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College Newsletter Issue 2 / 26 February 2016

From the Principal Junior School Redevelopment Project The Junior School Redevelopment Project has begun in earnest. Over the December-January break, A Block where our Year 1, 2 and 3s learn was completed. The result has been learning spaces that reflect flexibility, diversity and agility in learning. Within the classrooms there are spaces for teacher directed learning, small and large group learning, individual focused learning and informal learning opportunities. ‘Awesome’ was a word that was used a lot by our Years 1 to 3s as they settled into their refurbished learning areas for the first time.

periods of time in the coming months. The end result will be worth the inconvenience with the result being greatly enhanced learning spaces and facilities to meet the learning needs of our students. Academic Awards Assembly Recently as a College Community we celebrated student learning at our start of year Academic Awards Assembly. At this assembly the College recognized three key elements of student learning: • • •

Excellence in Academic Achievement Significant Improvement in Academic Achievement Outstanding Effort in Academic Achievement

These 3 awards, reflect 3 key things that we value highly at St Andrews. Firstly, we unashamedly value excellence. Excellence is something that is sought after and highly prized. At St Andrews we choose to strive for excellence not because it is easy, but because it is hard. Regardless of what we do in life, we should strive to do it the best we possibly can. Secondly, we value improvement. The desire or motivation to get better at something, in this case, learning, is important. At St Andrews we want all our children and young people to want to become a better student, a better musician, a better athlete, a better brother or sister, a better son or daughter, a better person, every day.

In recent weeks the new classrooms for the Year 1s in the space under the Early Learning Centre and expansion of the Junior School Library has begun. The doubling of floor space for the Junior School Library is particularly exciting as it will enable the Library to be a true hub of learning and innovation for our Junior School students. A little later in the year the enlargement of the Year 5 and 6 classrooms in B Block will occur. The Year 4s will move out of their current location in the modular building and into A Block. The modular building (C Block) will be converted into a Music Facility with large rehearsal and teaching spaces, as well as additional PAT lesson spaces. The building of a specialist S.T.E.A.M room for the Junior School under B Block will also be a feature. (S.T.E.A.M stands for Science, Technology, Engineering, Arts, Maths). Finally, the old Junior School Music building will be demolished and converted into an attractive amphitheatre, suitable for outdoor learning. As mentioned previously there is likely to be some disruption to physical movements around parts of the campus for

Finally, we value effort, hard work and persistence. This is something that every student regardless of ability can show in their school work, and is something that will stand each of us in good stead for our life beyond school. Increasingly researchers are finding that effort and hard work are key factors in people achieving mastery and success in their chosen field. As part of this Awards Assembly we celebrated the highest OP achievers from last year’s graduating Year 12 class. The class of 2015 continued the fine tradition of excellent academic scholarship that St Andrews has developed – 27.3%, over 1 in 4 students were awarded an OP between 1 and 5, and 36.4% received an OP between 1 and 7 – the College’s best ever results on these two measures. These results are a credit to last year’s class – their work ethic, their perseverance, their willingness to engage in class, the way that they used feedback from teachers to help them to get better, and the way they made use of lunchtime and afterschool tutorials. It is also a credit to the teachers of our College – their expertise, skill and the quality of relationships that they formed with them.

At the Assembly, students were also reminded that at St Andrews we are committed to the ‘Two As’ – Aspire and Achieve. The College and its staff want our students to aspire to achieve their best, for them to aspire to be their best possible self. We want them to be aspirational in their studies and in their goals. Our children and young people are encouraged to lift their eyes to the horizon and see what really is possible. The College also wants them to achieve – achieve their personal bests. We want them to strive to achieve excellence in all that they do – but not for themself alone – so that they can make difference in the community. Sport at St Andrews Sport at the College has reached a point in its development where the role of Head of Sport, currently undertaken by Mr Manion needs to be split into two - a Junior School Sports Coordinator and a Secondary School Sports Coordinator. Mrs Libby Wood, who commenced this week has been appointed as Secondary School Sports Coordinator. Mrs Wood comes to us most immediately from Saint Stephens College, Coomera where she was Head of Physical Education. She has worked in Sport and PE leadership roles in a number of private schools both in Queensland and in New South Wales. Mr Manion will continue in the role of Junior School Sports Coordinator. Briefly the Junior School Sports Coordinator is responsible for all Interschool Sport up until the end of Year 6 and all of the representative sporting pathways through Hinterland District and Gold Coast South for 10 to 19 year olds. The Secondary School Sports Coordinator is responsible for all secondary interschool sport, our Signature Sports Program (including Futsal, Touch, Netball, Basketball), and the recently introduced Athlete Development Program. Academic Tenacity One of the key strategic focuses this year in the College’s Teaching and Learning Program is to help our students to develop ‘Academic Tenacity’. Academic Tenacity at its most basic level is about working hard, and working smart for sustained periods of time. More specifically, academic tenacity is about the mindsets and skills that allow students to look beyond short-term concerns to longer-term or higher-order goals (Motivation and Engagement when it gets tough), and withstand challenges and setbacks to persevere toward these goals (Resilience). Learning is not always easy. There are times when learning is hard, difficult and challenging, and it is important for our students to realise this and to develop the skills which enable them to persevere so that their learning is enhanced. Three elements are key to building Academic Tenacity – challenge, scaffolding and connectedness. Teachers throughout the year will be endeavouring to build these elements into the teaching and learning program so as to help our students build academic tenacity and as a consequence achieve their personal bests. Tim Kotzur Principal

Chaplains Chat “Remember that you are dust, and to dust you shall return.” – words from the Imposition of Ashes Last week in Secondary School Chapel the College celebrated Ash Wednesday. In the Christian Calendar Ash Wednesday marks the beginning of the season of Lent, a time of preparation for Easter. As is the custom on Ash Wednesday students had the opportunity if they wished to have ashes placed on their forehead in the shape of a cross, which is a reminder of what Jesus did for us. During the service when the ashes were being placed on the forehead of participants, the following words were spoken: “Remember that you are dust, and to dust you shall return.” These words are designed as a reminder of the Genesis account in the Bible, which describes the creation of human beings from out of the dust and the fall of humankind into brokeness. At first glance these words, and other Lenten practices, seem distant to modern sensitivities. These days we prefer to think positively, not negatively about the human condition. We prefer not to be reminded of the things we have done wrong but, instead, focus on what we have done well. There is, indeed, merit in thinking this way. It is also important to acknowledge that we don’t always get things right. From a Christian perspective this is actually a hope-filled thing. As a result of what Jesus did for us on the cross we are not weighed down by this, we have a second chance, the opportunity to move forward secure in the knowledge of Christ’s love for us. I thank God that in Christ Jesus I don’t have to get everything right all the time. I am free to admit my failings as a human being and receive anew the forgiveness available in Jesus. He has freed me from my shortcomings. He has given me new life under the cross. There is a reason we put on ashes but there is also a reason why it is traced in the shape of a cross. Nathan Glover College Pastor

Middle & Senior School News “A rising tide lifts all boats.” Last weekend I listened to a speech given by British Prime Minster, David Cameron. Amongst his wise words was the simple yet eloquent expression, ‘a rising tide lifts all boats.’ This year as we continue our journey of implementing both Dimensions of Learning (DoL), our teaching and learning framework, and PERMA, our positive psychology approach to wellbeing, we continue to be clear in our belief that both frameworks complement our aspiration to unashamedly pursue excellence and to promote flourishing in our young people. We continue to ‘raise the tides’ on achievement and character development and we do so with the hope that students might individually and collectively do and be at their best. Our values themes for this term are Courage and Wisdom and our dedicated staff continue to encourage students to apply both of these values as they dream and think big; and as they persist and show resilience when faced with challenges in learning and in life. Our hope is that our intention on making learning visible for students through giving them a language (Habits of Mind), and the opportunities to grapple with hard work, students will approach their dreams and aspirations with confidence and a clear understanding that they are pursuing excellence and personal bests, not for themselves alone but to also make a difference in the world.

It was inspiring to sit amongst these young people and have them generate a list that informs and supports our thinking around expanding our STEM program. Quite frankly I could not have come up with a more appropriate design brief list myself. Our focus with Dimensions of Learning this term is on using knowledge meaningfully and teachers have been exploring schemas for problem solving, innovation, and applications for knowledge in classes but this dimension extends beyond the academic curriculum and into our other programs. The Year 10 students started their Destinations, careers program, this Monday and over the next three years will work closely with Mrs Wrigley, Director of Learning and Teaching, to ensure they explore pathways beyond their schooling here at St Andrews. Both our Year 12 and Year 7 students have been involved in Outdoor Education programs. During their leadership retreat, the Year 12s formulated their vision for the year ahead, ‘The Year 12 cohort will create a community of honour and respect that achieves great things for themselves and for the St Andrews community. As a result, they will feel proud of the legacy they will leave.’ The Year 12 students have been setting a stellar example for our community and I look forward to helping them on their journey in the year ahead.

Last week, Mr Kotzur and I had the pleasure of enjoying a pizza lunch with a group of Year 10 and Year 11 students who were invited to share their thoughts on the development of a new STEM elective for Year 10 students. Their insightful comments can be summarised as follows: • • • • •

The challenge must take us out of our comfort zone and be an opportunity for us to work at a higher level. Within a central theme, student choice is the most important thing. We need to want to learn about that area of study in depth. The elective needs to afford students the time and space to explore the area of learning deeply and authentically. Students will need a mentor with expert knowledge. It would be best if students had some collaborative working time and some time to work independently.

While on Year 7 camp last week the Year 7 students focused on building community and the deep relationships that will see them grow and develop as a cohort of young people. I look forward with great anticipation what the journey ahead will hold for our Year 7 students who will be the graduating class of 2021! For this group, whose secondary schooling journey has just begun, and for all of our students, we will continue to hold high expectations and great hope that they too will continue to pursue excellence, appreciate the importance of acquiring knowledge and applying it meaningfully and imaginatively so they can tackle new realworld problems and explore all possible solutions as they contribute to our rising tide that lifts all boats! Virginia Warner Deputy Principal Head of Secondary School

Junior School News Flexible Learning Environment At the start of the school year the students in Years 1, 2 and 3 were greeted with classrooms that had been renovated. While there are still some things that need to be completed, essentially the goal of creating a flexible, agile learning environment is becoming a reality. The College has made a significant investment in the teaching and learning environment. It is much more than simply improving the aesthetics of the classroom - it is about providing an area where the students have the opportunity to learn in a way that caters for their needs and maximizes their learning. Flexibility in the classroom gives students choice as to what kind of learning space works best for them. Some students need to move a little more to help stay engaged, while others concentrate better when sitting on the floor and some need to sit at a desk. When students are working on their tasks, there is an opportunity to choose the environment that best suits their learning needs. The traditional model of a classroom, where students sit in rows and the teacher was out the front lecturing was based on an old industrial model. Today we are preparing students for a working environment that is collaborative, with communication a key element. Today’s graduates need to be creative and they need to be critical thinkers. The layout of the classroom and the new furniture encourages that collaboration, fosters creativity and enhances the opportunity for the students to be critical thinkers.

P&F News The next General Meeting for Term 1 is Wednesday 9 March at 7pm in the CRC. We welcome any new parents to come and find out what the P & F is all about. If you have any agenda items for discussion please email the Secretary by Friday 4 March at pandf@salc.qld.edu.au It is a great opportunity to have input into College projects which the P & F fund, find out what’s happening in the College and meet the Principal. There are a number of vacant positions still on the P & F Executive. If you wish to nominate for any positions a nomination form will need to be given to the secretary no later than 14 days before the next meeting. The nomination form is available on the College website www.salc.qld.edu.au/community/p-f/ If there is more than one nomination for each role, there will be a ballot on the night. If you would like more information about any of the roles contact: Daniel Renneberg - 0409 729 676 or Julieanne Andrews - 0421 795 411 If anyone has any suggestions or comments and cannot make the next meeting please email the P & F at pandf@salc.qld.edu.au Picnic in the Playground The annual Picnic in the Playground will be held on Friday 11 March beginning at 5pm. There will be jumping castles for the kids, music for the adults by St Andrews students and a relaxing atmosphere. It is also a great opportunity for parents to get to know each other. We will also be having a sausage sizzle and drinks for sale with all profits going towards the East Timor Service Learning Tour that will be building housing in the village they will be visiting.

Dates to Remember February/MARCH Immediate feedback to students can have a positive impact on student learning. The furniture has been specifically chosen to allow for students to work in small groups with a teacher in close proximity to provide immediate feedback. The teacher can also tailor learning to suit the small group they are working with, allowing them to get what they need to flourish. The College is excited about completing the renovations and providing learning environments that will cater for the different needs of our students. Darrin Schumacher Head of Junior School

Saturday 27 East Timor Service Learning Training Monday 29 Year 6 Sydney/Canberra Trip 29 Feb-4 Mar Little Mermaid Jr Rehearsals, RBT – 3.30pm to 5.30pm MARCH Wednesday 2 Year 4 Camp, Tyalgum Ridge Retreat 2-4 March Thursday 3 ALWS Awareness Day Excursion (selected students) Sunday 6 Year 5 Family Service

St Andrews Lutheran College Production of

Music by

Lyrics by

Book by

Alan Menken

Howard Ashman & Glenn Slater

Doug Wright

Based on the Hans Christian Andersen Story and the Disney Film produced by Howard Ashman & John Musker and written & directed by John Musker and Ron Clements. Licensed exclusively by Music theatre international (Australasia). All performance materials supplied by Hal Leonard Australia.

SAturDAy 16tH APriL 2016 12.30PM AnD 6.30PM tHE ArtS CEntrE GoLD CoASt 135 BunDALL rD, SurfErS PArADiSE

tiCkEtS $20 ADuLtS ALL ConCESSionS $15 tiCkEtS AvAiLABLE froM tHE BoX offiCE. PH: 5588 4000 or WWW.tHEArtSCEntrEGC.CoM.Au

Picnic in the Playground Friday 11 March Junior School Playground

5:00pm - 7:00pm

Please come and join the College community for our Term 1 social event. sausage sizzle & drinks for sale, all profits going toWARDS THE EAST TIMOR SERVICE LEARNING TRIP. • Jumping Castle • Entertainment • Coffee Van

• Sausage Sizzle • Undercover Area • Playground

Please RSVP by Saturday 5 March pandf@salc.qld.edu.au

INSIGHTS Building parent-school partnerships WORDS Michael Grose

10 confidence-building

strategies every parent and teacher should know

Instilling confidence takes more than heaping praise on kids. Here are 10 practical confidence-building strategies for parents and teachers of children and young people. Children with healthy self-esteem and selfconfidence learn more, achieve more and are generally happier than those with low confidence levels. Building children’s and young people’s confidence is complex. It’s more than being a praise robot and heaping positive comments on a child at the first sign of them doing something well. Confidence building requires a number of approaches that impact on how they think, how they feel and what they can do.

Here are ten practical strategies that you can use to build real selfconfidence in kids of all ages: 1 Model confident thinking Kids soak up the language, thinking and behaviour of those closest to them in their environment. Parents and teachers play a part in modelling confident thinking and behaviour particularly when it comes to tackling new activities. In particular, let kids hear positive self-talk when you tackle something new. They should hear something like, “I’ll have a go at this. If I don’t do so well then I can try again tomorrow.” This is far more effective than “I’m no good at this. I’ll probably stuff it up.”

2 Focus on effort & improvement Current thinking shows that people who believe that they can increase their intelligence through effort and challenge actually get smarter and do better in school, work, and life over time. One way to develop a growth mindset is to focus your language on effort and improvement rather than on the results of what they do. By linking success with effort you are teaching them success comes from something other than purely their ability, talents or smarts.

3 Praise strategy While effort is key for achievement, it’s not the only thing. Kids need to try new strategies and seek input from others when they’re stuck. They need this repertoire of approaches – not just sheer effort – to learn and improve. It helps too to focus language on better and smarter ways on improving. Comments such as “That was a smart idea to tackle the hardest task while you were fresh!”(strategy) and “You recognised the first few steps were the most important but then after that you were right” are descriptive statements that have significant instructional value for kids.

4 Develop self-help skills from an early age A child’s self-esteem comes as a result of his or her successes and accomplishments. The most important competencies to build confidence are basic self-help skills. These form the building blocks upon which other competencies such as organisational skills and many social skills are formed.

5 Give them real responsibility From a young age start giving children responsibility for some aspects of their lives. By giving kids responsibility we are sending a powerful message that we think they are capable. Also they are learning the skills necessary to care for themselves.

6 Practise unconditional acceptance Your ability to accept children and young people’s best efforts in any area of endeavour, irrespective of the results, will go a long way toward determining their self-esteem and confidence.