Distinction 2018

Distinction

ISSUE 2 • 2018

Education Guide

Photo provided with the compliments of MacKillop. For further information see pages 2, 3, 42 & 43 Education, events & Activities around Geelong – pages 17-29 Introducing Principals – pages 36 & 37 Melbourne Tournament 2018 – page 14 Homes near schools pages 39 & 58

MAC ACKILLOP ILLOP

Open Day Day Open Thursday11March March2018: 2018:2.00pm 2.00pm––6.00pm 6.00pm Thursday FinalTour Touratat5:15pm 5:15pm Final

Enrolmentsclose closefor forYear Year772020 2020 Enrolments Friday33August August2018 2018 Friday G challenging G all people G dreaming the new day G challenging G all celebrating celebrating allall lifelife people G dreaming the new day

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MacKillop MACKILLOP College continues its success in the academic arena with recent achievements - one of which includes last year’s Dux of the College Madeline Monkman. Madeline hopes to study Civil Engineering at RMIT. We congratulate Madeline on achieving a perfect score of 50 in Further Mathematics, in fact she will be acknowledged and awarded at the Victorian Premier’s Awards for this significant achievement early in 2018. This provides Madeline with a fantastic opportunity to help launch her future career. We wish Madeline every success in the future.

Kayla Fracalossi

Other successes at the college include that of 2017 Year 12 Media students, Kayla Fracalossi, Anastasia Stanislaus and Aramel Von Uan Tibayan who have been shortlisted into this year’s Top Designs 2018 to be held at Melbourne Museum. Top Designs showcases the very cream of VCE students’ work from across the state. Congratulations to these students whose media photographic sequence was shortlisted to be part of Top Designs 2018 — Seasons of Excellence.

MacKillop College would like to congratulate Madeline Monkman, Kayla Fracalossi, Anastasia Stanislaus and Aramel Von Uan Tibayan, and all of the 2017 graduating students for their outstanding achievements and we wish them all the very best in their future endeavours.

Visit MacKillop College during its Open Days on Thursday 1 March and 15 November between 2.00pm and 6.00pm with a final tour commencing at 5.15pm. Contact the College Registrar for further information.

Anastasia Stanislaus

Aramel Von Uan Tibayan

College Principal Mr Rory Kennedy with Madeline Monkman.

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St Monica’s College, Epping “Coeducation at its best” 12375286-KC6-18

T: 9409 8800 | www.stmonicas-epping.com

Junior Campus Years 7 - 9 | 400 Dalton Road, EPPING VIC 3076 Senior Campus Years 10 - 12 | 16 Davisson Street, EPPING VIC 3076 12362876-KC6-18

Health and Wellbeing at Secondary School THE move between primary and secondary school happens alongside the transition from childhood to adulthood. With this comes many changes – changes to bodies, emotions, behaviours and attitudes.

Teachers and staff understand these changes and can provide information and support. Friendships developed during secondary school can provide peer support and help children develop social skills and self-esteem.

Making new friends and feeling comfortable are especially important when children start secondary school. It is important to remember, however, that your child’s friendships may change as they develop a sense of themselves and make sense of the world around them. A child’s relationship with their parents and family may similarly change.

Students adapt to transition in different ways. If you feel that your child is having difficulties, it is important to discuss your concerns and ask for help if needed.

Supporting your child’s welfare Parents have an important role in supporting their children’s progress at school. It is also important to know that there are staff with specific roles to support student wellbeing and student learning available in schools.

The importance of health and fitness Health and fitness is all about making healthy lifestyle choices, such as: ■ walking or cycling (instead of using the family car) to help reach the target of at least 30 minutes of exercise a day ■ only eating takeaway food occasionally ■ getting a good night’s sleep, which for teenagers can be up to 10 hours a night ■ restricting computer, TV and video games to a maximum of two hours, and encouraging your child not to do these activities in their bedroom ■ eating a variety of fresh and healthy food every day, aiming for five serves of vegetables and two serves of fruit a day.

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Modelling a healthy lifestyle Cigarettes, alcohol and drugs must play no role in the life of a 12-year-old. As parents we have a responsibility to ensure that our children understand that. We also need to model responsible behaviours ourselves.

While it is the responsibility of your child’s school to support a healthy lifestyle, at the end of the day it is you as parents who need to take the ultimate responsibility for the behaviour of your child.

Friendships and the transition to school Many children start secondary school expecting to make new friends. At the same time, they are concerned that they may lose contact with their current friends, particularly if they’re changing schools. For some children, the desire to stay with their group of friends influences where they would prefer to go to secondary school – and if they move to a different school they wonder how they will keep in touch and sustain their friendships.

Friends help each other make the transition from primary to secondary school easier. Friends are people that your child can talk to, share things with, confide in and sometimes argue with.

Remember, conflict is a normal part of growing up. Conflict is not necessarily bullying, even though it may be upsetting and need resolution.

Parents and friends play different roles in the life of children.

You influence your child’s long-term decisions to do with values and morals. Your child’s friends are more likely to influence shortterm choices, such as the way they dress and their interests. Strong relationships with you and your child’s friends help your child grow into a well-adjusted adult with strong social skills.

Right now, your child’s friendships will tend to be based on sharing similar interests, acceptance and sharing. Same-sex friendships are the norm during the first years of secondary school.

For more information on the above please refer to the Victorian Dept of Education and Training website.

OPEN DAY Wednesday 7 March from 10am to 12noon

Speak with Senior Staff, take a College tour and hear the Principal’s address.

Early application is advised for Prep and Year 7 entry in 2020, 2021 and beyond as waiting lists apply. Limited places may be currently available at some year levels. Please contact the Registrar on 9333 1866 for enrolment information.

Aitken College is a Prep to Year 12 co-educational independent school providing a quality education in a caring and supportive community, emphasising academic achievement, creativity, environmental responsibility and service. The early years emphasise literacy and numeracy, leading to core studies in English, Mathematics, Science, Humanities, Technology (Design, Digital and Food), Physical Education and Indonesian and an elective program including Performing Arts, Visual Art and Commerce. Senior students undertake VCE or VCAL programs, study skills and personalised careers education. Most Year 12 graduates move on to a broad range of University courses. Religion & Values Education is complemented by a weekly Chapel Service. Students can access welfare support, the Learning Centre for special needs and a wide range of co-curricular activities including sport and performing arts.

1010 Mickleham Road, Greenvale 3059 Telephone 9333 1866 W: www.aitkencollege.edu.au E: admin@aitkencollege.edu.au

A Uniting Church School

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What do parents want?

CHOOSING the right school for their child is one of the most important decisions parents can make. It can also be one of the hardest. Often, the choice will be based on multiple factors, some of them intangible.

Surveys by Independent Schools Victoria, in which parents are asked their reasons for choosing a school, shed interesting light on some of those factors – and on parental preferences.

In surveys carried out over the past four years, 9,183 parents have given an indication of why they chose an Independent school, selecting from 22 options.

You might find the results surprising. A school’s academic results and facilities, for instance, are well down the list of the top ten factors parents took into account.

At the top of the list are the school’s emphasis on sound moral values, beliefs and attitudes. The second most common reason was a patent’s belief that the school best suited their child’s needs.

Other factors were the school’s reputation, its education philosophy and the quality of its education programs.

Some were attracted by the atmosphere of the school. Academic results were eighth on the list. The school’s facilities and resources were rated ninth, with the size of the school at number 10.

ISV’s research is mirrored by a survey published last year by Independent Schools Queensland.

In the What Parents Want survey, 1000 parents from 67 independent schools gave their top 10 selection attributes for primary and secondary independent schools.

For primary schools, parents ranked academic performance at tenth place, behind factors like education and teacher quality, class sizes, school environment and values.

For secondary schools, academic results had moved up the list to fourth place, behind education quality, a disciplined environment and career pathways.

What’s clear from both surveys is that parents not only make choices, they embrace choice. And in making a decision, academic results,

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For many parents, the My School website is an important starting point in their search for a school. though important, are not the only factors they take into account.

The Queensland results also confirm what many of us know from person experience: that, when looking for a school, our friends, family and colleagues remain influential sources of advice. So are school visits and school websites.

For many parents, the My School website is an important starting point in their search for a school, and the NAPLAN test results published on the site will be one of the resources that influence their decision.

But it’s clear that parents are discerning enough to know that the value and definition of an excellent education – one that best suits their child – can’t be simply reduced to crude tables of standardised school test results.

Nor can parental decisions be simplified to fit a stereotype – just as independent schools don’t fit a stereotype.

There are more than 200 independent schools in Victoria, spread across the state. They are small and large, single sex and co-ed, with a range of fees. They follow 22 different educational, religious and philosophical approaches.

Their diversity, and the range of factors parents consider when deciding which school best meets their child’s needs, recognise the fact that each child is different.

Michelle Green Chief Executive Independent Schools Victoria

ALIA COLLEGE

Alia College is a small, alternative, independent, co-educational, non-denominational secondary school, with an environment very different from the mainstream. Students enjoy the more relaxed ‘university’ style of learning.

The school views education as a journey which is built around such values as tolerance, creativity, self-expression, integrity and intellectual inquiry.

Alia College seeks to develop students who are reective and creative thinkers encouraged and supported by a p team of educators who are passionate, good humoured, and collaborative well, mostly they are. Students generally report feeling much more respected and connected with staff and with each other. This seems to be one of our great strengths - we are a relational community.

Alia College seeks to empower students by creating multiple opportunities to take responsibility and be involved in decision making and problem solving. This supportive school culture encourages open communication, which in turn supports a sense of connectedness within the school. This is achieved through a commitment and emphasis on group meetings and community activities.

We encourage students to try out at the school prior to enrolment to ensure they and their families are happy to be part of our school community. Alia College fosters a sense of openness and respect, in communication, through student-run homeroom meetings, and small classes that enable students to speak productively with teachers, all of which creates a respectful and tolerant social community.

info@alia.vic.edu.au www.alia.vic.edu.au 03 9822 9622 12366671-KC6-18

Schoolboy’s Stratospheric Rise YEAR 12 Berwick Campus student Bryce Peatling has become a media sensation after successfully recording GoPro footage from near space as part of his Year 12 project.

Bryce has featured on Channel 7 news, the Sunrise program, and the radio where he described how he launched a camera to 21,000 metres using a weather balloon and GPS trackers to retrieve it.

“I think the response has been pretty crazy - definitely a very different experience,” said Bryce about all the recent media attention.

The project idea, to gain photographic images from the stratosphere, quickly became a major task involving hours of paperwork to seek approval from the Civil Aviation Safety Authority (CASA).

Finding the optimal weather and location to launch was also a challenge. The final location chosen was Elmore, to the north-east of Bendigo, Victoria.

“I had so many doubts; the kids at school were like ‘this is never going to work’.”

Bryce said his biggest concern was retrieving the camera (on loan from a friend), but luck was on his side. The balloon rose to 21,000 metres, where the temperature was -72 degrees Celsius, burst, then fell to earth just an hour’s drive away. It landed in the driveway of a farmhouse.

Bryce rushed to retrieve the images from the camera and said he couldn’t believe the results.

“I am still blown away by the outcome,” he said.

“I just wanted to capture the blackness of space and the blueness of the atmosphere and that’s what I got.”

When Bryce sat down to plan his project, he said he had three main ideas in mind - he wanted to do something different,

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This type of project held significant challenges in the pre-production and launching phases, but to finally see the footage and imagery that has come from it is a real testament to Bryce’s resilience to continue to push boundaries creatively. something risky, and something interesting.

He well and truly ticked those boxes.

His media teacher Nick Zomer said when Bryce initially approached him with the idea he encouraged him to go for it.

“This type of project held significant challenges in the preproduction and launching phases, but to finally see the footage and imagery that has come from it is a real testament to Bryce’s resilience to continue to push boundaries creatively,” Mr Zomer said.

“I’m confident that the finished imagery, once edited in postproduction, will be stunning.”

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Berwick Lodge Primary School ONE of the earliest tasks our founding school council faced in late 1989 was deciding on our school motto. I recall a number of most interesting conversations on the topic in the months before our school opened its doors in 1990. Eventually we settled on Learning for Life. It’s power lies not in the complexity of its message but, rather, in the authenticity of its appeal. There can be no more appropriate purpose for school education than providing all children with the best possible opportunity to succeed in life, whatever that means, to every one of them personally.

Here, at Berwick Lodge we interpret Learning for Life to mean providing all children with a broad range of curriculum opportunities, including an acknowledgement of the importance of the basic subjects. Opportunities for children here stretch from foreign language studies in Chinese, to robotics, coding, filmmaking, radio and travelling overseas to visit our partner school, Tampines Primary School in Singapore to mention but a few. A major focus of primary school education is to enable all children to engage with the broadest of possible curriculum activities.

Specialisation comes later.

Personalised learning is a current term used to describe the provision of a learning environment that suits the individual needs, interests and abilities of all children. That is no easy task and there are many ways of approaching this challenge. Here, at Berwick Lodge, we have embarked on an exciting and very promising journey in building capacity in student agency in their learning. Using Infinity Learning Maps, students illustrate their learning pathways and connections. These learning maps provide the basis for students to reshape the way they learn, from whom and with what resources - more than what they learn and when.

Students learning maps also provide teachers with a rich source of information as to their role in students learning from the students perspective and the same applies to parents given the importance

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Learning for Life of the home in the learning of children. In short, we are providing our students with a very genuine opportunity to develop their skills in personal responsibility for their learning.

Citizenship is a major focus at our school and our students actively engage as ambassadors for the Helmeted Honeyeater, our State emblem and school logo, not to mention its status as one of our most endangered species. We are also proud to be an Ambassador school for the Alannah & Madeline Foundation.

Check out our website or call us for a tour – we love to share our students’ achievements with the wider public.

Principal: Henry Grossek

SCHOOL SCHOOL OF OF EXCELLENCE EXCELLENCE • Whole school robotics and STEM extension learning program • Weekly radio show on 97.7FM Casey Radio • 3D printing and multimedia program • Visual/Performing Arts

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• Sensory/Community Garden

BBEERRWWIICCKK LLOODDGGEE PPRRIIMMAARRYY SSCCHHOOOOLL Phone: 9707 1766 Fax: 9796 2198 Email: berwick.lodge.ps@edumail.vic.gov.au Website www.berwicklodgeps.vic.edu.au

MELBOURNE TOURNAMENT 2018 s "% 0!24 /& !. %8#)4).' !.$ 6)"2!.4 4/52.!-%.4 s -%,"/52.% 5.)4%$ 0,!9%23 7),, "% !6!),!",% &/2 !54/'2!0(3 !.$ 7),, 02%3%.4 42/0()%3 s "/4( $/-%34)# 2%02%3%.4!4)6% 4%!-3 !2% 7%,#/-% 4/ %.4%2 Mid weekend of the July School holidays, APPLY NOW!

Melbourne Tournament Friday night 6th July to 8th July 2018 Dandenong Stadium 3TUD 2D $ANDENONG .EXT TO THE -ONASH &REEWAY -ELWAYS MAP '

For further information: Call David Watson

between 9am to 9pm OR E MAIL INFO -ELB4OURNAMENT COM AU 4OURNAMENT 7EB 3ITE WWW -ELB4OURNAMENT COM AU

Entries closing date: 20th June 2018 #'

At Casey Grammar School we believe learning, understanding and building friendships should be an adventure – every day.

Our modern, co-educational campus in its spacious, natural setting is home to students from Prep to Year 12. Our learning environment has been designed to inspire and delight students at every stage of their education.

With expanding curriculum accompanied by first class facilities, Casey Grammar School offers the very best in Private education at an affordable price.

Book a tour and discover the difference today.

For further information phone 5991 0800 or email enrolments@caseygrammar.vic.edu.au 3 New Holland Drive, Cranbourne East Phone (03) 5991 0800 www.caseygrammar.vic.edu.au

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Chairo .GCTPKPI 6JCV .CUVU C .KHGVKOG • Teaching and learning from a Christian worldview perspective • Ĵ ȱ ȱ ȱ ȱ ȱ ȱ ȱ • ȱ ȱ ¢ ȱ ȱ ȱ ȱ ȱ ȱ ȱūŬ • ȱ ȱ ȱ ȱ ȱ ȱ ȱ ¢ ȱ ȱŬŪūŲ

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Education, entertainment & Activities in the Geelong region

The College caters for students from Foundation to Year 12 and provides a learning environment that has been developed within a Christian framework of values and beliefs.

Our Motto, ‘Live the Truth’, encompasses our core values; respect, integrity, initiative, resilience, positive work ethic, compassion and teamwork.

The College offers: UÊ Ê «i Êi À i ÌÊ« VÞ UÊ-ÌÀ }Ê«>ÃÌ À> ÊV>ÀiÊ> `ÊivviVÌ ÛiÊ` ÃV « i UÊ ÊÃiVÕÀi]Ê >À ÕÃÊi Û À i Ì UÊ"«« ÀÌÕ Ì iÃÊÌ Ê` ÃV ÛiÀÊi>V ÊÃÌÕ`i ̽ÃÊ ` Û `Õ> Ê« Ìi Ì > Teachers encourage and challenge students to: UÊ iÊÀië à L iÊv ÀÊÌ i ÀÊ Ü Ê learning UÊ iÛi «Ê `i«i `i ÌÊ> `Ê group learning skills UÊ }>}i]ÊiÝ« Ài]ÊiÝ« > ]Ê elaborate and evaluate UÊ/> iÊÀ à ÃÊÜ Ì ÕÌÊvi>ÀÊ vÊv> ÕÀi UÊ*ÕÀÃÕiÊiÝVi i Vi]Ê } Ê academic achievement and genuine ambition UÊ*À>VÌ ViÊÜ >ÌÊ ÃÊ i>À i` 590 Anakie Road, Lovely Banks Vic 3213 | 03 5276 1674

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CARE CHALLENGE ACHIEVEMENT

Open Evening Friday 23rd March 4pm - 6.30pm Open Day Tuesday 22nd May Open Day Thursday 30th August Or contact the ofďŹ ce to arrange a visit.

We believe students have a right to learn and that teachers have a right to teach.

At Geelong Baptist College we strive to offer all students justice, acceptance, learning and safety, creating a positive learning environment for all students.

www.gbc.vic.edu.au |

/GeelongBaptistCollege 12369024-DJ07-18

Geelong College THE Geelong College is a Uniting Church coeducational school, with 1,325 students from Early Learning to Year 12, and boarders from Year 7. Since 1861 we have been educating thinkers, doers and leaders, with our eyes on the future, and grounded by longestablished values. We develop potential, embrace uniqueness, and work together to learn the skills and attitudes needed to live a good life.

The College is one of Victoria’s finest schools, and is highly respected interstate and overseas for its student academic achievements, and its broad and innovative learning opportunities.

Our open and inclusive learning community serves the needs of young people and their families through a diverse range of pathways and experiences. Each student is encouraged and helped to achieve their best, and to explore their passions which helps them to prepare for a changing future. The College is passionately coeducational, and believes that girls and boys learn and lead best together.

With significant and rapid changes in industry, leadership and community and social structures, the College focuses on relevant learning for a future that will be very different to life as we know it.

Research suggests that most students at school now will work in jobs that don’t currently exist, will live and work in three different countries and have six career changes. To thrive, they will need to be good decision-makers, strong communicators, be able to think through major issues, to inquire and solve problems, and be ready to show the world what they have to offer.

The College Vision for Learning identifies and integrates a series of capabilities into all learning experiences, projects and cocurricular opportunities. Identity, Creating, Communicating, Enterprise, Creativity, Thinking and Contributing are the capabilities young people need to develop to become independent and informed global citizens, and to learn how to learn. This underpins everything we do.

Diverse, challenging and nurturing programs at all levels of the school encourage and inspire our learners to be positive contributors to the world. From the Reggio Emilia inspired Junior School, the Middle School, which includes the Enviro Garden immersion in Year 4, the Year 5 Designing the future program and the Year 6 Media program, and at the Senior School, with approximately 40 VCE subjects available and a rich co-curricular program including APS sport, Drama, Music, Expeditions, Debating and Public Speaking opportunities, there is something to inspire everyone.

Geelong College students are well cared for at every stage of their development by experienced, committed and dynamic teachers. The TripleR wellbeing program works hand in hand with other learning programs to create a nurturing environment through which young people develop resilience, confidence, personal responsibility and the desire to make a difference.

Diversity is highly valued at the College and students and staff from across the state, the country and the globe are welcomed. We share cultures, languages, faiths and values, to make our school community a dynamic, interesting and exciting place to learn.

Because people learn at different paces and in different ways, individual needs are identified and an engaging and supportive

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The College Vision for Learning identifies and integrates a series of capabilities into all learning experiences, projects and co-curricular opportunities. environment is created through a variety of approaches to learning.

Students receive the help they need to accomplish set tasks and are given opportunities to extend and challenge themselves, in and out of class, and through a range of interest groups and learning programs. Independent project works further extends, challenges and supports students to explore and develop passions, to collaborate with group members or mentors, and to be responsible and resilient throughout the process.

Scholarship applications are welcomed from students who believe they can make a positive contribution to our learning community. Academic, Music and Boarding Scholarships are offered from Years 7 to 11. Scholarship exams and auditions are conducted in February for entry into the following year.

Find out more! Tours with our Registrar can be arranged at a time and day that suits your family. Open Days are held each term and include an opportunity to meet the Principal and teaching staff, and to experience our school, classes and activities guided by students.

Visit www.geelongcollege.vic.edu.au or phone (03) 5226 3156 to arrange a tour.

OPEN DAYS Wednesday 7 March, 2 May, 15 August and 24 October.

Since 1861 we have been educating thinkers, doers and leaders, with our eyes on the future, and grounded by long-established values. We develop potential, embrace uniqueness, and work together to learn the skills and attitudes needed to live a good life. This is who we are. www.geelongcollege.vic.edu.au or phone (03) 5226 3156 12374735-KC6-18

City of Greater Geelong Experience the Tastes of Central Geelong GEELONG’S popular Tastes of Central Geelong festival is returning in 2018.

Being held from 6 to 29 July throughout Central Geelong, festival visitors can indulge their senses with flavorsome food and fine wine at a series of events held at local restaurants, cafés and bars.

There will be something for everyone, with cooking and barista classes, luncheons, themed dinners and guided food tours.

Tastes of Central Geelong brings people into the heart of Geelong to experience all that the city has to offer.

It’s an event for a seasoned foodie or just a food lover, as well as everyone in between.

There will be giveaways and special offers over the course of the festival, run by Central Geelong Marketing. The program will be released in June 2018 on their website: www.centralgeelong.com.au School holiday program sure to keep the kids entertained Looking for a fun and educational way to keep the kids busy these school holidays?

The City of Greater Geelong runs school holiday programs at the Boorai Child and Family Centre in Ocean Grove, the Norlane Child and Family Centre and the Leopold Child and Family Centre.

Catering for children aged five to 12 years old who are attending primary school, the school holiday program is fun, inclusive, supportive and flexible.

Children get to take part in a wide range of activities and excursions to exhibitions, events, playgrounds and parks, led by professional and qualified staff.

They also participate in arts and craft, sporting games, cooking and dramatic play and take part in science experiments.

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The activities and experiences on offer help build children’s skills, knowledge and understanding as well as their curiosity and imagination.

Find out more at www.geelongaustralia.com.au/shp Australia’s biggest celebration of cultural diversity Pakington Street, in Geelong West, will come alive in a vibrant street party on 24 February 2018 for the annual Pako Festa.

It is the largest free celebration of cultural diversity in Australia, which has been running since 1983.

Geelong’s local cultural communities, community groups, schools, businesses, street traders and artists will come together to put on a fantastic display of music, dancing and acrobatic performances.

In 2017, more than 100,000 people lined the street to experience international cuisine, traditional dancing, authentic music, art exhibitions and the highlight: the Pako Festa Parade, which is the country’s largest street parade.

The food stalls on offer will come from over 15 countries including Russia, Ireland, Indonesia, France, Bosnia, Ukraine, Poland, Japan, Sri Lanka, Greece and many more. Local Pakington Street food traders will also open their doors and welcome people to enjoy their produce.

There will be an area for kids with musical instruments, craft activities and performances for every age.

At certain locations along Pakington Street there will be ‘chill out zones’ for people needing to re hydrate, re-apply sunscreen and have a rest.

Pako Festa is a major fundraising event for not for profit organisation, Diversitat. For more information go to www. pakofesta.com.au/

White Night Festival is coming to Geelong Geelong will host its first ever White Night event this year.

to all ages, as it casts a spell over the city’s CBD with light shows and interactive events.

After huge success in Melbourne and Ballarat, the festival will light up Geelong on 13 October 2018 from 7.00pm to 2.00am.

Producer David Atkins will lead the festival, working with cultural institutions, independent artists and some of the best creative minds to deliver a spectacular event.

The city’s streets, buildings, laneways, public spaces and parklands will be transformed with illuminations, installations, exhibitions, street performances, dancing and live music.

White Night Geelong will be a free event, which will be themed to pay tribute to the region’s maritime and indigenous heritage.

The late night celebration of culture and creativity will appeal

White Night was originally developed in Paris, France, in 2002.

The event was established to make art and culture accessible to large audiences within commonly used public spaces.

Find out about events happening in and around Geelong at www.geelongaustralia.com.au/events

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Geelong Performing Arts Centre has something for even the littlest theatre lovers in 2018.

The hugely popular Love Central Geelong Family Magic Program returns with four fantastic family productions - all based on children’s books.

The 78 - Storey Treehouse Saturday March 3 at 12, 2.30 and 5.30pm

The season kicks off in March with The 78-Storey Treehouse adapted from the book by Andy Griffiths and Terry Denton.

Andy and Terry’s treehouse just keeps on growing. With yet another 13 levels, it’s now got a Scribbletorium, a high-security potato chip storage facility (guarded by one very angry duck!) and even an open-air movie theatre.

The team behind The 13-, 26and 52-Storey Treehouses Live on Stage returns with the newest, biggest, brightest blockbuster in the series…but watch out for those cows!

Then in May, Roald Dahl’s George's Marvellous Medicine bounds off the page in a spectacular live show for the whole family.

What starts as just another boring day for George quickly turns into a marvellous experiment of epic proportions!

Cleverly adapted for the stage by shake & stir theatre co, this show is packed to the rafters with mischief, music, magic and giant laughs

Roald Dahl’s George’s Marvellous Medicine Saturday May 26 at 12 and 2.30pm

In June, Monkey Baa Theatre Company presents Josephine Wants to Dance, based on the book by Jackie French and Bruce Whatley.

Josephine is a kangaroo – who loves to dance. Her little brother, Joey, tells her that kangaroos don't dance, they hop – but Josephine continues to point her toes and leap through the air.

This is a delightfully funny tale that looks at the importance of believing in yourself and realising your dreams.

Josephine Wants to Dance Saturday June 16 at 12 and 2.30pm

The Very Hungry Caterpillar Saturday October 27 at 12 and 2.30pm

The final Family Magic show for the year is The Very Hungry Caterpillar, adapted from the hugely popular book by Eric Carle.

One of the most-read and famous children’s books of all time, The Very Hungry Caterpillar emerges off the page in a masterful theatrical experience for the whole family.

Journey through Eric Carle’s incredible stories as they come to life on stage in this enchanting show featuring some other delightful characters from three of his bestselling classic tales including The Artist Who Painted A Blue Horse, Mr. Seahorse and The Very Lonely Firefly.

All performances are followed with free craft activities in the foyer. Mark these dates in your diaries!

For more information and bookings go to gpac.org.au 12376110-LB07-18

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Nurturing Confident Learners Mini Maestros offers fun and educational music classes for babies, toddlers, and pre-schoolers, aged 6 months to 5 years of age.

An Australian program for pre-school children, Mini Maestros combines music and joyful discovery to encourage confident and happy learners.

Our music classes enhance children’s development while they are having fun. Singing, dancing, playing percussion instruments and musical games stimulate the children’s creativity and imagination.

trained big-hearted professional music teachers.

As the longest running and most successful Australian business of its kind, our methods are tried and tested. We are proud to empower generations of confident and engaged learners, who are best placed to succeed in their chosen endeavours.

Mini Maestros offer FREE come and try classes providing families the opportunity to trial the program. They also visit playgroups and mother’s groups to run interactive demonstration classes.

Children participate in a carefully planned and sequential program. As well as introducing musical concepts such as beat, rhythm, dynamics, form and notation, our program develops the whole child by encouraging children’s speech development, listening skills, social skills and physical skills.

Music making is superfood for a child’s developing brain. By stimulating whole brain development within a social context, Mini Maestros nurtures confident learners.

Mini Maestros classes are nurturing spaces that develop the whole child, celebrating their social, cognitive, physical and emotional breakthroughs. We provide the highest quality lesson content, developed by early childhood music education experts and delivered by a team of thoroughly

Further details: Mini Maestros – Geelong and Bellarine - 0424 047 822 mm.geelong@minimaestros.com.au - www.minimaestros.com.au

12368887-KC6-18

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Geelong’s Award Winning Aboriginal Cultural Centre is a significant attraction situated on Wathaurong Country on Victoria’s Great Ocean Road, offering visitors programs.

Cultural programs are delivered to a widely varied client base as a specialist destination for School Excursion groups onsite at Narana or via our popular Incursion Program into schools.

Narana means ‘listening & learning’, but it is a deep, deep listening in which you take in and live out. It’s a listening and learning for life.

The cultural program experience includes plenty of ‘hands on participation’, and is not just viewing, but actually sharing in the richness of the Australian Aboriginal cultural background.

We seek to build understanding of Aboriginal history and culture in a welcoming, friendly and relaxed atmosphere, through personal interaction with groups, and individuals from all community backgrounds.

Activities are designed to promote group participation, develop social interaction as well as learning in an engaging and creative environment in both classroom & outdoor settings; taking advantage of Narana’s immersive native gardens, walkways, playground and resident emus & wallabies.

Nestled amongst native trees, walkways & gardens Narana’s Cultural Display & Performance building, Art Gallery, Café Narana & Retail Outlet provide the perfect learning environment.

• Narana is a non-profit organisation dedicated to developing better community awareness of Aboriginal culture

Cultural Education programs are delivered by Aboriginal staff who will fill your mind with the wonders of Australia’s Indigenous Culture, connection to the land, spirituality, laws, cultural designs, Dreaming stories and more.

• Programs run from Monday to Friday between 9am – 5pm (or Saturday by prior arrangement )

Programs can be developed to suit the interests of visitors to the centre, whether they are primary school children attending our popular School Holiday programs or business people on ‘time out’ from a conference.

• Group bookings are essential.

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• Programs can be tailored to suit large groups, however a minimum of 15 people is preferable.

• Please contact us to discuss your program requirements so we can tailor a program to suit your group’s educational needs & objectives.

“LISTEN & LEARN” EXCURSIONS Book your school group into Narana today to immerse in the full Narana Experience!

Programs are tailored to suit specific age groups from Kindergarten, Primary & Secondary school to meet specific learning objectives.

All Presentations compliment AusVELS F-10 Victorian Curriculum by all grade levels.

INCURSIONS Why not let Narana’s Cultural Educators visit your school to deliver Cultural Education programs in a familiar class room based learning environment All Presentations compliment AusVELS F-10 Victorian Curriculum by all grade levels.

PROFESSIONAL DEVELOPMENT Narana offers Teachers & Businesses professional development & training opportunities focusing on Aboriginal Culture including workshops covering Diversity & Cultural Appropriateness in the workplace.

SCHOOL HOLIDAY PROGRAMS

Group Bookings are essential For more information please contact:

Amelia Livesey – Narana Cultural Interpreter amelia@narana.com.au

12367709-KC6-18

New “Experience Narana” Guided Cultural Tours running during school holidays.

Listen & Learn about The World’s Oldest Living Culture from Narana’s expert Cultural Interpreters.

Indigenous Artefacts Talk.

Native Garden Walk - Learn about Bush Tucker & Medicine Plants Meet Narana’s Emu’s & Wallabies Learn How To Throw a Boomerang Paint Your Own Boomerang Activity

NARANA ABORIGINAL CULTURAL CENTRE 410 Surfcoast Hwy, Grovedale VIC 3216 Ph: 5241 5700 www.narana.com.au Distinction - Education Guide

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Glendal Primary School INTERNATIONAL exchange programs are a special feature of Glendal Primary School’s Year 5 and 6 Global Relationships program. We firmly believe that the benefits gained for our school community in developing long lasting relationships with schools and communities overseas in countries including the USA, Hawaii, and New Zealand, are important ‘immersive learning’ experiences.

Our students learn so much about Australia’s place internationally and come home with an enhanced sense of independence and confidence, new ideas and a broader world view. In 2010, we initiated a sister school relationship with Sumner School in Christchurch, New Zealand, to provide a very affordable opportunity for our students to work with and visit one of our close neighbours. We are hosting a visit from some of their teachers and students in March 2018 having taken a group of staff and students to their school earlier this year. Our Year 6 Humanities program also includes online and video conferencing with students internationally including schools in India and Africa. The students just love communicating with their peers in different countries and sharing their experiences and school life.

Our French language program for senior school students includes the opportunity to spend a week in Noumea, New Caledonia, to further develop French language skills. This French immersion program gives students the opportunity to broaden their knowledge of the French culture, to enhance and develop their French language skills and to experience some of the local culture and sights of Noumea where French is spoken as a first language. Most of our year 6 students go on to secondary schools where French is taught as a LOTE option in addition to Mandarin.

These ‘real life’ learning opportunities enrich the wide and varied programs on offer at Glendal Primary School.

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Our students learn so much about Australia’s place internationally and come home with an enhanced sense of independence and confidence, new ideas and a broader world view.

Glendal Primary School OPEN FOR ENROLMENTS

s 3TATE OF THE ART 2OBOTICS AND 3CIENCE &ACILITY s ,ANGUAGE PROGRAMS IN -ANDARIN AND &RENCH s /PPORTUNITIES AND EXCELLENCE IN LEARNING s )NTERNATIONAL NETWORKS AND EXCHANGE PROGRAMS s $EDICATED PROFESSIONAL HIGH QUALITY STAFF s (APPY CHILDREN WHO ARE LEARNING SUCCESSFULLY Children flourish and learn at Glendal School tours each Tuesday at 9.30am Principal: $EBORAH 'ROSSEK Address: .OTTINGHAM 3TREET

'LEN 7AVERLEY 6)#

12374093-RC07-17

Glendal Primary offers:

Phone: Email: GLENDAL PS EDUMAIL VIC GOV AU Website: GLENDALPS VIC EDU AU

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20 Ye a r s

Celebrating the Past... ...by Forming the Future

GOOD NEWS LUTHERAN COLLEGE

In 2011, with its first Year 7 classes, Good News Lutheran College visibly began the journey from small primary school to a much larger P-12 College. Recently an important step in the development of the 900-student strong College came to fruition with the unveiling of the new Middle School building.

After witnessing the embryonic stage of development, Head of Middle School, Nathan Shrowder, was able to monitor completion and unveiling of the 11-classroom, double-storey building.

“From the moment you walk into the entrance of the building there is an immediate ‘wow’ factor,” Mr Shrowder said. “The smell of fresh paint, new carpet and freshly stained wood panels hits you instantly.

“Seeing the students’ reaction to the new building on their first day was priceless.”

The College leaders, including Mr Shrowder and Principal Simon Hughes, are continuing to explore how to maximize the learning experience for the student body, given the facilities at their disposal.

“We are excited about the positive impact this building will have on our students, but at the same time we are still working through how to best utilise the spaces we have now created,” Mr Shrowder said.

“The Middle Years Building has been designed to allow for greater flexibility within in the classroom with furniture that can be set up in various ways to suit the learners, while also having break-out areas in the centre of both floors.

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“This will allow the students to collaborate and work together in smaller groups to complete set tasks.”

The College deferred the purchase of furniture for these break-out areas, preferring to work in the spaces for a few weeks to gauge what furniture would be most suitable.

“Through discussions with the staff and students we will look at combinations of soft furnishings that include tub chairs, couches, ottomans, and the like, while also providing work areas with tables and chairs that allow for effective group collaboration,” Mr Shrowder said.

“This is an exciting time for all those involved in this process as we have an opportunity to really create spaces that will allow for greater creativity and diversity in the way in which our students can learn.”

The new facility also has a presentation space in the centre of the building, with four large TV screens, to allow for whole Year Level meetings, classroom presentations or smaller parent information evenings.

“On the second floor, we have added in a ‘green screen’ wall that will provide our students with the opportunity to begin using this ‘green screen’ technology, while creating videos for individual assignments or as part of GNLC TV,” Mr Shrowder said.

“We are very excited about this next phase for our Middle Years program and with the introduction of the International Baccalaureate (MYP Programme) 2018, we can see some really positive change happening in the coming years.”

Good News Lutheran College THERE’S plenty of reason for excitement at Good News Lutheran College in 2018 with last year’s 20th birthday celebrations corresponding with further significant developments at the burgeoning Tarneit Road site.

GNLC, a Christ-centred learning environment in which teachers, students and families are nurtured to grow in their gifts and abilities, has developed rapidly to encompass Prep. to Year 12, with the initial graduating cohort completing its studies in 2016.

Starting with just 26 students in 1997, the College has grown significantly, now boasting more than 900 pupils and over 100 staff members.

Good News Lutheran College has a distinctive sub-school structure which embraces the specific needs of each age group, from Junior, Middle and Senior School. This structure allows for a seamless education from Prep. to Year 12. A holistic approach allows students to grow academically, emotionally, physically, socially and spiritually in a supportive atmosphere.

2017 was a significant year for the College. Along with hosting 20th birthday celebrations, it also marked 500 years since the formation of the Lutheran Church.

“We thank God for the amazing blessings that have made the journey-so-far possible and enjoyed celebrating these milestones throughout the year,” Principal Simon Hughes said.

Already on site, the College has specialist rooms including Food Technology and an indoor gymnasium, together with newly built facilities for Science, Art, Design and Manual Construction, including Woodwork and Metalwork.

The Middle and Senior Schools’ Science Centre, and Materials and Technology Centre are among recent developments.

“With our growth through to Year 12 in 2016, these two buildings are two important stages in the College growing through to a large, 1000-plus student College,” Mr Hughes said.

“Both are critical specialist areas for our students in middle and senior classes.

“Now we’ve got state-of-the-art Science laboratories, Woodwork and Metalwork facilities, along with amenities for Robotic and Design capabilities.”

The opening coincided with the beginning of construction of the two-storey, 11-classroom, Middle School facility. That facility opened for term four of 2017.

After witnessing the embryonic stage of development, Head of Middle School, Nathan Shrowder, was able to monitor completion and unveiling of the 11-classroom, double-storey building.

“From the moment you walk into the entrance of the building there is an immediate ‘wow’ factor,” Mr Shrowder said.

“The smell of fresh paint, new carpet and freshly stained wood panels hits you instantly.

“Seeing the students’ reaction to the new building on their first day was priceless.”

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The new facility also has a presentation space in the centre of the building, with four large TV screens, to allow for whole Year Level meetings, classroom presentations or smaller parent information evenings.

The College leaders, including Mr Shrowder and Principal Hughes, are continuing to explore how to maximize the learning experience for the student body, given the facilities at their disposal.

“We are excited about the positive impact this building will have on our students, but at the same time we are still working through how to best utilise the spaces we have now created,” Mr Shrowder said.

“The Middle Years Building has been designed to allow for greater flexibility within in the classroom with furniture that can be set up in various ways to suit the learners, while also having breakout areas in the centre of both floors.

“This will allow the students to collaborate and work together in smaller groups to complete set tasks.”

The College deferred the purchase of furniture for these breakout areas, preferring to work in the spaces for a few weeks to gauge what furniture would be most suitable.

“Through discussions with the staff and students we will look at combinations of soft furnishings that include tub chairs, couches, ottomans, and the like, while also providing work areas with tables and chairs that allow for effective group collaboration,” Mr Shrowder said.

“This is an exciting time for all those involved in this process as we have an opportunity to really create spaces that will allow for greater creativity and diversity in the way in which our students can learn.”

The new facility also has a presentation space in the centre of the building, with four large TV screens, to allow for whole Year Level meetings, classroom presentations or smaller parent information evenings.

“On the second floor, we have added in a ‘green screen’ wall that will provide our students with the opportunity to begin using this ‘green screen’ technology, while creating videos for individual assignments or as part of GNLC TV,” Mr Shrowder said.

“We are very excited about this next phase for our Middle Years program and with the introduction of the International Baccalaureate (MYP Programme) next year, we can see some real positive change happening in the coming years.”

Meanwhile the development of a double-storey Senior School building, containing a resource centre is set for completion by May 2018.

“These developments will give us some solid foundational buildings and some contemporary learning spaces from which our students will benefit,” Mr Hughes said.

Embracing The Education Revolution In 2011, with its first Year 7 classes, Good News Lutheran College visibly began the journey from small primary school to a much larger P-12 College. The College has now committed to take another step, with movement toward the adoption of a set of international programmes – the International Baccalaureate.

GNLC believes that the International Baccalaureate aligns incredibly well with its educational philosophies and values, as well as helping to better support its amazing multicultural, international community.

What is the International Baccalaureate?

The International Baccalaureate (IB) is a set of four educational programmes offered by the IB Organisation to students aged 3-19, which focus on providing academic breadth rather than specialisation into particular areas. For GNLC, the two programmes that it will look to deliver are: ■

The Primary Years Programme (PYP), to teach children aged 3-12 how to be an inquirer both within and outside the classroom environment;

■

The Middle Years Programme (MYP), a five-year programme for students aged 11-16 encouraging them to make practical connections between their education and the real world.

“Our goal is to be running the PYP from Prep through to Year 5, with the MYP covering Year 6 to Year 10,” Principal Hughes said.

“IB programmes aim to provide a series of rigorous, challenging and unique curriculums to authorised schools, focusing on developing students to be internationally-minded individuals and promote students’ participation in global society.

“The ‘Learner Profile’ sets out 10 attributes which IB-accredited schools strive to pass on to students, in order to promote this goal,

which include being open-minded, caring, reflective and curious.”

Why is it right for Good News?

All students learn differently, and consequently there may be benefits in enabling them to choose a programme that best suits their individual strengths and preferences. The International Baccalaureate (IB) is a non-profit education foundation. The IB courses focus on total growth of the developing child and GNLC believes its students live in a complex world where learning and development arise not only from the school environment, but also from family and home and the surrounding community. The College believes it is vital that it captures and encourages an active learning environment through its curriculum.

“Adopting the PYP and MYP will be a significant step in moving towards an internationally recognised standard, as well as providing our students with a global perspective which will prepare them for playing their part on the world stage,” Mr Hughes said.

“The IB authorisation and evaluation process, means that the College’s programmes and teaching methodologies are audited against internationally established benchmarks.”

The College believes that the PYP and MYP both provide an excellent vehicle for the delivery of the Australian curriculum and capabilities, whilst at the same time providing students with a unique global outlook, as well as ensuring subject depth and breadth.

“Our students would follow a balanced curriculum that is globally significant and provides them with the opportunity to take an active role in their own learning,” Mr Hughes said.

While the College is taking Prep. enrolments for 2021, it does have current vacancies at some year levels.

To learn more about Good News Lutheran College or to take a tour please contact the College on 8742 9000 or email frontdesk@ goodnews.vic.edu.au.

Good News Lutheran College 580 Tarneit Road, Tarneit, Victoria. 3029 W: goodnews.vic.edu.au P: 8742 9000

Introducing your

School Principal

2018

Altona North Primary School

No. 4931

Mrs Robyn Gregson

Robyn’s passion for education and supporting the success of all students has been shaped over the past 40 years as a Teacher, an Assistant Principal and Principal in Melbourne’s West.

Robyn commenced at Altona North Primary School in 2006 as Assistant Principal and was appointed the Principal role in 2016.

As the Principal at Altona North Primary School, Robyn is committed to ensuring that we have an inclusive approach which is designed to improve learning outcomes of all students. Robyn is committed to making sure every child feels valued and engaged at all times.

Robyn believes in operating as a community where students, teachers and parents contribute to an open, welcoming and trusting environment with high expectations of everyone.

Challenging tasks are provided within stimulating learning environments that promote student motivation and engagement culminating in excellent outcomes which are acknowledged and celebrated.

With the development and extension of Literacy and Numeracy skills as a whole school priority, teachers plan together to ensure there is consistency in the implementation and evaluation of Reading, Writing, Speaking and Listening, as well as Numeracy across all year levels. This approach is showing great results in our student learning.

We look forward to a great year ahead of us!

Altona North Primary School Cresser Street ALTONA NORTH Ph: 9391 4572 www.altonanorthps.vic.edu.au

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Gary Methven

Henry Grossek

A big warm welcome from Gary Methven (Principal) celebrating 20 years at Beaconsfield Primary School! It takes a team to build a dream and my team of teachers work hard to: • Put the child at the centre of all we do – our Professional Learning teams never stop working as hard as we can to improve and maximise your child’s learning.

• Value our relationships – our children and teachers are like family and we work and learn together in a positive, focussed and fun learning environment.

• Support our children emotionally, caring for their mental health – our caring classroom teachers, a focus on student support and a chaplaincy service provides your child with a safety net in difficult times.

• Provide rich learning environments – iPads, computers, interactive whiteboards are great resources for engaging children, but our teachers work with the interests of our students to create collaborative challenge based learning opportunities to really hook them in to their learning and make classroom learning relevant to their needs.

• Nourish creativity and value individual differences – Music, Dance, Visual Arts, Sciences, Writing, public speaking and performances offer additional opportunities for creativity.

• We offer outstanding opportunities for children in Sport and Physical Education too!

We welcome tours by appointment and hope you can join us!

This year will be my 29th year as the founding principal of Berwick Lodge Primary School. People occasionally ask me the secret to my longevity in this role. Simply, I tell them – it’s a wonderful career. That’s not to say that being a school principal is not a challenging position, quite the contrary.

It can also be frustrating, but then name the career that doesn’t! The rewards, however are bountiful.

Beaconsfield Primary School Cnr. Lyall Ave and Old Princes Hwy BEACONSFIELD Ph 9707 1510 www.beaconsfield.vic.edu.au

Berwick Lodge Primary School 139-145 Mansfield Street BERWICK Ph: 9707 1766 www.berwicklodgeps.vic.edu.au

Recently I was in conversation with a colleague – our topic being that of children doing it hard in life, for any of many reasons. Far too many of these children ‘slip through the cracks’ so to speak and that frustrates us all so much. There is so much more we need to do in this regard and solutions are hard to come by.

It’s not all doom and gloom though, and from time to time, a student from bygone years drops in to our schools with a beaming smile and a great story to tell. What makes those particular stories inspiring and in part explain our longevity is that they are the wonderful surprises, most unexpected. Why? Because when those children left our care, they left us with a fear that whatever childhood dreams they may have had may well turn out to be an adult nightmare.

It is these children’s stories among many that remind us of the importance of our influence on their lives and nourish our longevity in our roles.

HENRY GROSSEK PRINCIPAL

Introducing your

School Principal Deborah Grossek

Education is one of my greatest passions. I love to lead teachers and students and help them in their growth to be everything they can be. I especially love leading the community at Glendal PS and providing the very many opportunities for our students to learn and excel. I and my leadership team are always looking for inspiring programs and experiences for our students. My experience in education is broad and encompasses private and public schools from Year Prep to senior secondary and as a tutor at Deakin University. I have taught in England, Brazil and Australia extending my learning in educational leadership through further study, travel and study tour scholarships to the UK, Singapore, New Zealand and Canada.

This is my 16th year as a principal and, over my 11 years as principal of Glendal PS, I have seen the school grow to nearly 900 students. With the leadership team I have introduced many new initiatives including a whole school coding and robotics program, French, Bollywood dancing and ‌ so much more.

My educational philosophy centers on the belief that children are capable of a higher level of learning than we often expect and that, when provided with the appropriate encouragement and opportunities, their achievements can be amazing. Our school mantra “I am part of the team that inspires lifelong learning� is a core belief of our school community.

Deborah Grossek, Principal (M.ED., B.Sc.Hons., B.Ed., Dip. T.)

Glendal Primary School 55 Nottingham Street GLEN WAVERLY Ph 9803 1330 glendalps.vic.edu.au

Jodie Bray

I hope you enjoy learning about our wonderful multicultural school, the curriculum we offer, the programs we are implementing as well as the teaching and learning changes that are occurring to improve student outcomes for all children, Kinder to grade 6.

Hillsmeade Primary is a large school in Narre Warren South with a school community of nearly 900 children in grades Prep to Year 6 and a staffing profile of over 80+ teachers, educators and support staff. Our Early Learning Centre is on-site and caters for 3- and 4-year old kindergarten children and long-term day care. We also offer our parent community before, after and vacation school care through our popular Out of School Care Hours Program.

We have commenced our vision to be a KidsMatter school to ensure our children live and learn in a safe and secure learning environment where every member of our community values and supports each other. We have completed the first two components: Positive school community and Social and emotional learning. Our school student leaders have recently qualified as Peer Support Leaders and delivered training to our grade 5 students as they prepare for their final year at Hillsmeade.

Exciting changes in the past few years have complemented the school’s excellent reputation as a great government primary school for our local children.

For tours and our open day please contact the school office.

Hillsmeade Primary School 82 The Promenade NARRE WARREN SOUTH Ph: 9704 6313 www.hillsmeade.vic.edu.au

2018 Provide parents with information on your open day Book now into the May 2018 edition.

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Contact Katrina Mihai 5945 0693 or katrina.mihai@ starnewsgroup. com.au 12375605-LN07-18

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Enrol in a bright future.

Lakeside College warmly invites prospective families to experience the difference at our Open Events.

Our ‘Open Events’ are a chance for you to visit our College, meet our friendly teachers, ask questions regarding our curriculum and go on a guided tour.

Our students and staff look forward to welcoming you into our community.

Open Morning:

Open Day:

Prep Open Morning:

Scholarship Testing:

Wednesday 14 March

Saturday 19 May

Wednesday 21 March

Wednesday 20 June

Wednesday 15 August

10am - 2pm

9am - 10am

Wednesday 12 September

Group Tours

Wednesday 6 June

9.30am

9am - 10am

11.30am

Wednesday 5 September 9am - 10am

Learn. Care. Achieve.

Enrolment applications are invited for 2019 and beyond, for more information or to RSVP please contact our Registrar Lakeside College Phone: 03 5941 7544

2 Portobello Road, Pakenham VIC 3810 www.lakeside.vic.edu.au

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Please contact the Registrar for more information.

KATHY BURGSTAHLER

Real Estate

ICE R P ORD C E R ults, , s S e N r Y t O I 7 DA .2 MILL roven grea N I SOLD OVER $1 sal and for p 5 2 33 pprai

7 19 ty a 3 r 4 e 0 p o r hy free p o Kat t r u k l o a t For y

LITTLE SUPER AGENT KATHY BURGSTAHLER OF

Kathy Burgstahler has been running her own successful real estate agency since 2013. She is one of the first estate agents to do away with an office entirely and runs her business on a fully mobile basis, selling property all over Victoria. As a result of being such a trailblazer, she was featured on TV and in the global “Top Agent” Magazine as the featured Cover Agent for 2015. Being a sole trader and not restricted by franchise agreements, not only does she sell property everywhere BUT her client base is from everywhere as a result. And with NO office, she makes far greater use of the Internet including social media for her advertising.

Despite being mobile, Kathy has been based in Lakeside Pakenham since 2008. She is the ONLY local real estate agent to have been President of the Lakeside Residents’ Group for 3 years, and the ONLY local real estate agent sitting on several community volunteer committees since 2008 because she is so passionate about Cardinia Shire and all it has to offer.

It makes perfect sense that when arguably the BEST property in Lakeside was to go up for sale, who better to list it? Not only does Kathy know Lakeside like the back of her hand, but her mobile business meant that she has had lots of experience selling multimillion dollar properties in suburbs such as Glen Waverley, Box Hill, Blackburn South etc.

For YEARS now, Kathy has been saying that Lakeside properties have been selling for less than they are worth. She proved that by achieving a record sales price for Lakeside with 29 Clearwater!

Call Kathy now for an obligation free appraisal of YOUR Lakeside home or to list your house to sell. She does things completely differently from any other agency and that will be evident from the minute you meet her. Her clients are all repeat business or referrals as once you’ve dealt with Kathy, you won’t want any other realtor. Her nickname, as the “Little Super Agent”, was coined by her clients.

Call her on 0437 192 335 and see for yourself why.

www.kathyburgstahler.com ph: 0437 192 335 e: kathy@kathyburgstahler.com 12372904-CG07-18

A message from Maurice Sendak Grossek’s view view MAURICE Sendak passed away in 2012, leaving a legacy of outstanding children’s literature for generations to come to enjoy.

His most famous book was, Where the Wild Things Are, an awardwinning book that was both highly acclaimed and criticised in some quarters as being “too scary”.

I recently came across a piece on Maurice Sendak, in which it was revealed that a hitherto undiscovered manuscript of his had been found and would be published soon under the title of, Presto and Zesto in Limboland. What really caught my attention, and is the primary reason for writing this piece on Maurice Sendak, was the comment he made in his 1964 Caldecott Medal acceptance speech, where he criticised children’s books set in: “a gilded world unshadowed by the least suggestion of conflict or pain, a world manufactured by those who cannot – or don’t care to – remember the truth of their own childhood”.

Apart from being a brilliant use of language, Sendak’s message has relevance today. All emotions present themselves in everyone’s lives over time, and if by having done all we can to have insulated our children from them in the first place, is it likely to be counterproductive in the long term? We face that dilemma as parents and teachers regularly. Those familiar with the developments in the field of Emotional Intelligence, would be familiar with the view that all emotions are valid – it is how we deal with and manage them, especially strong emotions. From that perspective, we should not avoid some emotions simply because they may cause us stress and pain, but rather build our capacity to manage them as positively as possible. Sendak’s message revolves around the issue of how best to develop resilience and that is no mean task.

In Sendak’s own words, his early life was anything but happy.

The Holocaust, to which members of his extended family were exposed with devastating consequences, confronted him with the concept of mortality. Furthermore, his life-long love of books ignited in his sickbed, beset by health problems at a young age.

The impact of that which is going on in the lives of students can be overlooked at times, given the current emphasis on NAPLAN, VCE results, and on the Program for International Student Assessment (PISA) results to evaluate our schools’ achievements in relation to those of other countries in science, mathematics and literacy. This begs a classic ‘chicken and egg’ question – which comes first, academic achievement or personal wellbeing? The answer is not a simple this or that. Nonetheless, Sendak’s revelation, whilst much to the benefit of children’s literature, serves a timely reminder that we should never underestimate the profound significance of events that deeply touch our inner self.

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Maurice Sendak wrote from life and the heart as he experienced it, and in so doing opened up a world of fantasy for which generations of children are the richer…

Interestingly, when Where the Wild Things Are was first published it drew significant criticism in some quarters for its depiction of fanged monsters, the characters of which were rather grotesque in appearance. The timeless relevance of the book’s main character, Max, a child raging against his mother for sending him to bed without any supper should not be lost on any of us.

Parenting can be unbelievably challenging at times, as can being a child – and Sendak’s evocative and thought-provoking comments he made when accepting his 1964 Caldecott Medal should be taken seriously by aspiring writers of children’s literature.

In terms of accolades, and Maurice Sendak received many in his decorated and, at times, controversial career, none could be more rewarding than which he received from a young boy upon reading Where the Wild Things Are. As Sendak recalls: “A little boy sent me a charming card with a little drawing on it.

I loved it. I answer all my children’s letters – sometimes very hastily – but this one I lingered over. I sent him a card and I drew a picture of a Wild Thing on it. I wrote, ‘Dear Jim: I loved your card.’ Then I got a letter back from his mother and she said: ‘Jim loved your card so much he ate it.’ That to me was one of the highest compliments I’ve ever received. He didn’t care that it was an original Maurice Sendak drawing or anything. He saw it, he loved it, he ate it.”

In not succumbing to the temptation of writing children’s stories scripted to a theme of how the world should be, in writing the acclaimed Where the Wild Things Are, Sendak also attracted notoriety with his book, In The Night Kitchen. Originally published in 1970, the book has often been subjected to censorship for its drawings of a young boy prancing naked through the story. The Night Kitchen regularly appears on the American Library Association’s list of “frequently challenged and banned books”. It was listed number 21 on the “100 Most Frequently Challenged Books of 1990–1999”.

Continued Page 44

LIGHTHOUSE CHRISTIAN COLLEGE Co-Education Co-education

ELC elc -- Year year 12 12

KEYSBOROUGH

SKYE-AUSTRALIS

www.lighthouse.vic.edu.au

www.lccaustralis.vic.edu.au

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INNOVATIVE, VALUES BASED TEACHING & LEARNING

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MacKillop Our Vision ‘CELEBRATING all life. Challenging all people. Dreaming the new day’ is MacKillop College’s vision for its community. Through this students are able to realise their potential, firstly at school and ultimately in their lives. Our vision supports teachers in their continual growth which consequently impact the young people they work with. Life at our College encompasses Education in Faith, contemporary Learning and Teaching, purposeful connection to Community, responsive Student Wellbeing and dynamic Leadership and Management.

Acting out this vision ensures we have a comprehensive and well balanced curriculum. This incorporates active learning within a positive, dynamic and adaptive environment not confined to our walls. A culture of enquiry and creative exploration of ideas is encouraged.

Our Learning Environments Our College features outstanding facilities complimented by beautifully maintained gardens, sporting fields and recreational areas. Our contemporary learning strategies are supported by extensive digital infrastructure in all classrooms throughout the College along with a dedicated ICCT centre. MacKillop boasts innovative learning areas including a unique Science wing, a stateof-the-art Auditorium, an outstanding Sports Centre and an exceptional Creative Arts Centre. Our broad and comprehensive curriculum reveals a dedicated Year 9 Campus, a Gifted and Talented program, extensive support to students who experience learning difficulties and well established successful policies and protocols that enhances student wellbeing. In addition to our Chapel, our College opened the ‘La Merci’ Centre which honours our innovative and contemporary learning environments with

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open classroom spaces. These digitally rich general purpose learning areas support our students with relevant resources which assist them in becoming ICT proficient and productive community members in this 21st Century.

Internationalising As part of our comprehensive curriculum we offer French, Japanese and Italian. Our international programs extend this collaboration of culture and language beyond the classroom. Students have the opportunity to travel abroad and visit France, Italy and Japan and live in homestays with host families and engage in cultural immersion programs at host schools. This is also reciprocated at our college with homestays for International students throughout the year. International students can engage in our curriculum at any year level including completing VCE or VCAL over two or three years. Students become integrated into our educative community from their first day and they become part of a dedicated homeroom and pastoral structure.

Faith and Culture To raise whole school awareness of our Faith and Culture we display potent symbols and artworks throughout our college buildings. We are a multicultural education setting that respects the dignity of all who become part of the community. We endeavour to listen to our community and respond with an open heart. Part of this response is to conduct whole school student led assemblies, parent information evenings and College liturgies where our students and teachers acknowledge our Aboriginal and Torres Strait Islander community.

Our intent as a College is to develop the whole person spiritually, socially, emotionally and academically to enable them to become responsive global citizens.

Visit MacKillop College during its Open Days on Thursday 1 March and 15 November between 2.00pm and 6.00pm with a final tour commencing at 5.15pm. Contact the College Registrar for further information.

Our intent as a College is to develop the whole person spiritually, socially, emotionally and academically‌

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From page 40 Maurice Sendak wrote from life and the heart as he experienced it, and in so doing opened up a world of fantasy for which generations of children are the richer for him having done so.

Almost fifty years later, a US School Library Journal sponsored a survey of readers that identified Where the Wild Things Are as a top picture book. The librarian who conducted it observed that there was little doubt what would be voted number one and highlighted its designation by one reader as a watershed, ‘ushering in the modern age of picture books’. Another called it ‘perfectly crafted, perfectly illustrated ... simply the epitome of a picture book’ and noted that Sendak ‘rises above the rest in part because he is subversive’.

Subversive behaviour is not a behaviour on the lips of everyday teachers in classrooms across the country and it most certainly has a sinister tone of which we should be wary. Nonetheless, as teachers we do challenge children to be creative thinkers, questioning as well as accepting, challenging as well as conforming. That is quite a tightrope to navigate. To be a person who does not always run with the crowd is no easy task – ask any ‘out there’ individual if there isn’t a price to pay for their individuality or any whistle blower as to whether their acts of courage are always warmly received or rewarded. Sendak found a way to be ‘subversive’ in his writing that in hindsight should be inspiring.

Maurice Sendak drew inspiration and influences from a vast number of painters, musicians, and authors.

Maurice Sendak drew inspiration and influences from a vast number of painters, musicians, and authors. Going back to his childhood, one of his earliest memorable influences was actually his father, Philip Sendak. According to Maurice, his father would relate tales from the Torah; however, he would embellish them with racy details. Not realising that this was inappropriate for children, little Maurice would frequently be sent home after retelling his father’s “softcore Bible tales” at school. Is there not a message within that story for us all as parents and teachers too? Are we ever guilty of having forgotten what it was like to be a child? If so, taking the time to reflect on the consequences of so doing, may be a useful starting point for better handling the next point of tension we encounter with children.

There is an old saying – ‘there’s a time and a place for everything’ – the implication being that the challenge lies in finding that time.

Sendak never found peace of mind in religion and was in fact an atheist. In a 2011 interview, he stated that he did not believe in God and explained that he felt that religion, and belief in God, “must have made life much easier for some religious friends of his. It’s harder for us non-believers.”

He died on May 8, 2012, at the age of 83, in Danbury, Connecticut, less than a month before his 84th birthday. The New York Times obituary called Sendak “the most important children’s book artist of the 20th century.” Author Neil Gaiman remarked, “He was unique, grumpy, brilliant, wise, magical and made the world better by creating art in it.”

There is an old saying – ‘there’s a time and a place for everything’ – the implication being that the challenge lies in finding that time.

Perhaps we have finally reached that time in our country in reflecting on the life of Maurice Sendak. He mentioned in a September 2008 article in The New York Times that he was gay and had lived with his partner, psychoanalyst Eugene Glynn, for 50 years before Glynn’s death in May 2007. Revealing that he never told his parents, he said, “All I wanted was to be straight so my parents could be happy. They never, never, never knew.”

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Maurice Sendak leaves an enduring trove of children’s books and personal experiences, the essence of which remain inextricably entwined and fascinating – and we are the better for it.

Henry Grossek Berwick Lodge Primary School principal hosts Viewpoints on Casey Radio 97.7fm on Fridays between 9.00am and 11.am www.caseyradio.com.au

Milgate Primary School LEARNING at Milgate Primary School is a journey of discovery, exploration, challenge and success. Our learning program provides students with a wide range of opportunities to develop real life skills including self-management, critical-thinking, collaboration and communication skills. We offer learning experiences for students that are connected to their local community and promote intercultural understanding through global connections and international mindedness.

The school cultivates an innovative and progressive learning environment that helps students to develop imagination, openmindedness and confidence. Through high expectations and individualised learning, each child is nurtured and encouraged to achieve their highest educational potential. All students have access to a sophisticated learning technology network including a 1-1 iPad program for Years 3-6. Milgate is an accredited Maths Active School once again highlighting its exceptional learning program.

Students’ learning is enriched through an exciting range of

specialist programs that include Visual Art, Performing Art, Physical Education and Mandarin Language.

Milgate develops caring and responsible students who are curious about the world.

International Baccalaureate (IB) World School Primary Years Program (PYP)

MILGATE PRIMARY SCHOOL East Doncaster

IB Primary Years Programme Maths Active School High expectations High academic achievement Learning environment that is: Stimulating Challenging Engaging

IB WORLD SCHOOL s WWW MILGATEPS VIC EDU AU Distinction - Eduction Guide

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‌‌..ON OUR NEW VICTORIAN SCHOOL GUIDES WEBSITE www.victoriaschoolguides.starcommunity.com.au Whether you are seeking information about a particular school in your area or are looking for a school for your child, then this site is for you.

Several frequently asked questions have been answered and if you have a question that hasn’t been addressed then send it to our team for their input.

Check out the many interesting stories on students and their achievements, while many other educational issues have also been featured.

E magazines are also available for your perusal on the website.

For further information regarding our range of education magazines and to provide us with your questions please contact: Katrina Mihai on katrina.mihai@starnewsgroup.com.au or 03 5945 0693 12376161-CB6-18

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A sense of belonging CATHOLIC Education Melbourne Executive Director Stephen Elder says the greatest compliment he has ever received was overhearing one parent tell another: “If you want your child to be truly happy, then you should send them to a Catholic school.”

“Our schools encourage students to learn through enquiry, and teachers are encouraged to support students in their search for understanding and meaning,” Mr Elder explains.

“We want our students to explore the big questions in life with a clear vision of what is good about themselves, their relationships and the world in which they live.”

This emphasis on the whole student is what sets Catholic schools apart.

Catholic school parents say their children are genuinely cared for and understood by their teachers, creating a sense of belonging that enables them to discover the gifts they have been given and develop them to the best of their abilities.

Sarah, whose daughter moved from the government system last year, says “You get the feeling in the Catholic system that your child is a real individual, not just a name on a roll, and that you’re part of a far broader community, a real family.”

Teacher Liam Buckley explains this approach well. “The thing I like about working in the Catholic school environment is that we genuinely put the student’s wellbeing at the heart of everything we do,” he says.

“School for our students is not just about the learning of content but the development of the person as a whole, which underpins what a Catholic education should be about.”

Mr Elder says Catholic schools work hard to discover what matters to each student and identify what they want from life and what will give them joy.

“Without a strong sense of self, successful learning and achievement is difficult to attain. Self-regard and self-esteem are powerful motivators in all walks of life and it’s no different when it comes to education,” he explains.

“Understanding who you are, what you want and how best to get there is part of a contemporary education. With every choice we nurture a love of learning and a desire for knowledge because it’s from that starting point that the best results follow.”

GROWTH AND SUCCESS Academic results, wellbeing reports, enrolment figures and affordability all point to a flourishing future for Catholic education in Victoria.

This year over 210,000 students – or close to one in four Victorian school children – will enjoy a Catholic education in one of nearly 500 schools state-wide.

Continued academic achievement is one of the key reasons for the appeal of a Catholic education.

University of Melbourne research on the “value add” performance of non-government education has found that Catholic schools add an average of six points to tertiary admission ranks, or ATAR scores, at the career defining end of a student’s school journey.

Catholic schools have continued to shine in Victorian Certificate of Education results, performing above the state average and showing significant improvements in quality.

The average median score achieved by Catholic school students

in last year’s VCE results came in at almost two points higher that the state average, while the number of schools where all students satisfactorily completed the VCE increased by well over 10 per cent.

A major Australian Bureau of Statistics survey has found that three out of four Catholic secondary students will go on to university.

Curtin University research released last year shows a Catholic pays real-world dividends. It has found that Australians who attended Catholic schools enjoy a wage premium of around 10 per cent.

But academic achievement is only one part of a Catholic education. The Curtin University work also singles out for special mention findings that graduates from Catholic schools enjoy higher levels of life satisfaction and happiness.

“The stream of active contributors, good citizens and welladjusted young people that graduate from our schools each year reinforce our philosophy and direction,” Catholic Education Melbourne Executive Director Stephen Elder says.

The ABS work also shows that Catholic students are far less likely to be bullied than those attending government schools.

Mr Elder says Catholic Education Melbourne is striving to be a leader in child safety.

“We believe that all individuals deserve inherent human dignity as beings created in God’s image,” he explains. “Many of the wellbeing programs within our schools live out the Gospel values, faith and shared belief that we should all aspire to a common good.

“We will always aim at creating zero-bullying environments based on a genuine concern for others.”

Parents also feel Catholic schools represent value for money, speaking of their affordability.

Mr Elder says all these factors are leading to a booming demand for Catholic schools.

More than half a dozen new schools are planned to open by the start of the 2020 school year in the Melbourne-Geelong area: primary schools in Craigieburn West, Wallan East, Torquay North, Wollert, Sunbury and Bannockburn and secondary colleges in Armstrong Creek and Wyndham Vale.

There are also proposals for new schools in Melton South, Werribee, Bacchus Marsh, Greenvale, Merrifield West, Doreen West and Docklands/Fishermans Bend in the first half of next decade.

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Oakleigh Grammar OAKLEIGH Grammar’s story starts in 1983 in the heart of Melbourne’s South East. The vision was to build a school at a time when an increased demand for secondary education emerged in Melbourne’s south-eastern suburbs.

Celebrating 35 years of excellence in education.

35 years later, we continue to offer excellence in coeducational learning from Early Learning through to Year 12.

Our mission is to create quality learning opportunities for every student to reach their full potential. We implement internationally renowned learning programs including the Reggio Emilia Philosophy in our state-of-the-art Early Learning Centre, The Leader in Me Process from Prep to Year 12, the International Baccalaureate Middle Years Programme, the Arrowsmith Program and e-learning initiatives, including iPads.

Our Early Learning Centre (ELC) offers a Toddler’s Program, 3 & 4-year-old Kindergarten. The Reggio Emelia philosophy inspires a curriculum built upon children’s exploration and awareness of their learning environment.

In the Junior School (Prep to Year 5), students are introduced to Stephen Covey’s internationally acclaimed The Leader in Me Process, promoting social and academic success.

In Years 6 to 9, the International Baccalaureate (IB) Middle Years Programme (MYP) is used to deliver the prescribed Australian Curriculum content and includes the unique, purposedesigned 9ways Program for experiential learning.

In the Senior School (Years 10 to 12), our students are not just numbers. Year 10 is the final year of the IB MYP. Students in Years

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11 and 12 choose from around 20 subjects to design their individual VCE programs.

Further to a strong academic curriculum, Oakleigh Grammar students are exposed to a range of social experiences within Oakleigh and the broader community. Character developing programs such as the SRC, The Leader in Me and the International Baccalaureate give students the capacity to grow socially during their school life. Students explore their co-curricular interests and talents in the visual and performing arts, sports, debating, music ensembles, chess club, multimedia, learning enhancement programs and social leadership initiatives.

Students take part in physical education as a core subject and often continue with this subject into VCE studies. Oakleigh Grammar participates in several interschool sporting competitions in a range of sports.

Celebrating EMPOWERING YOUNG MINDS TOGETHER

YEARS 1983 - 2018

DISCOVER THE OAKLEIGH GRAMMAR ADVANTAGE. REGISTER FOR A SCHOOL TOUR TODAY.

www.oakleighgrammar.vic.edu.au/tour 12365946-KC6-18

Why choose a public secondary school?

WE ALL have a stake in building a public secondary school system that prepares the next generation of productive citizens and workers. Our nation’s economic and social prosperity depends on this. It is essential that all students, regardless of their family background, have access to an excellent local public school in order to reach their potential and contribute to our society.

The Victorian Association of State Secondary Principals has consulted widely with its members, asking them to identify what they consider to be the most crucial elements required to build and sustain a thriving public secondary school system. They identified the following key elements required to improve the public secondary school system: Community Expectations ■ Communities take pride in their local public secondary school and are actively involved in improving it ■ Every public secondary school is the school of choice for local families, thus helping to strengthen neighbourhoods and enhance social cohesion ■

The Education Minister and senior department officials are passionate advocates for the system they operate: the public school system

Student Outcomes ■ Every school has high expectations of its students and teachers, and pursues a high-performance culture ■

All students make progress in academic achievement and social skills • A student’s educational achievement is not determined by their socio-economic background • Twenty-first century learning skills, (e.g. problem solving, curiosity, teamwork, perseverance) as well as literacy and numeracy, are emphasised in school programs, enabling a more comprehensive comparison of student performance at local, national and international level.

At this time of the year, families are making important decisions about choosing a secondary school for their child. There’s a common view that if you send your child to a private school, your child will get better results.

There are other good reasons to consider enrolling your child in a public school. They include the following: ■

Public schools are great value for money compared with private schools, which charge families up to $30,000 each year in tuition fees per child. Tuition at public schools is free, with families paying for books and some essential items.

■

Children in public schools learn to get on with a wide mixture of students from different backgrounds. These advanced social skills - cooperation, empathy, problem solving - are increasingly prized in the modern workplace. They equip students for success in life and in work.

■

Public schools are neighbourhood schools. Enrolling your child in a school within walking or riding distance to home makes it easier for you to know who your child’s friends are, to make friends with other local parents and to forge closer links with your school and your community.

High quality teaching is one of the biggest factors that influence student learning. That’s why public schools are intensifying their efforts to enhance the skills of their teachers through mentoring, peer and student feedback and other forms of professional development. Public schools are the backbone of our nation’s education system. They express our Australian egalitarian values.

They provide opportunities for all children to succeed, no matter where they live. They give all children a fair chance to reach their potential and lead a fulfilling life.

This information is courtesy of VASSP - Victorian Association of State Secondary Principals For further information regarding the Education Guides published by the Star New Group refer to: www.victoriaschoolguides.starcommunity.com.au You can read more about Cobbolds review’s findings here: http://www.saveourschools.com.au/public-education/studiesshow-publicschools-achieve-similar-results-to-private-schools

But the facts show that this is wrong. A recent review of almost 30 academic studies revealed public schools achieve similar student outcomes to Catholic and independent schools across a range of education indicators. (Cobbold, 2015) The review showed there were no significant differences between the results of students from public, Catholic and independent schools in national and international tests and in university completion rates. And in the first year of university, students from public schools outperform other students - they achieve higher grades in their first year of university than students from Catholic and independent schools.

As a leader in the public school system I believe it’s important that families know about this information because it can help inform their decision-making. Public schools are just as good as private schools in the area that matters most - developing your child’s potential. The review is one of many pieces of educational research showing that students from the same social background do as well in public schools as they do in Catholic or independent schools.

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Picture courtesy of Canterbury Girls' Secondary College.

Prep them well for VCE

Enrol Enrolnow nowfor forPrep Prepand andYear Year552019 2019and andbeyond beyond We have limited vacancies available for Prep and Year 5 school start in 2019 and beyond.

‘SCHOOL ‘SCHOOLALIVE’ ALIVE’Tour Tourdates datesfor for2018 2018 I FRIDAY 9 MAR I MONDAY 14 MAY I FRIDAY 24 AUG I FRIDAY 12 OCT I We are happiest when prospective parents and students pay us a visit. Come and chat to our staff and students at one of our School Alive Tours. Experience the vibrant learning atmosphere of a normal school day. Can’t make it?

Then book into one of our weekly scheduled tours. To confirm your attendance on a tour please call Shirley Seit on 9334 0140.

Coburg: Glenroy, Hadfield, Coburg North, Coburg, Pascoe Vale South, Strathmore, Essendon Derrimut: Delahey, Taylors Hill, Caroline Springs, Burnside, Deer Park, Derrimut Moonee Ponds: Kensington, Newmarket, Ascot Vale, Moonee Ponds, Essendon, Aberfeldie, Niddrie Tarneit: Truganina, Hoppers Crossing, Tarneit, Cairnlea, Albanvale, St Albans Williamstown: Williamstown, Newport, Spotswood, Yarraville, Footscray, Maribyrnong, Avondale Heights

Dual Campus: Keilor and Taylors Lakes www.overnewton.vic.edu.au A Prep to Year 12 co-educational college providing a quality education in Melbourne’s North West.

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Five dedicated student bus services in 2018

A passion for swimming THE Paul Sadler Swimland story starts with a boy from Ballarat who simply had a passion for swimming. In his teenage years Paul was an accomplished junior and high school swimmer. In a situation that was not uncommon in his era he turned his hand to teaching swimming to supplement his family’s income.

‘Small Successes’ that lead to the ‘Proudest Moments’.

Paul’s passion for teaching children influenced his choice of career and he was soon qualified to teach Physical Education and Special Needs in the state primary school system. As an educator Paul embraced skills and knowledge about the psychology of teaching and value of structured programs. He soon applied this to the teaching of swimming and commenced the development of what is arguably one of the world’s most effective learn to swim programs.

The classes are full of fun activities that focus on water awareness, mobility, safety and survival. The children have so much fun, they won’t even notice that they are tackling new and challenging things every lesson!

Paul Sadler Swimland was formed in 1972, when Paul established what is probably swimming’s first public and private partnership, by renting the pool at his first school, Moorabbin West Special School. The success of this business, in which he was earning more money over the weekend teaching swimming than he was during the week as a teacher, fired an entrepreneurial spark that lead to the construction of his first pool in Brighton in 1976. This is where the clear focus on water safety survival skills (rather than just teaching how to swim) emerged.

Paul Sadler Swimland progressed slowly through the 1970s and 1980s while much was being learnt, developed and established.

The mid 1990’s saw growth accelerate when Paul realised that he could ‘duplicate’ himself. The strength of his methodology came to the fore as multiple sites taught lessons that looked the same, whether Paul was there or not.

Today Paul Sadler Swimland operates out of 14 sites with operations in Australia, Canada and Vietnam. It has a leadership team of more than 20 managers overseeing more than 650 employees teaching 30,000 swimming lessons per week.

Paul Sadler Swimland has been the recipient of more than 25 industry awards in Australia and USA. Its most significant award was the recent induction of Paul Sadler into the Australian Swim Coaches and Teachers Association Hall of Fame. Recognition reserved for the luminaries of swimming in Australia.

Brightness of future is a key mantra for everyone at Swimland.

Starting with the key relationship between a teacher and a child, fun and positive relationships across the business underpin its culture. The Paul Sadler Swimland belief system is that it’s the

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Children begin their journey in the Swordy Tot program. It is a great, fun way to introduce the little ones, aged four months to three years, to all the exciting adventures they can experience in the water.

As a parent (or carer) you get to be in the water with your little one enjoying this bonding experience together and sharing some special one-on-one time. You will also take home some tips on things you can do at home to help your child’s development and how to extend their learning from land into water through the use of colours, shapes, sounds and touch. Research shows that children who participate in water activities from a very young age benefit in many ways, and we like to think we are helping to make our swimmers smarter and more confident in all aspects of their lives!

All swimmers in the Swordy Tot program take home an interactive development chart which allows you to celebrate your child’s small successes with stickers as they gain new skills along the way.

The Swordy Tot program is the first step in your child’s Swimland journey and the beginning of many proud moments you’ll get to share together.

From around three years and above the children get to swim on their own, without their parents.

The Learner program provides great opportunities for children to develop life-saving survival skills and become competent swimmers in a tension free, fun and exciting environment.

All our swimmers receive incentives along their Swimland Journey that celebrate their small successes throughout their Swimland Journey, such as t-shirts, tattoos, certificates, medals and trophies.

The program consists of 14 levels, encompassing all abilities; from beginners who are just learning to love the water through to competent swimmers who are able to achieve amazing things like open water swims, 1 km medals and their Swimland Diploma.

Our aim is to make our swimmers’ day, and for swimming to be the highlight of their week!

paullsad paulsadlerswimland.com dlerswiimlland

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2018 2018

OPEN OPEN DAYS DAYS

Arlington:

Blackhall Kalimna:

Kindergarten and Primary

Secondary School

Join us to discover:

Learn more about:

• Our rich specialist programs of Philosophy, French, Art and Music • The beautiful, natural surrounds, including our animals, gardens and workshops • The harmonious and productive relationships between teachers and students • Preshil’s culture of creativity, curiosity and challenge

• The International Baccalaureate at Preshil; both the Middle Years and Diploma Programmes • Years 7 & 11 Creativity and Innovation Scholarships • Preshil’s multi-age electives programs • Our unique, architecturally-designed learning spaces

Open Day: Thursday, 8th March from 9:15am Wednesday, 21st March from 9:15am

To register for an Open Day, find out more, or book your own tour of the school, please visit http://www.preshil.vic.edu.au /enquiry/

Scholarships Years 7 & 11 2019

Creativity and Innovation Preshil is seeking applications from young adults looking for an opportunity to further their creativity and independent thinking in any area of learning.

Admission is for years 7 or 11 entry.

Applicants are asked to submit a portfolio of material that shows evidence of creative, innovative and imaginative endeavour in any field of learning and of their capacity to

Visit www.preshil.vic.edu.au/scholarships to learn more

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contribute to the Preshil community.

Preshil Revolutionising the IB in Victoria THE adoption of the International Baccalaureate (IB) at Preshil’s Secondary School represents the introduction of an innovative programme befitting the School’s longstanding reputation for offering a progressive and compelling alternative to conventional schooling. It facilitates a contemporary education relevant to the actual needs and interests of young Australians and actively addresses the current mismatch between what is taught at school and what graduates actually need to succeed in the world outside.

Many people have formed an idea of the IB as a narrowly academic alternative to the VCE. This limited view has led to the common misconception that the IB Diploma is exclusive and can only be undertaken by the most able and academic of students – a view which underestimates the IB’s flexibility and emphasis on both collaboration and individuality.

The model affords Preshil the opportunity to offer a significantly more holistic and cooperative learning culture, rewarding individual research, community participation, creativity and global citizenship.

Since 2014, Preshil has been shaping its Secondary School curriculum based on the IB’s Middle Years Programme (MYP) for Years 7 to 10. Students develop a depth of knowledge and balance through the study of eight subject areas: Arts, Individuals and Societies, Language and Literature, Language Acquisition, Mathematics, Physical and Health Education, Sciences and Design.

Inclusive and broad, the MYP provides a framework of academic challenge for the syllabus and draws upon a world-leading curriculum. Students are encouraged to become active, compassionate and lifelong learners, as well as critical thinkers

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who identify and make connections between traditional subjects and the real world.

The MYP thoroughly prepares every student to move on to the IB Diploma or complete an IB Certificate combining a number of IB courses with either VET or other specialist training. Preshil students are supported by exceptional careers and course selection advice ensuring that all options and pathways (both local and international) are accessible. The ATAR is a very narrow pathway in the broader scheme of things.

The IB Learner Profile emphasises the development of independence and self-motivation, actively cultivating the attributes of students as inquirers; knowledgeable thinkers and communicators who are principled, open-minded, caring, courageous, balanced and reflective; global citizens with an awareness of their common humanity.

Preshil’s approach to the IB Diploma and the IB Certificate (Years 11 & 12) is both inclusive and innovative. Independent research from a wide selection of tertiary institutions (both in Australia and abroad) indicates that the IB Diploma is the best possible preparation for tertiary study, giving students the skills they will need to succeed in their post-school education and careers.

The IB is a globally recognised qualification with emphasis on personal skills development, research and genuine criteria-based assessment. It is a world away from the outdated, competitive systems which rank classmates against one another in a race to achieve - a number!

It is a world that Preshil is proud to be a part of.

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Kathy Burgstahler Real Estate KATHY Burgstahler has been running her own successful real estate agency since 2013. She is one of the first estate agents to do away with an office entirely and runs her business on a fully mobile basis, selling property all over Victoria. As a result of being such a trailblazer, she was featured on TV and in the global “Top Agent” Magazine as the featured Cover Agent for 2015. Being a sole trader and not restricted by franchise agreements, not only does she sell property everywhere BUT her client base is from everywhere as a result. And with NO office, she makes far greater use of the Internet including social media for her advertising.

Despite being mobile, Kathy has been based in Lakeside Pakenham since 2008. She is the ONLY local real estate agent to have been President of the Lakeside Residents’ Group for 3 years, and the ONLY local real estate agent sitting on several community volunteer committees since 2008 because she is so passionate about Cardinia Shire and all it has to offer.

So it makes perfect sense that when arguably the BEST property in Lakeside was to go up for sale, who better to list it? Kathy achieved a record sales price for this home within 7 days. The previous record was $940,000 BUT Kathy achieved over $1.2million.

Not only did Kathy know Lakeside like the back of her hand, but her mobile business meant that she has had lots of experience selling multimillion dollar properties in suburbs such as Glen Waverley, Box Hill, Blackburn South etc. She knows quality when she sees it, and manages to immerse herself in all new suburbs she comes across until she knows it BETTER than the locals! Lakeside was NOT her only record. Kathy recently achieved a record price in Box Hill as well.

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Request a listing of properties near the school of your choice.

Call Kathy now to arrange a FREE market appraisal of your home, irrespective of WHERE it actually is! Want to be closer to your dream school? Let Kathy help you find a new place whilst getting you the best possible price for your current home. Call her now on 0437 192 335 and see why her clients have nick named her the ‘little Super Agent’.

Melbourne Foot, Ankle and Walking Clinic AT THE Melbourne Foot, Ankle and Walking Clinics, we specialise in treating conditions of the lower limb, with a special interest in the growth and development of children. With children we assess for flat feet, pigeon toeing, out toeing, growing pains, heel pain (Sever’s disease), knee pain, including Osgood-Shlatter disease and walking anomalies that can lead to clumsiness and tripping over.

We use a range of different modalities to treat these conditions.

We are not limited to children and treat adults and elite sporting people with similar conditions of the feet, ankles, shins, knees, hips and lower back.

Helping children, adults and the elite, we treat conditions such as Plantar fasciitis (pain in the arch of the foot), heel spurs, metatarsalgia (pain in the ball of the foot), growing pains in children, knock knees, pigeon toed, out toed, shin splints, knee pain, chronic hip and lower back pain.

To make an appointment today please phone our head office in Blackburn on 9878 4566.

Lauren Jackson, WNBA’s Most Valuable player in the American Woman’s basketball league who has been flying to Melbourne for treatment. She led the Australian OAPLS to win their first World Championship in Women’s Basketball.

During your first assessment you will experience a thorough examination of you or your child’s alignment. We will assess to ensure the feet, ankles, knees, hips and lower back are positioned and aligned correctly. This examination will include measurements using specialised instruments which form the basis for comparison as things improve.

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They/you will be assessed lying, standing and walking, giving us the best chance of finding and treating the cause of their or your pain. If the feet are not aligned correctly it can put excessive strain on other joints of the body.

Blackburn - Melbourne - Caroline Springs - Spotswood - Elsternwick - Springvale South - Ivanhoe East Distinction - Education Guide

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Locality Guide GEELONG REGION – featuring Education, events & activities City of Greater Geelong...............................................................................22 & 23

Milgate Primary School ..........................................................................................45

Geelong Baptist College...............................................................................18 & 19

Preshil...............................................................................................................54, 55 & 56

Geelong Performing Arts Centre ...........................................................24 & 25

St Andrews Christian College ............................................................................. 57

Mini Maestros – Geelong ............................................................................26 & 27 Narana – Aboriginal Cultural Centre ..................................................28 & 29

WEST – NORTH WEST Altona North Primary School ..............................................................................36

The Geelong College ..........................................................20, 21 & Back cover

Bacchus Marsh Grammar .......................................................................................11

EAST – SOUTH EAST Alia College ...................................................................................................................... 9

Good News Lutheran College ...................................................32, 33, 34 & 35

Beaconsfield Primary School ...............................................................................36

Overnewton College ................................................................................................. 51

Berwick Lodge Primary School ........................................................ 12, 13 & 36 Casey Grammar School........................................................................................... 15

NORTH – NORTH EAST Aitken College .................................................................................................................7

Chairo Chrisitan School ......................................................................................... 16

St Monica’s College, Epping .......................................................................... 4 & 5

Glendal Primary School ........................................................................30, 31 & 37 Grossek’s View ...................................................................................................40 & 44

MELBOURNE Independent Schools Victoria................................................................................8

Hillsmeade Primary School .................................................................................. 37

Melbourne Basketball Tournament ................................................................. 14

Kathy Burgstahler Real Estate .................................................................39 & 58

Noone Image Wear ....................................................................................................63

Lakeside College .........................................................................................................38

Paul Sadler Swimland ....................................................................................52 & 53

Lighthouse Christian College ............................................................................. 41

Melbourne Foot, Ankle and Walking Clinic ...............................................59

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Oakleigh Grammar .........................................................................................48 & 49

Mackillop.......................................................................................Front, 2, 3, 42 & 43

Contents A Sense Of Belonging .............................................................................................. 47

Hillsmeade Primary School .................................................................................. 37

Aitken College .................................................................................................................7

Introducing School Principals ................................................................36 & 37

Alia College ...................................................................................................................... 9

Independent Schools Victoria................................................................................8

Altona North Primary School ..............................................................................36

Kathy Burgstahler Real Estate .................................................................39 & 58

Bacchus Marsh Grammar .......................................................................................11

Lakeside College .........................................................................................................38

Beaconsfield Primary School ...............................................................................36

Lighthouse Christian College ............................................................................. 41

Benefits Of Wearing School Uniform.............................................................62

Mackillop.......................................................................................Front, 2, 3, 42 & 43

Berwick Lodge Primary School ........................................................ 12, 13 & 36

Melbourne Basketball Tournament ................................................................. 14

Casey Grammar School........................................................................................... 15 Chairo Christian School ......................................................................................... 16 Choosing A Girls School ........................................................................................50 City of Greater Geelong...............................................................................22 & 23 ELC – Primary Learning Guide .......................................................................... 37 Education, Entertainment & Activities in the Geelong Region .......... ...........................................................................................................................................17-29

Melbourne Foot, Ankle and Walking Clinic ...............................................59 Milgate Primary School ..........................................................................................45 Mini Maestros – Geelong ............................................................................26 & 27 Narana Aboriginal Cultural Centre ......................................................28 & 29 Noone Image Wear ....................................................................................................63 Oakleigh Grammar .........................................................................................48 & 49

Geelong Baptist College...............................................................................18 & 19

Overnewton College ................................................................................................. 51

Geelong College (The) .....................................................20, 21 & Back Cover

Paul Sadler Swimland ....................................................................................52 & 53

Geelong Performing Arts Centre ...........................................................24 & 25

Preshil...............................................................................................................54, 55 & 56

Glendal Primary School ........................................................................30, 31 & 37

Schoolboy’s Stratospheric Rise...........................................................................10

Good News Lutheran College ...................................................32, 33, 34 & 35

St Andrews Christian College ............................................................................. 57

Grossek’s View ...................................................................................................40 & 44

St Monica’s College, Epping .......................................................................... 4 & 5

Health and Wellbeing at Secondary School ................................................. 6

Victoria Schools Guide Website ........................................................................46

Next edition: February 2019 For bookings please contact: Themes Media on 5945 0666 or Email: katrina.mihai@starnewsgroup.com.au Published by Star News Group Pty Ltd ACN 005 848 108. Publisher/Managing Director, Paul Thomas. All material is copyright to Star News Group Pty Ltd. For our terms and conditions please visit www.starcommunity.com.au

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School uniforms: Who needs them?

By William McKeith FOLLOWING the Victorian government’s ruling to allow girls to choose shorts and pants over dresses and skirts as uniforms, there is current community discussion on this subject in NSW. Do we need to open more varied school uniform rules for girls: to allow them to wear a school uniform that is more traditionally male as now in Victoria. At present, the discussion is limited to reducing the disadvantage experienced by girls, through the introduction of trousers and pants options, removing the expectation on girls to wear dresses to school – gendered uniforms. But could we go further and get rid of school uniforms completely?

It seems to me that the discussion should be more about: “Is time up for school uniforms?” Should school children be given the freedom and responsibility to dress as they choose when they come to school? I have worked in schools that have tight uniform regulations, and in schools that have no uniforms. My preference is overwhelmingly for “no uniform” expectations, the West European model.

In Australia, conforming to a school uniform policy is compulsory in most private, Catholic and state schools.

The existence of school uniforms owes much of its heritage to our British forbears. Many of our Australian school uniforms were modelled in the 19th century, from these British schools. School uniforms date back to the 16th century in Britain, the first school uniform thought to have been introduced in 1552 at Christ Hospital, London. Whereas the United States and most west European nations, such as Finland, Norway, France and Germany, reject the need for a school uniform. England and Ireland stand out as traditional wearers of school uniforms although there is no government regulation enforcing this.

Closer to home, school uniforms have become all the rage. In China, Indonesia, the Philippines, Malaysia and Pakistan strict school uniform practices apply. In former British colonies like us: Hong Kong, Singapore and South Africa, the application of regulated button-up blazers, ties sporting the school crest, and polished black leather lace-up shoes is rigorously applied to children, sometimes as young as five. Dresses for girls, sometimes to the ankle, shorts and long socks for boys, characterise many of these uniforms. Regulated summer and winter options, sports and music uniforms, all feature in the uniform requirements of some countries.

Dresses and skirts are seen as too restrictive by many.

In Australia, conforming to a school uniform policy is compulsory in most private, Catholic and state schools. As Europe, and even Britain, has sought to relax many of the school dress rules, Australia has become increasingly strict with what children are allowed to wear to school. In keeping with our growing obsession with rules and regulations, we have imposed increasing “standards” on what is allowed and what is not allowed, in school uniforms. Our preoccupation with uniforms is rivalled only by that for league tables and competition.

The rationale for school uniforms is to create a level playing field – so the rich kids don’t lord it over the poorer ones with their flashy jumpers and Nike trainers. The intention is to promote social equality and also to build school pride. The argument is that by everyone dressing the same, we can’t tell which children are from homes that are more privileged. And that by wearing the school symbols and motifs, the branding on ties, blazers and

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It seems to me that the discussion should be more about: “Is time up for school uniforms?”

Should school children be given the freedom and responsibility to dress as they choose when they come to school?

backpacks, we encourage honour and respect for the school.

Our children can see through this. They see the homes we come from, the cars we arrive in, the clothes we adults are wearing. Most of our kids couldn’t care less about these things. To think that young people build school pride on the basis of their school uniform is to further insult their intelligence and discernment.

Children value their school because of the way it stands for the values it purports to represent – the substance at the heart of its message, not because of the logo on the school tie. If they are treated well, with respect and courtesy at school, if their efforts are acknowledged and encouraged their sense of pride in their school will be nurtured. It doesn’t take a neat and tidy pleated skirt or pressed and crested school blazer to achieve this.

Uniforms are often criticised for promoting the uniformity that characterises militarism. Of superiority and dominating masculinity. There might be an element of truth in this.

However, I suspect that school uniforms might be more about marketing a school. Could it be more about using the children to help defend the school against competition from the private school around the corner? In the less contemporary Australian schools, we continue to clothe children in outfits more suited to a 19th century London lifestyle than outdoorsy Australia.

Reviewing what girls wear to school is a great beginning and hopefully this can be followed by a review of whether we need school uniforms at all. We can do without the expense and pass the responsibility of selecting and dressing themselves, onto our students.

Dr William McKeith is a former principal of PLCs Sydney and Armidale and current principal of Inner Sydney Montessori School.

Ref: http://www.smh.com.au/comment/the-case-for-droppingschool-uniforms-altogether-20170913-gygmt8.html

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OPEN DAYS Wednesday 7 March, 2 May, 15 August and 24 October.

Since 1861 we have been educating thinkers, doers and leaders, with our eyes on the future, and grounded by long-established values. We develop potential, embrace uniqueness, and work together to learn the skills and attitudes needed to live a good life. This is who we are. www.geelongcollege.vic.edu.au or phone (03) 5226 3156 12365959-KC6-18

ISSUE 2

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OPEN DAYS Wednesday 7 March, 2 May, 15 August and 24 October.

Since 1861 we have been educating thinkers, doers and leaders, with our eyes on the future, and grounded by long-established values. We develop potential, embrace uniqueness, and work together to learn the skills and attitudes needed to live a good life. This is who we are.

Photo provided with the compliments of MacKillop. For further information see pages 2, 3, 42 & 43 Education, events & Activities around Geelong – pages 17-29 Introducing Principals – pages 36 & 37

www.geelongcollege.vic.edu.au or phone (03) 5226 3156

Melbourne Tournament 2018 – page 14 Homes near schools pages 39 & 58 12365959-KC6-18

M MAC ACK KILLOP ILLOP

Open Open Day Day Thursday Thursday1 1March March2018: 2018:2.00pm 2.00pm––6.00pm 6.00pm Final FinalTour Touratat5:15pm 5:15pm

Enrolments Enrolmentsclose closefor forYear Year772020 2020 Friday Friday33August August2018 2018 G challenging G challenging G all G all G dreaming G dreaming celebrating celebrating allall lifelife people people thethe new new day day

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