Term 3 In Focus 2015

IN FOCUS Links to articles Cover Story : . Page 10 Know More About CCITL : . Page 8 Foundation Dinner: . Page 12

Te r m 3 , 2 0 1 5 christiancollege.vic.edu.au

Learning Power Muscles R esourceful

R esilient

R eflective

R eciprocal

Absorb

Question

Remember

Interdepend

Get in the ‘flow’ when learning

Ask fabulous questions that help you learn about things

Use effective ways to remember important things

Know when to learn alone and when to ask for advice

Manage Distractions Recognise and manage your distractions

Notice Pay attention to things and notice details about those things

Persevere Keep going even though you may feel like giving up

Make Links Connect new ideas to things you think and know already

Imagine Picture/imagine how things might look, sound and feel

Reason

Plan Plan steps so you don’t waste time and energy

Revise Rethink your position after you have more information

Distil

Give reasons for how you got to an answer

Take time to think about useful lessons you have learnt

Capitalise

Meta-learn

Have ways of finding out when you don’t know things

Think about how you help yourself become a better learner

Collaborate

From the Principal

Know what it takes to learn as part of a team

Empathise and Listen Pay attention to other people’s ideas and feelings

Imitate Watch and imitate others to accelerate your learning

An Education Worth Having Is.....

In the changing climate of education, I have decided to continue the conversation on this important topic. Recent studies have revealed further evidence of the changes expected to the workforce, with many of the current occupations disappearing and new vocations, that we have not yet imagined, emerging in the future.

recent Campus newsletters introducing the features

We are delighted with the development of the

of ‘Building Learning Power’, the development of

learning that the students involved with BLP are

‘learning muscles’ and their related benefits that

demonstrating and are excited about what the

we have introduced to our students in the Middle

future holds.

Schools. The success of this approach will see a common language and framework introduced

To this end how do schools rise to the challenge and create

throughout the College in the future. Building

the right learning frameworks for students? We know that

Learning Power (BLP) has been the work of Professor

information is readily available from a vast range of sources,

Guy Claxton at ‘The Centre for Real World Learning’ at

some reliable and others not. The education system of the

The University of Winchester in the United Kingdom

past has been mostly concerned with information, recall of

and is an evidence based program that is a generic

facts and the teaching of skills. This served the learners of

preparation for life in our complex world. It develops

the day, but the needs of the 21st century learner are vastly

verbal, digital, symbolic and emotional literacies to

different.

equip students as 21st century learners.

Earlier in the year I introduced our staff and students

Building Learning Power In recent years Christian College has embarked on a journey to reshape our learning landscape. Our clear focus upon continuous self-improvement has led us to review our practice as educators and to explore new horizons. You may have read the interesting articles that have been included in

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to the renowned work of Professor Carol Dweck from Stanford University and the concept of developing a ‘Growth Mindset’. Professor Dweck describes Building Learning Power as, ‘…a superb, innovative

Creating a Culture of Thinking Together with the development of learning muscles, teaching staff have been incorporating some ‘Visible Thinking Routines’ as part of their practice.

These strategies assist students to think more deeply about their learning and highlight the process of learning rather than the emphasis of the finished product.

As we continue our learning journey at Christian College, it is our clear aim to create and develop a culture of thinking. A thinking culture creates powerful learning opportunities in classrooms.

and important program. These schools will turn out not only high achievers but great all round learner and leaders.’

christiancollege.vic.edu.au

from the Principal (cont...)

This term, the Heads of Campus and I had the privilege of hearing Ron Ritchart, Senior Research Associate of Project Zero at The Harvard Graduate School of Education, as a guest speaker at ‘The 5th Cultures of Thinking Conference’ in Melbourne. Doctor Ritchart is the co-author of “Making Thinking Visible” and his work outlines the 8 cultural forces that can be directed to learning. These include the use of time, the provision of opportunities, routines and structures to support individual thinking, using a language of thinking and reflecting on thinking, modelling of thinking and a process where thinking is visible, interactions and relationships that value a spirit of collaborative inquiry, the physical environment that promotes thinking and expectations that focus on the value of thinking and learning.

to give the way we question our students a more fundamental thinking-centred role - to wonder in a way that has a driving hunger to find out and figure out.

When talking about wondering questions David Perkins also states ‘Comfort with, and a feel for such

Wondering to Learn

questions, helps us to deepen content learning, cultivate thinking skills and disposition, and develop

The best way I can summarize the education we are creating for our students at Christian College is captured in the words of the notable educator Professor David Perkins, Research Professor of Teaching and Learning at Harvard Graduate School of Education. He encourages educators

learners who thrive in today’s and tomorrow’s world.’

It is my strong desire to see our students wondering at the world they live in and share with humankind, seeking to make a positive difference through their contributions.

The provision of a thinking curriculum together with BLP will see Christian College at the forefront of learning, thus truly providing - an education worth having.

Glen McKeeman Principal Glen with Professor Perkins at The Harvard Graduate School of Education in Boston USA 2014

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Student Feedback

- Creating powerful learning opportunities!

At Christian College, feedback is an integral function in the teaching

and identifying areas for further improvement. John Hattie’s visible

and learning process. It provides teachers, students and parents

learning research (2009) identified that students self-reporting grades

with information about past and present learning experiences

was a major indicator and influence on student achievement.

and sets the direction to inform future teaching and learning opportunities.

Feedback is equally vital in schooling and performs a variety of

Dinham (2008) identified four questions students seek from feedback:

functions including recognising, correcting, encouraging, challenging

•

What can I do?

and improving student performance. (Dinham, 2008)

•

What can’t I do?

•

How does my work compare with my earlier work?

•

How can I do better?

Feedback for Learning Feedback from others enables students to assume greater responsibility for their learning. Students should also be involved in

Powerful feedback occurs when the learner understands the gap between

assessing their own work, reflecting on what it is they have done well

their current level of performance and that of the desired performance.

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Feedback for Teaching Teachers use feedback from students or peers to inform and shape future instruction and strategies for implementation. Teachers utilise three interrelated components to impact student achievement (Fisher and Frey, 2009). These include the following: feed up (clarifying the learning goal) feed back (responding to student work) feed forward (targeted future teaching)

christiancollege.vic.edu.au

Student Feedback (cont...)

Feedback for Parents One of the significant benefits of teachers involving families as

The teacher records results for a learning task and provides feedback for the student based on Hatties model for effective feedback.

The student is able to access the feedback online, but cannot see a grade or place in cohort, forcing the student to read what has been said.

partners in the feedback cycle, is that parents themselves are able to provide additional informed support for student learning at home. Parents receive feedback regarding student performance by a variety of means. In the main, such feedback has been communicated to parents via the Student Organiser, Email, the Assessment task itself, verbally via a learning conference and ultimately on a Student Report distributed at the completion of

Once the student has published their reflection, the mark will be available for both the student and their parents to see.

each semester.

The student must reflect on the feedback and provide comment on what they are planning to change in order to adopt the recommendations the teacher has suggested.

Recent research suggests that students are best equipped with timely feedback, which clearly articulates the goal students were to

In 2016, Christian College will be moving to an ‘In time’ reporting

However, parents will be able to access specific academic data

reach and the gap between their performance and that goal

model (similar to that outlined in the figure here) delivered via the

derived throughout the semester via the Parent Portal.

(Hattie 2007).

SEQTA Learning Management System. This model has been used in

A recent study by Hobsons (2014) of over one thousand parents from all school sectors across Australia, found that parents generally felt that they were receiving feedback ‘after the fact’, rather than as and when it happens, allowing them little opportunity to coach and support their children to improve before the next task or learning experience.

If parents are to support the learning process, then it is necessary for them to likewise receive timely feedback on their child’s education, rather than having to wait for the semester report. Technology now provides a medium whereby parents can access information at

a range of other schools to great effect. The idea is that feedback will be linked to learning experiences and tasks across the duration of the semester and delivered via the SEQTA Parent Portal immediately after it has been assessed, with parents being able to view the

together to build a community around each child to foster their personal success.

Further information, demonstrations and presentations will be

this data and feedback throughout the semester, supporting your

conducted for parents in due course and in to 2016.

child’s progress, identifying areas for improvement and celebration, rather than having to wait for the semester report.

A summative semester report will still be provided for each student in a reduced format to that which is presently distributed. A Homeroom/ Housegroup report will be maintained, along with a summary of progress in ‘Self-Management’ and overall academic performance

College we hope to leverage off this benefit to provide more ‘in

on a continuum relevant to the expected Australian Curriculum

time’ feedback regarding student learning, self-management and

Standards. Instrumental Music Reports will continue to be included.

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system will present for staff, students and parents as we partner

teacher feedback, marks and student reflections. Parents can track

anytime and anywhere from a number of devices, and at Christian

progression against the learning standards.

We are excited about the powerful learning opportunities this new

Should you have any questions regarding the new ‘In time’ reporting format for 2016, feel free to contact me at the Bellarine Campus on ph. 5253 2998.

Kind regards, Scott Elliss Vice Principal and Head of Bellarine Campus

christiancollege.vic.edu.au

Encouraging International Relations Bellarine students making traditional pavlova with the Japanese exchange students

For two weeks in July and August Christian College once again played

In today’s world, it is of great importance for us to actively

host to a short-term exchange group from our sister school in Wakayama,

encourage international relations in the younger generations.

Japan. 29 students, representing the largest group ever to visit us, were

By bringing these young people together through our program,

accompanied by 3 teachers and a wonderful time was had by all.

we are helping them to be understanding of cultures different

During their stay the students from Naga High were treated to many ‘Aussie’ activities such as boomerang throwing, damper making and some even went to AFL matches. As well as doing these exciting things

to their own and to see people as people no matter their nationality or their heritage.

Once again, many new friendships have begun and lifelong

with their host families, the group visited each of the Christian College

bonds formed making this yet another truly successful visit.

campuses thoroughly enjoying the different things that each one had

Mrs. Carol Milton-Garner wishes to express her sincerest thanks

to offer and had English lessons almost every day. The highlight of

to the host families, all participating staff members for their

each campus visit was the opportunity to spend time in the College

generous involvement and the Senior Campus for its hospitality

community eating beautifully prepared lunches while sharing time,

during the visit.

getting to know new people and making new friends.

Naga High School teachers enjoying a football match

The relationship that Naga High School and Christian College share together is something quite remarkable. In this, our 23rd year of exchange, we were witness to how the relationship continues to grow.

The large amount of visiting students saw it necessary to have host families across three of our campuses showing not only an increasing number of students wanting to visit us, but also the willingness of our own College families to accept these guests into their homes and their lives. Without host families there simply cannot be an exchange.

Stephen Brewster LOTE Assistant

Bonding time at Senior School

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What Are You Thinking?

What if I told you that your thoughts control your life? What if I

1. The art of self talk… for every negative thought (eg. I can’t

told you that what you think becomes what you believe? This, in

do this. That person doesn’t like me etc) we need to replace it

turn, then influences our actions, worldview and purpose in life.

with a positive thought… Each week at Middle School we email

Henry Ford once said ‘Whether you think you can or you think you

a bible verse to our students, in the hope that these words

can’t, you are right.’ This proves to be true in so many of our lives,

would encourage and strengthen them – that these words

especially our young people. The set of thoughts, mindsets and

would replace the negative thoughts in their minds.

beliefs that our students have about themselves influence their academic outcomes. Many of the conversations that I have with students deal with issues that all stem back to their ‘thought life’. All of us have a set of thought patterns in our minds, created over years

2. Keep at it! Reinforcement is KEY! The thought patterns in our mind are there from years of thinking the same way, therefore, they are not going to change over night. We must keep reinforcing the new thought pattern – this might be

through experience, internal and external influences.

reciting a positive phrase at the start of the day. For example,

The Bible says in Romans 12:2 – Do not conform to the pattern of this

‘Today is going to be a good day.’‘ Today I choose my emotions,

world, but be transformed by the renewing of your mind…

they do not choose me!’

This speaks of us actually being able to choose what goes on in our

3. Our words have power! Let us remember to keep our words

mind… Not in some weird mind-control, X-Men kind of way, but

positive and encouraging. There is enough negativity going on

in a ‘you do not have to believe everything you think’ kind of way.

in the world that our students are exposed to through social

Our thought life can be our best friend or our worst enemy. Let us

media, television and other sources, much of it we probably

consider our negative thoughts are like flies… annoying, distracting

know very little about (although the chaplaincy team does get

and persistent while we are trying to focus on something. Often our students are battling these ‘flies’ during class time. We need to teach

a bit of insight!) Let us be proactive in starting positive, lifegiving conversations. Let us start early and never stop.

them how to swat those flies, so here are some tips we could be talking to our children about:

Georgina Kettle Middle School, Highton Chaplain

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Know More About

CCITL The Bachelor of Education (Primary) prepares students to teach What is CCITL?

professionally in a range of primary school settings. This course is

The Christian College Institute of Teaching & Learning (CCITL) is the

designed to be interactive, practical and to have academic rigour.

Geelong campus of Tabor Adelaide, a Christian tertiary education institution. As such, it is a registered private provider of governmentaccredited courses. The Tabor degree programs offered by CCITL go through a rigorous assessment process before being accredited by the Tertiary Education Quality and Standards Agency, a national accrediting body.

As with the major universities the degree programs are reviewed regularly by an Academic Board which includes independent members from various universities.

This degree covers all areas of the primary curriculum, including English, Arts, Technology, Primary Mathematics, Primary History and Geography, Integrating Science and Technologies, Health and Physical

What are the advantages of studying in Geelong at CCITL? There are many advantages in studying at CCITL. Some of these are: 1. Small lecture and tutorial classes ensuring personalised instruction and individual support for all students.

Education. The Christian foundation of the course enables students

It is a big step from secondary education to attending a tertiary

to prepare for a career in teaching that will align with their Christian

institution. In many cases lectures may be presented to classes of up

worldview, regardless of the education system in which they choose

to 200 students and this is not changing. Emeritus Professor Frank

to teach. This course is designed as an undergraduate course for

Larkins recently told ABC Fact Check that university classrooms have

students, including mature-age people, who wish to go into primary

grown dramatically in size since 1990.

teaching. It is a four-year course.

Consequently, many students get lost in such an environment and

The Master of Teaching (Primary) is a pre-service teaching

drop out of their tertiary studies in their first year. A recent census

qualification designed to prepare professionally competent graduates

stated that one in five domestic students leave their studies by the

What courses are offered at CCITL?

for the teaching profession. This is a two-year course for people

end of the first year – that is, more than 27,000 first year students

In 2016 two teacher education degree programs will be offered in

already with a degree that is relevant to the primary school or primary

abandon their higher education dreams. One of the reasons cited is

Geelong. These are:

curriculum. This course focuses on primary teaching and enables

class size.

1. A Bachelor of Education (Primary) course, and

(social, spiritual, emotional and cognitive learning) of the various age

2. A Master of Teaching (Primary) course.

ranges of primary students. In Theory and Professional Experience

pre-service teachers to understand and appreciate the unique needs

subjects, students develop a range of knowledge and skills in primary curriculum learning areas, appropriate teaching strategies, student well-being and behaviour management. Focus is also given to

At CCITL we are committed to small classes and to being a community of learners where the student is known by name, is provided with additional help and support when required and the pastoral care they experience at secondary school is continued and available for them.

establishing a solid understanding of teaching literacy and numeracy within a primary school setting.

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Know More About CCITL (cont...)

2. Early practicum placement fully supported by CCITL staff as

A Tabor degree in education from CCITL is a nationally accredited

HECS-HELP is a Commonwealth Government loan scheme that

mentors.

degree and allows you to teach in any one of the three recognised

applies only to students in Commonwealth supported places to

education systems: government, independent and Catholic.

assist them in paying the student contribution. To be eligible for

In some tertiary institutions, pre-service teachers do not get into schools, until late in their first year or, in some instances, not until

HECS-HELP at CCITL you must be an Australian citizen or the holder Who will be lecturing at CCITL and what are their qualifications?

of a permanent humanitarian visa. For more information please go to

their lecturers are unable, mainly through financial and time

As mentioned earlier CCITL employs lecturers who continue to have

the CCITL website: www.ccitl.com.au

constraints, to visit and support both the student and the host

classroom experience and who understand the daily demands,

classroom teacher.

challenges and expectations today’s teachers face. Initially these

their second year. Further, in many cases, when they are in schools

At CCITL we are committed to early school placements – how else are you going to know if this is really for you! We also have

people have been selected from the pool of experienced and competent teachers from Christian College, Geelong.

arrangements for our staff to visit students while they are on their

All CCITL staff have the appropriate qualifications, that is, a Master’s

practicums to support them and to offer advice and guidance.

degree or higher in their relevant field. All have gone through two stages of selection – first an internal selection criteria and then a

3. CCITL is part of the greater Christian College Geelong network.

Related to the previous point, the reality is that there are some things that a pre-service education student can only learn in a school context, which makes the partnership between universities

second selection process by Tabor Adelaide. Finally, all staff have then had to be accredited and receive Academic Standing from the Tabor Adelaide Academic Board. Just under fifty per cent of the CCITL staff are working towards doctorate degrees.

and schools incredibly important. Many government inquiries into

What financial help is available to me?

teacher education over the past decade – both federal and state –

CCITL, through Tabor Adelaide, is able to offer a number of

have advocated a closer connection between schools and teacher

Commonwealth Supported Places in Teacher Education for those

education tertiary institutions and have called for school-based

studying at the Bachelor level. Students in these places are

programs and greater school-university partnerships.

Commonwealth supported students and do not need to pay tuition

CCITL employs lecturers who continue to have classroom experience and who understand the daily demands, challenges and

fees but need to pay a student contribution which is significantly less than the full tuition fee.

expectations today’s teachers face. This places CCITL in a position to

HECS-HELP is a Commonwealth Government loan scheme that

readily facilitate a school-tertiary partnership.

applies only to students in Commonwealth supported places to assist them in paying the student contribution. To be eligible for

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christiancollege.vic.edu.au

Junior School Book Week Parade

Fostering a Love for Reading A famous quote from Doctor Seuss says ‘The more that you read, the

of our children, stimulates their natural curiosity and supports

Indigenous Literacy Foundation Great Book Swap endeavours to

more things you will know. The more that you learn, the more places

brain development. Exploring stories also helps our children learn

spread quality children’s books to remote Indigenous communities.

you’ll go.’

the difference between ‘real’ and ‘make-believe’ and assists them

Each year Junior School students enter into the spirit of Book Week

Reading books and learning literacy skills is a vital part of a child’s

to explore and make sense of their own ideas. Listening to and

by dressing up as a character from a book they have read. There is

development. To be able to read is such an empowering gift,

discussing new situations presented in quality literature during

much ado finding the costumes and the books that match, but the

enabling you access to unending knowledge and information.

Library sessions is a safe way to comprehend change and develop

deeper and more important focus to this day is promoting reading

more complex understandings of relationships and events in our

and a love of literature. On the day of the Book Week parade the

world.

excitement was at fever pitch. Many children carried a loved book

students to grow a love for books and find their passion to read

Special events throughout the year bring reading and literacy to

identifying their character. Lead by their teachers, the children

from a young age. This passion is sparked especially in the Library.

the forefront and continue to foster our students’ love for books.

excitedly paraded around the front roundabout showing off their

The Library is a very special place where students can come and

Such events that we have enjoyed recently include Book Week and

costumes to the gathered students and parents. The music added to

feel safe, to have some time for themselves and enjoy a book taking

Indigenous Literacy Day. Book Week recognises the best of the new

the atmosphere of excitement and celebration.

them to ‘a land far, far away’. Reading stories sparks the imaginations

publications our Australian children’s authors have written while the

Helping children learn to read, especially in the early years is a priority for Christian College teachers. The key is to encourage

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Fostering a Love for Reading (cont...)

The festivities flowed over into lunchtime story times (presented

Junior School students brought along a favourite book that was

by Mr McKeeman and Mrs Nott) and assembly where some

swapped with another student, for the cost of a gold coin. To see

students, still in costume, presented mature and articulate reviews

the students ‘shopping’ for a book, discussing its contents and the

of favourite short-listed books to the students. The professional

illustrations showed discernment and a genuine love for books.

presentations encouraged children to try books that they might

The money raised from this event was donated to the Indigenous

otherwise have thought unsuitable for them. The Junior School

Literacy Foundation to assist them to provide positive literacy

Library is open on Tuesday, Wednesday and Thursday at lunchtime

experiences to young Indigenous students. The Indigenous Literacy

and children come in to try books, borrow, read and share stories they love.

Foundation focuses attention at the local level and translates books into the first language of the community. In addition, community

Books truly light up our world in so many different ways. They shed

stories are written down and published for the children in that

light into dark places by bringing education to those who want it.

community to read and enjoy.

Books bring the world to life for us, enabling us to travel to distant lands without leaving our homes and even venture into space or fantasy worlds. They empower us, entertain us, educate us and

Our donations ensure the program will continue to grow and flourish.

bring us closer to others. Books help us to grow as human beings.

-Susan Stephenson The Great Book Swap has been another exciting event that emphasised our commitment to literacy and learning. The Great Book Swap is an initiative created by the Indigenous Literacy Foundation as a way of marking Literacy Week. The Indigenous

Helen Kreek

Literacy Foundation aims to raise funds to improve literacy levels

Junior School Librarian

and the lives and opportunities of Indigenous children living in remote and isolated regions of Australia.

Students raising money in the Great Indigenous Book Swap

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christiancollege.vic.edu.au

Foundation Dinner This year we celebrate the 35th anniversary of Christian College Geelong and in addition we celebrate the 1st birthday of the Christian College Foundation.

In establishing the Foundation, we stated our goal was to provide a funding source, independent of student fees, which was to be used to support students from families with disadvantaged backgrounds, those experiencing particular hardship and to fund new initiatives, locally and globally, to enhance the educational program of our students. Our aim also included the long term viability of the College in these ever changing times.

Over the past 12 months we have appointed a Foundation Board, comprising a group of passionate people with diverse skills, talents and backgrounds. We have carried out all legal requirements and in doing so are thrilled to report that we have been granted full tax deductibility for all donations made to the Foundation.

To coincide with our anniversary we are pleased to announce our 1st major project called the `Community Access Scholarship`. Details of the initiative will be outlined at our dinner celebration and associated College correspondence.

We look forward to you joining with us and partnering this wonderful program both now and into the future.

Sincerely, Michael Peck and the Christian College Foundation Board

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christiancollege.vic.edu.au

Accelerated Opportunities for VCE Students VCE Higher Education Studies at Deakin University Students who will be studying a Unit 3/4 subject in 2016 can apply for the Higher Education Studies program at Deakin University at no extra cost.

Units offered are in Criminology (recommendation from the school is needed), Health Practice & Research and Psychological Science. Students need to be studying or have already completed Units 3 and 4 of the corresponding subjects.

•

All units are studied on-line

•

Successfully completed units can contribute to your end of year ATAR score as fifth or sixth subject. (Please be aware Christian College will not provide extra spares for those enrolled in these courses.)

•

There are no costs involved in this program

•

Christian College will provide an opportunity for students to collaborate either during their spares or after school with other Christian College students also studying the same course.

For more information regarding this accelerated opportunity please go the Deakin Website:

http://www.deakin.edu.au/study-at-deakin/study-options-and-pathways/vce

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christiancollege.vic.edu.au

Junior School, Belmont A Picture Tells 1000 Words As a part of our Literary studies the students in Year 3 have been writing their own picture story books using the procedural text type as a guide.

Their storybooks are based on the children’s book ‘How to Sneak your Monster into School’, by Chris Francis. The students chose a place where they would like to sneak their monster into and then wrote, illustrated and created their storybooks.

Once they had finished they visited the Prep classes and read their books to the Prep children.

Hands-On Learning

ar 3 ords: Ye s 1000 W Preps ll e T re A Pictu to the reading students

Nature Investig ation: Learning in the Botanica l Gardens

As a part of the Year 2 Integrated Studies ‘Materials and Movement’ focus, the students have been exploring different concepts through hands on activities.

The students explored how paper is made and how this material is used within our world.

As a part of this, they had the opportunity to explore the process of paper making and have a go themselves, which was a fun and engaging way for the students to learn.

Nature Investigation: Exploring the plants

Nature Investigation During Term 3, the Prep students have been learning all about plants and have really enjoyed planting their own seeds and watching them grow in class.

To enhance their investigation on flora, the children had a wonderful time at the Geelong Botanical Gardens recently, where they learnt some very interesting information about various plants and trees.

During the guided tour of the gardens the students soaked up the natural environment, smelling, feeling and seeing all the fascinating plants and trees that the garden has to offer.

Hands-On Learning: Paper making in full swing

Relationship Blessing At Christian College Junior School we are very blessed by our community connection with the residents at Sirovilla Retirement Village. Over the past few years this relationship has strengthened and grown in a variety of ways. Students from our Choirs and Strings Ensembles visit the residents at Sirovilla and perform for them and Sirovilla residents join us for services such as the ANZAC service here at Junior School. We have been fortunate to receive a donation of wooden logs from Sirovilla that have value added to our outdoor play environment. Most recently we have had the privilege of having residents come and listen to the students read. It is beautiful to watch the bond and relationship the students have with these volunteers.

Proverbs 22:6 (ESV) 6 Train up a child in the way he should go; even when he is old he will not depart from it.

Relationship Blessing: Special time with the Sirovilla residents

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christiancollege.vic.edu.au

Middle School, Highton Book Week 2015 Each year Book Week is a highlight at each campus library.

It is an opportunity to encourage a love of books and of reading for pleasure, as well as interpreting, analysing and evaluating literature.

At Middle School, the library was decorated and activities were set up for lunch-time participation. Who could Book Week 2015: Guess the teacher by seeing their childhood photo and favourite book!

resist reading in the dark (BYO torch) with a mystery storyteller?! The homerooms are introduced to appropriate Book Week 2015: Middle School students engrossed in Library activities

shortlisted books through display of the covers, reading of the blurb and a relevant prayer.

Motivational Media The Middle School Annual Motivational Media presentation again delivered a dynamic, high-powered, high impact production. Viewed on a 10 metre wide, 3 screen format, there was plenty to engage the Middle School students. This year the show was called ‘Jigsaw’. Punctuated with well known music of the positive, uplifting variety, students were presented with relevant messages based on real life Australian stories intended to help build resilience, empowerment, help others and themselves.

State Football Winners Congratulations to the Highton Year 5 and 6 Girls Football team on winning the School Sport Victoria State Final.

They played superbly in perfect conditions, with the sun shining. The day started with a tough semifinal match, finishing on top 21 to 17. The State Final was played that afternoon against Greenhill Primary School and the girls Jigsaw ts working on Media: Studen l na io at iv n. ot tio M enta ired by the pres activities, insp

Tournam ent o working th f Minds 2015: Stud ents rough the challenge s

won comfortably resulting in a final score of 33 to 6. Congratulations to everyone involved including Coach Mrs Sally Bishop, Team Captain Rhiarn Shaw, Year 6 and Assistant Mr Aaron Collins.

Tournament of Minds 2015 On August 23rd three teams from Middle School participated in the Tournament of Minds challenge at Deakin University. They prepared all year for the big event, with skills training in Term 1 and 2, and working on the challenge at lunchtime and after school throughout Term 2. The students demonstrated perseverance and commitment to complete their long-term challenge and presented wonderfully on the day. All three teams, comprised of 21 students from Years 5 to 9, are to be commended for the way they worked cooperatively and

Tournament of Minds 2015: Students really enjoy being challenged and thinking ‘outside the box’ with the yearly tournament

demonstrated dedication to completing the tournament so well. Minds challenge at Deakin University. They prepared all year for the big event, with skills training in Term 1 and 2, and working on the challenge at lunchtime and after school throughout Term 2. The students demonstrated perseverance and commitment to complete their long-term challenge and presented wonderfully on the day.

All three teams, comprised of 21 students from Years 5 to 9, are to be commended for the way they worked cooperatively and demonstrated dedication to State Football Winners: Girls overjoyed with their State Final trophy

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completing the tournament so well.

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Bellarine Campus, Drysdale Fair Go Mate As a part of the Year 3 and 4 ‘Fair Go Mate’ Integrated Studies unit, the classes had the opportunity to participate in an activity day where they got to explore the different ways that charities and community organisations help people. Through first-hand experiences, the students were able to learn about the inner workings of organisations such as the Red

Fair Go Mate: Salvation Army Visit

Empowerment Program: Learning in the self defence class

Cross, Lions Club, Knit One Give One and the Salvation Army.

Junior School Japanese Speech Contest The Annual Junior School Japanese Speech Contest was held on July 23rd at the Bellarine campus. 34 students from Years 1 to 4 participated in the contest and impressed the judges and audience with their outstanding performance. Due to their diligent practice of the pronunciation and delivery of their speeches, they acquired skills which will stand them in good stead for their future study of Japanese. We are very proud of all the participants and congratulate them on their excellent achievements.

Let’s Get Moving’ Fair Go Mate: Learning about the sorting process at the Salvation Army

Japanese Speech Contest: Concentration is key

Recently the Year 1 and 2 students participated in a ‘Let’s Get Moving’ day as a part of the ‘Materials and Movement’ Integrated Studies Unit. Students used a variety of thinking strategies to explore ways in which they could enable different materials to move. Using a variety of materials, students planned and designed together in order to create their own

Let’s Get Moving: Experimenting with the different materials

moving invention. A fun filled day of learning was had by all!

Year 9 Girls Empowerment Program For the first five weeks of Term 3 the Year 9 girls participated in an empowerment program. The focus of these classes was to empower our girls so that they can empower others. The students were led through a series of devotionals where we looked at such topics as: the power of words, celebrating our uniqueness, dreams and goals, the media and me and what does God say about me. Theyalso undertook a self-defence class where they gained a sense of strength and confidence.

Japanese Speech Contest: Winners are grinners

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Empowerment Program

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Senior School, Waurn Ponds Jesus in the Modern World Year 10 ‘Jesus in the Modern World’ students have been visiting the McKellar Centre on Monday afternoons in Term 3. The students have been meeting with residents in pairs and have created biographies of their residents which included a biographical poster. The residents were delighted when the students presented these to them on a recent visit. Students have made amazing connections with the residents and through it have gained a different perspective on life.

New Student- Mucus Students presenting their biographical posters

A new student enrolled at Senior Campus last term. Mucus and his family moved down from

Explaining the workings of the robots to ABC radio

Ballarat to take advantage of the sand and surf. However, term times are about study. Mucus has chosen Biology, Science and Our World but is also keen to make new friends. “I may be cold blooded – but I have a warm heart!” Mucus told the reporter “and I have been shell shocked at the friendly welcome I have received at Christian College.” Mucus can be contacted on muc.turtle@ccg.vic.edu.au and you can usually find him immersed in his Science in room 15.

RoboCup Junior State Titles On Friday 21st of August five teams from the Christian College Senior Campus travelled to the University of Melbourne for the RoboCup Junior State Titles.

The Robot Soccer teams performed well throughout the day, with all making it through to the finals. A few members from both teams- Lachlan Angus, Lachlan Caddy and Callum Burt also had McKellar Centre residents are touched by the students’ work

the opportunity to explain the sensors, microprocessors and circuit boards that made up their robots on a live cross from ABC 774. The team was awarded $600 travel assistance to help them

RoboCup State Final medals and trophies

get to Adelaide for the National Finals in September. They are also looking forward to competing in the World Robot Olympiad in Qatar in November.

Year 11 VCAL Visit to Tate Street Primary School The Year 11 Intermediate VCAL students have been helping the Year 6 students at Tate Street Primary School with their projects during the year.

The students are to design several skateboards, develop a business name and then provide the financial information for producing the skateboards. They were also required to develop and present a webpage that showed their products, employees, pay scales and mission statements.

The Tate Street Primary School Principal stated the importance of Christian College students being Mucus the turtle at home in the Science room

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in the school as positive role models for their students.

Christian College students at Tate Primary School

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Strong friendships were formed during the camp

Confronting poverty scenes in India

Working Towards Peace

Finding out about this incredible opportunity through a family member,

‘how similar we are to them.’ Ben also learnt that he had a greater ability

Ben did not hesitate when given the chance to go. Having not been away

than first thought in accomplishing things through perseverance and

from home for so long, Ben was nervous but also had a positive attitude

giving everything a try. Ben says ‘everyone should have this mindset.’

Christian College inspires students to be global citizens and make a

different their way of life is compared to Australian families. ‘At first it was

difference in the lives of those around them. Students are encouraged to

a shock, especially seeing so much poverty in the streets, but then you

learn more about different cultures and nationalities to inevitably create a more peaceful world through understanding and friendship.

Middle School Highton, Year 6 student Ben Nooderbroek is taking the right steps to make a difference in the world by having gone on an overseas camp for a month to India through CISV International recently.

and could not wait to get there.

A highlight for Ben was ‘meeting all the kids from the other countries’.

The camp included two home stays in Mumbai with Indian families.

Strong friendships were made during the 4 week program and a lot of

During these stays, Ben got to learn so much about the locals and how

them still keep in touch since returning home.

did get used to it’ Ben explained. ‘The people in India were so nice and

This experience has really set alight a desire in Ben to continue with CISV and one day become a leader with the camps.

willing to help where they could and although there was pollution we

Ben encourages other children, if given the chance, to take up these

still saw nice scenery and smiling faces.’

types of cultural experiences, allowing more people to ‘have a better

Through the CISV camp, around 65 children came from 12 different

peace mindset’.

countries to participate. Ben said ‘the purpose of the camp was to learn about peace’ and create friendships through problem solving on their

CISV International is a global organisation dedicated to educating

own and ‘learning about all the other cultures’.

and inspiring for peace through building inter-cultural friendships,

The experience taught Ben ‘how lucky we all are in Australia’ and that

cooperation and understanding to create a more just and peaceful world.

even though people are from different countries, we need to remember

Ben Nooderbroek Year 6 student

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Love for East Timor

Our trip was unforgettable. We visited sites that impacted us and met people who changed us. Upon our arrival in Dili, we were divided into our travel groups and jumped into our cars.

Some of us were already close friends, but some of us were almost strangers, but this did not last long. Part of the magic of this country is that even after being stuck with one another for up to 8 hours a day, every day, you are able to become

When I think of East Timor, there are many great things that spring to mind.

friends. By the end of our travels we were no longer a group of

are children asking you your name, playing soccer with you, singing songs

I think of the smell of the air, the humidity and the heat. I remember the

acquaintances, but rather, a group of friends who could laugh and smile and

with you, playing games, colouring in, laughing and talking with you. I have

sceneries, the rough, uneven roads and the way your hair feels after you have

reminisce about the amazing time we had shared together and I think that is

spent a total of about 20 days in East Timor over the last two years and in this

spent all day in the back of a car with the window down, letting dust settle in

really special.

short time I have made countless friends who I cannot wait to get back to and

it for hours. Every day there a plenty of things that make me think of a smell

As long as the drives from town to town may be, they are made so much

or taste or a feeling that I connect to East Timor. The smell of sweet, fresh

easier by the beautiful landscapes I have been able to bear witness to.

bread, the taste of fried noodles and the feeling of dusty, sweaty clothes all

Admittedly, I am a bit of a nature lover, but the things you see out your

make me think of the amazing experiences I have been fortunate enough to

windows as you do something as menial as drive down the main roads, are

be a part of. Despite it only being a brief few months since I last said goodbye

breathtaking. In a place so unpolluted by corporate structures and high-

to this country, I cannot help but miss it and the people who live there.

rise buildings, the environment is truly beautiful. There are clear blue skies,

I am very lucky to have had the opportunity to travel to this beautiful country twice now, and it has become a place that I hope to visit many more times

beautiful oceans and colourful trees and plants almost everywhere you go and is something that you simply have to experience for yourself.

throughout my life. Most recently, I embarked with a group of the Year 12

The thing I find most amazing about East Timor though, is how quickly it can

Prefects this past June for a two week adventure.

capture your mind and your heart. Within hours of arriving in Viqueque, there

simply spend time with again.

You walk the streets every day and every person you see says good morning, everyone you meet calls you “brother” or “sister”, and people always lend you a helping hand if you need it. In our past trip, one of our cars got stuck in a drain. One of the car’s wheels had fallen completely off the road and there was no way it could be reversed out. We thought we were in some serious trouble, until a group of generous locals worked with us to construct a makeshift road out of rocks and help us push the car back onto the road. It was unbelievable, that a group of strangers, men we had never met, stopped what they were doing to help us, a group of foreigners. It’s moments and memories like this that make me love this country.

East Timor may not be the richest country in terms of economy or resources, but the value of their community is something I admire a lot. They welcome strangers as friends, make you feel included and share with you their lives almost immediately. It is a trust and a love I marvel at and one I will never forget. I am blessed to have experienced this beautiful country more than once. You set foot into the community of this place and are instantly engulfed by the culture and the kindness of the people. If you get the chance, go there.

I promise you, you will not be disappointed.

Jack Grayson Year 12 Prefect

Jack bonding with the locals

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Aaron and other students playing on the Great Wall of China Prefect trip with the locals

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Where Are They Now?

Kate Elstone 2012 Graduate

Kate Elstone – 2012 Graduate

through biodiversity and forest conservation. During the celebration

The countdown is on for the Annual Arts Extravaganza. This year we will

week, there are multiple events that are held including displays which

be blessed to welcome 2012 past graduate Kate Elstone to the opening night as the Guest Artist for the 2015 Art, Technology and Design Extravaganza.

During Kate’s time at Christian College she took woodwork as a subject from Year 5 and enjoyed working with her hands. As she got older, Kate mentioned that she was able to see the ‘amazing items that can be created using wood’ which inspired her to follow a career within this trade which she knew she would love. ‘My time at Christian College has taught me a lot about hard work and the rewards that come from putting in the extra effort’ Kate said.

After graduating, Kate studied as a cabinetmaker apprentice for one year. This career choice has lead her to many opportunities to do with woodwork and cabinetmaking. Kate participated in the WorldSkills Regional competition held in Geelong, which put her in a position to compete in the National competition, which was held in Perth in 2014.

Early in 2015, Kate was invited on an all-expenses paid trip to Turkey to participate in World Wood Day on the 16th – 27th of March.

World Wood Day is a celebration of wood that occurs annually to highlight wood as an Eco-friendly and retainable biomaterial. This day also raises awareness on the key roles wood plays in a sustainable world

showcase the different varieties of wood and what can be created, like furniture, wood turning, carving, puppet making and wooden instrument playing.

While in Turkey, Kate was part of a competition against 16 other people from around the world to make a chair of her own design in 24 hours, over three days. There was also a group challenge to make a table that had to be completed in 3 hours. Kate incredibly received two awards – the Mayor’s Award and Judge’s Award for the beautiful chair she designed and built.

Kate credits her woodwork teachers Mr Seiffert at the Bellarine campus and Mr Benson at the Senior Campus for being ‘a huge support’ while learning the basic woodworking skills. ‘I was always encouraged in developing my love and skills for woodwork and did not get any special treatment for being a girl. I believe this has played a big part in my life, as I have grown into the industry by knowing that I am capable of doing things that a typical man is meant to do.’

Currently, Kate works at Fusion Cabinets in Ocean Grove making kitchens, bathroom vanities, walk in robes and many other cabinets that you would find fitted throughout the home.

Kate’s future goal is to develop her own business, creating furniture and handmade gifts from wood.

Kate’s winning chair design

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Class of 2005 10 years on, the class of 2005 returned to visit their former College friends to reminisce, see the changes around Christian College, revisit the clock tower to read messages recorded on their final day of school and share where life has taken them.

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Hands-On Learning \ Creates Excitement in the Classroom •

Montpellier Basins, Highview Estate and Barwon River, all locations

By the end of the school day, excitement levels were high, with plans in place

in the World’, which examines the many uses of water, the ways it is perceived

in Highton, where students viewed water storage and stormwater

for the annotated model they would create to demonstrate their knowledge

and valued, its different forms as a resource and the ways it connects places

flow into the Barwon River.

and understanding of the site visited.

Black Rock Water Reclamation Plant, near Barwon Heads, where

Over the following week, it was clear that students were enthusiastically

students were taught about sewerage collection, treatment and

engaged in their learning. Heads were bent in conversation, notes were

recycling.

checked and laptops were employed to search for further information.

This term students in Year 7 Geography classes are studing the topic, ‘Water

as it moves through the environment. As part of their studies, students from both Bellarine and Highton campuses took part in a unique learning experience, a ‘Jigsaw’ fieldtrip.

•

The concept of this ‘Jigsaw’ excursion was developed by Rick Geall, Director of

Upon returning to school, students became the teachers as they shared

With images from the excursion fresh in their minds and with a growing

Teaching and Learning – Humanities, and Angela Tutty, Humanities teacher

information about the sites they visited with the other members of their

understanding of the importance of each site and how they were linked with

at the Bellarine campus. It involved students forming groups of six, with the

group, referring to their notes to describe and explain the features and

each other in the local ‘water journey’, they were motivated and excited about

group then divided into three pairs. During the morning, each pair went to

purpose of each site.

completing their creative task. Classrooms were hives of activity. Floor and

a different location to gather information about the journey of water to and through Geelong, before coming together for whole-group activities in the afternoon. The three locations visited were:

•

A detailed ‘bird’s eye view’ sketch was drawn by each pair and, when joined together, illustrated the main sites water travels to and through on its journey from Wurdiboluc to Black Rock. One of the key assessment tasks was to create

Wurdiboluc Reservoir and Water Treatment Plant, near Winchelsea,

an annotated 3D model of the site they visited, so students then spent time

where students learnt about water storage and treatment.

planning the construction of their models.

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tables were covered with, amongst other things, cardboard, modelling clay, boxes, glue, paints and paste. Groups were discussing, questioning, sharing and creating. This was collaboration at its best.

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Hands-On Learning \Creates Excitement \in the Classroom (cont...)

Assessment for the unit was comprehensive, encompassing both knowledge

Students were overwhelmingly positive about their learning. They enjoyed

and skills, and included:

being immersed in their study through the excursions and relished the

•

Comprehensive note taking during excursion

•

A detailed sketch of the site visited

•

Creating a 3D labelled and annotated model of the site

•

Consideration of the economic, social and environmental impacts of each site

•

A writing task, detailing the journey of a raindrop, from a cloud above the Otways, all the way through to the Black Rock Reclamation Plant.

creativity and freedom to work together to express their learning in an exciting and ‘hands on’ manner. As teachers, we encouraged and guided our students towards the completion of tasks, watching them develop and flex their ‘learning muscles’, knowing that the skills being developed will serve them well, both during their studies at Christian College and beyond.

Marisa Bettiol

This unit of work supports our College focus on incorporating Building

Middle School, Highton Year 7

Learning Power into our methodology. In encouraging our students to

Geography Teacher

become more effective and confident learners, explicit reference was made to building ‘learning muscles’.

Students were encouraged to develop: •

Resilience (emotional learning) through becoming absorbed in their learning, to manage distractions in order to stay on task and to persevere when all is not going according to plan.

•

Resourcefulness (cognitive learning) through questioning, reasoning to respond to questions and capitalising by using a range of resources available to them.

•

Reflectiveness (strategic learning) through planning and revising.

•

Reciprocity (social learning) through interdependence and collaboration.

Discussing the importance of water back in the classroom

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Williams House Kindergarten

Middle School, Highton

39 Broughton Drive, Belmont 3216 Tel. 03 5241 3556

18 Burdekin Rd, Highton 3216

Junior School, Belmont

Senior School, Waurn Ponds

39 Broughton Drive, Belmont 3216 Tel. 03 5241 1565

135 Pigdon’s Road, Waurn Ponds 3216

Bellarine Campus, Drysdale

‘Villa Paloma’ Arts/Technology Centre

40 Collins Street, Drysdale 3222

25 Waurn Ponds Drive, Waurn Ponds 3216

Tel. 03 5253 2998

Tel. 03 5241 8844

Tel. 03 5241 1899

Tel. 03 5241 1577

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