Independent School Guides 2018

ISSUE฀4฀•฀2018

Entertainment & activities – pages 12, 13, 24, 25, 46, 47, 56 and 57.

Interesting tours and activities provided by Reptile Encounters – pages 46 and 47.

Photo provided with the compliments of MacKillop.

For further information refer to pages 2-3 & 30-31.

MacKillop Our Vision ‘CELEBRATING all life. Challenging all people. Dreaming the new day.’ These words represent MacKillop College’s vision for its community, thereby supporting teachers in their continual growth, consequently impacting the young people they work with and enabling students to realise their potential. Life at our College encompasses Education in Faith, contemporary Learning and Teaching, purposeful connection to Community, responsive Student Wellbeing and dynamic Leadership and Management.

Our Learning Environments For this purpose, our College offers a comprehensive and balanced curriculum that incorporates active learning within a positive, dynamic and adaptive environment not confined to our walls. It’s a culture of enquiry wherein a creative exploration of ideas is encouraged.

We have outstanding facilities complimented with 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 also boasts innovative learning areas, including a unique Science wing, a stateof-the-art Auditorium, an outstanding Sports Centre and an exceptional Creative Arts Centre. There is extensive support for students who experience learning difficulties, and well-established successful policies and protocols that enhances student wellbeing.

In addition to our Chapel, our College features the ‘La Merci’ Centre, which honours our innovative and contemporary learning environments with open classroom spaces. These digitally rich general-purpose learning areas support our students with relevant resources, assisting them in becoming ICT proficient and productive members of the community in this 21st Century.

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Faith and Culture ‘You are the light of the world’, was one of the key themes explored

by Bishop Terry Curtain at MacKillop College’s Opening Year Mass, celebrated on Thursday, 8 February. The Eucharist, celebrated by Bishop Terry and concelebrated by Canonical Administrator Rev Fr Albert Yogarajah PP, Fr Darien Sticklen, and Fr Anil Mascarenhas, set the tone for this school year. As a community, the Bishop challenged each of us to use our skills and talents not only to be the best people we can be, but also to reach out to others and make a difference in the world in the example set

by Mary MacKillop.

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, to enable them to become responsive global citizens.

MacKillop College invites you to our Open Day, on Thursday, November 15, between 2pm and 6pm, with a final tour commencing at 5.15pm. Contact the College Registrar for further information.

MacKillop College, Russell Street, Werribee.

Inquiries: 8734 5200 or www.mackillop.com.au

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 I SPENT 15 minutes getting comments from some students available around the school at the time.

You might not believe most of this, but perhaps it will pique your interest sufficiently to come and ask students yourself. You can drop in anytime.

“One of the best things I like about Alia is that it is small. Instead of schools with only one teacher for 30 students, you can get a huge amount of attention.”

■ A high-achieving VCE student “It’s a judgement-free environment.”

■ A Year 9 student, bullied in a previous school. “[Alia College] provides opportunities for students to be themselves. There is a sense of mutual respect between students and teachers; people care. Teachers are very flexible according to the way students want to learn. [It’s an] open school, communicationwise; people can openly communicate about issues. Students can plan activities. It’s free spirited.”

■ A group of Year 9, 10, and 11 students “It’s small, and person focused. I just like being here. You get to have a lot of responsibility for yourself.”

■ Two Year 12 students “Bob is a special feature; he has a unique outlook on schools in general, which means he’s able to keep the school running, and I enjoy coming here.”

■ A Year 7 student “Teachers are human. I learnt more in one term here than in a year at my last school, because there’s more pressure there. Here, it’s more individualised. Teachers are more open to talk with students, and don’t just tell you to do your work.”

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■

A group of Year 7 and 8 students

“It’s independent; you have a lot of freedom. It’s very diverse.

[Here] you can voice your own opinion.”

■ A Year 12 student

"No one yells at you; it’s a lot more relaxed. Teachers really help you and there are no hierarchical expectations. [It’s a] chance to choose your own values.” - A group of VCE students "VCE is very different from how it is at other schools. Teachers treat like an adult; like you want to be treated. You’re still given lots of work, but it’s not as intense.”

■ A Year 12 student

That might be a bit hard to believe, so just visit anytime and talk to any of the students you meet.

– Bob Morgan Principal and Founder Contact us on 03 9822 9622, via info@alia.vic.edu.au, or register for the next information night at www.alia.vic.edu.au.

Casey Grammar School CASEY Grammar School is a Prep to Year 12 School with a proven reputation for providing quality education. We encourage students to succeed academically, personally, spiritually and socially on their journey towards excellence. We value the ideals of respect, tolerance and integrity. Taking great pride in offering a warm, nurturing and natural environment to provide our students with an exceptional all-round education and love of learning.

We believe that for young people to reach their potential, we must value the total educational program and the holistic development of students. We provide learning opportunities within the classroom, across the curriculum and beyond the school.

Our campus has modern facilities to enhance learning and meet the ever-changing needs of schooling. Our highly trained teaching staff work with dedication and a true commitment to the growth of each and every student.

The Pastoral Care program is built around mentoring of the individual in small groups to ensure personal support and attention. Casey Grammar School is dedicated to forming confident, successful and well-educated members of the community, who strive for excellence in all aspects of their life.

Discover more about Casey Grammar School; for information on upcoming Meet the Principal Tours and Open Days, please check the website caseygrammar.vic.edu.au or contact our Enrolments Officer on 5991 0800 or enrolments@caseygrammar.vic.edu.au

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Cathy-Lea – Experts in Entertainment Education CATHY-LEA – Experts in Entertainment Education Since 1991, Cathy-Lea has been training students in performing arts including Ballet, Jazz, Tap, Contemporary Dance, Hip Hop, Drama, Singing, Musical Theatre and Instrumental Music. Many have gone onto careers on the stage in Australia and abroad and thousands have gained confidence, co-ordination, fitness, friendships and a love of performing arts from their experience at Cathy-Lea. Cathy-Lea is committed to providing students with performance opportunities of all dimensions including concerts, cabarets, eisteddfods and community events. In 2017 Cathy-Lea students travelled to New York to take classes in some of the world’s best dance studios and performed at Disney World and Universal Studios in Orlando.

Cathy-Lea students achieve excellence in all disciplines. Two students achieved 100% for their Cecchetti Classical Ballet examinations in 2017, with students gaining medals at the Cecchetti Encouragement Awards and two being selected for the prestigious Cecchetti Scholars’ program. Students also achieved top marks in ATOD Jazz, Tap and Hip Hop examinations and won many awards at competitions and eisteddfods.

The studios produced Victorian ATOD champions in Jazz and Tap as well as Australian champions in Jazz and Hip Hop in 2016!

Cathy-Lea troupes won the age group aggregate awards for under 9, under 11 under 13 and under 17 as well as the overall aggregate award at the Southern Dance Festival for the second consecutive year.

Cathy-Lea graduates are currently studying at the Australian Ballet School, the Victorian College of the Arts Secondary School, Patrick Studios Australia, Melbourne City Ballet Company,

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Ministry of Dance, Kelly Aykers Studios and Dance Spectrum as well as performing professionally in Australia and overseas.

Renowned for its high standards, disciplined classes, and friendly, qualified, expert staff, Cathy-Lea encourages students of all abilities to shine, training through recognised syllabi and affiliated with professional associations including Cecchetti Ballet International, The Australian Teachers of Dancing, AMEB and Trinity Guildhall.

The Elite Training Program at Cathy-Lea features tuition by professional performing artists, highly qualified coaches and master teachers from around the world. Over a hundred young dancers and performers engage in this program each year experiencing the highest standards of conditioning, technique and performance training, producing outstanding dancers who are well-equipped to pursue careers in dance and performance.

Recreational classes are offered in all styles including Hip Hop, Contemporary Dance, Musical Theatre and Acrobatics for those seeking confidence, fun and fitness. Students of all ages and abilities are welcome!

Our popular Pre-school Program offers age-appropriate, educationally-informed tuition to children aged 2-6 in a 3-step program, at a very reasonable cost.

Boys’ only classes and Special Needs classes (for children and adults with disabilities) are featured in the academy’s all-abilities curriculum.

All students have the opportunity to perform in concerts and soirees with exams and eisteddfod work optional.

With close to 150 classes per week on offer in Dance, Music and Drama Cathy-Lea is sure to have a class that meets your needs.

Please contact Cathy on cathy-lea@cathy-lea.com or 9704-7324.

Catholic education: open to all ACADEMIC achievement, affordability and strong and safe school communities all point to a flourishing future for Catholic education in Victoria.

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 send them to a Catholic school”.

“Catholic education stems from a sense of service to the community,” Mr Elder says. “We have always worked to make our schools open to as many parents who want a quality, values-based education for their children as possible - and always will.

“We’re not driven by educational fads. Instead our focus is on developing independent learners and encouraging personal development; creating happy, well-adjusted students with the knowledge and life skills - plus a sense of purpose - needed in our ever more complicated world.”

A pathway for life

Growing numbers of students and a steady stream of new schools point to the popularity of Catholic education.

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

And above the mere numbers, academic results and a steady stream of independent research underlines the difference a Catholic education makes.

Catholic schools across Melbourne excel in literacy and numeracy - the crucial building blocks of learning - returning results well above the state average in NAPLAN tests.

The 2017 VCE median study score - the best indicator of the typical level of VCE achievement in a school - show stronger outcomes for Melbourne Catholic schools, with results that now

Catholic education stems from a sense of service to the community. We have always worked to make our schools open to as many parents who want a quality, values-based education for their children as possible - and always will. stand some 10 per cent higher than the equivalent results for Victorian government schools. Using the same measure, the proportion of high achievers in Melbourne Catholic schools is more than three times larger than the equivalent figure for government schools.

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.

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

And a Curtin University study shows how a Catholic education pays real-world dividends, with Australians who attended Catholic schools enjoying a wage premium of more than 10 per cent.

At the same time, the Curtin University research shows Catholic school graduates enjoy greater levels of happiness and life satisfaction.

A major part of this academic and personal success comes from the fact that when Catholic teachers walk into class they see individual students. Teaching and learning programs are based around diversity and dignity and designed to engage students at a social and emotional level.

“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,” Liam Buckley, a teacher St John’s Regional College, Dandenong, explains. “School for our students is not just about the learning of content, but the development of the person as a whole.”

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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.”

the state average, while the number of schools where all students satisfactorily completed the VCE increased by well over 10 per cent.

GROWTH AND SUCCESS

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.

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

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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.

Good News Lutheran College GOOD News Lutheran College is a vibrant co-educational Christian College advancing towards International Baccalaureate candidacy and catering for students from Prep to Year 12.

The College has a proud, albeit short history, having started with just 24 students in 1997. Located in the rapidly developing Tarneit area, Good News comprises 950 students and in excess of 100 staff members, consisting of teachers and an extensive panel of learning aides. Building sites and workman’s sheds were, for a time, commonplace at Good News Lutheran College, as the Tarneit educational facility grew from strength to strength. However, with the construction of an 11-classroom, double-storey specialist Middle School building, along with a 21-classroom, double-storey Senior School building, it’s clear the growing population at the College will be well catered for. Specialist educational buildings provide the platform for diverse and high-quality tuition, although Good News Lutheran College places equal importance on the development of the whole individual with character growth among the most valued outcomes.

The College pastoral team facilitates weekly Chapel services that help the students reflect on the ‘value’ of the week. Good News also offers strong pastoral care in line with the Christian faith that underpins every decision at the College. Good News Lutheran College is known for innovative and progressive educational methods.

The Information and Communications Technology department is just one area in which this priority is realised with students introduced to modern technological methods at an early age with a view to equipping them for the years ahead. The College prides itself on having a broad range of technology for student use with a ratio of 1.5 devices per student. The equipment includes university-

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level design desktops, Window Surfaces, ipads and modern laptops. A fast-speed backbone ensures that the very best opportunities are made of the ICT equipment, with students enjoying 3-D printing capacity, along with state-of-the-art physical design technology. An extension of the ICT program is the use of Bee Bots at junior levels enabling the students to develop programming skills, while Lego robotics are used in the Middle and Senior School.

The College offers a range of sporting opportunities for students with strong representation beyond inter-school competition. An oval, with a centre wicket and cricket nets, is a new feature among the numerous sporting facilities.

The 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 provides for student growth academically, emotionally, physically, socially and spiritually in a supportive atmosphere. This falls in line with the movement towards International Baccalaureate candidacy. The College aims to work in partnership with families to develop, independent, motivated, Godly young people who are equipped to provide positive influences in this ever-changing world.

Good News Lutheran College invites you to attend its Open Day/Evening from 4pm until 7pm on Wednesday, 15 August.

The College is currently taking Prep. enrolments for 2022, and has vacancies at some year levels. Families are welcome to enquire about the opportunity to join the Good News family. To make contact: E: frontdesk@goodnews.vic.edu.au P: 8742 9000 W: goodnews.vic.edu.au

A message from Maurice Sendak Grossek’s 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.

Interestingly, when Where the Wild Things Are was first published

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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…

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”.

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

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

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

Maurice Sendak drew inspiration and influences from a vast

a sinister tone of which we should be wary. Nonetheless, as teachers

number of painters, musicians, and authors. Going back to his

we do challenge children to be creative thinkers, questioning as

childhood, one of his earliest memorable influences was actually

well as accepting, challenging as well as conforming. That is quite

his father, Philip Sendak. According to Maurice, his father would

a tightrope to navigate. To be a person who does not always run

relate tales from the Torah; however, he would embellish them with

with the crowd is no easy task – ask any ‘out there’ individual if

racy details. Not realising that this was inappropriate for children,

there isn’t a price to pay for their individuality or any whistle blower

little Maurice would frequently be sent home after retelling his

as to whether their acts of courage are always warmly received or

father’s “softcore Bible tales” at school. Is there not a message

rewarded. Sendak found a way to be ‘subversive’ in his writing that

within that story for us all as parents and teachers too? Are we ever

in hindsight should be inspiring.

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

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.

encounter with children.

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

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

by creating art in it.”

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

told his parents, he said, “All I wanted was to be straight so my

between 9.00am and 11.am

parents could be happy. They never, never, never knew.”

www.caseyradio.com.au

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Heathdale Christian College AT the heart of Heathdale is the belief that each child is made by God, unique and gifted with individual characteristics and potential. It is from this belief that curriculum and co-curricular programs are designed, enabling each student to find their God given potential. It is from this springboard that our purpose statement is founded and is why our programs are developed, to give opportunities for each child to develop their purpose.

Teaching for a vocation is an integral aspect of the learning journey, with evidence of Heathdale’s comprehensive academic programs seen in their outstanding academic results. To achieve the best results for students, teachers work together with parents toward the same goals.

The College’s 2017 Year 12 VCE, VET and VCAL scores, show the result of these curriculum and co-curricular programs. With the widest subject selections at VCE in the Western suburbs, the College saw their 2017 Dux achieve 95.65 and multiple students receive University early offers due to their outstanding results and community and leadership skills. Within extensive Creative and Visual Arts programs, the College saw a perfect subject score in Music Industry Studies as well as student nominations in Top Arts and Top Acts.

A love of curiosity is nurtured through their learning journey, building skills of deep understanding and wisdom in students as they grow toward their vocation. Students are encouraged to

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develop behaviours of integrity, honesty, respect, love, honour and truth. It is these skills that motivate students to seek their calling in life and that create inspired individuals that seek to serve locally and globally.

Heathdale’s programs are structured from four year old Kindergarten through to Year 12 to enable each student to have a strong base of literacy and numeracy, which is evidenced through well-above average NAPLAN results.

The largest range of subjects occur through Year 7 & 8, as students learn multiple languages, compete in sports, study science, maths, creative and visual arts, participate in leadership opportunities and community service programs.

In short, the College tailors its curriculum and co-curricular programs, all based on God’s Holy Bible, for each student to pursue and launch into the next phase of their life, where teachers encourage students to learn life long behaviours like integrity, honesty, respect, love, honour and truth.

Our College continues to grow, now with a dedicated Primary campus, and kinder to Year 12 campus, in the Western suburbs of Melbourne. We invite parents who are looking for children to find their God given potential in life, to come and speak with us to find out about our unique and distinctive style of Christian Education.

We have multiple tours available, simply visit our website at www.heathdale.vic.edu.au

A Traditional approach CATHOLIC secondary school John Paul College in Frankston takes a traditional Catholic approach to education but has thoroughly adopted modern compassion as well.

The college has become renowned for its compassionate and comprehensive social justice, where the entire curriculum is defined by gospel values and the spirit of Catholic Social Teaching.

The program encourages and promotes an awareness and responsiveness to social issues in the community by engaging students and staff in social projects.

The college facilitates a student directed social justice group for Year 7 to 12 students who have an interest in helping others, as well as many volunteer opportunities.

“The main part of the social justice program is the Community Companion,” representative of the college Bridie Keily said.

The Community Companion project is a way for students to direct their compassion and energy into helping a particular part of the community that is especially vulnerable. “This is a selffunded project where all the funding was raised by students and staff and we all worked together to create it.”

The John Paul College Community Companion was launched in 2014 and since then has been providing the most vulnerable members of the Frankston community with much-needed help.

The student designed food trailer travels into the community to provide those most in need with food, drink, conversation and general support.

“We go out every Tuesday night with staff and students into the Shannon Street Mall in Frankston,” Ms Keily said. “Our aim is to connect with the wider community and really for a bond and a relationship between the school and the community.”

It was through this hard and dedicated work on the Community Companion that in 2015, John Paul College had the honour of being presented with an Order of Australia Association Schools’ Project Award.

John Paul College has many other charitable opportunities and projects for students and staff as part of the social justice focus of the school.

These projects and programs include opportunities to prepare meals for the homeless and marginalised; work with the St Vincent De Paul Soup Van; participate in the Frankston Community Breakfast; lunch preparation for the homeless and marginalised in Frankston; classroom exchange/assistance at Nepean School; and the blood donation program with Red Cross Blood Service.

Students also have opportunities to participate in community conferences to discuss problems and solutions from a religious social justice perspective. Parents, staff and members of the wider school community are often encouraged to get involved in the programs and work closely with the school to enrich students’ education.

Ms Keily said the social justice focus of the school gave students opportunities to build a strong foundation in community work, but also learn the lessons of religious charity first-hand. “Our aim, as a Catholic school, is we want to serve as Jesus did and serve the community and give back to the community that gives us so much These programs and projects give a lot of life lessons and build students’ skills.”

The social justice program has the added benefit of giving students the chance to step out in the wider community and understand first-hand the differences in their communities.

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“The students get to see a world beyond what they might normally see and this lends them perspective and compassion,” Ms Keily said.

Through the focus of social justice, each year the student leaders from the four houses at the school will select a cause to fund-raise for. Fund-raising for the social justice projects at John Paul College is planned and enacted through the school Houses Chaminade, D’Houet, Olsen and Turner and are in keeping with Archdiocesan Guidelines.

The efforts of the students across the school are consistently astounding with more than $10,000 being donated through the school year. “Every year our students and staff are rewarded with an expanded sense of social responsibility,” Ms Keily said.

There is also an ongoing and committed global social justice aspect John Paul College has incorporated into the learning experiences of the students.

With programs that run in East Timor, the Philippines and India, students have the chance to broaden their horizons while working to improve the lives of marginalised people.

John Paul College has made a name for itself as a premier educator with core values steadily in line with the Catholic faith.

In recent years, the college has added to its impressive social footprint through the social justice focus of the learning and experience programs.

Manager at Community Support Frankston, Steve Phillips, has worked alongside students from John Paul College in the community many times. He said the programs run through the school had been great for the community education of the students and he sees a great group of young future leaders in them.

“The college is working on a number of community projects, such as the Community Companion van, and with a reduction in services such as city life and church breakfast no longer running, what the students are doing is just fantastic,” he said.

“The students are all really community-minded and community spirited and they definitely think about how they can help out.”

Mr Phillips said he could see the difference the social justice programs at John Paul College had made in the students he had worked with. “The students have a better understanding and empathy for their local community than some other young people around,” he said.

The college sets out these tenets in their social justice policy that says the Gospel values include: dignity of the person; community; equity; inclusiveness; reconciliation; justice; freedom; non-violence; peace; option for the poor.

It is through the two streams of quality education and compassionate learning experiences that John Paul College embodies the teachings of Christ and imparts strong Catholic values in the students.

MacKillop – The International Program MACKILLOP College has a strong commitment to educating the whole person rather than focusing only on subject specific material.

In service to this commitment, we have various extra-curricular activities and opportunities available to students, including art, music, theatre, sporting activities, an extensive Outdoor Education Program, a Religious Retreat Program and our International Program.

The International Program in particular sets out to open cultural opportunities and experiences for broader learning, understanding and grounding of the self, outside of what is familiar to a student. It offers students the opportunity to travel, live and study in Italy, France or Japan for five weeks, ten weeks, a semester, or a year, while living in homestays with host families and engaging in cultural immersion programs at host schools. This opens the door for student to broaden their world view and outlook on national and global experiences and issues. It also serves to expose different ways of learning and teaching, building a knowledge-base a student can then bring back to MacKillop. This can then lead to them playing a more active role in their own future and the future of the students around them.

For those students who are not ready or able to embark on an international journey, we have, as part of our comprehensive

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curriculum, an offering of French, Japanese and Italian language studies, allowing students an introduction to the nuances found within language, identity and culture. In honour of this, we also have a Languages Week each year, that celebrates various languages and cultures found among our students and introduces an eclectic range of international food, music, fashion and dance, to deepen the experience.

Similarly, our school is open to select International students, living with host families within our community, reciprocating the engagement and cultural immersion offered to our students through the exchange program. International students can interact with 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 become part of a dedicated homeroom and pastoral structure. This allows for a wellrounded experience for all who come through our doors and an opportunity for an exchange of cultural learning, whether a student has set foot off the continent or not.

MacKillop College promotes the safety, wellbeing and inclusion of all children as part of our ethos.

Marian College MARIAN College seeks to provide young women with the opportunity to be educated within an environment that allows and encourages each person to develop fully as an individual, and as a community member. We educate 800 girls in a safe and secure environment; each girl knowing she will be cared for and supported, through our strong pastoral wellbeing structures.

We believe that learning and development should occur within a framework that values and engenders the principles of inclusiveness, justice, love and forgiveness.

We offer educational programs that are relevant, innovative and challenging. Curriculum is constantly renewed so that courses of study reflect the needs of our students. A wide range of options is available for students in the senior years, including VCE, VET and VCAL programs. Strong academic results reflect the high expectations the College holds for students in their learning.

We value, encourage and recognise the diversity of many cultures and religions within the school, as both a reflection of the wider

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community and as a means of understanding the broader world.

Entering secondary school is an exciting stage of life and this transition is a period of adjustment for the individual student and their family. At Marian, we have a team of teachers working to ensure that each family experiences a deep sense of belonging.

Marian College - Pursuing excellence and innovation in a supportive Catholic environment to create positive futures for all students OPEN MORNINGS 2018

One Tuesday of every month at 9:00am.

5th June, 17th July, 7th August, 4th September, 9th October, 13th November & 4th December *Note: dates may be subject to change Contact our College Receptionist on 9363 1711 to book a tour or to request an Enrolment Prospectus Package.

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 short-term 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.

Paul Edmund Strzelecki Polish School IN February 2018, on the Victorian educational map, a new Polish community school has appeared -Paul Edmund Strzelecki Melbourne Polish School, the member of Ethnic Schools Association of Victoria. The school is located in Endeavour Hills, the area which brings together many Poles.

Every Saturday morning, almost 100 students, in different age groups: from 3 to 15 years old, learn about Polish history, geography, religion and culture, developing Polish speaking, reading, writing and understanding skills in the same time.

All students have access to Polish student’s books, dedicated to each age group, supported by the high quality educational programs for schools teaching the language overseas. A learning approach in a Paul Edmund Strzelecki School is personalised, responding to the learning needs, interests and capabilities of each student.

According to the student’s interests, the school cooperate with the biggest ethnic radio in Australia, where Paul Edmund Strzelecki School has got its own broadcast. All you have to do to, if you want to listen to the student’s stories about Polish customs, traditions and multicultural experience, is to turn on 3ZZZ Radio in the every third Saturday evening in a month on 92.3 FM. The school launch was initiated, organised and executed by two highly engaged Polish personalities: Anna Polgar and Jolanta Styczen, supported by people from the Polish community. But nothing would be possible without the principal Mr Paul Gleeson from St Paul Apostle South Catholic School in Endeavour Hills, whose help was absolutely critical to make it happen.

St Paul Apostle South Catholic School in Endeavour Hills hosts Polish students, where they have access to the spacious colourful classrooms, supported by modern, digital equipment. Teachers can run their classes in the computer labs using interactive boards and

make their lessons more interesting and also effective to students.

The great attraction for students is the sport complex, sport grounds and playgrounds which is used by the students during recess and school sport events.

“Thanks to the Principal Mr Paul Gleeson’s help and support, we have a wonderful place where we can teach the language and culture in our non for profit Polish Saturday School, and provide a safe and engaging learning environment to our children” said Anna Polgar and Jolanta Styczen, the principles. Polish teachers also point out that the staff from St Paul Apostle South Catholic School in Endeavour Hills is always kind and friendly.

The relationship between both schools is a great example of successful efforts to achieve common target: drive educational excellence and children development in diverse environment with respect of ethnic backgrounds. This is also a role model of schoolcommunity partnering, strongly encouraged and supported by the Department of Education.

Paul Edmund Strzelecki Melbourne Polish School in Endeavour Hills invites all local families of the Polish community to participate in the school activities i.e. classes, Kids Club, excursions, School Holiday Programs or language and culture competitions. Everyone is also welcome to have a school tour every Saturday from 9:30 to 13:00.

Ewa Szlachta Contact details: Paul Edmund Strzelecki Melbourne Polish School St Paul Apostle South Primary School, 9 William Hovell Drive, Endeavour Hills VIC 3802; Anna Polgar (0466 664 749) Jolanta Styczen (0451 457 777).

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Why a Girls’ School?

PARENTS often face conflicting advice when deciding whether to send their child to a single-sex or coeducational school.

There are more single-sex schools for girls than for boys in each of the three Australian educational sectors: government, Catholic and independent.

As a consequence, more boys than girls are enrolled in some coeducational schools.

So as a parent, how do you decide which school is best for your child? And, importantly, what do you actually want out of a school?

For example, is the focus on achieving good grades, or about making sure your child fits in and feels accepted?

There is no straightforward answer, but research has revealed there are some key things to consider when choosing a school which might help determine where to send your child.

Single-sex schools Most of Australia’s single-sex schools are found in the fee-paying non-government sector. This means that financially secure parents have a wider choice of schools open to them.

Of the small number of single-sex schools in the government sector, many are academically selective.

Research <http://www.aare.edu.au/datapublications/2007/ for07148.pdf> suggests that girls who attend single-sex schools are more confident about themselves as learners in subjects such as mathematics and physics than in coeducational schools. In the absence of boys, the girls also feel less constrained in engaging in classroom discussions.

For boys attending single-sex or coeducational schools, their confidence levels in physics and mathematics are found to be

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equally high, and they boisterously engage in classroom discourse.

Girls’ schools provide a fantastic opportunity to educate, inspire and nurture the girls of today, who will be the leaders of tomorrow.

In a single sex school, every girl is able to be heard. The curriculum is tailored to the needs of girls, which provides the opportunity to develop and excel. In a coeducational environment, girls can be “drowned out by the boys”, whereas in single-sex schools can captain the debating team, choose to study physics or be part of a cricket team.

Highlighted below are some of the many benefits of choosing a single-sex school for your daughter.

Role models and leadership Every single leadership role in the school is filled by girls, including the SRC representatives, class captains, sports captains, school captains. The girls learn about various influential women and the roles that they have played in History.

Academic advantages Research has consistently shown that girls perform better academically in all girls environments. Without the burden of subject stereotyping, girls are free to pursue academic excellence.

A tailored curriculum Girls learn differently from boys. In most girls school the teachers receive special training so that they are able to tailor their classes and curriculum to the needs of the students. This means that the students are more likely to be engaged during class and therefore are able to achieve to their potential.

References: http://theconversation.com/single-sex-vs-coeducational-schools

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.

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.

Celebrating 35 years of excellence in education.

Our Arrowsmith program tailors intervention strategy to the specific learning dysfunction of each student. Places are offered from Year 3-12, and also to adults.

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, purpose-designed 9ways Program for experiential learning.

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, social leadership initiatives and school camps.

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

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.

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.

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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 offers 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 require 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 IB 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 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 to complete an IB Certificate by 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

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

in the broader scheme of things and represents a decreasing proportion of university selections.

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.

The IB 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.

To learn more about Preshil, please visit www.preshil.vic.edu.au If you would like to arrange a time to visit either of our campuses or speak to the registrar, head to www.preshil.vic.edu.au/enquiry

Reptile Encounters opens its doors in Burwood REPTILE Encounters is Melbourne's premier mobile zoo and we’ve got some big news… We’ve just opened a brand spanking new HQ in Burwood!

In case you haven’t heard of us, we’ve been delivering fun-filled, inspirational and highly educational wildlife programs to schools across Victoria for over a decade now. We also throw legendary kids birthday parties, and even bring the fun to your house!

Coming with super-friendly and smart wildlife ambassadors, we’re proud to boast a Saltwater croc, a Woma python, a Port Jackson shark and many more in our star-studded cast!

Our new Burwood HQ is perfect for hosting excitable kids. There is space for up to 20 children per party, so they can bring all their pals along! We also have BBQ facilities for hire or you can bring your own party food.

At Reptile Encounters, we believe it is absolutely crucial to give people an up close and positive experience with Australian wildlife, especially as our society today has become a little disconnected from nature. We’re totally crazy about each and every one of our animals, and want to share our awe and passion for them with people all over Victoria!

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Our goal is to give everyone the chance to learn about and get to know our animals. We believe you will love them just as much as we do! And if along the way, we happen to inspire our next generation of marine biologists and environmental scientists… well, that would be the icing on the cake!

Climate change and pollution are without doubt two of the most dangerous and complex issues facing our planet today. If this generation is not connected to the natural world around them, how are they going to be motivated to fix it in the years to come?

That’s where we come in! Reptile Encounters aims to fill the gap between these awesome animals and the challenges of conservation. We bring larger than life characters to these sometimes abstract issues. If we can spark or feed a love for nature, that’s a huge step in the right direction. And we promise to do it with truckloads of fun!

"In the end we will conserve only what we love, we will love only what we understand, and we will understand only what we are taught." Baba Dioum If you would like to meet some of our amazing critters head to reptileencounters.com.au

Why do homework?

HOMEWORK reinforces the things your child learns at school, giving them an opportunity to work through learning tasks and help their long-term understanding of the topic or activity. As your child moves from primary to secondary school, homework will become more frequent and may become harder.

What schools do

Every school has a homework policy, which they update and amend as needed. Some schools conduct forums or ask for input from parents when they are updating their homework policy.

Your child’s school will also advise you of homework expectations and will work with you to establish good homework patterns at home.

Each teacher sets their own homework so the amount will vary between classes and subjects, as well as between schools.

What you can do Encourage a homework routine

The timing of your child’s homework will depend on your family’s routines. It will also depend on when your child is most receptive and alert. Some children can concentrate better in the mornings, some do better in the late afternoon or evening.

Encouraging your child to set aside a time each school day to complete their homework tasks will set them up for good study habits throughout their secondary education. Help your child plan their homework time and where they’ll do their homework. This should help them stay on track.

Have a comfortable space for your child to do their homework Your child will find it much easier to do their homework if they have a comfortable place that has everything they need and is associated with ‘doing homework’. This can be a space set aside in their bedroom, in your study or even a quiet spot in the family or rumpus room.

A good homework space: ■ Is

comfortable: not too hot, not too cold, and has plenty of fresh air

■ Is quiet: consider creating a space well away from where siblings

or family members gather well-lit: use a good lamp or overhead light to make sure the space is not too bright or too dark

Tackle the harder tasks first

Ask your child about the homework tasks they have to complete.

You could try this every few days at the beginning of the year, then weekly as your child settles into a homework routine.

Discuss their tasks and listen to their ideas. Encourage them to tackle the difficult ones first, while they are fresh. Not only will they feel relieved once the difficult homework is over, they’ll also be learning how to tackle difficult or competing tasks in an organised way.

Be flexible

There will be times when you child will need to reschedule their set homework time. Help them to reschedule their homework, perhaps by doing some tasks at night and the rest the next morning.

Overall, make sure that they have enough time to get their homework completed.

Create a study timetable

Help your child create their own homework timetable so they can keep track of their work throughout the week. You could use a diary or a calendar to help you create this, or you and your child could create the timetable together.

When working out your child’s homework timetable: ■ Enter

all the non-homework activities that your child is involved in - things like sporting activities, tasks they are responsible for doing around the house, their favourite TV show and reading time - on the days and time they occur

■ Is

■ Get

■ Has

■ Ask your child to estimate how long each task might take them to

all the things needed to do homework tasks: consider stationery, a computer, a printer and a USB stick

■ Is

free from distractions: television and computer games should not be anywhere near where your child does their homework.

You and your child could consider doing homework at a local library that has desks and tables for quiet study. This is a good alternative, particularly if you don’t have a lot of space at home.

Some children study better with others. If your child falls into this category, consider forming a study group with a few of their friends and take turns hosting the group at your house with the other families.

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your child to list all their homework tasks for that week and when they are due to be handed in compete. Be generous in allocating time for these and break up big tasks into smaller chunks. You could even colour-code each subject so that your child can see at a glance what subject they’ll be working on

■ Allow a short 10 to 15 minute break every hour they study. Taking

these short breaks will help your child stay fresh and concentrate, making it easier for them to complete their homework ■ Allow

adequate breaks for mealtimes, and encourage your child to eat with the rest of the family instead of at their desk or homework space.

A Student’s Digital Life at Santa Maria College AT Santa, the use of technology to support and enrich learning means students are ready to move into an agile and ever changing 21st century world.

assessment. According to one Year 9 student, “I like that it is interactive as I can easily communicate with my teachers and peers to collaborate, share and receive feedback.”

Our students benefit from the transformative power of digital technologies to support them in their learning. While a Santa Maria student in Year 7-10 studies the International Baccalaureate Middle Years Program, and Years 11 and 12 the VCE, VET or VCAL programs, the use of the G Suite for Education makes her ‘learning visible’ to her teachers.

This virtual Classroom environment complements the traditional classroom delivery meaning that purposeful communication, learning and support from her teachers is no longer limited to the scheduled class time for each subject.

The G-Suite allows students to readily communicate and collaborate with other students and teachers. The use of G-Suite for Education throughout the College allows teachers to more readily respond to the individual learning needs of each girl and to differentiate the teaching of each class. By utilising the G Suite ecosystem, teachers are able to observe and comment on student work in real time while they are developing it, making timely and tailored comments to help enhance each girl’s learning. This involvement allows students to act on advice and suggestions from their teachers prior to the submission of their work for

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In 2018, Santa Maria students in Years 7 and 8 began their secondary school exploration of Digital Technologies, a learning program where students had the opportunity to become creators of digital tools rather than just consumers of existing technology.

Through a program based around computational thinking, students explored the functions and purpose of algorithms and binary numbers and either established, or further developed, skills in coding using Bluetooth enabled robots such as Sphero, and select use of drones. In addition to this, possibilities for invention and innovation through the use of digital input devices called Makey Makeys places our students at the height of such digital advancement in the educational space.

St Columba's College AT St Columba’s College, we understand and embrace learning that goes beyond the traditional classroom setting. A particular strength of the College is enacting the social mission of the Church. All actions, with a focus on Justice, are enhanced by our long traditions and social mission of the Church, both in, and outside, of our College community.

Whilst at St Columba’s College, your daughter will be encouraged and challenged to excel academically and grow spiritually. She will be called to see, judge and act in response to social injustices that occur both in their community and the world around them, with the intent to build partnerships and strengthen our relationships with others. These actions are explored through a number of curriculumbased classes and co-curricular activities throughout Year 7 to Year 12, via the Justice program: SEE: Students are challenged to explore the causes and consequences of events and situations to gain a greater understanding of the world around them, where they will discover the reality of a particular situation. This happens in a variety of ways, both within the traditional classroom setting and outside it. Curriculum based classes, like Religious Education and History, undertake excursions to war memorials, museums and sacred places of worship, examining the historical background into some of our century’s injustices, and learning how we can prevent this from reoccurring.

Co-curricular activities such as the ‘Just Act’ and ‘Indigenous Perspectives Groups’, as well as outreach programs like the Edmund Rice tutoring, encourage our students to go beyond their own comfort zone and see what is happening around their own world.

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Independent and Catholic Schools Guide

JUDGE: Having been provided information from the social enquiry, the participants evaluate what they have discovered; then they weigh it up in the light of their reflection on the Gospels. In classes and whilst on excursions, students are encouraged to discuss the rights and wrongs of situations and experiences shared by the many different groups in our community. Through these discussions, students are given the opportunity to develop frameworks for action. This occurs in a variety of forums, such as Justice based immersion trips locally and overseas, providing our students with the opportunity to work with the marginalised within our communities.

ACT: Once judgements have been made, students are encouraged to enact a plan that advocates for those in need. Students are encouraged to respond to the situations they see and judge, identifying actions that can be carried out by themselves or by the College as a whole. Students are invited to participate in many activities in response to situations of injustice, with the Social Justice domain hosting events that recognise the traditional owners of our land, develop and participate in outreach programs, and draw attention to the actions of organisations such as Caritas, who act to uphold the dignity of each person.

The Justice program is just one of the many disciplines our students are encouraged to explore, both in the classroom and via cocurricular activities. Visit our website, www.columba.vic.edu.au to explore more of the programs we offer our students at St Columba’s College.

Stage School Australia What does Stage School Australia offer their students?

Stage School Australia advances young people’s personal skills through the performing arts. Our mission is to foster selfconfidence and bring out the best in kids. Some kids come to us knowing that acting is what they want to do, others come to learn new skills and discover new friends with similar interests.

Our teachers are professional actors who are also often currently working on film, TV, or stage projects, who are also great communicators coaching and mentoring young people in a fun and encouraging environment.

How do your teachings influence positive change?

Research proves beyond a shadow of a doubt that active participation in the arts positively impacts on young people’s development. There are so many success stories where young students start off being very shy and a bit apprehensive about it all. We get to see these young minds develop in confidence to the point where they don’t want to get off the stage - it’s wonderful to see!

“Song, dance and drama create a more resilient child… The arts have a beneficial effect on how confident and engaged children become as they grow into adulthood."

Michael Anderson, Professor of Education at the University of Sydney Kids who are active participants in the arts: ■ Are more motivated ■ Are more academically able to deal with what life throws at them ■ Have better enjoyment at school ■ Have better homework completion ■ Have higher self esteem ■ Have higher life satisfaction ■ Have higher meaning and purpose

Young Australian Broadway Chorus 2018 season of Wicked at the National Theatre.

Photos: Kit Haselden Photography

Tell us more about Stage School Stage School is a family business that has been operating for more than 30 years. At 21 locations across Melbourne, we teach young children from 4 years old in our special pre-school Foundation program up to 18 year olds. Our streams of performing arts training include the Australian Boys Dance Academy - boys-only dance classes, Beginners OnStage - song, dance & acting for young children, the Victorian Youth Theatre (VYT) - drama and public speaking, and the Young Australian Broadway Chorus (YABC) - musical theatre.

■ Develop

successful life skills like confidence, communication and teamwork in a fun, inspiring way.

■ Structure and progression from novice to advanced studio classes.

■ Great Value - all weekly classes, workshops and costumes included.

■ Perform on stage twice a year.

What are you most proud of at Stage School?

It’s tempting to say the film, TV and stage careers that we’ve played our small part in launching (Samantha Dodemaide Wizard of Oz, James Frecheville New Girl, Alex Tsitsopoulos Fat Tony & Co to name just a few). But what really makes us proud is being able to show what our students can do to the world. We have been presenting shows locally, nationally and touring internationally since 1996. 2018 has been a busy year already with a sell-out season of Wicked at the National Theatre in January, Madagascar Jr coming in the July school holidays and a troupe is heading off on a performing tour to the USA in September What is some exciting Stage School news you would like to share?

Auditions to join Stage School are open for young people to come and give it a whirl. The auditions are fun and very supportive, so don’t worry if you’ve never done anything like this before. Call to book on 8199 8344. We are also presenting Madagascar - A Musical Adventure JR. at the Union Theatre this July! It’s a great cast of over 90 young performers and a very fun show based on the popular movie. Tickets are on sale now at www.madagascar-jr.com.au.

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Independent and Catholic Schools Guide

Thomas Carr College THOMAS Carr College is a Catholic co-education Year 7-12 College located in the west of Melbourne at Tarneit. Our College is an innovative educational community, providing the latest technology, buildings and facilities. We offer an engaging curriculum which equips our students with the knowledge, skills and attributes for the future. Powerful learning is facilitated by dedicated staff who nurture faith and positive relationships.

Our Learning and Teaching programs at Thomas Carr College provide an environment that offers all students opportunities to stimulate their intellectual curiosity, whilst developing their confidence in making decisions. This is achieved by emphasising that learning is the key to a successful journey through life, equipping our students with the essential skills, attitudes and values appropriate for a lifetime of learning.

From a broad-based curriculum in Years 7 and 8, to a comprehensive range of VCE, VET and VCAL courses, Thomas Carr College is committed to providing a range of programs, which will support all students in their future endeavours.

Over the past 4 years, Thomas Carr College has invested in the future of our students, committing $22 million for capital development projects to take place over 10 years.

Powerful learning is facilitated by dedicated staff who nurture faith and positive relationships equipment, lighting and sound dedicated drama and music rooms and a recording studio.

Thomas Carr College has commenced Stage IV of its 10 Year Master Building Plan. This will see the construction of a new purpose built Senior School and the refurbishment of the first classroom building, which was constructed in 1996.

The recently completed Stage 3, saw to the doubling in size of the Fr Tobin Gymnasium to include two full sized basketball courts with retractable tier seating to provide for a show court, refurbished change rooms and a new dedicated weights room, along with the refurbishment of the Fr Ray Administration Centre.

The new VCE Centre will incorporate 30 general-purpose learning areas, a student commons, a lecture theatre along with various meeting rooms and staff offices. The project will include the refurbishment of the materials technology areas providing state of the arts facilities for both textiles and wood technology. A new design and STEM (science, technology, engineering, math) studio will also be part of the project.

A state-of-the-art Performing Arts Centre was also completed in 2017. The Fr Moran Performing Arts Centre features a 500-seat auditorium together with the latest technical production

The project is currently awaiting council approval and is anticipated that construction will commence at the beginning of 2019.

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Independent and Catholic Schools Guide

Coal Creek Community Park and Museum COAL Creek Community and Museum Park Education Programs offer quality experiential learning for schools, kindergartens, family and community groups in line with current curriculum.

Coal Creek is a heritage village that depicts the history of Korumburra; from everyday life, the coalfields and the early agricultural development of the area. Every building and object at Coal Creek has a story to tell and immerses you in rural life from the 1870’s to 1920’s.

Our professional teams deliver a range of programs with something to offer for all primary aged students. We have several carefully designed packages to suit different learning requirements.

Focusing on how life has changed over time, students can experience the “3 R’s” in our old school room. In the home of an early settler, students can cook damper around the fire and learn about family life in the 1890’s. As part of Pioneer Timber Skills students can discover the technology that was used to build homes.

In old fashioned craft students make peg dolls and discover how free time was spent without electricity!

Our new program, Rub a Dub Dub is a truly hands on experience.

Students experience past technology and the life of women in the late1800’s by collecting water from a hand pump, using a washboard to scrub and then wringing out their newly laundered clothes.

A visit to the General Store is a must; find out what shopping was like over 100 years ago. Here confectionary and souvenirs are available. Groups have the option of adding a trip around the park in our diesel tram to see more of our 30 acres of enclosed bush lane.

We are an all-weather site offering undercover eating on our old train carriages as a lunch zone.

Our accredited museum has many original historic buildings.

You can choose our interactive self-guided tour which uses touch

screen tablets to tell the story of how Korumburra’s coal lit up Melbourne. This is a perfect option for smaller groups.

We also offer professional development sessions to support teachers in their strategies and approaches to teaching the current curriculum, check out our Facebook page for more information. https://www.facebook.com/coalcreekeducationprograms Situated just 90 minutes from Melbourne and on the direct route to Wilsons Promontory, Coal Creek is an easy day’s excursion.

For further information contact education@southgippsland.vic.gov.au 03 5655 1811 coalcreekcommunityparkandmuseum.com

Independent and Catholic Schools Guide

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Contents A sense of belonging ................................................................................................ 16

Marymede Catholic College .....................................................................34 & 35

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

Melbourne Polish School ............................................................................36 & 37

Alia College ..............................................................................................................8 & 9

Mercy College ...............................................................................................................39

Caroline Chisholm Catholic College ...............................................................11

Noone Imagewear.......................................................................................................63

Casey Grammar School........................................................... 10 & Back Cover

Oakleigh Grammar .........................................................................................40 & 41

Catholic education: open to all ........................................................................... 14 Cathy-Lea Academy ........................................................................................12 & 13 CBC St Kilda .................................................................................................................. 15 Coal Creek ....................................................................................................................... 61 Don Bosco Catholic Primary School ................................................................17 Good News Lutheran College ...................................................................18 & 19 Grossek’s View ................................................................................................... 20 & 21 Health & Wellbeing at Secondary School ....................................................36 Heathdale Christian College ....................................................................22 & 23

Penola Catholic College..........................................................................................42 Presentation College Windsor............................................................................43 Preshil......................................................................................................................44 & 45 Reptile Encounters ..........................................................................................46 & 47 Sacred Heart Primary School - Diamond Creek ......................................49 Salesian College – Chadstone .................................................................. 50 & 51 Santa Maria College .......................................................................................52 & 53 St Columba’s College..................................................................................... 54 & 55

Helen O’Grady Drama Academy ...........................................................24 & 25

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

Independent Schools Victoria............................................................................... 6

Stage School Australia .................................................................................. 56 & 57

John Paul College ............................................................................................26 & 27

Thomas Carr College.....................................................................................58 & 59

Kilbreda College ...............................................................................................28 & 29

Why choose a girls school? ..................................................................................38

MacKillop.......................................................................Front Cover, 2, 3, 30 & 31

Why do homework? ...................................................................................................48

Marian College ..................................................................................................32 & 33

Wilson Medical............................................................................................................ 60

Locality Guide Bayside

North – North East

John Paul College ........................................................................................... 26 & 27

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

Kilbreda College .............................................................................................. 28 & 29

Marymede Catholic College .................................................................... 34 & 35

East – South East

Sacred Heart Catholic Primary School ......................................................... 49

Alia College ............................................................................................................. 8 & 9 Casey Grammar School........................................................... 10 & Back cover Coal Creek ....................................................................................................................... 61

Santa Maria College ...................................................................................... 52 & 53 St Monica’s College – Epping ....................................................................... 4 & 5

Don Bosco Catholic Primary School .............................................................. 17

Melbourne

Melbourne Polish School ........................................................................... 36 & 37

CBC St Kilda ................................................................................................................. 15

Oakleigh Grammar ........................................................................................ 40 & 41

Grossek’s View .................................................................................................. 20 & 21

Preshil..................................................................................................................... 44 & 45

Independent Schools Victoria.............................................................................. 6

Salesian College – Chadstone ................................................................. 50 & 51

Noone Imagewear...................................................................................................... 63

West - North West

Presentation College Winsor.............................................................................. 43

Caroline Chisholm Catholic College .............................................................. 11 Good News Lutheran College ................................................................. 18 & 19 Heathdale Christian College ................................................................... 22 & 23

Mercy College ............................................................................................................. 39 Wilson Medical........................................................................................................... 60

Mackillope .................................................................... Front Cover, 2, 3, 30 & 31

Entertainment & Activities

Marian College ................................................................................................. 32 & 33

Cathy - Lea Academy .................................................................................... 12 & 13

Penola Catholic College......................................................................................... 42

Helen O’Grady Drama Academy .......................................................... 24 & 25

St Columba’s College.................................................................................... 54 & 55

Reptile Encounters ......................................................................................... 46 & 47

Thomas Carr College.................................................................................... 58 & 59

Stage School Australia ................................................................................. 56 & 57

Next edition: May 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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Independent and Catholic Schools Guide