenever you want, wherever you want.
Twitter Feed helps you keep up to date with everything HAGiPOD. Follow the latest news about useful language learning resources, new podcast episodes and worksheets, app updates and much more.
Recording Recording is HAGiPOD App’s builtin voice recorder. Have a speech or presentation coming up in your language class? This is the tool for you. Listen to yourself speaking, record important classes and lectures, or save pronunciation examples from your teacher and always have them on hand.
Links Links bookmarks all of your frequently visited websites. Have quick access to news from around the world, and other information to assist in your language learning. You can also organise your bookmarks into categories, so you can always find what you’re looking for.
Worksheets Worksheets is HAGiPOD App’s built-in PDF reader. Download language learning worksheets, booklets and reference pages from the web, directly to the HAGiPOD App. Great for students to save their homework task sheets, or for flipping back and forth between different sources.
Response
The introduction of the HAGiPOD App is testimony to innovative technology and a teacher’s desire to enhance ‘language learning’ for all students studying Languages. Throughout this creative process, Mr Hagiwara enjoyed the support of a progressive IT department and the backing of the Catholic Education Office of WA. Undoubtedly we can look forward to more innovative technological creations from Mr Hagiwara and his team in the future - stay tuned! CAM ALLEN
Challenge, stimulation and acknowledgement are the essential ingredients for engagement.
Response is the future of quizzes, tests and assessments. Access popular webbased classroom response systems such as Question Press and Testmoz straight from the HAGiPOD App. Teachers can create tests online and track their students’ progress live as they sit them. It even does the marking for you!
Flashcards Flashcards is a very useful learning tool in the HAGiPOD App. Create your own personalised flashcard stacks to suit your learning style. Flashcards works with all the languages supported by your iPhone, iPod touch or iPad, so learning new characters has never been more mobile.
Notes Notes is a very powerful note taking and sharing tool. Get everything down, and then send your notes to friends, classmates or teachers through a WiFi connection or email. You can even communicate with friends on the other side of the world, and take your language learning to a whole new level.
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Triumph of the WE ARE BEING FORCED, SOME OF US, TO JOIN IN GROUP CONNECTIONS – IN ORDER TO SURVIVE, BUT ALSO TO SERVE, CARE AND BE GRATEFUL AND TO SOFTEN OUR HEARTS.” ANONYMOUS The message below is from a woman who lives in Japan. It is her personal report of survival creating a community of compassion; the triumph of the human spirit through a tragic natural disaster, her reflection has been circulating blogs and emails worldwide. We thought we would pass on her message to our readers. This moving description of the way people came together in the aftermath of the Japanese Tsunami is simply inspirational. Hello My Lovely Family and Friends, First I want to thank you so very much for your concern for me. I am very touched. I also wish to apologize for a generic message to you all. But it seems the best way at the moment to get my message to you. Things here in Sendai have been rather surreal. But I am very blessed to have wonderful friends who are helping me a lot. Since my shack is even more worthy of that name, I am now staying at a friend’s home. We share supplies like water, food and a kerosene heater. We sleep lined up in one room, eat by candlelight and share stories. It is warm, friendly, and beautiful. During the day we help each other clean up the mess in our homes. People sit in their cars, looking at news on their navigation screens, or line up to get drinking water when a source is open. If someone has water running in their home, they put out sign so people can come to fill up their jugs and buckets. Utterly amazingly where I am there has been no looting, no pushing in lines. People leave their front door open, as it is safer when an earthquake strikes. People keep saying, “Oh, this is how it used to be in the old days when everyone helped one another.” Quakes keep coming. Last night they struck about every 15 minutes. Sirens are constant and helicopters pass overhead often. We got water for a few hours in our homes last night, and now have had it for half a day. Electricity came on this afternoon. Gas has not yet come on; however, all of this is by area. Some people have these things, others do not. No one has washed for several days. We feel grubby, but there are so much more LEFT: A cruise ship lies on the roof of a two storey building in Otsuchi, Iwate Prefecture, on March 24, 2011, after the recent earthquake and tsunami disaster. PHOTO: Courtesy of AAP PHOTO/Toru YAMANAKA
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have no idea from whom, but it is there. Old men in green hats go from door to door checking to see if everyone is OK. People talk to complete strangers asking if they need help. I see no signs of fear. Resignation – yes, but fear or panic, no. They tell us we can expect aftershocks, and even other major quakes, for another month or more and we are getting constant tremors, rolls, shaking and rumbling. I am blessed in that I live in a part of Sendai that is a bit elevated, a bit more solid than other parts. So, up to now this area is better off than others. Last night my friend’s husband came in from the country, bringing food and water. Blessed again. Somehow at this time I realize from direct experience that there is indeed an enormous, cosmic, evolutionary step occurring all over the world right at this moment. And somehow as I experience the events happening now in Japan, I can feel my heart opening very wide. My brother asked me if I felt so small because of all that is happening. I don’t. Rather, I feel as part of something happening that is much larger than me. This wave of birthing (worldwide) is hard and yet magnificent. important concerns than that for us now. I love this peeling away of non-essentials. Living fully on the level of instinct, of intuition, of caring, of what is needed for survival, not just of me, but of the entire group.
Other unexpected touches of beauty are first, the silence at night. No cars. No one out on the streets; and the heavens at night are scattered with stars. I usually can see about two, but now the whole sky is filled.
There are strange parallel universes happening: houses a mess in some places, yet then there is a house with futons or laundry out drying in the sun. People lining up for water and food, and yet a few people out walking their dogs, all happening at the same time.
The mountains of Sendai are solid and with the crisp air we can see them silhouetted against the sky magnificently.
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The Japanese themselves are so wonderful. I come back to my shack to check on it each day, now to send this e-mail since the electricity is on, and I find food and water left in my entranceway. I
Thank you again for your care and love of me, with love in return, to you all. After this email went ‘viral’ around the world via blogs/facebook/twitter there were many more stories of the people of Japan coming together to help each other through the most trying of times. Below is a section of comments showing the grace and dignity of the Japanese people in helping their own to survive: A high school boy was saved because he climbed up on top of the roof of a department store during the flood. The
flood came so suddenly, that he just saw people below him, trying to frantically climb up the roof and being taken by the flood. To help others, he kept filming them so their loved ones could see. He still hasn’t been able to reach his own parents but he says, “It’s nobody’s fault. There is no one to blame. We have to stay strong.” When I was waiting at the platform, so tired and exhausted, a homeless person came to us and gave us a cardboard to sit on. Even though we usually ignore them in our daily life, they were ready to serve us. When I grow older, I am going to tell my children and grandchildren, “When your grandma was young, there was a big earthquake in Japan which brought the world to one. And everyone worked so hard to help support each other and everyone was shining. To be able to tell that story, I’m going to work hard in rebuilding that work. Further comments from around the world showed the positive effect that the Japanese’ dignity in the face of adversity has had on our global community. Mar 16, Celina wrote: What an amazing time for the world that through the great tragedy of the Tsunami in Japan, we the world’s people can learn more about the courage, grace, dignity and honour that is being represented by the Japanese people and their culture. Everything they hold dear, their values, their integrity is exampled by the way they are living life at this time. Their story is one of hope in a constantly changing world. God bless you all and a heartfelt thank you for all those risk takers who put their lives on the line to fix things in the midst of such a trying time. Salute. Mar 16 Helen Buck (Canada) wrote: It brought tears to my eyes while I read this...I can’t imagine what everyone is going through, however it brings great warmth hearing how people are compassionate and taking time to help each other out during these difficult times. Our prayers are with all the citizens of Japan. Mar 16, Karen wrote: My heart is breaking for Japan as I watch this tragedy unfold. I am completely humbled by the stoic and dignified way the Japanese people are bearing this. You are all an inspiration to the rest of the world; I hope we all learn from you. In keeping with the ethos of SCRIBE Magazine, we wanted to share this worldwide message of inspiration and connection. Japan’s magnificent resilience in the aftermath of this earthquake and subsequent tsunami is truly commendable. Such resilience in the face of adversity, joined with their sense of calm and strength of spirit is enormously inspirational, not only to us but to the global community. THE EDITORS
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n the Launch Issue of SCRIBE Magazine, we introduced our readers to the The Mama Paulina School of Hope, a small remote school in the Village of Mukuro, in the South Nyanza province of Kenya, Africa.
We will assist your school by visually documenting your support through your fundraising projects in SCRIBE, share your efforts with our readers and provide support for your chosen activities and initiatives.
The School was named after a loving woman in the village who cared, nurtured and fed needy children and orphans.
We are also looking for businesses to assist where they can financially through fundraising and donations.
The team at SCRIBE have adopted the school as one of our major charity projects and we have a long-term goal and vision to assist in the development and education of these disadvantaged children. BUT, we need the help of schools to make this happen!
Our design studio, SOLACE DESIGN has taken the first steps in giving the school its own visual identity by creating a school emblem. This emblem will be used to create a sign for the school, give the school more of a web presence and will eventually be used for school uniforms.
If your school can assist in fundraising for this cause, we can provide you direct contact with the children through email correspondence and photographs where you will see first-hand the difference you can make in the lives of dozens of underprivileged children.
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The emblem features a purple heart surrounding and nurturing a young tree, suggesting the protection and love of the village’s children as they grow and learn. CAM ALLEN - DIRECTOR
If you would like to fundraise for The Mama Paulina School of Hope, please contact us at SCRIBE Magazine and we will send you some information about the school and start the process for you...
info@scribemagazine.com.au Office: 08 9433 5493
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pplications for the main Seed Funding and Impact Schools First Awards opened on June 20, 2011. NAB Schools First is brought to life by NAB in partnership with the Foundation for Young Australians (FYA) and Australian Council for Educational Research (ACER). At its heart, NAB Schools First brings together students, teachers, parents and community members to help young people grow. Launched in October 2008 by the Hon. Julia Gillard, MP, NAB Schools First is a national awards program pledging $15 million over three years. The program provides financial recognition of success in establishing effective school-community partnerships; and financial support to build stronger school-community partnerships. In its first two years, 195 schoolcommunity partnerships have benefited from NAB Schools First with over $10 million in funding provided to enhance and develop these school-community partnerships. Any school in Australia can apply for a NAB Schools First Award. To date, over 20% of Australian schools have applied for a NAB Schools First Award
There are two kinds of NAB Awards schools can enter this year: 1) Seed Funding – for schoolcommunity partnership ideas that have not yet been put into practice (prize $25,000)
ABOVE: Keith Gordon (TOMNET Member) and Heidi Voll from Centenary Heights State High School Queensland (2010 National Award Winner)
2) Impact Awards – for schoolcommunity partnerships or programs that are in existence and are actively impacting on students and the community positively (prize $50,000). Each Impact Award winner this year will go into the draw to be a state winner and receive a further $50,000. A National winner will then be chosen to receive a further $400,000. So – therefore, one lucky deserving school in Australia has the potential to be awarded $500,000 to help aid the sustainability of their program.
ABOVE: Students from Ballina High School (2010 NSW State Impact Winner) with their teacher Michael O’Connor, Head Teacher - Science and Maritime Studies.
For further details please visit,
www.schoolsfirst.edu.au
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iPad - Brett Clarke
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the iPad 2 with cameras now becomes a great Skype device and therefore also has VoIP phone capabilities – an add-on which could facilitate remote education and tutoring. This is all in addition to the iWork suite of software launched with the original iPad which provides an ‘Office” suite of Word Processing, Desk Top Publishing, Slide Presentation and Spreadsheet applications which are the bread and butter applications for most desktop and laptop deployments in education. So the iPad 2 has a full suite of (Microsoft compatible) ‘Office’ apps, AV and multimedia/photo editing capabilities just like its laptop/netbook cousins. Standard software availability – Tick! At last with iPad 2, comes support for full VIDEO OUT (like a ‘normal’ computer) courtesy of the more powerful graphics chip installed, so that it can be connected to a TV/projector where you can see the normal iOS (desktop) screen and whatever is happening in the application. Note 1: The original iPad could only show content such as movies and slideshows via a TV/projector, so that great 3D interactive brain or periodic table app you could see on the device, could not be viewed by the whole class. Note 2: A future article will describe how, in combination with the ‘AppleTV’ device connected to your projector, content from the iPad 2 can be sent to the projector wirelessly for viewing!
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he iPad 2 – evolutionary rather than revolutionary compared to the iPad 1, but the improvements are important for education use in my view. I wrote the above comment in a national online education forum early in 2011 and it generated much discussion: So why iPad? Why iPad 2 over the original? Why not Netbooks, Laptops, Desktops? Whilst one size does not fit all (and I know some readers will be philosophically opposed to the tightly managed ecosystem of the iPad’s iOS operating environment by Apple), Apple’s approach has significant benefits in the school environment in terms of manageability and uptime – both VERY important in large deployments where the device has little tech support and just needs to work. OK. What’s new in iPad 2?
Yes, the iPad 2 has 2x faster dual core processor and 9x faster graphic chip than its predecessor, but these are only technological enablers – educationally, what does this mean? In combination with the above, iPad 2 now has dual (front & back) cameras, therefore it now can run the iMovie and GarageBand applications (about $5.00USD each) which, in essence, means you can carry full film and audio recording and production studios in your hand. This is very useful in schools for capturing the learning environment and student performance in Phys Ed, Drama, Dance, Science, S&E, LOTE, Media Studies etc – especially when it can be edited/created immediately on the device. With the same WiFi connectivity and (optional) 3G broadband data plans from your choice of provider (Telstra, Optus, Vodaphone) as the original iPad,
Teachers can also use a stylus (or finger) to annotate slideshows and student work submitted as PDFs and therefore mark up digital ‘papers’ just like teachers did with their old red pen on paper (sadly that’s not a feature of iPad 2, just the touch based iOS). Those who might have worked with older touch based tablet programs in schools using Toshiba or ACER laptop tablets will know of these benefits – albeit in a much larger and heavier form factor. The iPad contains many additional sensors that make the device ‘situationally aware’. That is, iPad knows where on the Earth it is and in which direction and orientation it is travelling and/or pointing. This is achieved through the gyroscope, accelerometer, magnetometer and the GPS chips (3G version only) and is a significant functional differentiation with respect to netbooks and laptops that have none of these capabilities.
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sensors in a more ‘generic use’ mobile Augmented reality (which requires platform like Apple’s iPad 2. GPS) involves overlaying computer generated data/images on top of what If you carefully consider what ICTs are the camera is ‘seeing’ real time and used for, for more than 95% of the time in has huge educational applications; schools, then the iPad 2 can do it all, and and would be enough reason for some things (because of its situational me to recommend buying the 3G awareness) that laptops/netbooks/ enabled versions of the iPad, even desktops, simply can’t. In fact, the wide if you don’t put a SIM card in them. range of applications that iPad 2 can (The iOS ‘assisted’ GPS with a 3G SIM support that a normal netbook, laptop card – also works indoors, though not and desktop can’t, is exactly the reason as accurately, but well enough for many why schools should consider adopting applications). them! Many applications in Society & There are, however, a great many Environment, Science and Physical and schools whose application/software Outdoor Education for starters spring to environment consists of little more than mind. Imagine transacting a path through Microsoft Office. These schools may a local town and being shown an historical not be ready for the power of iPad 2! view of the street you are walking down But maybe that’s exactly the reason from 100 years ago or information about they should get iPads – to confront the trees or architecture you are walking their community with what appropriate past; or holding the iPad up to the sky technology really could be doing to (day or night) and having the stars and assist and augment children’s education planets overlaid on your view; or being beyond typing assignments or more out on an orienteering activity and PowerPointlessness! having a range of distance, direction and bearing data overlaid on the screen as Beginning with the iTunes store and you look through the iPad’s camera view the iPhone early in the last decade, Apple, towards various landmarks. with the release of the iPad 2, continues to extend their lead in defining what Some of these sensors have already mobile devices and their ecosystems found their way into gaming devices need to be, both for the consumer and such as the Wii and the Xbox, but the education markets. iOS ecosystem is the first to employ such *Brett Clarke has been a Head of Department of ICT in large government Secondary Schools, an ICT Curriculum Integration Coach in Catholic education and most recently, concluded a seven year stint as the Director of Information Services at the independent K-12 Presbyterian Ladies’ College in Perth, where he led the management of their widely acclaimed 1:1 Apple Mac Book program.
He has been an Examiner and Chief Examiner of the senior secondary courses of Computer Science and Applied Information Technology and an achievement standards moderator for all ICT courses across WA over the past 20 years. During the 1990s, he published 20 separate print and digital resources to support ICT education courses in WA Schools.
With what the iPad 2 can do, it really puts the COOL in sChOOL! BRETT CLARKE REFERENCES http://www.ipadsforeducation.vic.edu.au/ http://bigpondnews.com/articles/NationalRegional/2010/05/28/Vic_students_give_ iPad_the_thumbs_up_467215.html http://slidetolearn.ning.com/ http://ipad.redlands.qld.edu.au/ http://www.arnnet.com.au/article/348421/ computelec_no_place_education_ipad/ http://forums.whirlpool.net.au/ archive/1569448
The best way to learn something is to teach it... and the best teachers never stop learning.
Brett was awarded the international honour of “Distinguished Educator” by Apple Inc in 2002, and has written for “The West Australian” newspaper, interviewed in various media formats and has presented at State, National and International Education Conferences on the influence of technology on education futures and practice.
ADVERTISING IN SCRIBE MAGAZINE IS AN EFFECTIVE FORM OF DIRECT MARKETING TO WA SCHOOLS! Contact the Publisher for Rates & Positions.
info@scribemagazine.com.au We ALSO have a monthly online e-newsletter (e-SCRIBE) which is distributed to our extensive database of schools (teachers/parents/ students), businesses, and tertiary institutions around the country. www.scribemagazine.com.au/Content/mailing_list LEFT: Congratulations to Jan Sampson from EasyMark, who was one of our iPad Subscription winners following the release of the Launch Issue. Subscribers are always in the running for monthly prizes and educational incentives but can also enjoy the benefits of SCRIBE sponsor discounts and product/service offers!
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hen should a child be introduced to the notion of university study and a career requiring tertiary education? Currently, schools put considerable emphasis on this matter as students hurtle towards Year 11, but for those with little knowledge of, or familiarity with anyone who may have attended a university, it is likely to be far too late to have a student ready to pursue this pathway. Therefore, should the education system, even in the primary years, be attempting to whet the appetite of children for courses in universities, and also give them a realistic picture of the work habits and grades required to pursue such dreams? At Curtin University’s School of Education, we are now working with many State Primary Schools and composite Primary/Secondary Schools in both the Catholic and Independent sectors to encourage this. The Federal Government and the Universities in Western Australia are keen to see students from lower socioeconomic groups undertake University
studies. In the distant past (the 60s), Commonwealth Scholarships for bright students entering Year 11, and more for students commencing University, were available to a wide range of students. These also acted as a marketing tool for higher education. Today we need a new approach to inform, entice and encourage students and their families to consider this possible pathway for their child/ren. Schools need to be at the centre of this, supported by the tertiary institutions, and thought given to the various forums available to promote careers and courses available at university. Australia can only be a smart and lucky country if we tap into all the talent available, not just those traditionally accessing post-school studies. MARGARET HERLEY Director: Office of Professional Experience School of Education Curtin University Hamilton Senior High School Year 10 student, Paige Wickham.
THE ICEA FOUNDATION’S GOAL IS TO BRIDGE THE GAP BETWEEN NONINDIGENOUS AND INDIGENOUS COMMUNITIES AND TO INITIATE A PROCESS OF UNDERSTANDING AT A GRASS ROOTS LEVEL.
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y contacting the ICEA Foundation, they will be able to provide your school with the necessary steps in raising an awareness of Indigenous culture and reconciliation. If your school is keen to get involved, you can make contact via their website: www.iceafoundation.com.au which will point you in the right direction, providing information on the culture and the steps necessary to engage with Indigenous groups of your school’s location and original land to promote reconcilation in your community.
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Beyond the Cocoon
THIS ARTICLE HOPES TO IMPART INFORMATION ON THE CHOICE OF SERVICES AVAILABLE BEYOND THE COCOON OF THE SPECIAL NEEDS CLASSROOM AND MY PERSPECTIVE ON THIS TRANSITION PROCESS AS THE PARENT OF A SPECIAL NEEDS CHILD WHO HAS GRADUATED FROM HIGH SCHOOL : KAREN REID DISCUSSES WHERE TO FROM HERE, WHAT HAPPENS NEXT, AND HOW TO HANDLE THE SWITCH FROM THE SECURITY OF EDUCATION SUPPORT IN SCHOOL TO THE VAST WORLD OF ASSISTED AND ALTERNATIVE TO EMPLOYMENT AGENCIES (ATE)
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THIS ARTICLE HOPES TO IMPART INFORMATION ON THE CHOICE OF SERVICES AVAILABLE BEYOND THE COCOON OF THE SPECIAL NEEDS CLASSROOM AND MY PERSPECTIVE ON THIS TRANSITION PROCESS AS THE PARENT OF A SPECIAL NEEDS CHILD WHO HAS GRADUATED FROM HIGH SCHOOL: WHERE TO FROM HERE, WHAT HAPPENS NEXT, AND HOW TO HANDLE THE SWITCH FROM THE SECURITY OF EDUCATION SUPPORT IN SCHOOL TO THE VAST WORLD OF ASSISTED AND ALTERNATIVE TO EMPLOYMENT AGENCIES (ATE)?
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eing a parent brings many joys, challenges and choices. By the time graduation from high school comes around for your son/daughter, it is the end of an era of secondary education and an exciting period of planning for the future is upon you. There is an air of anticipation for these new beginnings at the threshold of your child’s adult life. Being a parent of a disabled child brings equally as many joys, even more challenges and an overwhelming time of decision-making in choosing the right path for their post-school years. Throughout my daughter’s life, there have been many periods of adjustment as each educational milestone that was met was absolutely an unknown entity. Having three sons prior to my daughter being born, I felt that I pretty much knew what parenting and educating my children was all about. However, nothing prepared me for the journey into the unknown territory of my daughter’s special needs: her developmental delay, her abilities or lack thereof and her limited communication skills. I rapidly realised that it was going to be my lifelong responsibility to be her advocate, her voice and her protector for as long as I had breath in me. Leading up to her graduation from high school, I very quickly had to assume this role in planning for her future. Personally, this time was an immense period of readjustment which was undeniably made easier with the support of the Education Support staff at my daughter’s school; that being said, it was with trepidation that I faced the difficult and worrisome task of choosing the ‘perfect’ Alternatives to Employment Agency for her. I wanted an agency that would meet my daughter’s needs on all levels, care for her in the way I believed she should be cared for, that gave her the opportunity to further develop within her capabilities, which ensured she enjoyed her day to day life and – very importantly – was able to assimilate her into our local community. Then there was the question of funding? What was I entitled to, how do I apply for what is required, would it be enough to let her live her day to day life and allow me to live mine? Hundreds of questions milled around in my mind as her final year at school approached its end.
I was entirely unfamiliar with what the Australian disability services provided due to the fact I had lived overseas for the 12 years prior to my daughter being ‘in the system’ here. However I was fortunate enough to have teachers and teachers’ aides involved in my daughter’s life that genuinely cared for and supported us. The information given to me in the one year that she attended her particular school was second to none. To this day I am grateful to those caring professionals who helped make our transition into post school years as seamless as possible. Nevertheless, there was still a lot that only I could do in choosing that previously mentioned Alternatives to Employment Agency. And so the process began. For my daughter, the process of transition from school to adult life was carried out in Year 12 – the only year she was at her school. For all other students already enrolled in the school, the creation of Individual Transition Plans started in Year 10. Students and their families are actively involved at this stage of planning - I had several meetings with my daughter’s teacher discussing her interests, abilities, life skills, community access, alternatives to employment and any future hopes/plans I envisaged with regard to independent /supported/ family living. This was extremely beneficial as it gave me a point of focus for the future. Then there is the parent/student interview with the Post School Options representative from the Disability Services Commission. This interview is extremely important as it is being conducted in order to assess the amount of Post School Options funding your child will receive to fund their time with their ATE/Assisted Employment agency. For me this interview was not too difficult as I am under no illusion as to what my daughter’s capabilities are. It was not an issue for me as a parent to say that she was very limited in her ability to function on her own in any circumstance. Some parents do however find this part particularly difficult and do not want to express the so called ‘negative’ – instead creating a picture of false positivity to the Post School Options team which ends up biting them in the proverbial as their child’s funding is cut short. It is important to note that once funding is awarded, it continues for as long as your child requires it.
Some weeks after the Post School Options interviews, the school held parent information evenings where several representatives from various ATEs and Vocational Training/Assisted Employment agencies presented what their particular establishment had to offer our children and also informed us of the annual Expos (commonly held at Burswood Complex) – Alternatives to Employment Expo and Abilities Career Expo: The Alternatives to Employment Expo is an annual event hosted by the Disability Services Commission aimed at providing a range of information to individuals and their families in order to assist them to not only make choices about their Alternatives to Employment program provider but also to explore other activities and options that are available for them to engage and participate in. The Expo not only facilitates disability sector organisations (service providers) to showcase their available services, it also allows other relevant organisations to exhibit their services and opportunities they can provide. Regular exhibitors include: Alternatives to Employment providers; Disability Services Commission Local Area Coordination; Centrelink; State Training providers (formerly known as TAFE); Department of Education Seamless Transition; Transperth; Career Centre; Community Living Centre; Ethnic Disability Advisory Council; Companion Card and also a range of other organisations that have attended such as the Swan Friendship Cafe, Accessible Transit and Quad Dreamers – to name a few! I was not quite sure what to expect when I attended the ATE Expo and have to say that I felt utterly overwhelmed when I walked into the Burswood Complex. There were so many stalls, so many different providers to choose from that I did not know where to begin. I actually felt totally lost. On reflection, I would suggest that there needs to be some kind of Directory for new parents on the myriad of Alternatives to Employment Agencies available in Perth giving a little ‘bio’ on each agency and which describes what an ATE is, where best to start on your search and what to do when you decide on your particular favourites – if I had been party to that type of information, it would have made
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To ensure the smooth transition of my daughter and all other students graduating from school at that time, the school, parents/carers and Alternatives to Employment service providers worked together to support their transition to their ATE in their final term of schooling through the Department of Education’s Seamless Transition Program. The Seamless Transition provides opportunities for:
Program
Working together with the school and your son/daughter’s confirmed ATE service provider to plan a transition from school to ATE.
this particular part of the process a lot less stressful. At the Expo there is a representative from the Post School Options team available for you to register your top three chosen agencies there and then if you have made up your mind, or you can take the information packs received from the Expo and mail your chosen three to the DSC after you have had some time to consider each one. This information is then put with your file and you will be informed in due course whether you were ‘successful’ in getting a place with your first choice of agency. If you don’t get number one of your top three, the DSC will work through your list and try to place you with the second or third option on your list. Around the same time you are also informed as to the amount of post school options funding you are to receive from the Disability Services Commission. I was fortunate to get number two on my list and a good amount of funding which meant my daughter could have full-time 1:1 care throughout the week.
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Sharing information about the individual student’s strengths, interests and needs.
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Building strong relationships between the student, parents/carers, school and ATE service provider.
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Additional staff to assist with the transition between school and the ATE service provider.
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The ATE service provider to visit the school and work alongside school staff over a number of weeks getting to know your son/daughter.
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Your son/daughter to visit the ATE service provider one day a week for up to six weeks up until the end of year holiday break.
This process was vital for my daughter who finds change to be most disconcerting. The fact that she was able to meet and familiarise herself with a representative from her ATE prior to starting reduced her stress levels significantly and made for a relaxed, seamless transition into the beginning of her adult life. The journey into the adult life of my special needs daughter is not one that I will ever be able to sit back and say that it’s done and dusted. It will continue to be an ongoing process of making sure she is receiving the best care, the
best opportunities and enjoying her life as much as we do. Two years ago she graduated; she spent her first year out with my second choice agency which I changed at the beginning of this year and she is now being cared for by SMP Fremantle, Assisted Employment and Alternatives to Employment agency. My reasons for changing agencies were purely in my daughter’s interest and so far I have been delighted with the care and variety of day to day activities that she is involved in. As a parent, it is always good to meet with the team of your child’s agency to answer any questions they may have regarding your child’s particular needs and character, as well as to voice your wants and needs. When I met with the team at SMP it was a learning time for all that was completely client focused. I felt that I was heard, that the needs of my daughter were their priority and the lines of communication were opened. I think some parents find it daunting to speak out – I do too – however the love and care I have for my daughter far outweighs any fear I have of being seen as ‘one of those mums.’ I see me voicing my opinions/needs for my daughter’s care as raising the bar. Top class care is what I would want for myself and is what I want not only for my daughter but for all special needs adults in our community. KAREN REID To download a full list of service providers please click on the following link and then click the ‘full listing of service providers’ download link: www.disability.wa.gov.au/ forindividuals/scsd.html For more information on SMP Fremantle click the following link: www.smp.org.au/Default.aspx
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ERODING VALUES, DECLINING STANDARDS IN POP CULTURE AND AN UNSCRUPULOUS MASS MEDIA MEANS 21ST CENTURY ADULTS ARE FACED WITH A POWERFUL OPPOSING FORCE WHICH THREATENS TO DISARM THEIR CHILDREN’S SENSE OF ACCEPTABLE BEHAVIOUR ...THE MASKED EDUCATOR LOOKS AT THIS EVER-INCREASING EROSION OF GOOD OLD-FASHIONED FAMILY VALUES AND WHAT HE BELIEVES ARE CONTRIBUTING FACTORS...
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p until the mid-1960s, the film and television industries operated on a generally accepted code of ethics where positive behaviour and religious values were endorsed, and taboo subjects were ignored or condemned. These industries soon realised, however, that there was an untapped target market that craved exposure to previously-forbidden topics of controversy. Initially, these taboo subjects – such as abortion and incest – were gently eased into the mainstream through allegedly “tasteful” and often
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bland representations in reputable productions, with producers claiming that this sophisticated approach to unsavoury aspects of human nature would serve to educate the general public rather than negatively influence it. Gradually over the years, however, these cautious representations have become graphic and explicit reconstructions of a fabricated reality, coinciding with a steady reduction in the objections from the previously responsible mainstream of society.
At approximately the same time as these initial changes were taking place in film and television, popular music was going through its own ethical evolution. From Elvis Presley to the Beatles, and Alice Cooper to the Rolling Stones, nihilism and hedonism steadily began to replace society’s wholesome values of yesteryear. The film and popular-music industries have followed similar paths in evolving over the past forty to fifty years, to a point now where children and teenagers
are being bombarded with images of morally-challenging behaviour whenever they turn on the television, radio or even their Playstation 3. Prime time television shows are littered with chauvinistic men, immoral women and obnoxious teenagers. Think Two and a Half Men, Entourage and The Inbetweeners. Films that previously would have been referred to as “violent” or “smutty” are now described as “gritty” or “confronting”, meaning their previously taboo content has become much more part of the mainstream. The everevolving horror genre and its associated popularity is in itself indicative of society’s relaxing of standards when it comes to depictions of violence, which are becoming simultaneously more graphic and realistic as time goes by. The music industry continues to manufacture the image of their clients to be more sexually appealing, as if this is the only way one can discover true happiness and popularity. Female artists such as Lady Gaga, Keisha and Katie Perry – while undoubtedly talented – all feel the need to turn to the exposure of their flesh and the continual championing of their sexuality in order to reach superstardom. And male artists such as Chris Brown and Justin Beiber are hardly positive role models when it comes to teaching young men how to behave in a relationship – one of them thinks it’s appropriate to beat up on his girlfriend, the other thinks it’s okay to break up via text message. Yet both of these artists are loved by teenage girls, and admired by teenage boys. And it’s probably best we don’t get started on the role the print media has in all of this. Of course, these aren’t the only images and models of behaviour offered up by the mass media, but sadly, they seem to be the ones most of our teenagers are interested in. They watch, they laugh, and then they try to emulate these idols, for better or for worse. Such is the ever-pervading presence of the expanding media industry; it is difficult to get through a single hour of one’s day without encountering some form of manipulative, sensationalist or self-serving agent of information. The media teach us how to dress, what to eat, what to drive, and even at times what to think. Family and schools are losing authority when it comes to handing out important pieces of advice to impressionable young minds. Three of the main areas in which teenagers are being particularly influenced are body image, sex and violence. Here are just some of the startling facts which can be found:
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Girls are becoming weight conscious as young as eight years old. • 69% of girls say that magazine models influence their idea of a perfect body shape. • Three out of four teens say TV shows and movies make it seem normal for teenagers to have sex. • Young teens rank entertainment media as the top source of information about sexuality and sexual health. • Music videos contain more sex per minute than any competing media genre. • Women are regularly depicted in the role of the sex object, and women in the background are dressed in a revealing, provocative manner 50% the time. • 73% of perpetrators of violence on television go unpunished. • Victims remain unharmed 47% of the time. • 58% of victims show no pain. ** Overexposure normalises this kind of behaviour, making it seem a natural way of living. As their key source of information, teenagers are turning to the skewed, exaggerated, dumbed-down or glamorised perspective of the media, who are more concerned about their bottom line than accurately informing and educating their audience. Life in the 21st century is increasingly challenging due to the constantly changing landscape in regards to advancements in technology and broadening spectrum of standard behaviours. Mass media continues to loosen the shackles on what is deemed acceptable on screen, in print or on the sound waves, meaning younger and younger audiences are being exposed to unwholesome behaviours and values. Parents and teachers play a key role in helping children and teenagers decipher what is acceptable and what is not acceptable within our society. At home, parents must monitor what their children are being exposed to on television, on the net, in magazines and at the movies. Rather than leaving children to their own devices when it comes to these different forms of media, sitting down with them to guide their evaluation of what they are experiencing can always help in developing their core set of values, as well as their self-esteem and attitudes.
conventions used by the medium in order to influence and/or manipulate the audience, especially when it comes to satire which can often muddy the line between how we should and shouldn’t behave. Awareness of the tricks of the trade makes manipulation by the media a lot more difficult to execute. In order to ensure children and teenagers are adequately enlightened to be able to cope with the constant barrage of media persuasion targeted at them each day, it is vital that we are all aware of our individual responsibilities when it comes to educating them in regards to mass media. This awareness will enable a universal approach to combating the negative influence media can have on our society as a whole, and stop the erosion of our core values and attitudes upon which our society was originally founded. THE MASKED EDUCATOR ** Source: www.crisisconnectioninc. org/teens/media_influence_on_youth. htm
If it weren’t for the last minute, nothing would ever get done. So, make the last minute arrive earlier.
In the classroom, media still plays a very important and active role in the education of students of all ages. They are an important part of understanding the world around us, and have many valuable lessons to teach. However, when using mass media in the classroom, teachers must make explicit reference to
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SCRIBE GADGET GURU BRAD TYRRELL EXPLORES AND RATES A VARIETY OF TECHNOLOGY SOLUTIONS TO ENHANCE THE TEACHING AND LEARNING EXPERIENCE...
i-nigma QR Code, Data Matrix and 1D barcode reader T
he idea of typing into your mobile device a long URL often turns many people away using their mobile device to browse the web. Now many individuals have started to use the cameras on their devices to do this for them. A QR code is a 2D Graphical representation of, most often, a website URL that the camera on the device interprets then opens the corresponding website, saving time and effort. I have found i-nigma, created by 3DVision, to be the easiest and most accurate app for QR code look ups. The app delivers a number of other features including sharing a QR code address you have looked up via SMS, Facebook and Twitter. If you want to save time and effort for the
end user, your students or staff, I highly recommend that you start to include QR codes in your invitations. Free QR code generators can be found on the Internet from any source and you simply download them as a picture. Download i-nigma and open the app, scan the code on Page 28 and see how easy it really is.
PLATFORM: iPHONE & ANDROID CATEGORY: UTILITY (APP) COST: FREE
http://www.i-nigma.com/i-nigmahp.html
PLATFORM: iPHONE CATEGORY: EDUCATION (APP) COST: FREE
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ith the increasing number of apps available on today’s devices, many users have wanted to streamline the features of these apps into one app. Produced by Appening Apps, HGP (HAGiPOD) has bought together nine productive features into one single place. Inside the app you have the ability to link directly to any podcast, store worksheets and download them, create flashcards for study, write notes, write by hand, record verbal notes, create bookmarks, integrate with tests and quiz websites and use it as a twitter feed to get the latest developments in the app. The thing that sets the app apart from others is that it does place a lot
http://itunes.apple.com/app/hgp/id427543776?mt=8
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of utilities for our students into one app. Overall, the app has the ability to be used in any teaching context. I would like to see in the next update improvements in the recording feature to graphically show the app is recording your voice and the ability to share that recording with others. I hear also that an iPad version is on its way that looks to be a total redesign of the interface to utilise the screen size of the iPad. (For more details on the HGP Utility see Page 62)
PLATFORM: iPHONE & iPAD CATEGORY: BUSINESS (APP) COST: $5.99
ReaddleDocs O
ften organisation is the number one issue for many teachers and students. The ability to organise your documents on your iDevice really comes down to the app that you decide works best for you. From the beginning I have tried many many apps to do this for me but have always come back to ReaddleDocs. What sets ReaddleDocs apart from the competition is pretty much two really important features for me. Firstly the app itself has the ability to link to your various mailboxes and looks at the attachments. From this, you can easily select the email with the attachment and load it directly into Readdledocs with
the ability to rename the file and put it into folders that you can easily set up. The second feature is the sheer amount of options you have when viewing files. From searching an attachment for keywords, cropping pictures, night mode viewing, printing, resending and the basics of highlighting text etc. The one feature request that I would have, relates to its ability to interact better with .docx (word file) documents, you can read them but some of the features you get with PDF in Readdledocs don’t translate perfectly.
http://readdle.com/products/readdledocs_ipad
ABC Foodi W
hen looking around for apps recently for Home Economics teachers and students, I stumbled across ABC Foodi. This app really surprised me with its graphical interface and has a collection of recipes from various chefs for various occasions. One thing that drew me to write about this app is the feature inside when you are cooking a particular recipe. ‘Cook mode’ enables the user to progress step by step through the instructions. While this is nothing new, the voice control feature is really where it starts to define itself.
PLATFORM: iPAD CATEGORY: LIFESTYLE (APP) COST: FREE Not occurring to me before was the idea that the last thing you want to be doing while cooking is touching your iPad. By flicking the toggle ‘Voice Control’ you now are able to say any word in blue and the iPad will respond. Saying words such as ingredients, back and next lets you progress through the recipe. You can also add notes to the recipe and add the ingredients directly to a builtin shopping list, which can be then emailed. A great app but be sure to speak clearly to the iPad when wanting to cook using voice control!
http://itunes.apple.com/au/app/abc-foodi/id419532133?mt=8
Wunderlist
PLATFORM: iPHONE, iPAD, ANDROID, MAC & WINDOWS CATEGORY: PRODUCTIVITY (APP) COST: FREE
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he idea of creating lists of tasks ‘to do’ has been one of those fundamental processes that mobile devices have always been good at. Wunderlist is cross-platform and has an application for the mac and windows that you can create to do lists on and sync automatically to the app on your mobile device. Alternatively, you can add information into the app on your mobile device and it will sync back to the desktop. You can also set completion dates for various tasks and arrange them into folders. Even better is your ability to share a
list with another, meaning when you create a to do item for an individual and you have shared this list, others will get it updated automatically on their devices. You can also flag a task so important jobs can be highlighted easily and enter notes for that item. The important aspect of this app is that it really is automatic, minimal time and fuss.
http://www.wunderlist.com
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Pocket Video Camera NATIVE RECORDING: FULL 1080P HD AND IN NATIVE .MOV COST: $149.00 – $249.00 (HARDWARE)
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he Kodak PlaySport Zx3 is the new offering in Kodak’s range of ultra-portable hand-held video cameras. With the discontinuation of the FLIP cameras by CISCO and the prevalent use of iDevices with cameras built in, the Kodak PlaySport offers some great features in addition to the standard one we have come to expect. The PlaySports main features of note include the ability record in Full 1080p, in native .mov format and is waterproof to 3 meters. At a time when we want students and teachers to be more
creative, the PlaySport offers the ability to be where the action is. The Camera has both internal memory and takes a single SDHC card at a maximum of 32GB providing more than enough recording space. The only limitation of this camera is it does not have a built-in USB connector and requires either the user to have a SD card reader or the cable supplied with the camera. http://store.kodak.com/store/ekconsus/ en_US/pd/PLAYSPORT_Video_Camera__Zx3/ productID.169976100
STM Skinny for iPad 2 COST: $35.00 - $50.00 iPAD ACCESSORY
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ith the explosive number of iPads 2 being purchased by students, staff and schools at the moment some of the details relating to accessories have been overlooked. I have reviewed several different options for protecting the newly released iPad 2. With prices ranging from $8 on eBay to the most expensive one I tested being $80 plus I have to say that the STM skinny case offered the best overall experience. This case hit some important markers for me. Firstly it was not just a rebadged iPad One case, as many are. The iPad 2 was specifically designed to be skinnier width and it is important that this profile is maintained as much as possible by the case. Secondly, it must offer sound protection in the event of a drop. The
http://www.stmbags.com.au/
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STM Skinny achieves this by including hard plastic corners. While it may look like the Skinny has limited protection, the way that it has been designed ensures that no matter what way the iPad 2 could be dropped, the device can never hit the floor itself. The useability of the device in the case is great with the case creating a perfect angle for typing. The only quality that lets the case down is the case’s prop up mechanism. Due to the material being quite smooth, the case does slip out of its holder more than I would like, a simple redesign of this would result in a much better experience. A tip also if you contact the local STM suppliers, you can get printing on cases for an extra fee.
INDIGENOUS CURRICULUM
I
am neither a teacher nor parent but have a strong belief and passion that one thing missing from a lot of schools is Indigenous education and by that I mean Indigenous history, language, culture for all students to learn respect for the culture and people of this land. When I was in school (I am currently 32), there was barely any education about Indigenous studies and I attended many different schools!! When I was in high school in NSW there was an optional class you could take in Years 10 or 11 about Indigenous culture etc but the class didn’t run because not enough students enrolled! I think it should be compulsory learning at all levels of schooling and in the wider public too! I’m not saying all the pressure should be put on schools to educate about culture but it should be part of a shift in our society to include Indigenous cultural education in TV, radio, newspapers, internet, and schooling. There are some great programs being made, for example ‘waarben time’ which is an Indigenous ‘playschool’ teaching beginner level Noongar language and stories, this is being televised on foxtel but is being made available to schools as well. Also the Noongar radio 100.9fm is a great station that plays a higher content of Indigenous and Australian music as well as running Noongar language programs. I believe if children are brought up with enough knowledge, there would be much more respect both ways. If people have the knowledge they make better choices. PRITA – FREMANTLE, WA SCRIBE: Thank you Prita for your valued comments. Throughout the Public, Private and Independent Systems of WA Education, there are a variety of initiatives that have been implemented (particularly over the last 10 years) to create a greater awareness of Indigenous Education and culture. Schools around WA have many processes and programs in place for their Indigenous students, some of these are policy-driven and require ongoing funding for future development. Check out the following website: www.aussieeducator.org.au/education/ specificareas/indigenous.html
The Indigenous section of this site highlights detailed programs and initiatives assisting the wider community to increase their understanding of Indigenous culture and history. Many schools in both the public and private system now have an AIEO (Aboriginal and Islander Education Officer) OR Aboriginal Liaison Officer whose primary role is to raise the awareness of Indigenous culture in schools and to provide support and assistance to Aboriginal and Torres Stait Islander students, their parents/ guardians, the School Community through knowledge, understanding and sharing of the history, language and culture. This includes celebrating NAIDOC Week, Reconciliation Week, Australian Schools National Sorry Day etc. This commitment by schools to employ someone in this coordinating position is a step in the right direction for both indigenous and non-indigenous people, schools and communities.
A GOOD DINNER CONVERSATION
S
ome dinner guests were sitting around the table discussing life.
One man, a CEO, decided to explain the problem with education. He argued, ”What’s a kid going to learn from someone who decided his/her best option in life was to become a teacher?" To stress his point he said to another guest; "You're a teacher, Bonnie, be honest, what do you make?" Bonnie, who had a reputation for honesty and frankness replied, "You want to know what I make? (She paused for a second, then began...) "Well, I make kids work harder than they ever thought they could. I make kids sit through 40 minutes of class time when their parents can't make them sit for 5 minutes without an iPod, Game Boy or DVD. You want to know what I make? (She paused again and looked at each and every person at the table) I make kids wonder. I make them question. I make them apologise and mean it.
I make them have respect and take responsibility for their actions. I teach them to write and then I make them write. Keyboarding isn't everything. I make them read, read, read. I make them show all their work in Maths. They use their God-given brain, not the man-made calculator. I make my students from other countries learn everything they need to know about English while preserving their unique cultural identity. I make my classroom a place where all my students feel safe. Finally, I make them understand that if they use the gifts they were given, work hard, and follow their hearts, they can succeed in life. (Bonnie paused one last time and then continued.) Then, when people try to judge me by what I make, with me knowing money isn't everything, I can hold my head up high and pay no attention because they are ignorant. You want to know what I make? I MAKE A DIFFERENCE! What do you make, Mr. CEO? His jaw dropped, he went silent. A truly profound answer!!! Teaching is the profession that makes all other professions possible! JAMIE – EMAIL SUBMISSION SCRIBE: What a great submission Jamie, I hope all teachers read this and understand the wonderful work they do, although not always appreciated!
A TRUE CONNECTION
I
did not quite know what to expect from SCRIBE Magazine, was it just going to be more teaching theories and curriculum information aimed at teachers? Would it be something I as a parent could read, enjoy and connect with? The Magazine seems to be promoted to parents as well as teachers. I am very happy to inform you that I was surprised and delighted to find that SCRIBE provided me with an eclectic mix of articles, that it was a GREAT read and that I felt the articles ‘connect’ with me. I was inspired by the article about
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“The School of Hope” and after reading it, feel very grateful for the education system my children are privileged to have and that I often do take for granted. The article “School of Hope” made me realise how lucky we truly are in WA. I also love how SCRIBE promotes, “Celebrating Education in Western Australia”. We really should celebrate what we have and it’s about time we blew our own trumpet. I am very much looking forward to the next issue of SCRIBE. ANNE – ARMADALE, WA
GETTING ON BOARD
I
have recently gone back to teaching in a relief capacity after spending the last 7 years at home after having my two children. Last week I was working in a Year 5 Primary classroom and I was stunned to find there were no large whiteboards in the classroom but a very large ‘Interactive whiteboard!’ I feel I have stepped into an entirely different industry since my last job and am feeling completely lost! I can’t believe how quickly things have developed (technology-wise) and I feel I need to learn everything all over again!
The worst part about it is, I used to feel totally in control when I was full time, but after that particular day I found I was asking more questions of the students than they were of me. THERESA – SCARBOROUGH, WA SCRIBE: Theresa, you have come back into the industry after some very big changes in the classroom, and unfortunately it is only going to get more complex. Classroom teaching has undergone radical changes in recent years. Blackboards have been replaced by whiteboards and now they EVEN have access to the internet! Laptops, iPods, iPads and digital cameras have become classroom tools used as regularly as pens and paper. By 2020 it’s likely that students will no longer have to carry heavy text books or need lockers to store them in, because all the information they contain will be downloaded onto tiny digital devices. Although this is a very exciting time for Australian schools, we have no doubt there are some educators worried about what impact technology is having on student learning.
A
s part of our ONLINE e-SCRIBE Newsletter we advertised a subscription competition in May/June 2011. SCRIBE Sponsors, “KidzaBuzz” gave away TEN of their Voucher Books containing hundreds of exciting ideas and activities for WA families. The subscription winners were; •
• • • • • • • • •
Mrs Rose Moyle – St Josephs School, Pemberton St Pius X Catholic College – Como Miss Justine Platel, Curtin University Mr Gary de-Vries, Applecross Safety Solutions Beeliar Primary School – Beeliar Ms Helen O’Toole – Padbury Catholic Primary Ms Lisa Legg – St Stephen’s School, Duncraig Mrs Hillary Bradley – Perth College Ms Di Turner – John Forrest Secondary College, Morley Mr Larry Gleeson – Adam Road Primary School, Bunbury
Sub-SCRIBE to SCRIBE via our Website or via the Magazine (Page 28) to be eligible for Competitions and Monthly Prizes! www.scribemagazine.com.au Join the SCRIBE online mailing list TODAY and receive the monthly e-SCRIBE Newsletter. www.scribemagazine.com.au/Content/mailing_list
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