Distinction 2019

Distinction Education Guide

ISSUE 3 • 2019

A Star N News G Group P Publication bl Photo provided dw wit with ith tthe it he co he ccompliments com om o mpli plli p limen me m en e nts ts o off St St Mon M Mo Monica’s on o nic ica ica ca’s ’s C Co College, o Epping.

For ffurther h iinformation f i see pages 2 2, 3 3, 42 2 & 43

St Monica’s College, Epping “Coeducation at its best”

12375286-KC6-18

T: 9409 8800 | www.stmonicas-epping.com Junior Campus Years 7 - 9 | 400 Dalton Road, EPPING VIC 3076 Senior Campus Years 10 - 12 | 16 Davisson Street, EPPING VIC 3076 12362876-KC6-18

WE BELIEVE IN GIRLS grit • curiosity

creativity • leadership

integrity • global citizenship

12406174-LN10-19

At Ruyton we foster the individuality of each girl in a caring and safe environment; nurturing her intellectual, physical, social and emotional qualities essential to flourish.

Powerful learning is central to the Ruyton culture, building on our strong academic reputation. We focus on advancing the learning of every girl through the engagement of intellectual curiosity, building knowledge and skills about how to learn and supporting them to be the best learners they can be and exemplary citizens. We believe in real world learning beyond the classroom, collaborating with the wider community to promote growth, discovery and sustainability.

We empower our girls to lead lives of purpose with courage, character and compassion. Through the development of values and action-focused learning they are inspired to pursue equity and justice for self and others. By embracing diversity and raising their voices our girls effect positive change and make a difference.

One Campus. Endless Opportunities.

Our Early Learning Centre, Junior School and Senior School are situated on one campus, emphasising our strength as a connected learning community and enabling many opportunities for collaboration, mentoring and role modelling. The size of Ruyton enables us to know our girls individually and support them in achieving personal best.

Our strong connection with Trinity Grammar School provides unique educational opportunities for students across the two schools, particularly through our Year 11 and 12 Co-ordinate Programme.

There is no better way to understand the spirit of Ruyton than to visit us on one of our Open Mornings, one of our School Snapshot sessions, or attend an Information Session to experience Ruyton for yourself.

Contact the Registrar, Mrs Nadine Hibbert, on 9819 2422

ruyton girls ’ school

12 Selbourne Road Kew 3101 Victoria Australia Tel +61 3 9819 2422

ruyton An opportunity to see our School at work from ELC to Year 12

open morning

Thursday 14 March Thursday 16 May Thursday 29 August Thursday 14 November 9am–11am with Principal’s address at 10am

school snapshot Wednesday 27 March Monday 27 May Monday 12 August Tuesday 26 November 9am–10am

scholarships

Saturday 23 February Pre-registration required

information sessions small groups Held throughout the year 9.30am–11am Bookings essential Contact the Registrar, Mrs Nadine Hibbert, on 9819 2422 or book online www.ruyton.vic.edu.au

ruyton@ruyton.vic.edu.au www.ruyton.vic.edu.au CRICOS 00336J

12406175-LN10-19

Aitken College AITKEN College was established nearly twenty years ago on an old eighteen hectare dairy farm property with a creek passing through.

The College buildings and sports facilities occupy under half of the site; the remainder features gardens, revegetated native bush and the “farm” area comprising a modern barn with teaching and work spaces, fenced animal plots housing sheep and goats, chicken pen, vegetable gardens and orchard.

The Preparatory School children love walking up to the farm, listening to the frogs in the creek and laughing at the chickens and goats. They also learn about how we collect and use water around the school property.

Years Four and Five students participate in the Stephanie Alexander Kitchen Garden Program - planting, watering, harvesting and cooking their produce. For many, it is their realisation of where much of their food comes from. The Primary School vegetable gardens also produce ingredients with which students have made pizzas to cook in the adjacent outdoor pizza oven.

Newly built is our dedicated kitchen-garden facility adjacent to the Food Technology centre.

The harvesting and food preparation areas open out to the nearby gardens, allowing classes to engage in growing, harvesting and cooking at the one location.

6

Distinction - Education Guide

All Year Seven students study Food Technology as part of a year-long technology program. They are able to use eggs from the Aitken chickens and vegetables from the gardens.

Year Ten students can study an elective in Agriculture and Horticulture, leading on to VCE Agricultural and Horticultural Studies in Years 11 and 12. Aitken College’s site well suits the requirements of these subjects; students propagate their own seedlings and tend the vegetable gardens through to harvest. A fortnightly market stall is opened to the College community at school pick-up time.

Students also learn about animal management and look after the sheep, goats and chickens.

Aitken College has a long-established focus on environmental sustainability, which complements the agricultural and horticultural programs in which students also learn about propagation of native trees and grasses and participate in the regeneration of the creek valley and native gardens.

Beyond the curriculum, the school’s Friends of the Farm group provides opportunity for any member of the College community to be involved in the farm activities. The Aitken farm has always been an iconic feature of the College.

OPEN DAY Wednesday 6 March 2019 from 10am to 12noon

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

Early application is advised for Prep and Year 7 entry in 2021 and beyond as waiting lists apply. Limited places may be currently available at some year levels.

Please contact the Registrar on 9333 1866 for enrolment information.

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

A Uniting Church School

Distinction - Education Guide

12396935-RA10-19

Aitken College is a Prep to Year 12 co-educational independent school providing a quality education in a caring and supportive community, emphasising academic achievement, creativity, environmental responsibility and service. The early years emphasise literacy and numeracy, leading to core studies in English, Mathematics, Science, Humanities, Technology (Design, Digital and Food), Physical Education and Indonesian and an elective program including Performing Arts, Visual Art and Commerce. Senior students undertake VCE or VCAL programs, study skills and personalised careers education.

Most Year 12 graduates move on to a broad range of University courses. Religion & Values Education is complemented by a weekly Chapel Service. Students can access welfare support, the Learning Centre for special needs and a wide range of cocurricular activities including sport and performing arts.

7

Shaping the future: Values-based education “WHAT ARE YOU GOING TO DO WHEN YOU FINISH SCHOOL?” This is one of the most common questions asked of students in primary and secondary school. Not so long ago, the answer may have been simple; ‘a doctor, a teacher, a builder, an engineer, a lawyer’ - a list of careers with a straightforward pathway to study.

Recently the question of career after school has become more complex. It’s now a question of what the future will look like from the influence of technology, what jobs will (or won’t) be available and what impact students will have on the world through their career. This can be a daunting prospect, particularly for students already overwhelmed by social pressures, puberty and study. How can schools ensure students are ready to face their future and give them confidence today that this future is bright?

Perhaps instead of asking, “What do you want to do when you finish school?” We should ask, “Who do you want to be?” The values we hold don’t change based on the influence of technology. Respect, responsibility, resilience, integrity, excellence and a willingness to learn are values that can shape a positive future for students. They are values that students hold long after Year 12, no matter their chosen vocation. In today’s fast-changing world, a values-based education has never been more important. By integrating values into the curriculum, students are learning lessons that won’t just shape their career but their entire future.

Adventist Schools in Victoria provide excellence in values-based, Christian coeducation from Early Learning to Year 12 across five schools in Victoria. In partnership with families, our passionate staff give each student the values and confidence they need for a successful future. The curriculum is designed for the whole person, developing students of character in a nurturing environment that promotes academic excellence and a commitment to serving others.

8

Distinction - Education Guide

Find your nearest Adventist School In Victoria: Edinburgh College, Lilydale: edinburghcollege.vic.edu.au Gilson College, Taylors Hill and Mernda: gilsoncollege.vic.edu.au Heritage College, Narre Warren South and Officer: heritagecollege.vic.edu.au Henderson College, Mildura: henderson.vic. edu.au Nunawading Christian College: nunawading. vic.edu.au Discover more about values-based education at Adventist Schools Victoria: asv.vic.edu.au

12407108-HM10-19

Distinction - Education Guide

9

8 Steps to Calm Parenting NEVER before has parenting and adulting been so complicated! Society continues to have expectations that twist into “should” or “must have”. With the ever present competitiveness within our communities, it seems that parents are pressured to adhere to so many limiting rules and beliefs that create unnecessary stress.

Although hearing positive stories can be helpful, many opinions and experiences can make little allowance for differences of parenting methods which actually sit within a normal range of dissimilarity. By using our gut intuition we can more accurately decide what is useful for ourselves and our families rather than being told what to do.

Instant gratification has also become a norm for many adults and children with our children developing expectations of how to survive life unrealistically. They are in danger of arriving at adulthood underprepared for real life scenarios.

We can help our children to prepare by adding to their innate wisdom with realistic discussion on a few basic guidelines: 1. Nobody has all the answers We do not have the answers for everything. All of life’s stages are new experiences. Life is a time of discovery and adventure. We do not need to follow the herd or feel obligated to do the same as everyone else for fear of not being “normal”. Allow yourself to find out things without pressure.

2. Everybody is a student Expecting perfection and knowing all the answers results is a feeling of inadequacy and increasingly reduced confidence by discovering appropriate preparation has not been achieved for life’s challenges. This is uncomfortable and avoidable. Wanting to be a student and discovering how learning occurs is key to everyone’s success. Accept that life is based on being a learner at all levels of living and enjoy the process. Appreciate our journey of learning with patience, enjoyment and reality. There is no shame in saying “I don’t know but I would like to find out”.

3. Forget the trends To be a young parent today with expectations

10

Distinction - Education Guide

of the flawless family, a settled child and a drone like perfection creates terrible pressure.

Supplying expensive equipment from the best stores and following routines dictated by people who do not know your personal circumstances is exhausting!! We are not meant to be clones of one another. So why would we put upon ourselves and each other, the notion that we must measure up to a list of expectations from others at new mothers group, kinder, the school gate and beyond.

Every adult is unique and every child an individual. What works with one may not work with another. You have most of the answers intuitively. Even if given professional assistance, it is still good to note whether that feels peaceful in your gut.

4. Children love to learn Our children live in a world where problem solving and intuitive smarts are a pre-requisite for overcoming life challenge. Having goals and aims are paramount to good health but so is developing problem solving skills, intuitive self-care and understanding that it takes time to learn. We can assist our children to become aware, confident and independent without losing the joy of childhood. Encourage the notion that it is okay not to know things!! Show them that we as adults do not have all the answers and it is fun to find out answers together. This will create a thinking child and a smart adult 5. Judgement is out. Discernment is in.

Judgement is comparison and feels negative and painful. Discernment is sensing that something else is better suited to the individual.

Get to know the real child and their personality.

Our children are unique, beautiful, and perfect as they are. We are aiming to assist them to be the loveliest version of themselves whatever that looks like. Children benefit from knowing how to accept their own differences and individual make up, and those of others. Each day is a learning curve and gentle suggestion is appropriate in moments of mistakes.

Continued on page 16

(Ƀʑʢɨ IDȪɏ KDɡ Ɉ ɿODȪɏ

,ɚ Ɉ VɭKRɼɗ ʇȱʑȾɏ ȾɰODʤLʝQʂʕʖSɡ ȷHʋɚ ʑɃʑʢ\ʃʕʖQɒ

Phone 9707 1510 to book a tour! Ŷƌ͘ >LJůĞ ǀĞ Θ WƌŝŶĐĞƐ ,ǁLJ͕ ĞĂĐŽŶƐĮĞůĚ͘

12400486-LB10-19

Distinction - Education Guide

11

Belgrave South Primary School BELGRAVE South Primary School has been providing excellence in teaching and learning for over 100 years. Located in the Dandenong Ranges, the school provides well equipped grounds and buildings in a beautiful setting. We are an integral part of the local community and we highly value the support of our parents and community members in our school each day. We work together to facilitate excellent learning opportunities, provide state of the art technology and develop innovative learning spaces. Our Science and Inquiry Learning Centre and Maker Space supports the development of critical and creative thinking.

We encourage high achievement and our students achieve excellent results.

We have strong links with local pre-schools and offer an extensive transition program that commences in July for enrolled students. We offer before and after school care and an exciting program of extra-curricular activities.

Beginning primary school is an exciting time.

The right start to school helps children build positive relationships and to develop a strong sense of identity and belonging, both of which are important to their long-term development, learning and wellbeing.

Educating with purpose.

Encouraging high achievement. Enriching the development of our children and community.�

Our school tours give you the opportunity to see learning in action and meet our junior school teaching team. You can see the broad range of exciting learning programs and the many opportunities that are available to our students in Literacy, Numeracy, Science, Digital Technology/ Multimedia, Creative Arts, Physical Education, Japanese, Environmental Education, Hospitality (Plot to Plate Program) and Student Leadership.

Our Foundation Transition Program helps your

12

Distinction - Education Guide

child to become familiar with our school through specialist learning activities and play based sessions. Children will be well supported by their new teachers as they build their confidence and increase their readiness to start school. It is incredibly rewarding for both parents and teachers to watch our children grow socially, emotionally and academically during the program and throughout their early years at Belgrave South Primary School.

The program also gives us the opportunity to welcome and involve parents in our Belgrave South Primary School community. We run sessions especially for parents to explore what the early years of school involve and how we can work together to ensure that students make the best start to school.

We are proud of our school and look forward to meeting you for a school tour.

Stuart Boyle Principal Belgrave South Primary School 175 Colby Drive, Belgrave South VIC 3160 Phone 97542505 Email: belgrave.south.ps@edumail.vic.gov.au Web: belgravesouthps.vic.edu.au

THURSDAY 23 MAY 9am – 11am

ric h

en

BEL

UTH

OPEN DAY

E•

AT

FOR FOUNDATION 2020

VE GRA SO

EDUC

OPEN DAY & SCHOOL TOURS

encourage

•

WEEKEND TOURS / SATURDAY 25 MAY 10:30 - 11:30 am and 11:30 - 12:30pm

PERSONALISED WEEKDAY TOURS

Individual, personalized tours can be arranged by contacting the Principal or Transition Coordinator belgrave.south.ps@edumail.vic.gov.au 9754 2505

12404811-CG10-19

Distinction - Education Guide

13

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

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

Personalised learning is a current term used to describe the provision of a learning environment that suits the individual needs, interests and abilities of all children. That is no easy task and there are many ways of approaching this challenge. Here, at Berwick

14

Distinction - Education Guide

Learning for Life Lodge, we have embarked on an exciting and very promising journey in building capacity in student agency in their learning. Using Infinity Learning Maps, students illustrate their learning pathways and connections. These learning maps provide the basis for students to reshape the way they learn, from whom and with what resources - more than what they learn and when. Students learning maps also provide teachers with a rich source of information as to their role in students learning from the students perspective and the same applies to parents given the importance of the home in the learning of children. In short, we are providing our students with a very genuine opportunity to develop their skills in personal responsibility for their learning.

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

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

Principal: Henry Grossek

SCHOOL OF EXCELLENCE M^eb[ iY^eeb heXej_Yi WdZ IJ;C [nj[di_ed b[Whd_d] fhe]hWc M[[abo hWZ_e i^em ed /-$-<C 9Wi[o HWZ_e ): fh_dj_d] WdZ ckbj_c[Z_W fhe]hWc L_ikWb%F[h\ehc_d] 7hji

12398033-HM10-19

I[dieho%9ecckd_jo =WhZ[d

BERWICK LODGE PRIMARY SCHOOL Phone: 9707 1766 Fax: 9796 2198 Email: berwick.lodge.ps@edumail.vic.gov.au Website www.berwicklodgeps.vic.edu.au

Continued from page 10 6. Adults can love learning.

Life is based on being a learner at all levels of living. Enjoy the process and begin your journey of learning with patience, enjoyment and reality.

Without rush, judgement and expectations, we can remove the stress and pressure from ourselves and our kids.

7. Being Too literal Although having a broad guide for gauging how your child is faring in development such as first steps or exam results is useful, it is not productive when taken too literally. What if we were instead to guide by example how to use manners, respect for self and others and demonstrate problem solving, thereby allowing our children to be students of life and navigate their own way through with healthy boundaries of encouragement?

8. Find the family joys.

SHARE the skills of love, respect, sharing, caring, loyalty, honesty and trying to the best of their ability as a basic focus. Allow children to become their unique selves simply by being intuitive and creative. Having quiet, loving family times and restful moments removes the incessant striving for more and more. These basics donâ&#x20AC;&#x2122;t require funds, stress or pressure but rather they develop with together time and connection.

Things do not have to be complex. Life is not perfect, tidy and neatly packaged into a list of accomplishments that our children must produce.

Be realistic. Be a bit messy. Simplify with back to basics and leave competition out. A new born baby feels loved by the kisses on the check not the expensive pusher he is pushed around in. The teenager feels valued by being listened to not by expectations of greatness.

GIVING ourselves permission to be a student at all stages of life enables us to be able to learn with accepting ears rather than try to prove that we know something. Learning is a wondrous thing and enables confidence to ask questions and explore.

This makes life exciting and enjoyable. By

16

Distinction - Education Guide

feeling free not knowing things, we will in fact solidify our problem solving skills and create ability to survive all manner of things.

ALEXANDRA Browne-Hill has been a nurse and midwife for nearly 40 years with additional qualifications in holistic counselling and natural healing therapies. With regular travel internationally, Alex has developed programs based on healthy connections to our body, mind and soul to develop our own wisdom. Using shamanic and indigenous wisdom in a western way combined with years of experience in the medical world, Alex can support you with your life concerns.

Consultations, mentoring, seminars, workshops and international retreats available.

To contact Alex : E: alexandra.browne.hill@gmail.com M: 0409009924 Website: alexandrabrownehill.com

E

LE

B RATI

N G

12397857-AM10-19

C

19

94

Y E A R S

Grossek’s View Grossek’s view ON REFLECTION “WITH (NAPLAN) scores improving in many testing areas our students are breaking away from the pack and leading the nation across multiple learning areas. This is further proof that the sustained investment from the Labor Government is having an impact. We’ve invested heavily to make Victoria the Education State and these results show it’s paying off. A special thanks should go to our wonderful principals, teachers and support staff who work hard each and every day to give our kids every opportunity to a great education.” – Victorian Minister for Education, James Merlino (28 August 2018) Barry locked his car, a white Toyota sedan he had bought from a friend several years ago.

Like him, the car had seen better years, yet it still did its job relatively well. Now in his early sixties, Barry was about to retire. After fifteen years as a public school principal in Victoria he had had enough. What, with his blood pressure a little too high for comfort and an investigation pending on his school’s amazing transformation in NAPLAN results, Barry saw his time as better spent travelling Australia, seeing the sights before his sight gave out completely, not to mention his nerves.

Today though, was for catching up with old colleagues, fellow school principals. Mates from college days. There was Madeline, always top of the class at university. She was smart. Some would say sharp. Whatever, Madeline led a great school, another public school in Victoria. Entrepreneurial, almost to a fault, her school led the way in innovation. In a State that encouraged parental choice of public schools for their children, Madeline’s school was always at capacity. Her school’s NAPLAN results never set the world on fire, but just about everything else did. That intrigued Barry, and had for years.

18

Distinction - Education Guide

John and Felicity would also be there today, the annual get together at their favourite pub at end of term 3, just before the AFL Grand Final. They all loved their Aussie Rules and with the grand final just days away, there would be plenty of light-hearted banter to deflect discussion from their school leadership responsibilities. They would need that, thought Barry as he sauntered slowly to lounge bar. What with his Department inquiry about to commence, he certainly didn’t want too much attention focused on him this afternoon. Besides which, John was a provocateur, a stirrer of the highest calibre and Barry had no doubt that John would have him in his sights. All the more so given John’s school led the pack when it came to NAPLAN results.

Luckily for John, insofar as Barry was concerned, John’s outrageous sense of humour was always a wonderful antidote to the negativity generated at these gatherings – a negativity spawned of frustration with bureaucracy and workload issues.

As Barry entered the lounge, comfortable and well appointed by contemporary standards, he wondered if the lighting was faulty. Everything seemed a little hazy to him.

“Barry, you old codger, we’re over here.”

Glancing to his right, Barry saw them. “Ah, yes, so you are, John. How could I ever forget that voice?”

“Well, I’m sure it’s not for want of trying!” replied John, his round and ruddy face beaming with delight at seeing his old mate again.

Pleasantries exchanged, the familiar outpouring of gripes and grievances about their work meandered through their conversation, peppered only lightly with references to the forthcoming AFL Grand Final. Collingwood and the West Coast Eagles were not their favourite teams.

It was Felicity who broke the ice eventually.

Felicity was the least extroverted of the group.

Sensitive in a way that completely escaped Continued on page 28

12397820-RA10-19

ŽƂƌżƈƏžƋ

Chairo

.GCTPKPI 6JCV .CUVU C .KHGVKOG Ȋ Teaching and learning from a Christian worldview perspective Ȋ Ĵ ȱ ȱ ȱ ȱ ȱ ȱ ȱ Ȋ ȱ ȱ ¢ ȱ ȱ ȱ ȱ ȱ ȱ ȱūŬ Ȋ ȱ ȱ ȱ ȱ ȱ ȱ ȱ ¢ ȱ ȱŬŪūų

ŽƋƈƎƂƇ r ƅžƈƇƀźƍƁź r ƉźƄžƇƁźƆ r ƍƋźƋźƅƀƈƇ www.chairo.vic.edu.au

12407401-CB9-19

Character through nuture, learning and service. Book your personal Principalâ&#x20AC;&#x2122;s tour edinburghcollege.vic.edu.au 12407395-CB9-19

Edinburgh College is a coeducational Christian school, providing excellence in values-based education.

From 18 months â&#x20AC;&#x201C; 4 years in the Early Learning Centre to Year 12, students at Edinburgh College are inspired to achieve their best academically, socially, emotionally and physically.

Situated in Lilydale overlooking the Yarra Ranges, Edinburgh College seeks to develop students of character in a nurturing environment that promotes academic excellence and a commitment to serving others.

Gilson College History GILSON College is a Christian Co-Educational College providing both primary and secondary education. It is operated by the Seventh-day Adventist Education Department in conjunction with a locally elected Board of Management.

The College is part of a world-wide system of Christian Education which has had a tradition of excellence for over 140 years. The Seventh-day Adventist system of schools, colleges, universities and hospitals is presently found in most countries of the world.

Our College traces its beginnings to the mid 1970s when a primary school was established in the suburb of Pascoe Vale. At the end of 1987 the Pascoe Vale school was closed and this heralded the beginning of a new educational institution on the current Taylors Road site. Originally known as the ’Keilor School’ its name was officially changed in 1992 to Gilson College.

In 2012 a second campus was purchased and began classes on Bridge Inn Road the following year with Foundation to Year 6 with a view to increase classes each year to graduate VCE students in 2019.

Our Purpose Our Purpose is, through excellence in education, to develop people of integrity and Christian character.

The educational activities of the College are designed to provide opportunities for all student to achieve their maximum development intellectually, spiritually, socially and physically.

The process of education involves the continued development of a set of values upon which all decisions depend. Christian Education seeks to

22

Distinction - Education Guide

enhance sensitivity to values that are in harmony with God’s will. The development of character and personality based upon a love for God, unselfish concern for others and personal self-respect, is basic to all curricular objectives. The concept that every child is a candidate for heaven and that education is a preparation not only for life in society today and the future but also for eternity, is implicit in the total curriculum.

PB4L Gilson College community fosters a positive learning culture where respectful, responsible and resilient relationships promote excellence in a Christian environment.

The key elements for our Positive Behaviour for Life (PB4L) program provide systematic, intentional and constant redemptive conversations in class and everywhere to instill in our students, growth and development as well-adjusted citizens of society.

‘Gotcha’ cards reinforce the positive behaviours of students as they add to their house totals for recognition.

Quality Adventist Schools Framework The QASF is the initiative of Adventist Schools Australia (ASA) and is ‘based on the world’s best school improvement practice and provides a process for schools to engage in the further strengthening of their professional learning cultures’.

The four domains on which the framework is based are: Adventist Identity; Learning & Teaching; Leading School Improvement; and Community Partnerships. The framework provides a way for the school and its community to have greater ownership of and commitment to the success of the school.

Gilson College

ŶƌŽůůŝŶŐ EKt 12386536-LN21-18

&Žƌ ŝŶĨŽƌŵĂƟŽŶ ĂďŽƵƚ ŽƵƌ ŽůůĞŐĞ ĐĂůů ϵϳϭϳ ϳϯϬϬ dĂŬŝŶŐ ĞŶƌŽůŵĞŶƚƐ ĨŽƌ͗ Ύ &ŽƵŶĚĂƟŽŶ ;WƌĞƉͿ ƚŽ zĞĂƌ ϭϮ ϮϬϭϵ͕ ϮϬϮϬ ĂŶĚ ϮϬϮϭ EƵƌƚƵƌĞ ĨŽƌ ƚŽĚĂLJ >ĞĂƌŶŝŶŐ ĨŽƌ ƚŽŵŽƌƌŽǁ ŚĂƌĂĐƚĞƌ ĨŽƌ ůŝĨĞ DĞƌŶĚĂ ĂŵƉƵƐ͕ ϯϳϬ ƌŝĚŐĞ /ŶŶ ZŽĂĚ͕ DĞƌŶĚĂ s/ ϯϳϱϰ P ;ϬϯͿ ϵϳϭϳ ϳϯϬϬ F ;ϬϯͿ ϵϳϭϳ ϲϱϭϮ E ĂĚŵŝŶ͘ŵΛŐŝůƐŽŶ͘ǀŝĐ͘ĞĚƵ͘ĂƵ t ǁǁǁ͘ŐŝůƐŽŶ͘ǀŝĐ͘ĞĚƵ͘ĂƵ ŵĞŵďĞƌ ŽĨ ƚŚĞ ǁŽƌůĚ ǁŝĚĞ ^ĞǀĞŶƚŚͲĚĂLJ ĚǀĞŶƟƐƚ ĚƵĐĂƟŽŶ ^LJƐƚĞŵ

Distinction - Education Guide

23

Glendal Primary School GLENDAL Primary School is a very exciting and dynamic school. It is a pleasure to work here and a very easy school to promote. We are probably best known for our differentiated curriculum, through which our teachers are able to promote learning for all students whatever their learning style, ability level, interests and talents, as well as for our outstanding student wellbeing program. Our students are supported in their learning and given the opportunity to work at their optimal level across a broad range of curriculum programs. Academic achievements go from strength to strength as we all work hard on continuous improvement. Our Science, coding and Robotics programs, for which our school is well known, engage students at every year level, from Foundation to Year 6. Extensive extra-curricular programs include, for example, Bollywood dancing, which enhances our performing arts and music programs, and Chess. Our girls’ chess team has just won the Australian Primary Girls Chess Championship.

24

Distinction - Education Guide

I would like to take this opportunity to invite you to our school for a tour, to come and see for yourself.

The ‘mi’ café is a great place to meet other parents and is open four mornings each week.

Our students are supported in their learning and given the opportunity to work at their optimal level across a broad range of curriculum programs.

Glendal Primary School OPEN FOR ENROLMENTS

Glendal Primary offers: s 3TATE OF THE ART 2OBOTICS AND 3CIENCE &ACILITY s ,ANGUAGE PROGRAMS IN -ANDARIN AND &RENCH s /PPORTUNITIES AND EXCELLENCE IN LEARNING s )NTERNATIONAL NETWORKS AND EXCHANGE PROGRAMS s (APPY CHILDREN WHO ARE LEARNING SUCCESSFULLY Children ï¬&#x201A;ourish and learn at Glendal School tours each Tuesday at 9.30am Principal: $EBORAH 'ROSSEK Address: .OTTINGHAM 3TREET

'LEN 7AVERLEY 6)#

12400505-RA10-18

s $EDICATED PROFESSIONAL HIGH QUALITY STAFF

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

Distinction - Education Guide

25

GOOD NEWS LUTHERAN COLLEGE “From the moment you walked into the entrance of the building there was an immediate ‘wow’ factor,” Mr Shrowder said.

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

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

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

There’s enormous excitement for 2019 at Good News Lutheran College with continued facility developments at the Tarneit Road site, matched by significant growth in the College population.

A Christ-centred learning environment in which teachers, students and families are nurtured to grow in their gifts and abilities, GNLC has developed rapidly to encompass Prep. to Year 12, with the third graduating cohort completing its studies in 2018.

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

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

Starting with just 24 students in 1997, the College has grown significantly, now boasting almost 1000 pupils and over 120 staff members.

Both facilities feature their own presentation space, with large TV screens, allowing for whole year level meetings, classroom presentations or smaller parent information evenings.

Good News Lutheran College has a distinctive sub-school structure which embraces the specific needs of each age group, from Junior, Middle and Senior Years. This structure allows for a seamless education from Prep. to Year 12.

A holistic approach allows students to grow academically, emotionally, physically, socially and spiritually in a supportive atmosphere.

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

The College recently opened the Middle Years and Senior Years buildings, the former, a double-storey, 11 classroom open-learning environment, with the latter a 21-classroom, double-storey facility set to accommodate a burgeoning VCE population.

12406460-RA06-19

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

“These buildings are two important stages in the College growing through to a large, 1000-plus-student educational institution,” Mr Hughes said.

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

“They complement our existing state-of-the-art Science laboratories, Woodwork and Metalwork facilities, along with amenities for Robotic and Design capabilities.”

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

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

Utilisation of the Senior Years building, containing a resource centre, careers hub and designated VCE coordination space is in full swing for 2018.

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

EMBRACING THE EDUCATION REVOLUTION In 2011, with its first Year 7 classes, Good News Lutheran College visibly began the journey from small primary school to a much larger P-12 College. In 2017 the College took another step, with movement toward the adoption of a set of international programmes – the International Baccalaureate. The GNLC Executive believes that the International Baccalaureate aligns incredibly well with

What is the International Baccalaureate?

The International Baccalaureate (IB) is a set of four educational programmes offered by the IB Organisation to students aged 3-19, which focus on providing academic breadth rather than specialisation into particular areas.

For GNLC, the two programmes that it will look to deliver are: s 4HE Primary Years Programme (PYP), to teach children aged 3-12 how to be an inquirer both within and outside the classroom environment; s 4HE Middle Years Programme (MYP), a five-year programme for students aged 11-16 encouraging them to make practical connections between their education and the real world.

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

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

“The ‘Learner Profile’ sets out 10 attributes which IB-accredited schools strive to pass on to students, in order to promote this goal, which include being open-minded, caring, reflective and curious.”

Why is it right for Good News?

All students learn differently, and consequently there may be benefits in enabling them to choose a programme that best suits their individual strengths and preferences. The International Baccalaureate (IB) is a non-profit education foundation. The IB courses focus on total growth of the

developing child and GNLC believes its students live in a complex world where learning and development arise not only from the school environment, but also from family and home and the surrounding community. The College believes it is vital that it captures and encourages an active learning environment through its curriculum.

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

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

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

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

While the College is taking Prep. enrolments for 2022, it does have current vacancies at some year levels.

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

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

12399068-RA06-19

the College’s educational philosophies and values, as well as helping to better support its amazing multicultural, international community.

Continued from page 18 the others, she was the best placed to raise the prickly issues and sore points between them.

“How are you feeling Barry?” she asked at the precise moment that John was launching into a self-acknowledgement of his school’s outstanding NAPLAN results this year.

“What do you mean?” replied Barry in an offhanded sort of way, guarded nonetheless.

Sensing Barry’s defensiveness, deflected, “Oh, retirement looming.”

Felicity

“That, well I’m looking forward to it,” replied Barry, his gaze fixed upwards, at nothing in particular, and making eye contact with no one.

The elephant in the room, thought Madeline.

What next?

She didn’t have to wait long.

“Do you know, I always thought I was a better person till now,” began Barry. “NAPLAN got me.”

An awkward silence followed, after which Barry cleared his throat and mumbled something about leaving his friends to enjoy the rest of their get together. With that, he put a fifty dollar note on the table to cover the cost of his drinks and more, shook John’s hand, hugged Felicity and Madeline and left, just like that.

“I feel so sorry for him” ventured Madeline.”

“Why?” shot back John. “He was a fool to tamper with NAPLAN results.”

“That’s not proven yet,” chimed in Felicity.

“Be that as it may, it’s still not a good look for our profession.”

Madeline thought about that as she drove home later. High stakes testing – which is what NAPLAN is, has changed the educational landscape irrevocably. Well at 28

Distinction - Education Guide

least for the time being. Controversial and polarizing it always will be. Her thoughts drifted back to a time which seemed eons ago but in reality was barely three weeks. Madeline had just completed her school review, an exhaustive process that entailed many, many hours for many people at her school in the preceding months and would extend to the end of the year with completion of her school’s next 4-year Strategic Plan.

What bothered her most was not the inclusion of NAPLAN results in the review, but the lopsided weighting of importance that the Department of Education and Training (DET) placed on NAPLAN results in the assessment of her school’s performance.

NAPLAN results in literacy and numeracy were given triple the weighting in importance of everything else.

Lost in her thoughts, Madeline almost missed the turn off to her home. Braking quickly, she managed to slow down just in time to take the turn safely. It rankled with her that no measures of all curriculum achievements of her students other than in English and Mathematics seemed to count for that much.

Certainly not in the tabloid papers that ran prominent pieces identifying the ‘top’ schools and the ‘failing’ schools based simply on NAPLAN results.

As she pulled up in her driveway, Madeline managed a wry smile. After all, important as literacy and numeracy are, the many parents of those children who attended her school, did so because of the calibre and breadth of curriculum choice and wellbeing programs, not just because of NAPLAN.

HENRY GROSSEK Principal, Berwick Lodge Primary School Host, Viewpoints, Casey Radio 97.7FM On Fridays 9.00am to 11.00am www.caseyradio.com.au

We want every child in our community to actively learn how to

shape their world Throughout this time, we have worked out that quality learning takes time. So does trust, and the same is true for building relationships. So this is what we do.

“

This happens through the ‘3Rs’ and ‘4 Big Ideas’ embedded at The Harkaway School.

The 3 Rs. Relationship - High quality learning happens when trust, respect and care are present.

Relevance - Our learners will go deeper, make stronger

We take the time to know and value every student.

We work out what they know, understand and can do.

Then we lead them to what they’re ready to learn next. connections and apply their knowledge when learning is life-worthy and meaningful.

“

We want every child in our community to actively learn how to shape their world. If we want our students to make a difference with their lives - then we need to make a difference in their lives.

Rigour - We are all on a journey from novice to expert. We expect and celebrate excellence.

The 4 Big Ideas Team Teaching Teachers plan, teach and reflect in teams. Like all good learning!

Multi-age Classes Students are predominantly grouped according to what they are ready to learn. They are not grouped simply because of age or year level. Our classrooms are huge and fine-tuned for learning.

DL-2.0 Through our program of inquiry, students co-design, socially construct, have voice and are self-discoverers.

Global Mindedness Our students are part of their planet and are confident to engage with all of its’ peoples and the messy complexity of an interconnected global humanity.

Just 4 kms from the Berwick Post Office

12405993-SN10-19

Tucked away in the foothills of the Dandenong Ranges, our school has been continually serving learners for over 140 years.

65 King Road, Harkaway ph: 03 9707 1475 e: harkaway.ps@edumail.vic.gov.au harkawayps.vic.edu.au

Distinction - Education Guide

29

12407399-CB9-19

A brighter future on the best foundation.

Book your personal Principalâ&#x20AC;&#x2122;s tour heritagecollege.vic.edu.au 12407394-CB9-19

Heritage College is a coeducational dual-campus school, providing excellence in Christian education in Narre Warren South and Officer.

From 3 & 4 year old Early Learning to Year 12, students at Heritage College are inspired to achieve their best academically, socially, emotionally and physically.

In addition to the Victorian Certificate of Education (VCE), Heritage College provides senior students an alternative pathway to their chosen vocation through the Victorian Certificate of Applied Learning (VCAL).

INTACT AT INTACT Australia, you will find all you need to know about Routine Infant Circumcision (RIC) and the male prepuce a.k.a. the foreskin. We provide researched based information and are part of a growing global society that believe all sexes have the right to their own body; female, male and intersex; infants, children and adults. We all have our own rights to bodily integrity and they should be respected by everyone. Although we are against Routine Infant Circumcision, we are not against medically necessary circumcision where all other options have been exhausted and we are not against an informed adult who might want it done for himself.

We keep our website as up to date as possible, relevant and have regular blogs on all things foreskin and RIC related. Here you will find information on structure, purpose and function of the foreskin, the history of circumcision and why it was introduced into the western industrialised world, various religious aspects, as well as care of an intact penis, which is basically, never retract, just leave it alone. We discuss the alleged health benefits of circumcision and put these arguments into perspective, when we are presented with the facts and dismiss the myths, we can see that circumcision has no real health benefit. This is confirmed by statements from medical organisations across the world: Australia “The foreskin has a functional role, circumcision is nontherapeutic and the infant is unable to consent. After reviewing the current available evidence, the RACP believes that the frequency of diseases modifiable by circumcision and the complication rates do not warrant routine infant circumcision in Australia and New Zealand.”

– The Royal Australasian College of Physicians, 2010.

Finland “There are no medical reasons to perform circumcision on healthy infants. Circumcision is not a disease treatment or health promotion and is therefore not part of the Finnish health care system.” – Finnish Medical Association, 2004.

Holland “Non-therapeutic circumcision of male minors is a violation of children’s rights to autonomy and physical integrity. Circumcision can cause complications – bleeding, infection, urethral stricture and panic attacks

AUSTRALIA

are particularly common. KNMG is therefore urging a strong policy of deterrence to circumcision.” – Royal Dutch Medical Association, 2010.

Statements from more medical organisations can be seen on our website.

When it comes to circumcision, many people know very little about the body part being excised. The male foreskin is the flexible double layered sheath of specialised skin that covers and protects the glans (or head) of the penis. The foreskin is an integral and important part of the skin system of the penis and is more than just skin.

It is a complex and sophisticated structure with many unique properties, it is a highly mobile and an amazingly designed organ composed of an intricate web of blood vessels, muscle and nerves. In fact the foreskin contains about 240 feet of nerve fibres and tens of thousands of specialised erotogenic nerve endings, it is the primary sensory organ of the body.

The foreskin also has many functions that include protection of the glans, keeping it sensitive and protecting the urethral opening from contaminants. The foreskin has self-cleaning functions much like the eyelids that keep the eyes moist and self cleaned, the foreskin of a child is self cleaning, meaning that it is not necessary to clean underneath the foreskin, in fact this will do a great deal of harm. The foreskin provides immunological protection, glands in the foreskin produce antibacterial and antiviral proteins such as Lysozyme. Plasma cells in the foreskin’s mucosal lining secrete immunoglobulins, antibodies that defend against infection. This natural protective function has been destroyed in circumcised males.

The foreskin has erogenous sensitivity, the five most sensitive, erogenous and pleasurable areas of the penis are on the foreskin. The most sensitive areas being the ridged band at the very tip of the foreskin, the frenulum and the frenulum delta area. Circumcision diminishes sexual sensation and pleasure by up to eighty percent.

Many sensitivity studies have shown how great a loss there is when one is circumcised.

We must respect our children’s right to their whole body, the foreskin is a natural and integral part of the penis. It is neither moral or ethical to cut off a part of someone else’s genitals without that person’s competent and fully informed consent. Since it is the child who must bear the consequences, circumcision violates his legal rights. We all have a right to decide what happens to our bodies, including our genitals. Please let your child decide for himself when he is older if he wants to modify his body or not. It’s his body.

For more information on this topic, please visit our website or message us at intactaus@gmail.com or on facebook.com/IntactAus

32

Distinction - Education Guide

1215168-KC11-16

Distinction - Education Guide

33

Lighthouse Christian College - Keysborough Growth and Development IT WAS with great delight that I announce that the construction of the long awaited state of the art Zenith building designed for VCE students is now nearing completion. Staff and students are eagerly awaiting the moment when they can occupy their new building. We praise God for His favour upon the College.

A very exciting initiative this year was the opening of our very own Health and Wellbeing Centre The Health and Wellbeing Centre was created to be a safe space where staff and students could exercise and relax, socialize, pray, and seek professional advice.

Plans are also underway to commence the Launch Centre (Years 9-10) in December and we are grateful to the Commonwealth and State for the provision of $1.3 million in funding to assist us with this building project.

The ELC has continued to flourish this year with 2 groups of three year olds and 2 groups of 4 year old kindergarten classes operating very successfully.

Innovation and Technology Following the successful implementation of our new digital Learning Management System (LMS) SEQTA in pastoral care services for our students, I am pleased to report that this year

34

Distinction - Education Guide

we have progressed to include online academic reporting throughout the year, Parent Engage has been activated and this allows for direct contact with our parents and also for parents to access assessment data. The new online system demonstrates our driving vision to enhance parent engagement through the use of cutting edge technology.

Excellence The College continues to produce excellent academic results undergirded by Biblical values, thereby creating an environment in which students can flourish. Our high quality Christian teaching and learning program prepares students for the 21st century by creating opportunities for them to develop skills of critical thinking, creativity, collaboration and communication including digital literacy. I am delighted to say that not only was Lighthouse one of a few selected schools that completed NAPLAN Online instead of the traditional paper copy and pen version but we achieved stellar results on the National tests and assessments and rank as a top performing Christian school in the vicinity of Greater Dandenong and Kingston.

Avril D. Howard Principal

Lighthouse Christian College Co-Education

ELC - Year 12

NEW VCE ZENITH BUILDING FOR 2019

KEYSBOROUGH

SKYE-AUSTRALIS

www.lighthouse.vic.edu.au

www.lccaustralis.vic.edu.au

the christian choice for excellence in education Distinction - Education Guide

35

12409051-HM10-19

In the current political and social arena, MacKillop College is proud to stand as a miniature representation of our society and all the possibilities therein. We are responsive to the needs of our students and our community, striving continuously to improve the educational experiences and opportunities presented. MacKillop College is about its students. About giving each individual a voice, and the tools and understanding to become a part of a global community that lives to contribute to a better way of life. We are a co-educational secondary Catholic College named after St Mary MacKillop, co-founder of the Sisters of St Joseph of the Sacred Heart and, just as the Sisters of St Joseph were committed to education being inclusive of those who could not afford it, MacKillop College is committed to cultural inclusivity and a love of diversity.

It is in service to this that we continue to develop our International Program, reaching into Europe and Asia with international trips, homestay opportunities and immersion programs. It is also in service to this that we bring those cultures closer to home for those who are not able to travel internationally. In combination with Languages Week, Harmony Week and Music Week, diversity is celebrated. Students are able to explore French, Italian and Japanese, while eating food from all over the world.

celebrating all life G challenging all people G dreaming the new day

Mary MacKillop spoke of the smallness of who we are â&#x20AC;&#x201C; reminding us we are but travellers among billions of travellers in a very large world. Just so, MacKillop College is an introduction. Thereâ&#x20AC;&#x2122;s a reason the school motto is â&#x20AC;&#x2DC;Celebrating all life; Challenging all people; Dreaming the new day.â&#x20AC;&#x2122; We live and learn for a brighter, more educated and inclusive future. We are a community that believes in each other, our intent ever being to play our part in developing the whole person spiritually, socially, emotionally and academically, to enable students to become proactive and responsible global citizens.

.BD,JMMPQ $PMMFHF 3VTTFMM 4USFFU 8FSSJCFF Ĺ&#x201D; *ORVJSJFT PS XXX NBDLJMMPQ DPN BV

12409052-HM10-19

We also continuously hope to expand the way in which we share and experience the voices within our College community, by exploring personal stories in more depth. Whether through art, prose, sport, style, debating, AnimĂŠ, chess, community projects or pastoral care, MacKillop facilitates and encourages students to discover what might give them the rounded education and sense of dignity they need. In this past year, weâ&#x20AC;&#x2122;ve seen students gain success in everything from skeet shooting, to international basketball, to dance, music and more. Weâ&#x20AC;&#x2122;ve had the privilege to award students for overcoming immense personal challenges as well as performing exceptionally academically. And weâ&#x20AC;&#x2122;ve been able to support our students while they stood up for the environment, equity and each other.

School enrolment zones and parent choice LET’S start with Victorian Government policy, which states that “every child has the right to attend their designated local government school - the school for which they are zoned.” That’s clear enough, there’s a government school nearby that must enrol your child should you so wish - and of course, that’s as it should be. That’s the easy part, from here on complexity gathers momentum in ways that can, and does, thoroughly confuse and frustrate parents.

In the majority of cases, ‘designated local government school’ can be assumed to be the school nearest to where you live - but not in all. All metropolitan government schools have been assigned a designated enrolment zone. These enrolment zones have been provided by the DET in order to provide clarity, consistency and transparency over what exactly constitutes a school’s neighbourhood zone. Terms such as, residential boundaries, school zones, enrolment ceilings and enrolment caps, all refer to situations in which schools have enrolment restrictions in place. All can be traced back to DET designated enrolment zones of which schools are aware, and can share them with prospective parents.

Whilst the DET mapping process to determine school enrolment zones approximates to the ideal of enabling every child to be zoned the school closest to which they live, in practice this cannot always be achieved. Consequently, there are instances in which some children will be zoned to a school that is not their closest government school, but not by very much. It is certainly well worth finding this out prior to enrolling your child so as to avoid hassles and potential heartache later. All schools can provide parents with their DET designated enrolment zone on request.

Where you live permanently will determine the local government school to which your children have an automatic right of enrolment. Examples of what does not qualify as a permanent residential address include: staying with a relative or friend, and guardianship also is not a criterion for enrolment unless supported by the relevant papers endorsed by the Family Law Court. Depending on the enrolment situation faced by individual schools, permanent residential address can be interpreted to vary from being your primary property (owned/ mortgaged) to a property you may lease. Again, it is advisable to check with individual schools as their specific enrolment restrictions, which of course should be consistent with government policy.

There’s nothing to stop any parent from

38

Distinction - Education Guide

requesting a place in any government school, although, as previously stated, schools must first offer places to children within their zone. The usual priorities for enrolling students in government schools are: (1) Students for whom the school is the designated neighbourhood school.

(2) Students with a sibling at the same permanent address who are attending the school at the same time.

(3) Where the regional director has restricted the enrolment, students who reside nearest the school.

(4) Students seeking enrolment on specific curriculum grounds.

(5) All students in order of closeness of their home to the school.

(6) In exceptional circumstances, compassionate grounds.

DET policy states that the principal decides whether to offer your child a place if you live outside the school’s zone, based on student numbers and the school’s particular enrolment policy. It is well worth remembering that whilst all government schools are required to adhere to government policy on student enrolments, scope does exist for variation between schools on the application of the guidelines and policy. Policy is just that - it is not one mandated set of rules, but rather a guiding set of principles. Contact the school directly for their specific enrolment practice or your DET regional office for clarification.

As competition between school sectors and individual schools has ramped up in recent decades as successive state governments have promoted the option of parent choice in school selection for their children, anecdotal evidence indicates that some schools may put pressure on parents not to enrol their child for reasons other than those associated with government policy. Such practice is wrong.

Your child cannot be refused enrolment, for example, solely because they have a disability or because of ineligibility for supplementary funded support. Importantly, the Disability Standards for Education say that when deciding whether to offer a place, schools must consider prospective students with a disability in the same way as other students.

If a school offers a place to your child, the law and DET policy requires this offer to be made on the basis that ‘reasonable adjustments’ will be made to accommodate your child’s needs.

Continued on page 42

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

The school cultivates an innovative and progressive learning environment that helps students to develop imagination, openmindedness and confidence. Through high

expectations and individualised learning, each child is nurtured and encouraged to achieve their highest educational potential. All students have access to a sophisticated learning technology network including a 1-1 iPad program for Years 3-6. Milgate is an accredited Maths Active School once again highlighting its exceptional learning program.

Studentsâ&#x20AC;&#x2122; learning is enriched through an exciting range of specialist programs that include Visual Art, Performing Art, Physical Education and Mandarin Language.

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

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

12399315-SN10-19

MILGATE PRIMARY SCHOOL East Doncaster

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

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

39

12407808-LN10-19

12405986-LN10-19

Continued from page 38 The school should discuss with you precisely what this would mean, to help you decide whether to accept the offer. Crucially, the same resources are available to schools to support students with a disability who live outside the school’s zone as those who live within it.

Again, anecdotal evidence indicates that some schools display a reluctance to accept children with a disability, living both within their zones and outside their zones. Based on the above information, this is wrong and whilst it is wrong, it can be understood in light of the challenges that schools face in securing additional support for children with disabilities in the first place. Nonetheless, all schools face the same challenges in this regard, and the importance of equity of enrolment opportunity for children with disabilities should be nonnegotiable.

All of the above enrolment information is available for public perusal, yet still a plethora of questions crop up. Addressing these in a FAQs format may be a valuable way of concluding this piece.

We live in a democracy, where is the freedom of choice when a parent has to send their child to a government school?

That’s a question which raises a lot of big picture and philosophical questions, far beyond the scope of this piece. Suffice to say that democracy does not imply unfettered freedom of choice. There are innumerable restrictions on what individuals may wish to do and what they can do by law or even social convention. The idealist in me yearns for the time when governments actually resource schools in such a way that the option of choice would become largely irrelevant.

What are the benefits of zoning to parents?

Systemically, it prevents some schools from becoming so overcrowded that whatever the desirability of enrolling your children in that school would vanish. That would be the main benefit, but that would be for the benefit only of those who managed to enrol in those zoned schools in the first place. The interests of local students would be the highest priority and from that perspective it’s a positive. For others, I’m not so sure.

If a parent wishes to send their child to a government school that is offering specific subjects not offered at their local school, can the parent approach the school for enrolment even if

42

Distinction - Education Guide

they are out of the zone?

Yes they can and that is one of several acceptable reasons for schools enrolling out of zone students.

Of course, the caveat is that the school in question has enrolment room to accommodate the child.

If the secondary school in the family’s local area has an enrolment ceiling and is therefore full, does the parent have the choice of sending their child to another secondary school out of the zoned area and will they be accepted?

Parents can always seek enrolment of their child at any out of their local zone school, but this reason won’t get them in. Schools are required to have places available for their local students no matter what. Whether they are successful depends entirely on the enrolment situation of the preferred school.

The principal determines that in line with government policy.

If the local school doesn’t offer the accelerated learning programs the family desires for their child, what are the options for the parent?

The answer is the same as for the previous question and for a number of other questions all relating to curriculum offerings. You can try your hand at having your child enrolled at a school that does offer what you believe to be in your child’s best interests and it is a legitimate reason for such a request. The principal makes the call, depending on the state of their school enrolments.

Does zoning apply to Mac.Robertson’s Girls HS and Melbourne HS? No. They are select entry schools based on academic achievement of students.

If children attend a locally zoned secondary school and are in years 10 and 11, for example, with their family moving from a rented property in the zone to a purchased property out of the zone, will the children be forced to leave?

I would be greatly surprised if this were to happen. My advice to parents if this were to occur, would be to contact their local regional director of schools and lodge an appeal.

By way of conclusion, and returning to my earlier, idealist comments - it is a pity that the tension between school zoning policy and parental choice of school for their children causes so much stress. I wish it were not so.

HENRY GROSSEK PRINCIPAL BERWICK LODGE P.S.

12400531-LN10-19

ENROL NOW

Northside Christian College Principalâ&#x20AC;&#x2122;s Tours Friday 8th February Monday 18th February Thursday 21st March

Register for a Tour (03) 9467 2499 enrol@ncc.vic.edu.au www.ncc.vic.edu.au

OPEN DAY THURS 7TH MARCH 2019

12407396-CB9-19

Learning for living, character for life.

Book your personal Principalâ&#x20AC;&#x2122;s tour nunawading.vic.edu.au 12407393-CB9-19

Nunawading Christian College (NCC) provides values-based coeducation in a vibrant Christian environment from 3 & 4 year old Early Learning to Year 12 VCE. For over 50 years, NCC students have been inspired by passionate educators dedicated to seeing young people reach their full potential.

NCC offers a broad and balanced education to all students willing to accept the Schoolâ&#x20AC;&#x2122;s ethos and values.

Oakleigh Grammar OAKLEIGH Grammar’s story started 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.

36 years later, we continue to offer excellence in coeducational schooling 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-theart 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.

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

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

46

Distinction - Education Guide

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.

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 approximately 20 subjects to design their individual VCE programs.

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

Now in our 36th year of excellence in education, we’re sure we’d be the right fit for your family.

12402126-SN10-19

JOIN USâ&#x20AC;Ś

Currently ranked No 1 on Google!

nt ernmeGuid ove Go e Schools ISSUE s

Ă&#x192;Ă&#x192;Ă&#x2022;iiĂ&#x160;{ÂŁ Ă&#x160;{ÂŁĂ&#x160;U Ă&#x160;UĂ&#x160; Ă&#x2022; Ă&#x160; Ă&#x2022;Â?Ă&#x17E; Â?Ă&#x17E;Ă&#x160;Ă&#x201C;ä Ă&#x160;Ă&#x201C;ä£ ÂŁĂ&#x2021; Ă&#x2021;Ă&#x160;UĂ&#x160; Activ UĂ&#x160; Ă&#x192;Ă&#x152; Ă&#x192;Ă&#x152;Ă&#x160;ÂŁ Ă&#x192;Ă&#x152;Ă&#x160;ÂŁÂ&#x2122; ities & Ă&#x160;ÂŁÂ&#x2122;Â&#x2122; ÂŁÂ&#x2122;Â&#x2122;Â&#x2122; Â&#x2122;Â&#x2122;Â&#x2122; Â&#x2122;Â&#x2122; page Â&#x2122; s 51 Ente rtain ment â&#x20AC;&#x201C; 65 Guid e

Ă&#x192;Ă&#x192;Ă&#x2022;i

Ă&#x160;ÂŁÂŁĂ&#x160; UĂ&#x160; >

Ă&#x20AC;VÂ&#x2026;Ă&#x160;Ă&#x201C;

ä£Ă&#x2021;

*Â&#x2026;Â&#x153;Ă&#x152;Â&#x153; Â&#x153;Ă&#x20AC;Ă&#x160;vĂ&#x2022; Ă&#x160;ÂŤĂ&#x20AC;Â&#x153;Ă&#x203A;Â&#x2C6;`i`Ă&#x160;Ă&#x153; Ă&#x20AC;Ă&#x152;Â&#x2026;iĂ&#x20AC;Ă&#x160; Â&#x2C6;Â&#x2DC;vÂ&#x153;Ă&#x20AC;Â&#x201C; Â&#x2C6;Ă&#x152;Â&#x2026;Ă&#x160;Ă&#x152;Â&#x2026;iĂ&#x160;VÂ&#x153;Â&#x201C;ÂŤ >Ă&#x152;Â&#x2C6;Â&#x153;Â&#x2DC;Ă&#x160; Ă&#x20AC;iviĂ&#x20AC;Ă&#x160; Â?Â&#x2C6;Â&#x201C;iÂ&#x2DC;Ă&#x152;Ă&#x192;Ă&#x160;Â&#x153;vĂ&#x160; Ă&#x152;Â&#x153;Ă&#x160;ÂŤ>} >V Â&#x2C6;Â?Â?Â&#x153;°Ă&#x160; iĂ&#x192;Ă&#x160;Ă&#x201C;]Ă&#x160; Ă&#x17D;]Ă&#x160;{Ă&#x201C;Ă&#x160;>Â&#x2DC;`Ă&#x160;{ Ă&#x17D;°

Oakleigh College. compliments of South Photo provided with the refer to pages 108-109.

For further information

IndeVipctoerianâ&#x20AC;&#x2122;sd ent ISSUEĂ&#x160;Ă&#x201C; ISSUE IS Ă&#x201C;Ă&#x160;UĂ&#x160;Ă&#x201C;ä Ă&#x201C;Ă&#x160;UĂ&#x160;Ă&#x201C; Ă&#x160;UĂ&#x160;Ă&#x201C;ä£Ă&#x2C6; ä£Ă&#x2C6; Ă&#x2C6;

Featuring

Ă&#x192;Ă&#x192;Ă&#x2022;iĂ&#x160;ÂŁ Ă&#x17D;Ă&#x160;UĂ&#x160;Ă&#x201C;ä£

training , s Educati on, social activitie careers & uals with for individ special needs

Catholic

Ă&#x2021;

Christian

:

Education

Education

Schools Gu ide

1-51 Guide â&#x20AC;&#x201C; pages â&#x20AC;&#x201C; Special Schools ent & Training Employm Services, p>}iĂ&#x192;Ă&#x160;xĂ&#x201C;Â&#x2021;Ă&#x2C6;Ă&#x17D;

Photo provide d with For further informationthe compliments of refer to pages 4, MacKillop.

5, 40 and 41.

201548004-EG48-15

School. ents of Belmore Ă&#x160;£ä° iĂ&#x192;Ă&#x160;Ă&#x201C;]Ă&#x160;Ă&#x17D;Ă&#x160;E with the complim >Ă&#x152;Â&#x2C6;Â&#x153;Â&#x2DC;Ă&#x160;Ă&#x20AC;iviĂ&#x20AC;Ă&#x160;Ă&#x152;Â&#x153;Ă&#x160;ÂŤ>} Photo provided Â&#x153;Ă&#x20AC;Ă&#x160;vĂ&#x2022;Ă&#x20AC;Ă&#x152;Â&#x2026;iĂ&#x20AC;Ă&#x160;Â&#x2C6;Â&#x2DC;vÂ&#x153;Ă&#x20AC;Â&#x201C;

â&#x20AC;Śâ&#x20AC;Ś..ON OUR NEW VICTORIAN SCHOOL GUIDES WEBSITE www.victoriaschoolguides.starcommunity.com.au Whether you are seeking information about a particular school in your area or are looking for a school for your child, then this site is for you.

Several frequently asked questions have been answered and if you have a question that hasnâ&#x20AC;&#x2122;t been addressed then send it to our team for their input.

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

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

For further information regarding our range of education magazines and to provide us with your questions please contact: Katrina Mihai on katrina.mihai@starnewsgroup.com.au or 03 5945 0693 12408936-CG06-19

48

Distinction - Education Guide

Prep them well for VCE

Enrol now for Prep and Year 5, 2020 and beyond We have limited vacancies available for Prep and Year 5 school start in 2020 and beyond.

‘SCHOOL ALIVE’ Tour dates for 2019 I FRIDAY 5 APR I WEDNESDAY 22 MAY I FRIDAY 9 AUG I WEDNESDAY 23 OCT I We are happiest when prospective parents and students pay us a visit. Come and chat to our staff and students at one of our School Alive Tours. Experience the vibrant learning atmosphere of a normal school day. Can’t make it?

Then book into one of our weekly scheduled tours. To confirm your attendance on a tour please call Diane King on 9334 0141.

Five dedicated student only bus services

12406440-RA10-19

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

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

Distinction - Education Guide

49

Sport and your child ONLY six out of 10 children aged between five and 14 years participate in sport outside of school, according to the Australian Bureau of Statistics.

The Australian Health Survey conducted in April 2012 found that 25 per cent of Australian children and teenagers, aged five to 17 years, are overweight or obese, indicating that we need to foster a more sports-minded culture that encourages children to be physically active.

People who are active dramatically reduce their risk of many diseases, including heart disease and osteoporosis. Regular exercise is also known to reduce the risk of emotional problems such as anxiety and depression. Habits are established early in life and evidence suggests that physically active children are more likely to mature into physically active adults.

Benefits of sport for children Some of the many benefits of sport participation for children include: ■ reduced risk of obesity ■ increased cardiovascular fitness ■ healthy growth of bones, muscles, ligaments and tendons ■ improved coordination and balance ■ a greater ability to physically relax and, therefore, avoid the complications of chronic muscular tension (such as headache or back ache) ■ improved sleep ■ mental health benefits, such as greater confidence ■ improved social skills ■ improved personal skills, including cooperation and leadership.

Reducing inactivity may be more effective in achieving overall increases in energy levels in young children than putting the emphasis on increasing involvement in sporting activities.

Taking steps to reduce children’s sedentary time is important.

Sedentary pursuits and children Around 40 per cent of Australian children don’t participate in sport at all. Common sedentary activities that compete with physical activity include: ■ homework ■ computer games ■ internet use ■ television.

50

Distinction - Education Guide

The Australian Government recommends that: ■ ‘Children and young people should participate in at least 60 minutes (and up to several hours) of moderate to vigorous-intensity physical activity every day.’

■ ‘Children and young people should not spend more than two hours a day using electronic media for entertainment (such as computer games, internet, TV), particularly during daylight hours.’

These recommendations are a guide to the minimum level of physical activity required for good health.

According to the Bureau of Statistics, over the 12 months prior to April 2012 in Australia, 1.7 million or 60 per cent of children aged 5 to 14 years participated in at least one sport outside of school hours that had been organised by a school, club or association.

Participation amongst boys (949,000) exceeded that of girls (727,000), both overall and within each age group category. Children aged 9 to 11 years were most likely to participate in sport (66 per cent).

The three most popular organised sports for boys in 2011 to 2012 were soccer (22 per cent of total), swimming and Australian rules football.

For girls, swimming/diving (19 per cent of total) and netball were predominant.

Encourage your child to be physically active Parents can help their children to be physically active in a number of ways, including: ■ Lead by example – be physically active yourself.

■ Make sure that some family outings offer opportunities for physical activity, such as playing sport together.

■ Encourage your child to walk or ride their bicycle for short trips, rather than rely on you to drive them.

■ Support your child’s efforts in sport. Make sure you’re there at each match, cheering them on from the sidelines.

■ Set time limits on sedentary activities like computer games and television.

■ Consult with your child’s school on ways to encourage greater participation in sports and physical activity.

Reference – Better Health Channel Website.

12396954-LN10-19

WE BELIEVE IN GIRLS

ruyton

grit • curiosity

creativity • leadership

integrity • global citizenship

There is no better way to understand the spirit of Ruyton than to visit us on one of our Open Mornings, one of our School Snapshot sessions, or attend an Information Session to experience Ruyton for yourself.

An opportunity to see our School at work from ELC to Year 12 open morning scholarships school snapshot Thursday 14 March Saturday 23 February Wednesday 27 March Thursday 16 May Pre-registration required Monday 27 May Thursday 29 August Monday 12 August information sessions Thursday 14 November Tuesday 26 November small groups 9am–11am 9am–10am Held throughout the year with Principal’s address 9.30am–11am at 10am Bookings essential Contact the Registrar, Mrs Nadine Hibbert, on 9819 2422 or book online www.ruyton.vic.edu.au ruyton girls ’ school

12 Selbourne Road Kew 3101 Victoria Australia Tel +61 3 9819 2422

ruyton@ruyton.vic.edu.au www.ruyton.vic.edu.au CRICOS 00336J

Principal’s Message As the Principal, I am proud that the school is positioned at the centre of such a talented, supportive and involved community. Solway’s QSXXS ³3YV &IWX %P[E]W´ I\IQTPM½IW XLI WGLSSP´W work ethic and permeates the entire school community.

The school’s core values of Respect, Responsibility and Integrity are embedded into the school culture. Developing resilience and social competence are priorities, with a whole school approach to student learning and wellbeing.

Teachers have high expectations for students and support them to strive to reach their potential. Our commitment to academic excellence sits alongside the development of creativity in our students. We encourage our students to demonstrate a growth mindset.

Solway is committed to the development of globally aware, civically minded life-long learners and the importance of educating the ‘whole child’ through: High expectations of student achievement in Literacy and Numeracy Encouraging students to create and innovate through a rich curriculum Quality specialist programs A strong emphasis is given to educating our students to live healthy, balanced lifestyles through the promotion of healthy eating, exercise, leisure pursuits, respectful relationships and active citizenship.

Coordinated programs and practices educate our students and their families about environmental awareness and responsibility.

As a 5 Star Sustainable School, our students are involved in environmental studies, which encourage our students to develop their social awareness and decision-making skills.

As an eSmart Accredited School we have a strong commitment to safe use of digital technologies. We implement a 1:1 iPad program from Years 1-6. These devices enable the individualising and personalising of the curriculum, and foster the development of communication skills.

School facilities include Performing and Visual Arts Centres, Science Centre, school hall, Library and Out of School Hours Care hall.

7XMQYPEXMRK ERH WTEGMSYW GPEWWVSSQW TVSZMHI ¾I\MFPI PIEVRMRK WTEGIW that promote collaborative learning and team teaching.

Our well maintained grounds comprise a balance of landscaped areas and green space which allow students the freedom to run, encourages creative outdoor play and provides for participation in a variety of organised sports. The well-tended school Kitchen Garden is an integral part of the Prep curriculum, made possible only through the active involvement and support from parents.

12405878-RA10-19

-X MW HMJ½GYPX XS TVSZMHI E JYPP TMGXYVI SJ EPP XLEX 7SP[E] LEW XS SJJIV so I encourage new families to visit the school, and join us for a XSYV 'SRXEGX XLI 3J½GI XS FSSO E TPEGI - PSSO JSV[EVH XS QIIXMRK with you.

52

Julie Wilkinson Principal

Distinction - Education Guide

Strong community partnerships

School Council and its Sub-Committees Parent Helpers Program Dads Group

Performing Arts

Junior and Senior Choir Band Recital Nights Showcase Concert Instrumental Music Tuition

Visual Arts

Art Show Extension program

Science

Science Club, Science Fair Kitchen Garden Science Talent Search

Health and Physical Education Running Club Sport Life Education Perceptual Motor Program Cultural Education

Japanese/Chinese Sister Schools Japanese Language Homestay Program China Study Tour

Wellbeing

Resilience, Mindfulness You Can Do It Respectful Relationships

Digital Technologies

Tech Club Junior and Senior Robotics iPad Program

Student Leadership SRC Public Speaking, Debating

‘Our Best Always’

12405630-RA10-19

Contact details: Phone: 9885 2421 Address: Winton Road, Ashburton

Web: www.solwayps.vic.edu.au Email: solway.ps@edumail.vic.gov.au Distinction - Education Guide

53

The importance of effective primary learning CHILDREN learn an amazing amount as their learning journey continues through primary school.

Primary school education continues in Years 1 to 6 where children receive a strong foundation in eight core subject areas: ■ English ■ Mathematics ■ Science ■ society and environment ■ technology and enterprise ■ languages ■ the arts ■ health and physical education.

Literacy and numeracy are important learning areas. Learning focuses on ensuring your children understand mathematics, and learn to read and write competently. Many schools have specialist literacy and numeracy teachers to help your children develop these important skills.

Programs are designed to build natural curiosity and foster inquiring minds in the area of science and technology. In society and environment, they learn about the history and traditions at the heart of Australia’s democratic society.

Teachers plan for a balance of activities based on the learning needs of your children and other children in their class. In some instances specialist teachers teach the class, for example in art, music and physical education. The classroom layout is more formal than Pre-primary with students sitting together in groups or rows. Your children spend more time working at their desk and in small groups.

Set days and times are allocated to each subject area. If your children are having difficulty with any of the learning, speak with their teacher.

Homework and study Homework reinforces and supports the things your children learn at school. It is designed to get your children thinking and applying what they learn in different ways and encourages them to become independent learners.

During the first years of primary school homework involves fun activities such as: 54

Distinction - Education Guide

■

reading with your children every day encouraging your children to draw, write and tell stories ■ practising using numbers ■ encouraging your children to observe things in nature and to ask questions.

As your children progress through school, they receive specific tasks and projects designed to apply their knowledge in different ways - for example creative writing, oral presentations and assignments.

You can help your children by: ■ setting aside a set time each day for homework (also allow time for play and relaxation) ■ setting up a ‘homework space’ where your children can do their homework ■ setting up a schedule for big projects that take longer to complete so they are not left with one day to finish it ■ letting your children have a go at their homework first before helping them ■ asking your children to explain what they have done - explaining things in their own words is a great way to learn ■ checking your children’s homework when they are done for the day and working through any errors together ■ knowing where your children are up to with their homework so they do not fall behind.

If your children are having problems with their homework or with a specific subject or project, ask their teacher to spend some extra time helping them through the task.

Talk with your children’s teacher about the school’s homework policy for more details.

Ref: http://www.education.vic.gov.au ■

SPRING PARKS PRIMARY SCHOOL RESPECT - ENGAGEMENT - ACHIEVEMENT COMMUNITY - HOPE Spring Parks Primary School delivers every child, every opportunity for learning and excelling. We are proud of our Literacy and Numeracy programs which are our key priority areas - that aim to provide children the best learning outcomes.

Our School is equipped with and focussed on: + Access to robotics and STEM program + On average, delivering more than a yearâ&#x20AC;&#x2122;s growth in English and Maths + Parents and families support programs

+ Supporting childrenâ&#x20AC;&#x2122;s social and emotional development

12405989-RA10-19

+ Small class sizes with extra support staff in all classroom

Spring Parks Primary School has demonstrated well above average gains for Numeracy in NAPLAN over the past 3 years

%MAIL SPRING PARKS PS EDUMAIL VIC GOV AU s WWW SPRINGPARKSPS VIC EDU AU WEST CAMPUS: %RICA 3TREET 3PRINGVALE 6)# s 4 9546 6402 s & 9547 2763 VALLEY CAMPUS: 27-39 Clarke Road, Springvale VIC 3172 s 4 9547 3222 s & 9558 4891 Distinction - Education Guide

55

Young children benefit from explicit teaching about bullying YOUNG children are confused about bullying, but new research from the University of South Australia is providing important insights on how to prevent bullying by improving children’s understanding of the concept itself.

Trialled in four South Australian junior primary schools, the proof of concept study was conducted by bullying prevention experts Dr Lesley-Anne Ey and Associate Professor Barbara Spears from the University of South Australia, with funding from the World Organisation for Early Childhood Education (OMEP).

Despite limited research on understanding bullying in the early years, Dr Ey says there is evidence that bullying takes place in all forms from an early age. She says children have limited understanding of bullying and that more needs to be done to explicitly educate younger children about it so as to contribute to the prevention of lasting problems associated with these behaviours.

Dr Ey and Associate Professor Spears interviewed 99 children, aged 5-8 years, from four trial and two comparison junior primary schools to assess their understanding of bullying.

Teachers from the four trial schools worked collaboratively within their schools to develop and implement a tailored 10 lesson bullying prevention initiative to meet the needs of their children’s level of understanding. The children were re-interviewed afterwards to determine if their level of understanding had improved.

Before the prevention initiative, the children showed a limited grasp of bullying. While over half related it to being aggressive, very few understood other core features of bullying, such as repetition, intent to harm, and an imbalance of power. As such, they confused bullying and non-bullying acts of aggression, such as a once-off conflict or act of “meanness”.

56

Distinction - Education Guide

Children in the four trial schools were asked what bullying is: 17% mentioned repeated behaviour, 14% mentioned intent to harm, and 4% mentioned an imbalance of power.

After the prevention initiative, 51% included repetition in their responses, 30% included an intent to harm, and 16% an imbalance of power.

The children were also shown cartoon images of play, bullying, and non-bullying aggression (such as a once-off conflict between kids). They were asked to decide whether or not each image depicted bullying.

After the initiative, although children still demonstrated some confusion about bullying and aggression only scenarios, they were much more likely to use the core concepts of bullying in their reasoning for why they thought the scenario was bullying. For instance, their mention of repeated behaviour when viewing cartoons depicting bullying, rose from 59% to 78%.

Children who had been in the prevention initiative were more likely than those in comparison schools to recognise the concept of a single act of aggression in the non-bullying scenarios. They were also more likely to identify an intent to harm in images of bullying behaviour.

Dr Ey said she was surprised to see how quickly the children improved on their understanding of the core concepts for thinking about bullying - particularly the youngest children in the group. According to Dr Ey, these concepts are foundational for children to develop an accurate understanding of the issue. Such an understanding, in turn, is critical to prevention.

The 12 teachers who implemented the tailored prevention initiative all said they intended to use it again. Most found that it was easy to use and was very engaging for students, and the co-creation process was highly

engaging for them. “[I learnt] more about what is going on in the lives of children with whom I work,” said one. “This is such an important area to work sensitively with children.”

Associate Professor Spears said that if teachers use data about bullying from their own classes to inform their practice, they can identify the areas which they need to explicitly teach, creating a suite of lessons tailored to their contexts, and which align directly with the Australian Curriculum.

“This research has shown that when teachers construct a program specific to the needs of the children in their context, it works,” said Dr Ey. “What we have done here is just the tip of the iceberg. Children as young as five years old have been able to learn the key concepts of bullying in a very short amount of time.”

“If an anti-bullying program was implemented from reception and built upon each year, I believe that children would have a

clear understanding about bullying by the end of junior primary.”

“Further research to retest children’s knowledge after a period of time would strengthen these findings.”

Sources: Lesley-Anne Ey & Barbara Spears. (2018).

Supporting early childhood educators to address bullying in junior primary classes through the co-creation of anti-bullying interventions and resources: A Proof of Concept Study https://mediacentrefor educationresearchaustralia.cmail20.com /t/d-l-bhdhrtt-jrykgkjkk-r/.

A report for the Organisation Mondiale pour l’Education Préscolaire (OMEP) (World Organisation for Early Childhood Education).

Alternate link: doi. org/10.25954/5be36ba6aaf59

Distinction - Education Guide

57

St Margaret's and Berwick Grammar School WHAT is in store for senior schooling in 2019 at St Margaret’s and Berwick Grammar School?

Everything we do at St Margaret’s and Berwick Grammar School is actioned through our revised values of: COURAGE to do the right thing, CURIOSITY to know and learn, CHARACTER to be one’s true self and RESPECT to live wisely and compassionately with others and the planet. We use these values to frame everything from HR processes to curriculum design.

Being a student in the senior school and St Margaret’s and Berwick Grammar means that you have access to highly qualified teachers supported by the Centre for Excellence in Learning and Teaching. Quality teaching is a key focus at our school and is a recognised factor in academic and social/emotional success for young people. The Centre was established in 2018 and works to further develop and provide helpful feedback to all staff through participation in individual and group research projects or study. At the VCE level approximately 70% of subjects are taught by teachers who are or have access to VCE examiners in that subject. This is an extraordinary statistic.

In 2019 year the School is excited to be working with interested students to obtain their drone licences and recreational pilot’s licences. This is all part of the intention to ready our young people to take on the world and make a difference. We are also moving to a strengthened vertical House system to accommodate the 3 pillars of wellbeing - strong identity, strong relationships and feeling part of a community.

At Berwick Grammar, the Vice Principal and Head of the Boys School, Dr Steven Middleton, has introduced a ground breaking ‘Growing Good Men’ project that focusses on 58

Distinction - Education Guide

the capacity of young males to know themselves, work together and respect all resisting the pressures of toxic masculinity that can negatively influence young makes.

This has prompted extensive coverage on social and other media and started a conversation across gender and generational lines. This program will continue in 2019 and will be the focus of a future Unicorn Series.

The Unicorn Series permits the broader community, academics, students and parents to come together to discuss educational topics and has prompted a regular spot on local Casey Radio 3SER 97.7FM to make educational discussions informative and accessible to the broader public. Topics for 2019 Unicorn Series include ‘Flourishing or Floundering: the challenges and opportunities for young people in the on-line world’ and ‘Growing Good Menequipping boys with the emotional literacy to thrive in the 21st century’. These sessions are open to the public and free to attend.

Information will be on our website in 2019.

At St Margaret’s and Berwick Grammar we aim every day to live our Vision of being the best people we can be for all humanity and the planet.

Ms Annette Rome Principal St Margaret’s and Berwick Grammar School

2019 SCHOOL TOURS 9.15 am 1.00 pm 9.15 am 9.15 am

-

Tuesday 12 February Thursday 21 March Tuesday 7 May Wednesday 5 June

OFFICER CAMPUS - Tivendale Road Year 7 to 12, Senior Boys 9.15 am 1.00 pm 9.15 am 9.15 am

-

12398407-LB10-19

BERWICK CAMPUS - Gloucester Avenue ELC to Year 6 Coeducational, Year 7 to 12 Girls

Thursday 14 February Wednesday 20 March Thursday 9 May Monday 3 June

Registrations essential, visit www.stmargarets.vic.edu.au Distinction - Education Guide

59

St Monica’s College, Epping ST MONICA’S College, Epping was established in 1964 as a girls’ school. This served a specific purpose at that time. In the 1970’s the Sisters of the Good Samaritan, local clergy and parishioners saw a real need for boys’ Catholic Education thus in 1978 St Monica’s College, Epping proudly became coeducational. Our school has flourished ever since.

In all of our local Primary schools (Government and Catholic) coeducation is offered. In all tertiary institutions (universities and TAFES etc.) coeducation is the only way education is provided. I argue that all education is delivered at its best through coeducation.

Why? There are many reasons why I contend that the coeducation choice Monican parents have made for their children is the right one. Being together throughout the day, feelings of comradeship and friendships develop in a natural way between girls and boys. This mutual feeling and uplifting experiences are inherently valuable to the fully rounded person.

These friendships emerge through shared experiences in classrooms, from participating in shared activities outside the formal curriculum, and through shared membership in clubs and teams.

Coeducation assists significantly in breaking down sexist attitudes in both genders.

Boys and girls learn in a natural classroom environment, not sheltered away from each other, and in this normal way appropriate respect ought to develop between the genders.

In the coeducational classroom, both female and male perspectives are explored, thus greater understanding between the sexes, more consideration of points of view, and increased development of individuals both intellectually and socially.

Truly, coeducation reflects 100% the diversity of society. Coeducation, in other words, IS the real world. Accordingly, students are better prepared to enter the workforce, more capable of coping in post-secondary educational institutions, and more confident to involve themselves in discussions and 60

Distinction - Education Guide

activities with the opposite sex. Of course they are because they have mixed and grown up with the opposite sex from kindergarten years.

I believe that girls are more confident to express their views on all manner of things in their daily life in a coeducational College and exactly the same applies to boys. Students feel comfortable in whom they are and the chances are many to develop healthy and positive attitudes and self-image. Let us hope that this in turn reduces harassment and bullying.

Coeducation is popular throughout the world and a chief reason for this is that it allows for greater socialisation, wider diversity of experiences and fewer gender stereotypes for young people. This can only be healthy, good, and most desirable. It could be stated that collaboration between the sexes, not separation, fosters equality. In a coeducational setting, students are exposed to both male and female role models, students learn to lead the opposite sex in all types of situations, and finding a group of friends to match up with is easier.

There are myths associated with coeducation just as there are with single sex education. These should all be dispelled as we come down to the one, most critical reality – humans live in a coeducational world and consequently enjoying the coeducation experience in school years should form a holistic person, confident and wise.

Brian E. Hanley, B.A., Dip. Ed., Grad. Dip. Ed. Admin., M. Ed., MACE, FACEL College Principal

Coeducation at its Best

ENROL NOW FOR YEAR 7, 2020 AND 2021 Applications are also being accepted for years 8 – 12 for 2019.

ST MONICA’S COLLEGE, EPPING www.stmonicas-epping.com

T: 9409 8800 Junior Campus Years 7 - 9 400 Dalton Road, EPPING VIC 3076 Senior Campus Years 10 - 12 16 Davisson Street, EPPING VIC 3076

Morning Tea with the Principal (College tours of the Junior Campus) are held regularly throughout the year during school time.

This is an excellent opportunity to see our College at work.

Bookings are essential. For tour dates, bookings and further information about enrolment, please contact the College Registrar on 9409 8800 or email registrar@stmonicas-epping.com.

You may also book a tour online at www.stmonicas-epping.com/mtwtp

12396879-LN06-19

WISEONES What do you mean by gifted?

WHAT DO YOU MEAN BY GIFTED?

TYPE 3

■ Do you mean potential or talented?

■ How do you tell?

■ What tests work? What factors do you take into account?

You are not going to get me doing what you want.

I’ve seen too many psychiatrists and I know what they mean and how they manipulate you. I’m smarter than you know.

When you use that language I know you are trying to manipulate me straight away.

If I do what you want I have no autonomy.

WHY DO I NEED TO KNOW THIS? ■ Why don’t IQ tests done by psychologists work well for all the gifted?

■ What if they can’t read or spell or they never do what you tell them?

1. There is a lot of pain in being an unrecognized gifted person.

2. Being different is not so socially acceptable.

3. It is very lonely when no-one else thinks or learns like you.

4. Multi ability classes bore you stiff and eventually you do something.

5. It is very difficult to find out who you are as you are pretending so much to be accepted. “ I’m not so smart but I’m quite good at sport.” “ I’m a fashion plate so I don’t have brains for you to be scared of.”

YES, at the UK World Conference I found that that is the base of resentment, bullying, put downs, fear, jealousy, even laws.

TYPE 1 A level student.

Does homework and lovely projects.

Polite and well mannered Clean and wholesome looking Parents involved in homework and school activities Goes to camp and excursions Helps others and is kind.

UNDERACHIEVER go up a grade.

TYPE 2 Divergent Cheeky maybe rude or Manipulative Escapes from class when possible – it is not a weak bladder Sits outside Principals office often – where is the knowledge base?

Maybe a graffiti artist? What is this child’s art like?

Maybe class clown or is it a divergent sense of humour?

Good at distracting teacher off the point – that is the point.

GET DIVERGENT YOURSELF - link art to lessons.

I WILL NOT co-operate in your self styled rescue plan for me.

I’d rather stay a non reader, non speller, non cooperative than do what YOU want. Anyway it is habit now – it’s who I am.

TYPE 4 So, I’m dumb. At least your actions tell me that I’m dumb.

Every year it is the same = remedial reading, remedial spelling, remedial maths, don’t go in any competitions.

Maybe even stay home for NAPLAN. Im I only a weakness? Can’t you see anything else.

I handle the ball better and use better strategies than all the other boys. I learn from videos and know a LOT – just not your kind of knowledge TYPE 5 Well, OK I did not come to school yesterday.

OK so I did not hand in my homework on time.

Yes it seemed I was cheeky to the teacher but she was wrong in her science. Her teaching was so out of date.

It’s not like that now.

Well, yes I am playing in a world junior chess championship and it was in our daytime as it is based in the USA. The time zones are different.

If you had not asked and just blamed me, then I could not have explained to you that I have other priorities than school. You know I know all this stuff anyway.

Have known it for years.

SELF MANAGING ACHIEVER – JUST NEEDS A GOOD COACH 12405949-LN10-19

WISEONES “BEING CLEVER DOES NOT MAKE YOU HAPPY BUT BEING WISE DOES”

WiseOnes was founded by a “retiring” school principal in Oct 1997. Pat Slattery, who is a parent of gifted children, had always provided different learning for different learners . These are her photos. A proven innovative leader and Associate Fellow & Life Member of ACEL, she started this gifted program to supply a need. Government funding comes and goes but giftedness lasts.

Parent funded is the only way it lasts. It costs schools nothing and they get free early identification assessments, staff and parent meetings as well. NAPLAN results soar too and this is against the gifted trend to down and down as announced at the ACEL Conference in 2014. WiseOnes experience give them a 20+% increase. We are delighted with the schools’ results.

For further information on this program, contact Pat Slattery on M: 0418 578 552 Or Email: fastlearners@outlook.com 12405921-LN10-18

Improved outcomes for preschool aged children GIVING young children more flexibility in how they are read to would enhance their literacy journeys, say researchers.

Dr Jessica Mantei and Associate Professor Lisa Kervin from the University of Wollongong have published a paper in the Australian Journal of Language and Literacy, focused on the ways students in preschool and kindergarten settings responded to reading aloud from educators and teachers.

Research was undertaken through observations and semi-structured interviews with educators. The settings were chosen for the diverse social and cultural backgrounds they encompassed in two settings in New South Wales as part of a larger University of Wollongong funded project focused on transforming literacy outcomes for learners (TRANSLIT).

Reading aloud to students in early education settings is an important part of the literacy journey, but it can be developed and improved.

“Of course, it is well known that we need to read to children, but their early literacy experiences would be enriched if they had input into what is read to them,” said Dr Mantei.

The researchers observed that even when children were given some autonomy about what they are read, it was often heavily dictated by the teachers. “Engagement would increase with greater student choice, thereby improving learning outcomes,” said Dr Mantei.

The research also suggests that while it is important to work towards curriculum aims, teachers also need to ensure they aren’t limiting the ways kids are interacting with texts.

“Teacher questioning that seeks specific or ‘correct’ answers restricts the possibility for diversity and imagination in children’s response,” writes the researchers.

64

Distinction - Education Guide

Building on this theme of imagination, Dr Mantei observed that often teachers focus question to students on their comprehension of the story.

“Children can be really creative in the ways they deconstruct texts,” says Dr Mantei.

“Rather than just asking questions that check that kids have understood what has been read to them, teachers can develop the outcomes from reading aloud by allowing for creative and innovative responses.”

Sources: Mantei, J., & Kervin, L. (2018).

Examining literacy demands for children during teacher-led episodes of reading aloud across the transition from Preschool to Kindergarten https:mediacentreforeducationresearchaus tralia.cmail20. com/t/d-l-nlutudl-yukdzydji-r/, Australian Journal of Language and Literacy.

STEM graduates earning less, but employers need them more than ever A REPORT <https://mediacentreforeducationre searchaustralia.cmail20.com/t/d-l-butidg -yukdzydji-r/> released by the Grattan Institute last night found a drop in median income for early career science graduates from 2006 to 2016. Yet many employers are having trouble finding graduates with strong STEM skills, say experts. So how can science graduates better market their skills?

Professor Liz Johnson and Dr Trina Jorre de St Jorre of Deakin University say the Grattan report speaks to a gap between graduate employment data and employer perceptions. Professor Johnson is now Pro Vice-Chancellor Teaching and Learning at Deakin; Dr Jorre de St Jorre is a lecturer in graduate employability.

“While the Grattan report highlights poor employment outcomes for science graduates, a report from the Australian Industry Group at the same time shows that employers are seeking employees with STEM skills across a wide range of occupations and continue to report difficulties in recruiting employees with sufficient STEM skills,” said Prof Johnson.

“Together, these reports highlight the importance of preparing science graduates for diverse careers. Employers often recognise that STEM-qualified graduates are valuable, even for roles not directly related to STEM, because of their ability to innovate and adapt to change.

“However, science students are often not aware of all of the employment outcomes available to them and sometimes lack sufficient business understanding and work experience to gain alternative career opportunities.

Prof Johnson said a major part of the solution is work-integrated learning.

“Research shows that work-integrated learning is a key vehicle for developing capabilities that are important in any

workplace, including communication, teamwork, problem-solving and selfmanagement skills, as well as confidence in and orientation to work.

“Work-integrated learning helps to provide graduates with evidence of experience and skills that differentiate them from other graduates, and those who participate in workintegrated learning tend to gain employment more quickly than those who do not.”

Together with colleagues from other universities and the Australian Council of Deans of Science, Prof Johnson and Dr Jorre de St Jorre co-lead the Successful WIL in Science project, which investigates science student perceptions and engagement with work-integrated learning.

Their research suggests that science students highly value work-integrated learning opportunities, such as internships and placements, as well as other experiences that are “authentic to the workplace.” However, the proportion of students who participate is low because of the visibility and availability of opportunities.

“Many students had been unable to find placements that were aligned with their interests, discipline or career direction and where opportunities were available, they were in short supply and therefore competitive,” said Dr Jorre de St Jorre.

“Fitting work-integrated learning around other commitments such as work, study and carer responsibilities can also make participation difficult for some students.

However, science faculties can help by providing students with flexible opportunities and ensuring that they all students can earn credit for participating in a placement or equivalent project.”

Distinction - Education Guide

65

Locality Guide EAST – SOUTH EAST Alia College ..........................................................................9 Beaconsfield Primary School ................................... 11 Belgrave South Primary School .................. 12 & 13 Berwick Lodge Primary School ................... 14 & 15 Casey Grammar School............................................... 17 Chairo Chrisitan School .............................................19 Edinburgh College ..............................................20 & 21 Glendal Primary School ...................................24 & 25 Grossek’s View .......................................................18 & 28 Harkaway Primary School ........................................ 29 Heritage College...................................................30 & 31 Lighthouse Christian College ..................... 34 & 35 Milgate Primary School ............................................. 39 Nunawading Christian College.................. 44 & 45 Oakleigh Grammar ............................................ 46 & 47 Ruyton Girls’ School.........................................4, 5 & 51 Solway Primary School .....................................52 & 53

66

Distinction - Education Guide

Spring Parks Primary School ...................................55 St Margaret’s and Berwick ............................................

Grammar School............................................ 58 & 59 WEST – NORTH WEST Good News Lutheran College ......................26 & 27 MacKillop................................. 36, 37 and back cover Melton Christian College................................40 & 41 Overnewton College .................................................... 49 NORTH - NORTH EAST Aitken College ............................................................6 & 7 Gilson College – Mernda Campus.............22 & 23 Northside Christian College ................................... 43 St Monica’s College, Epping ......................................... ............................................. Front cover, 2, 3, 60 & 61 MELBOURNE Adventist Education ........................................................8 Intact Australia ..................................................... 32 & 33 Wiseones .................................................................. 62 & 63

Contents 8 Steps To Calm Parenting .............................10 & 16

Melton Christian College................................40 & 41

Adventist Education ........................................................8

Milgate Primary School ............................................. 39

Aitken College ............................................................6 & 7

Northside Christian College ................................... 43

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

Nunawading Christian College.................. 44 & 45

Beaconsfield Primary School ................................... 11

Oakleigh Grammar ............................................ 46 & 47

Belgrave South Primary School .................. 12 & 13

Overnewton College .................................................... 49

Berwick Lodge Primary School ................... 14 & 15

Ruyton Girls’ School.........................................4, 5 & 51

Casey Grammar School............................................... 17

School Enrolment Zones and Parent Choice ......

Chairo Christian School .............................................19

......................................................................................... 38 & 42

Edinburgh College ..............................................20 & 21 Gilson College - Mernda Campus .............22 & 23 Glendal Primary School ...................................24 & 25 Good News Lutheran College ......................26 & 27

Solway Primary School .....................................52 & 53 Sport and Your Child ................................................... 50 Spring Parks Primary School ...................................55 St Margaret’s and Berwick Grammar School ......

Children ............................................................... 58 & 59

Grossek’s View .......................................................18 & 28 St Monica’s, Epping ..... Front Cover, 2, 3 60 & 61 Harkaway Primary School ........................................ 29 Stem Grads Earning Less But Employers .............

Heritage College...................................................30 & 31 Improved Outcomes For Preschool Aged ............

Need Them More Than Ever ............................. 65 The Importance of Effective Primary Learning

Children .......................................................................... 64

.............................................................................................. 54

Intact Australia ..................................................... 32 & 33

Victoria School Guides Website ........................... 48

Lighthouse Christian College ..................... 34 & 35

Wiseones .................................................................. 62 & 63

Locality Listing ................................................................66

Young Children Benefit From Explicit ...................

MacKillop............................................36, 37 & Back Cover

Teaching About Bullying ...........................56 & 57

Next edition: February 2020 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

Distinction - Education Guide

67

12391868-CG10-19

ĆĈ ĎđđĔĕ

Open Day Tuesday 5 March 2019 2.00pm - 6.00pm Final Tour at 5.15pm Ȉ Ȉ

68

Distinction - Education Guide