ELC Primary Learning 2019

Issue 43 • 2019 • Est 1999

A Star News Group Publication

Learning is fun

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OPEN EVENING Tuesday 29 October 4.00pm to 7.00pm Take a College tour, enjoy music performances on the lawn, BBQ food on sale.

Early application is advised for Prep and Year 7 entry in 2021, 2022 and beyond as waiting lists apply. Limited places may be currently available at some year levels. Please contact the Registrar on 9333 1866 for enrolment information.

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

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

A Uniting Church School

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Aitken College EDUCATION is the process of enabling your child to not only develop knowledge and skills, but to also acquire beliefs, habits and values.

Education encompasses all experiences encountered that have a formative effect on the way your child thinks, feels or acts, and the school years in the life of a child can be the most influential.

At Aitken College, education is about teaching skills to be life-long learners. We aim to positively influence your child’s personal development, promoting autonomy and helping them acquire skills to establish them in a career or occupation.

We encourage our students to develop a love of learning, embrace a wide academic curriculum including the ever-changing technologies creeping into our lives today, as well as developing and nurturing relationships with family and friends which can have a huge impact on their ability to flourish.

Aitken College is a Prep to Year 12 school, divided into four mini-schools for age-appropriate pastoral care. The primary years include an emphasis on literacy and numeracy, complemented by specialist programs in languages, visual arts, performing arts, physical education and technology. Weekly library programs encourage a love of reading and iPads in each classroom enable students to embrace the learning and creative opportunities offered by the

Aitken students benefit from some of the most up to date facilities and resources.

latest educational technology. The Stephanie Alexander Kitchen Garden Program enables primary children to harvest vegetables they have grown in the College’s farm area and use them to make nutritious meals. The children also love to visit the chickens, goats and sheep.

Aitken College is able to expose children to participation in events such as sports carnivals, musical recitals and performances, leadership programs, camp experiences, performing arts,

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Josie Crisara Principal, Aitken College language classes, library activities, agricultural and horticultural programs, food technology, and Chapel services. This ensures that students are exposed to a rich and varied curriculum full of powerful learning experiences, providing amazing opportunities beyond the academic curriculum to grow and develop in many ways.

Aitken students benefit from some of the most up to date facilities and resources available.

Students’ creativity is supported with modern tools such as computer aided design (CAD) and 3D printing. In Digital Technology, students construct robots and use computer coding to make their solutions work. All areas of Technology encourage creative thinking that develops adaptable skills for the future. Aitken College has invested in up-to-date technology in areas such as Media, Theatre Production (sound and lighting) and Music Technology. Students have access to industry standard equipment and software which enables them to exercise their creativity and develop products that can be showcased to an audience.

A Every school is made up of students with a wide range of abilities and learning styles. Our Learning Centre staff support students with individual learning needs through in-class support and small withdrawal groups. Students with extra ability benefit from a wide range of extension program opportunities.

It is very rare for any community to exist in a vacuum with respect to belief in God or some transcendent power. Belief informs culture, values, ethics and morality; so it is not unsurprising to find Religion and Values Education (RVE) at the heart of the Aitken experience. Students from Prep to Year 10 participate in RVE and all attend a weekly Chapel service. Many primary school parents also enjoy attending their child’s Chapel service.

Sometimes when I am asked what I do and I

respond that I am a teacher, it usually follows with a question such as, ‘What do you teach?’ My response to the question is that I teach young people. Sometimes, I teach them Chemistry, Science, Maths or Technology but more importantly it is about teaching skills to be lifelong learners, teaching about self and formulating a set of values through which they can make wise choices and decisions in order to make positive contributions to society. Quality teaching and learning at Aitken College encompasses the academic, the social and the emotional learning that provides for a holistic education. Our College motto ‘In Mind and Spirit’ describes our approach to education. The ‘mind’ reflects the academic facet of all we do and the ‘spirit’ the acquisition of values in the context of the Christian faith.

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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 child to become familiar with our school through specialist learning activities and play based

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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

OPEN DAY & SCHOOL TOURS FOR FOUNDATION 2020

OPEN DAY THURSDAY 23 MAY 9AM – 11AM

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 12385731-RC21-18

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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 of the flawless family, a settled child and a drone

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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.

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 don’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.

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

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 feeling free not knowing things, we will in fact ELC - Primary Learning

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Berwick Lodge Primary School WHY consider Berwick Lodge Primary School for your child’s education? In my opinion the reasons are many and varied and now in my 30th year as the founding principal of this wonderful community of learning, I remain as confident as ever in our school’s capacity to deliver a great, well-rounded education for your child.

Firstly, looking back on our record over the past 29 years, several things stand out. Our school continues to develop in so many ways – importantly, we don’t stand still. Education by definition is dynamic. Society is in a state of constant flux or change and schools must be highly adaptive and be able to embrace change.

This we have done, and continue to do on a regular basis. In recent years we have embraced the need to promote student agency in their learning, commencing with the use of Infinity Learning Maps, a tool by which students can illustrate how and from whom and what they learn. The importance of children gaining confidence in taking more responsibility for their learning cannot be overstated and it is on this journey on which students, staff and parents are working together as a cohesive team. The long term benefits for our children are priceless.

More recently, in partnership with Deakin University we have embarked on a particularly exciting and highly relevant educational initiative, one which is designed to ascertain the value of augmented reality in promoting the engagement of children in their personal learning.

Engaging children actively in their learning is a key focus of teacher training and indeed for all teachers each and every day of their work. It is not always easy for a variety of reasons. There is no one way that works in all situations and for all students. Harnessing the potential to do so via digital technologies is a very contemporary challenge for all educators and the value of augmented reality in that quest remains very much a frontier endeavour in schools.

That said, the great initiatives and programs that we have implemented and refined over time remain. They include our sensory garden – with which we were won the prestigious Kevin Heinze Best School Garden Award in 2018, our community garden, robotics program, radio club and our partnership with Tampines P.S. Singapore, whereby our senior students have the opportunity

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to visit Singapore on alternate years.

This is not to forget the emphasis we place on providing all students with a robust and personalised education in the core areas of Literacy and Numeracy and in The Arts, Health & Physical Education and citizenship and civic responsibilities.

The past twelve months have seen changes made to the enrolment guidelines for Victorian government schools. Parents can now access the Department of Education website and by logging on their address, ascertain with certainty their local zoned school to which their child is guaranteed a place. In saying that, schools that have the capacity to take enrolments of students not living within their enrolment zone, can do so.

We are one such school. Whether you live in our zone or not and are interested in check our school out for your child, why not give us a call and take a look at our website in doing so. We would love to take you on a personal tour of our school.

Henry Grossek Principal

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The benefits of P-12 & K-12 Colleges THE development of P-12 schools within Victoria has been steady across the three education sectors over the past twenty years.

There are at least 192 schools that provide both primary and secondary education. This comprises 51 government schools, 12 Catholic schools, and 129 independent schools. Some of these schools are also pre-school linked, enabling a K-12 model.

As well, there in growing interest in the potential of P-12 schooling and K-12 models to provide a continuous, connected and personalised learning experience for children and young people.

Further, many schools that are not P-12 schools per se have worked in clusters and networks to blend primary and secondary school cultures and types of teaching and learning. A mix of three or four feeder primary schools and one or two secondary schools is at the core of 21st century learning communities.

There is also a long and rich history of teachers from primary and secondary schools working in teams to improve middle years learning and transitions from primary to secondary schools.

KEY QUESTIONS Yet more needs to be known about three key questions: 1.

What really is P-12 schooling (as distinct from the co-location of a primary and secondary school on the one site)?

2. What is the potential of P-12 schooling to significantly improve learning outcomes for students?

3. What is the relevance of P-12 schooling for all schools?

The Country Education Project and a group of P-12 school principals thus decided that the time was right for research into current and potential practice with P-12 schooling. A research project was developed, which was funded by the then Department of Education and Training. Over fifty Victorian P-12 schools were surveyed as part of the research project.

KEY FINDINGS The main findings of the P-12 education research project are: ■ A more unified P-12 approach to teaching, learning, and curricula and a common educational language are needed, but it will take a significant policy and operational shift

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and system leadership to create a unified P-12 pedagogy, culture and curriculum ■ The research literature and the potential to be found in existing P-12 schools suggest that this educational policy and operational shift could significantly improve learning outcomes for all students and reduce the achievement gap.

A KEY DISTINCTION The project made a distinction between a P-12 school and P-12 schooling or ‘P-12ness’. A P-12 school is any educational institution governed by a single body, managed by a central administration, and operating under the same name that offers schooling for students from Prep (at least) until the end of year 12. The Country Education Project P-12 research report found: “The data collected about the curriculum offered in P-12 schools suggests that whilst the number of P-12 schools is increasing, the development of a P-12 schooling approach within such schools has not always been the priority.

Many P-12 schools have been established for administrative or community reasons, not curricula, pedagogical or teaching and learning reasons”.

Many of these P-12 schools went on to develop extraordinary innovations in P-12 schooling and to develop some degree of curriculum alignment, providing deep insights for all schools.

Nonetheless, P-12 schooling is more radical than simply establishing a P-12 school on the one site (as important as this is and notwithstanding the creative work in these schools). It refers to a systemic educational approach that incorporates lifelong learning, a shared pedagogy and curriculum alignment.

P-12 schooling is not dependent on a P-12 school per se. It may exist in communities where there is no P-12 school if the schools in that community or cluster integrate their practices and work toward the development of a shared pedagogy and seamless curriculum. Thus, P-12 schooling is relevant to all schools.

This issue is pivotal for efforts to improve outcomes. Primary and secondary schools, in isolation from each other, cannot improve student learning outcomes to a significant extent. http://www.viccso.org.au/big-ideas/p12education-partnerships

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Cranbourne Primary School CRANBOURNE Primary School prides itself on providing a safe, supportive and inclusive environment for both students and families. We strive towards achieving academic improvement in all students by providing diverse hands on lessons and incorporating the students’ own voice within their learning. We encourage our students to become active participants in both their learning and their school community.

Our students have access to a variety of specialist programs including PE, Music, ICT and Art, along with our LOTE subject Auslan.

We offer our students in grades 3-6 the opportunity to attend our camping programs as well as providing opportunities for all students to participate in a swimming program in term 4.

Our school is structured into four learning communities where teachers work collaboratively to plan and deliver education programs to students in Foundation, Juniors (1-2), Middles (3-4) and Seniors (5-6).

At Cranbourne Primary School we highly value those within our community. Throughout the year we are involved with our community through fundraising and providing community events which allows for the whole school community to come together as one.

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At Cranbourne Primary School our students are involved in activities to enhance positive relationships between students. Our teachers run these activities during recess, lunch and before school and include Breakfast Club, Gardening club, Soccer and Basketball, Art Club and ICT club.

VISION Our vision for Cranbourne Primary School students includes providing: ■ An environment where students take responsibility for their learning.

■ A challenging and comprehensive curriculum that engages students.

■ A highly committed staff that is motivated and enthusiastic about learning and teaching.

■ An environment where respect for others and unity between all members of the school community is highly valued.

■ A caring and supportive environment where children feel safe and secure.

Choosing the right learning environment for your child is one of the biggest decisions parents make. We encourage and welcome you to participate in a school tour to decide for yourselves if our school feels like the right fit for your child.

Cranbourne Primary School Parent information night Tuesday 18th of June, 7pm till 8pm

At Cranbourne Primary School our students are encouraged and supported to be responsible learners and supportive members of the community. s /UR STUDENTS HAVE ACCESS TO A VARIETY OF SPECIALIST PROGRAMS INCLUDING 0%

-USIC )#4 AND !RT ALONG WITH OUR ,/4% SUBJECT !USLAN s 7E ENCOURAGE OUR STUDENTS TO BE PART OF THE COMMUNITY BY FUNDRAISING AND COMMUNITY EVENTS s /UR TEACHERS RUN ACTIVITIES DURING RECESS LUNCH AND BEFORE SCHOOL SUCH AS "REAKFAST #LUB 'ARDENING CLUB 3OCCER AND "ASKETBALL !RT #LUB AND )#4 CLUB 0LEASE CONTACT THE OFlCE TO MAKE AN APPOINTMENT TO DISCUSS YOUR CHILD S ENROLMENT Address: Cranbourne Primary School, 42-58 Bakewell St, Cranbourne VIC 3977

Phone: (03) 5996 1744 Website: www.cranbourne-ps.vic.edu.au | Email: cranbourne.ps@edumail.vic.gov.au 3.

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Team work is fun

Your Child’s Transition to School STARTING school is a big step for you and your child. It can be both challenging and exciting. As families, the support you give your child is important because you are your child’s first and most important teacher.

TIPS FOR TRANSITION Below are some tips on how you can help your child have a positive start to school.

THE YEAR BEFORE SCHOOL ■ Ask your child what they think about starting school.

■ Encourage your child to ask questions about going to school.

■ Help your child stay healthy. Make sure they have regular health and dental checks and keep immunisations up to date.

■ Encourage your child to try to do things on their own such as dressing, going to the toilet, washing their hands, unwrapping their food and opening and closing their drink bottle.

■ Talk to friends and other families about what school is like.

■ Attend transition-to-school programs and activities at your child’s early years service and school.

■ Talk to your child’s early childhood educator about things you can do at home to help your child’s learning and development.

■ Talk to the school about how you can engage in your child’s learning and development at school.

■ Ask the school what time your child starts on the first day and where to take them.

DURING THE SUMMER HOLIDAYS ■ Show your child where the school is and talk about how you will get there.

■ Arrange play-times with other families whose children will be going to the same school as your child. It helps if your child knows another child at their school at the start of prep.

■ Practise the things your child will need to do to get ready for school (e.g. putting things in their bag, remembering to take a hat).

■ Confirm your before or after school care arrangements. Show your child where the outside school hours care facilities are and talk about how they will get there.

Be positive about starting school and enjoy your child’s excitement.

■ Visit your local library and read books with your child about starting school.

THE FIRST DAY OF SCHOOL ■ Make sure your child knows who will take them to school and pick them up on the first day.

■ Help your child to organise their clothes, hat, shoes and socks the night before.

■ Help your child to pack their school bag with a snack, drink, lunch and a hat.

■ Place a spare pair of underpants and a change of clothes in a plastic bag. Let your child know these clothes are in their bag in case of any accidents at school.

■ Put sunscreen on your child in the morning if it is needed.

■ Show your child where you will meet them at the end of the school day.

■ At the end of the day talk to your child about what happened at school.

THE FIRST YEAR OF SCHOOL ■ Find out about what your child is learning at school. By doing this, you can support your child’s learning and find out how your child is adjusting to school.

■ If your child is having difficulty at school, talk to their teacher. Your child can also say what they think might help them.

■ Keep talking to your child about school. Ask them about their new experiences, what they like and what they find hard.

■ If your child attends an outside school hours care service, find a way of sharing your child’s school progress with the staff.

■ Share feedback about your child’s experience of starting school with the school and early childhood service.

■ Organise time for your child and their new friends to play together outside of school.

Local early childhood services and schools will organise their own transition-to-school programs and activities each year. To find out more, talk to your child’s early childhood educator or contact the school where your child is enrolled.

Ref: http://www.education.vic.gov.au/childhood/ parents/transition/pages/supporttransition.aspx ■

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Glendal Primary School GLENDAL Primary School is one amongst a number of high quality schools in the Glen Waverley area being renowned as a high achieving, dynamic and exciting school. Our differentiated curriculum is an important feature of our school whereby teachers promote learning in all students, catering for differing learning styles, ability levels, interests and talents in the teaching and learning programs they deliver.

That our school and students have won a number of awards for excellence emphasises the importance we place on meeting our students’ needs and extending learning. Recognition for outstanding leadership, the provision of exemplary student learning programs and the parent involvement across the school demonstrates the value we place on working with our school community to improve learning. We work closely with our parent group to support their social and fundraising events and support parent helpers in the classroom including providing workshops for our Foundation Year parents to assist children to read in the way we teach at school.

Our excellence in provision is matched with excellence in outcomes. Students at Glendal Primary School consistently achieve very high level outcomes in the important core subjects of English and STEM (Science, Technology, Mathematics and Engineering). Our robotics and coding programs are taught from Foundation to Year 6 and we compete nationally and internationally in robotics. Our students also engage in a range of other high quality programs including Visual Arts, Music, P.E. and Sport, History, Geography and Languages (French and Mandarin).

We extend all children’s emotional and intellectual growth, supporting the learning of our gifted and talented students as well as those that need additional help, with a range of special programs and expert teacher support. Optional group activities at lunch times include Bollywood and Chinese dancing, our JEM club (sustainability and the environment). Our dance groups are able to perform on our own stage at school assemblies and other events.

We are always looking to improve our students’ learning environment and experiences.

Developing student agency, responsibility for

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learning and goal setting is a key feature of our learning programs.

Important as they are, awards for excellence tell only a part of the story of placing students first.

The culture and climate are crucial too. Feedback we receive from parents and students paints a picture of friendliness, warmth, encouragement and safety as features of our school. Visitors on tours often comment on the sense of happiness and industriousness they perceive when visiting classrooms.

The wellbeing of our students is of paramount importance to us and I am very proud of our outstanding student wellbeing programs. Key features of these programs centre on the value of Respect, underpinned by the development of Responsibility, Resilience, Teamwork, Community and Creativity.

We take pride in our Health Centre where our school nurse takes a very proactive role in managing student allergies, health issues and First Aid and in promoting healthy eating habits.

Interactive technology is used as a tool to enhance learning across the school. We are continually expanding our Interactive Communication Technology equipment, resources and skills to promote engagement and extension in learning. Students, for example, have access to iPads, computers, laptops and, in the senior school, engage in making and presenting films.

Our students are really quite delightful and keen to learn making our school a happy place to work.

Our website, www.glendalps.vic.edu.au is filled with more detailed information about our school, or, come and see for yourself on one of our school tours which start at the school office at 9.30am each Tuesday during term time.

Deborah Grossek Principal

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

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Bullying casts long shadows Grossek’s view “STEP outside the school fence and let’s sort this out like men!” I’ve never forgotten those words uttered by an irate father of a Year 5 student in my first year in teaching as the principal of a oneteacher school in rural Victoria, many decades ago. Back then, in the early 1970s it was common practice for first year graduates from any of Victoria’s Teachers Colleges to start their teaching careers in charge of one-teacher, government primary schools. Not so now.

The parent in question was also a burly, thickset professional wrestler, one whom I had seen demolish other wrestlers on the then popular television show, ‘Ringside with the Wrestlers’. I had no intention of taking up his invitation, carefully stepping back from the fence and reasoning that in the event that he chose to step inside the school fence, I most likely being more fleet footed than he would be as professional wrestler, could outrun him. Thankfully we never found out. After a prolonged conversation he left – not forgetting to remind me that should his daughter continue to be unhappy at school, he would take the matter further. Thankfully also, his daughter and I managed to get on reasonably well for the remainder of that year – well enough for her father not to take the matter further, whatever that meant.

Over the years I retold that story many times – usually with a chuckle and with a humorous bent.

At the time, though, I was quite scared and rattled.

Fortunately it came to nothing and was a very isolated type of incident in my career for many years. How things have changed, and not for the better. Media coverage in recent times have painted a disturbing and gloomy picture of conflict between parents and school educators, one that depicts an increasing level of harassment and bullying of teachers and principals by parents. Sadly, from my vantage point of over 50 years in the teaching profession, I can’t help but agree with this perception. Two fundamental questions arise. Firstly, ‘why is this so?’ and secondly, ‘what can be done to change it?’

Counter intuitively, starting with the second question first – there is no quick-fix simple solution.

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Step outside the school fence and let’s sort this out like men!

This, in itself is disturbingly and ironically akin to the core issue that drives some parents to behaving very badly toward their child’s teacher or principal in the first place. They want a quickfix solution to whatever issue their child is experiencing at school or related to school that is making them unhappy in their relationships or struggling in their learning, or often both. Rarely is that achievable. Small wonder then that whatever the underlying reasons for the problems in the first place count for little at the end of the day with the consequent meltdown in adult behaviour.

In saying this, it would be most unfair to focus solely on parents as the guilty party in this increasingly sorry state of affairs. Yes, it is true that some parents, a relatively small minority it’s fair to say, behave badly to toward teachers and principals. Yes it’s true that this does nothing to promote teaching as a desirable career choice for school leavers. It’s also true, however, that the angst that some parents display so badly can be understood as emanating from circumstances beyond the direct control of school personnel or themselves. How so?

Where to begin? Let’s start with the policy makers. Coincidentally, back in the early 1970s, just when I commenced my career in teaching, a seismic shift in teacher training occurred in Australia.

Teachers Colleges closed and universities assumed control for the training of teachers, aimed at increasing the professionalism of teaching via undergraduate degree courses becoming the basic qualification for teachers.

That, in itself was a good thing. However, as with many changes, there are unforeseen and sometimes unintended consequences.

As the years have passed and universities have become more aligned to a corporate business model of operation, it’s fair to argue that the practical side of teacher training has suffered.

That hasn’t helped graduate teachers in their early years of teaching, in tandem with a more demanding and less patient culture growing.

Also in the 1970s we saw a major shift in government policy as to where we taught children with disabilities. Greater mainstreaming of teaching for students with disabilities became the norm, with a consequent reduction in the number of students attending special setting schools.

Again, in itself, a good thing. As the years have passed, so too has the pressure on regular schools, with increasing levels of children with an everwidening range of disabilities enrolling in them.

To the eternal frustration of school personnel, governments per se have, in their opinion, failed to deliver adequate resources to ensure the successful education of some children with disabilities in mainstream schools. Furthermore, we are playing catch up from a long way back, in training teachers in mainstream schools to adequately meet the needs of all children with special needs in their schools.

Arguably also, some children with acute special needs would be better placed in special setting schools than being in mainstream schools.

At the leadership level in schools, principals to a greater or lesser extent are the service industry equivalent of the corporate CEO, complete with performance based contracts. The role has changed dramatically and deja vu – we are playing catch up with training principals for the role. Little wonder that in the wash up, the role is being shunned by too many potential principals being simply not interested.

From the parents’ perspective then, it’s not hard to mount a case that, for a variety of reasons, their concerns are not always met to their satisfaction.

This does not, of course, justify bad behaviour.

School personnel for their part, in contributing to the breakdown in relationships with parents, are justified in arguing that they are not all to blame.

Parent choice has been a banner head slogan for political parties for many years in Australia.

Here in Victoria, the election of the Kennett, conservative government in 1992 ramped that up considerably.

Coupled with the introduction of the controversial NAPLAN testing regime, competition between schools both within and

Collectively we are all under intense pressure and we are all victims or perpetrators in some way. across education sectors for students has never been higher. Parents are encouraged to shop around for the ’best school for their child’ and who can blame them? Schools in all sectors engage much more vigorously in advertising campaigns, promoting their schools. As with the corporate sector, it doesn’t take much to over reach and undoubtedly some schools do this, fanning unrealistic expectations in desperate parents.

That leads to grief much more quickly and more deeply, because it involves children – immeasurably more important to parents than anything they can buy at any shop or store.

Fueling this cauldron, ongoing societal changes cannot be ignored. There is the increasing impact of the digital world via social media, too often thoughtlessly used in destructive ways. Rising levels of mental health issues, particularly those associated with anxiety and depression play their part. Also, the rising incidence of family breakdown, when children become a virtual battleground between warring parents and schools are stuck in the middle in a no-win situation makes a painful contribution.

Most sobering of all is the chilling observation that what befalls schools in this regard befalls every sector of society if the feedback from a diverse cross section of the community with which I engage is to be believed. It’s small comfort indeed to know that my profession is not alone.

Collectively we are all under intense pressure and we are all victims or perpetrators in some way.

The improbable image of a leaking tank simultaneously overflowing springs to mind.

Henry Grossek Principal, Berwick Lodge Primary School Host, Viewpoints, Casey Radio 97.7FM On Fridays 9.00am to 11.00am www.caseyradio.com.au ELC - Primary Learning

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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).

Hume Anglican Grammar â&#x20AC;&#x2DC;STUDENT wellbeing at the coreâ&#x20AC;&#x2122; - is the message that echoes throughout Hume. This, our fundamental belief, is that young people who are genuinely happy, will engage, aspire and thrive within our learning community. We provide a nurturing high-quality education, at an accessible cost to most, which cherishes each child so they may truly flourish. By establishing high standards in all that we do, every student is encouraged and supported to discover and fulfil their unique potential.

Hume is a progressive school, not just in the development of buildings and grounds, but also in innovative thinking and advancements in our approach to teaching and learning. This is led by a group 0f dedicated and expert teachers who practice their craft with skill, and by building the strongest of relationships with our students. It is not by chance that we have young people who readily display warmth, humour and respect for one another and their teachers.

Hume Anglican Grammar is very excited to have opened its second campus in Donnybrook.

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Located in the Olivine Estate, this campus is 10km and 10 minutes from Mt Ridley and has commenced with Prep to Year 3, with further year levels being offered in subsequent years.

Enrolment interest is high so families are urged to contact the school to express their interest in either campus.

Mt Ridley Campus 100 Mt Ridley Road Mickleham, VIC 3064 T +61 3 8339 6900 E info@humegrammar.vic.edu.au Donnybrook Campus 40 Eucalyptus Parade Donnybrook, VIC 3064 T +61 3 7019 2900 E donnybrook@humegrammar.vic.edu.au www.humegrammar.vic.edu.au

2019 Discovery Tours An independent P-12 coeducational school Discovery Tour dates Each start at 9.30am

Now taking applications for 2020 and beyond

Tuesday, 4 June 2019 Thursday, 15 August 2019 Tuesday, 29 October 2019

Mt Ridley campus 100 Mt Ridley Road, Mickleham, VIC 3064 Donnybrook campus 40 Eucalyptus Parade, Donnybrook VIC 3064

Register at humegrammar.vic.edu.au

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Keep it as nature intended AS every year passes, we see more articles written on the harm of infant or child circumcision, and we see more written on how important the male foreskin is. That is because in recent times, research has shown that the male foreskin has important protective, sexual and immunological functions. We also recognise the importance of children’s body autonomy and human rights.

They own their body and are entitled to have a say in how their body looks and functions for their entire lifetime.

In Australia, we have now entered the second generation of intact males after many generations of routine infant circumcision. More males now are entering adulthood with their foreskins intact and know how their foreskin benefits them, not to mention how good it feels. The idea of circumcision, or cutting off a child’s foreskin is unimaginable and horrifically barbaric to most of Australia’s men who are now intact (have their foreskin intact) and they would never consider doing such a thing to their child.

A small minority of men however are circumcised and sadly, do not know how amazing the foreskin feels. This not only affects them, but also their partners who also miss out on the pleasures a male foreskin provides. Some parents who have circumcised their son or sons, say they have done so to prevent future issues. They have known other boys “needing” to be circumcised for medical reasons and want to spare their child this later down the track. The vast majority of these so called medical issues needing circumcision are no reason for surgery at all.

Many parents don’t know that the foreskin of a child is fused to the glans or head of the penis by a membrane and this will not break down and separate the two structures until sometimes puberty or later, even as late as eighteen is still within normal range. I’ve heard some parents say “my eight year old had a very tight foreskin and couldn’t retract it, he had phimosis and had to be circumcised” Any child before the age of puberty, or separation in the teenage years, does not have phimosis, his penis is normal and still developing, let nature take its course and his foreskin will retract over his glans all in good time. We don’t force a rosebud to bloom by interfering with it; a boy’s foreskin deserves the same respect. The preputial opening (the very tip of the foreskin)

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acts as a sphincter in a child, opening for urination and then closing tight to keep contaminants out.

When the foreskin separates from the glans and the preputial opening hasn’t developed to loosen yet, this is when ballooning happens when the boy urinates. It’s not harmful and often boys have fun playing with their ballooning foreskin, it’s just a phase and the foreskin opening will develop to loosen and widen for urination without the ballooning. This all happens in the boy’s own time. When parents do not know normal penile development or intact care and think there is an issue, they immediately have their son circumcised, which in many cases, causes the boy a great deal of pain while healing from a surgery that was not needed in the first place.

The most common reason a boy will get an infection in his foreskin is if he has been forcibly retracted. Some parents think they have to pull back a baby or child’s foreskin to clean inside.

This tears apart the foreskin from the glans and can be very painful for the child, it causes bleeding, open sores and allows for bacteria to enter causing infections. A child’s foreskin should never be retracted or pulled back. Where separation has already occurred, there is no need to retract for cleaning until puberty, the inside of a boy’s foreskin is self cleaning until then. Just like our eyelids self clean our eyes. The use of soap inside a boy’s foreskin is another cause for infection as it strips the mucosal tissue of its natural flora and changes pH of the tissue. The above reasons may be why some boys have been circumcised in the past. They are not medically needed circumcisions and are based on parents, and some doctors, not knowing normal penile development or intact care. It takes just a little research for parents to learn how to care for a normal intact penis of a child instead of wanting him circumcised for a condition later in his childhood that is completely normal, or can be avoided by being educated.

Late last year, a very educational documentary on this topic called “American Circumcision” was released on DVD and available to watch on Netflix. We highly recommend watching the documentary as it explores all areas of the topic and shows both sides of the debate.

For more information, please visit our website: www.intactaus.org or facebook.com/intactaus

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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”.

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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

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Lakeside College “IT feels like a community where my child will be nurtured, cared for and known” Time and time again, this is what parents and guardians tell me is their main reason for choosing Lakeside College. As a Christian College in the Lutheran tradition, we couldn’t happier that families are experiencing exactly what we set out to provide.

Education is all about relationships - between teacher and student, family and staff and school and community. Lakeside College prioritises these critical relationships as we carry out our service to the local community through our vision and values: Learn. Care. Achieve.

We learn as a community of learners We care for ourselves, each other and the wider community We achieve beyond what we believe possible We do all this to give glory to God and to serve the world in love As a smaller Christian school of 350 students (growing to 650 students) from Years Prep to 12, there is a richness of relationships and attention to individuals that set the College apart from others.

It allows us to ensure that students develop intentionally in mind, body and soul. Students are nurtured across the curriculum, inside and outside the classroom, through innovative learning opportunities in core subjects, a vibrant Arts program, technologies and sport.

In a nutshell, Lakeside College seeks to support students to nurture their God-given gifts through a love for learning, which sets them up to go out into the world and make a positive impact. That is what we are about.

Our highly qualified and committed staff, know each child deeply through our intentional pastoral care program. Our flexible staff also relish the opportunity to teach students across the different areas of the school. Having taught students across a number of years, our VCE students in particular benefit from teachers who know them on a very deep level.

Situated in the beautiful Lakeside precinct, our College boasts excellent facilities on campus including access to the co-located facilities

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provided through the Cardinia Cultural Centre, the Toomuc Playing Fields and the Cardinia Life gym.

At our college, we seek excellence for every child. We know that looks different for each of our students and support them to exceed their own expectations. We challenge them to be the very best version of themselves. Always underpinned by the Christian heart of the College which affirms that each child is a unique and capable individual loved by God. As an open enrolment Christian College, we welcome all families regardless of their faith tradition, into our community which is united by the desire for Christian values based education in a community environment.

As Principal, I relish taking families on tours each week on Tuesday mornings and Thursday afternoons and at other times as needed - please take me up on the offer! It is a joy to show families around our gorgeous campus, introduce students and staff and highlighting what makes Lakeside College such a wonderful place to be.

I look forward to meeting you soon.

Tom Brennen Principal

Enrol in a bright future.

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

These events are a chance for you to visit our College, meet our friendly teachers, ask questions regarding our curriculum and go on a guided tour. Our students and staff look forward to welcoming you into our community.

Principal tours Every Tuesday morning and Thursday afternoons

Prep Open Mornings Wednesday 26th June Wednesday 5th September

Year 7 intake now open

Tours at other times are available upon request

Year 8 Entry Scholarship Wednesday 20th June Wednesday 12th September

Learn. Care. Achieve.

Lakeside College is a co-educational Prep to 12 Christian College in the Lutheran tradition.

Enrolment applications are invited for 2020 and beyond, for more information or to RSVP please contact our registrar.

E: enrolments@lakeside.vic.edu.au P: 03 5941 7544 W: www.lakeside.vic.edu.au 2 Portobello Road, Pakenham 12418164-RC23-19

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MID WEEKEND OF THE JULY SCHOOL HOLIDAYS, APPLY NOW!

Friday night 5th July to 7th July 2019

MELBOURNE TOURNAMENT 2019 Dandenong Stadium Stud Rd Dandenong - Next to the Monash Freeway (Melways map 90 G1)

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The Gift of Dyslexia PEOPLE with dyslexia are able to see, hear, feel and sense what they imagine as real.

The dyslexic thinking style enables the individual to view ideas and concepts in different ways, capturing the whole picture rather than working through a process in sequential steps.

When they are confused or intrigued by an object or situation they will mentally move around and explore it from different viewpoints or angles.

This ability to perceive thought as reality is what Ron Davis calls ’disorientation’ as well as "a perceptual talent".

As a gift this thinking style enables individuals to develop talents in areas such as: ■ Spatial Awareness ■ Problem Solving ■ Drama / Role Playing ■ Inventing ■ Manual Skills ■ Building ■ Strategic Planning ■ Lateral Thinking ■ Mechanical Arts ■ Music / Dancing ■ Art / Design

Storytelling Architecture ■ Athletics At the heart of Dyslexia is a creative talent "I am delighted to be able to facilitate these courses with people of all ages and backgrounds, nothing pleases me more than hearing back from happy adults, teenagers, children and parents who have completed course work with me, they always inspire me to do more." Jayne Common Characteristics of Dyslexia ■ Is bright / articulate but is unable to read, write or spell at age level ■ Has a high IQ but doesn’t test well ■ Feels dumb has low self esteem ■ Seems to zone out / day dreams ■ May omit, reverse or substitute words ■ Complains of headaches / dizziness when reading ■ Has low reading comprehension ■ Has difficulty putting thoughts into words ■ Left / right confusion ■ Has difficulty with telling time and managing time ■ Strong sense of Justice, emotionally sensitive ■ ■

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For over 30 years, Melton Christian College has been teaching children that they are valued, unique and significant to God. My team and I are committed to helping our students reach their full potential in Christ.

Jodie Vamplew, Head of Primary

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Mentone Girls’ Grammar WE BELIEVE children are never too young to be challenged as we help them achieve their goals driven by a genuine love of learning. As an openentry school, we accept students of all talents and abilities, faiths and cultures. We are consistently ranked among the top schools in Melbourne and our students regularly win prizes for sporting, artistic and academic endeavour. We also have an impressive track record of VCE success and university entry. This is why since 1899, generations of students, staff and parents have been proud to be part of our vibrant learning community.

Our beautiful beachfront location has inspired our WAVES priorities. These key principles guide the way we meet the particular learning needs of girls by contributing to their Wellbeing, Achievement, positive Values, Enterprising nature and Success. These priorities contribute to the unique culture and success of our school, as well as our personalised approach to learning.

In our Early Learning Centre (ELC), specialist early childhood teachers recognise the different ages and stages within each class and provide tailored activities so every girl has power over her own learning.

We provide a highly developed program of intentional teaching based on the principles of the International Baccalaureate (IB) Primary Years Program (PYP) which supports a unique blend of inquiry and play-based learning. We can

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see the benefits of our education, not only in how ready our girls are to enter Prep, but how advanced their reading and writing skills are, as well as their social and emotional confidence. This is why we are currently rated as “Exceeding National Quality Standards” in the national ELC Frameworks Accreditation.

The PYP framework is extended in our Junior School as students develop more complex intellectual, emotional and social skills. They are exposed to a diverse program of inquiry and challenged in many areas from music and STEM (science, technology, engineering and mathematics), to financial and digital literacy, cultural understanding, leadership and social enterprise. They are encouraged to try new things, take-risks and be bold, tapping into their interests and passions. Teachers develop a rich picture of every student’s learning successes, strengths and challenges, and each girl is supported to grow and develop to her full potential. As a result, our Junior School is recognised as one of the best in the state and consistently ranked well above state and national averages in the NAPLAN literacy and numeracy testing. Most importantly, our students develop confidence, capability and self-worth that are great assets to them in their senior years and beyond. www.mentonegirls.vic.edu.au info@mentonegirls.vic.edu.au

Give your daughter the best start to her educational and wellbeing journey with the best teachers and learning environment.

EARLY LEARNING CENTRE AND SCHOOL TOURS Friday 16 August, 9.15am

We know girls.

Or book an individual tour with our Early Learning Centre Leader Mrs Shepherd, Head of Junior School Edwina Aikman or Admissions Manager Glenda McDonald.

TO BOOK VISIT www.mentonegirls.vic.edu.au or call 03 9581 1200.

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Girls are creative.

Girls are strong.

Girls are kind.

Girls are achievers.

Girls are adventurous.

Girls are explorers.

Girls are REMARKABLE.

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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 12418917-DJ23-19

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ELC - Primary Learning

Milgate Primary School LEARNING at Milgate Primary School is a journey of discovery, exploration, challenge and success.

Our learning program provides students with a wide range of opportunities to develop real life skills including self-management, criticalthinking, 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.

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

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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 ELC - Primary Learning

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Myuna Farm – The City Farm WHAT a surprise – 50 acres of farm! This City of Casey facility is located only three kilometres from the centre of Dandenong at 182 Kidds Rd, Doveton (Mel 90H7).

Open seven days a week, Myuna Farm is an excellent example of farming life with plenty of activities for the whole family.

Top customer service ensures that Myuna Farm is “the city farm”, resulting in an average of 4.6/5 stars on Facebook, Tripadvisor and Google reviews.

Activities can be structured for pre-school, school, playgroup and other groups. Family visits are a more relaxed affair with the children able to experience hands-on contact with diverse animals and ample opportunity to feed paddock animals.

Train trip to the wetlands and pony rides are a real highlight, tickets cost $3 per person.

Entry to Myuna Farm is just $30 per family (of four) or $8.50 per person – cash and eftpos accepted. Free barbecue and picnic facilities are also available, as well as an onsite Café.

Educational groups are GST exempt and the cost is between $11 and $13.50 per student, depending on the program selected.

From education through to relaxation, Myuna Farm is ideal for all ages and abilities with informative educational exhibits and displays.

You can also book a birthday party or event in one of the many function rooms that can be hired out year round.

EDUCATION PROGRAMS Experience real farm life at Myuna Farm. The

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The farm was everything I expected. The kids had such a great time touching the animals, feeding them and riding the pony.

There’s also a great playground. farm is a fun learning environment where students will participate in a range of hands-on activities. Friendly, knowledgably and welcoming Myuna Farm staff will organise all activities on the day. Each school group will have a room or sheltered area with tables and chairs reserved for their exclusive use throughout the day.

A Myuna Farm staff member will greet you when you arrive and show you to your allocated area, a schedule will be provided to each teacher.

Buses can drop your group at the front door as there is plenty of turning space.

If you wish to make a booking or discuss the program, contact Myuna Farm on 9706 9944 or myunafarm@casey.vic.gov.au.

Myuna Farm is also wheelchair accessible. You can find more about us on accessabilityaustralia. com See you at the farm!

Telephone: 9706 9944 Open every day of the year 10am – 4pm www.casey.vic.gov.au/myunafarm Follow Myuna Farm on Facebook!

Things to do at myuna farm

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Education Programs Available

Living things on the Farm Pre-school to grade two: Experience real â&#x20AC;&#x2DC;farm lifeâ&#x20AC;&#x2122; in a fun learning environment.

Students will participate in a range of activities, including hand feeding animals throughout the farm and a train ride to the wetlands.

Education for Sustainability Grade three to four: Students are introduced to the concept of a sustainable environment through interactive learning. Topics include waste management, produce gardening, energy and climate change and wetland biodiversity.

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Northside Christian College NORTHSIDE Christian College is celebrating 40 years of providing quality Christian education for boys and girls in the Northern Suburbs of Melbourne in 2019. We are currently experiencing unprecedented growth in all areas of the College, from Prep through to Year 12. Providing education to all year levels on one site is a great advantage to our families.

A wide range of extracurricular activities are on offer at Northside. Students are able to enrol in instrumental music lessons, join sporting activities through CSSN and develop their leadership skills through SRC and other studentled initiatives.

Northside Christian College staff are able to give attention to individual students due to the smaller class sizes. The staff truly care for students, aiming to partner with families throughout their childrensâ&#x20AC;&#x2122; schooling years.

The Inspire Gifted and Talented Program offers academic extension to those students who benefit from the various experiences provided, while we also have learning support staff who come alongside students who need additional assistance.

If you are looking for a caring, Christian community where your child can thrive, please consider Northside Christian College. You can contact the Office on 9467 2499 to book into a tour and receive enrolment information. You may also like to visit our website for further information: www.ncc.vic.edu.au Mr Damian Higgins joined us at the beginning

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of 2018 as Principal. Prior to commencing at Northside, Damian was the founding Principal of Discovery Christian College, in Central Queensland. He has vast experience at other Christian schools in Victoria in various roles. He is a leader who is a dedicated Christian, empathetic, creative and able to relate effectively with people from all walks of life. The College values the many years of educational leadership experience Damian has gained both in Australia and overseas. Since he has joined us, the College has grown in student numbers and continues to improve the facilities to meet student needs. Mr Higgins would be happy to meet you at a Principals Tour and discuss how your child can grow at Northside Christian College. To book into a tour, please contact the Office on 9467 2499.

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SHOWCASE EVENING WED 26th JUNE ELC - Primary Learning

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Rangebank Primary School RANGEBANK Primary is a proud Cranbourne school that has as its motto, “Dream, Believe, Strive, and Achieve”. This describes precisely Rangebank’s aim. Our vision is – “Rangebank Teach, Learn and Lead.”

Rangebank is an acknowledged forward thinking school where students are well equipped to be productive global citizens and lifelong learners. We take the idea of global citizenship very seriously as we look beyond the boundaries of our ‘fence’ to the wider world. Our aim is to prepare our students to face this wider world with the skills to be comfortable and thrive. We value our multi-culturalism and have a wide range of ethnic background children attending our school.

At Rangebank, we currently have over 25 different cultures and proudly acknowledge the differences and similarities.

Rangebank is the first government school in Australia to teach the Hindi language from Foundation to Year 6. We value teaching our students a second language and endeavour to equip our students with an understanding and language of India. Together with weekly videoconference sessions with our sister-school in Delhi, student exchanges, participation in cultural events, and our students are provided with many opportunities to experience other cultures.

Rangebank has a well-established successful transition program for new Foundation (Prep) students. The program caters for all students.

Through this wonderful introduction, children feel well prepared for entry into Rangebank and school life.

Student’s abilities vary, so our programs have been structured to allow for learning to occur on a personalised basis. This is so each child can achieve their highest level of success, particularly in Reading, Writing and Mathematics. How does it work? Children have regular assessments that determine student’s strengths and areas of need.

Students are grouped then with other students who have similar needs.

Our numeracy and oral language programs have recently been reviewed and strengthened.

Reporting to parents/guardians is progressive throughout the year. Our students set goals for themselves to aspire too. This is beginning with the end in mind, a Leader in Me habit.

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Colin Avery (Principal) with Daniel Andrews (Premier of Victoria), Judith Graley (Parliamentary Secretary of Education), Pooja Verma (Hindi specialist) school leaders and children who hosted our Indian visitors.

School productions, Nelson Mandela Day, Mothers/Fathers/Grandparents Days, Dream Days, Diwali festival, Harmony Day, Education week, Parent information nights, form a strong basis for community involvement.

Our school is focused on the whole child in all years of learning with ‘The Leader in Me’ program highlighting each child’s leadership capabilities.

This program based on Stephen Covey’s, Seven Habits of Highly Effective People. A worldrenowned program of personal development. The seven habits are - Be proactive; Begin with the end in mind; Put first things first; Think win-win; Seek first to understand then to be understood; Synergise; and Sharpen the saw (reflect, relax, reenergise). Every child can be a leader in different ways and at different tasks.

Rangebank is a cooperative learning school.

Cooperative learning is a technique that allows students to learn from each other and gain important interpersonal skills. This is an important skill for our students as they move through their schooling years and beyond. Our experienced teachers and teacher aides have been trained in the use of cooperative learning, which is practised in each grade.

We believe that learning should be engaging, purposeful and challenging. We aim to develop confident learners, who take ownership of their learning and are proud of their achievements.

Why? Because we believe that every child can achieve!

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Rangebank Primary Lesdon Avenue, Cranbourne 03 5996 8900 12386242-DJ21-18

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The Box Cars

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A new picture book celebrates the simple things, when all you need to have fun is cardboard box and a little imagination.

Do you remember when you had more fun playing with the box than the gift that was packed in it? Talented Australians, author Robert Vescio, and illustrator Cara King, have collaborated on a new picture book which focuses on the joy of imagination, friendships and thinking outside the box to make sure no one feels left out. The book is called The Box Cars (EK Books 2019) and it is a breath of fresh air in a world where parents are trying to find ways to pry their children from screens.

In The Box Cars Liam and Kai are the best of friends. They do everything together. Each day in the park they race around in their box cars, pretending to be everything from policemen chasing down bad guys to chauffeurs driving around movie stars! One day they notice a little girl watching them - she’s keen to join in and they’re happy to be her friends too, but with only two box cars to play with it seems someone’s going to be left out. The Box Cars is a fun-filled story of friendship, sharing and creative problemsolving that will appeal to boys and girls everywhere!

“We have all played in a cardboard box, imagining all sorts of adventures.” Robert said.

“I’ve watched my own children be intrigued and make friends with other children. I wanted to write a story about all the possibilities that a cardboard box can bring to a child and how it can inspire hours of play and create long and lasting friendships.”

Perfect for children from 3 to 8 years The Box Cars is available from Visit the teacher notes and ideas for Box Cars inspired activities are available at ekbooks.org ABOUT THE CREATORS Robert Vescio has worked as a photo editor and production manager in the publishing industry and is now a full-time children’s author. As a Books in Homes role model, his aim is to enthuse and inspire children to read and write and leave them bursting with imaginative ideas. His previous picture book with EK Books Finn and Puss (2017) was short listed for the CBCA Children’s Choice Bilby Award..

Cara King initially studied anthropology before moving across to multimedia and starting her own design business, Caratoons. As a designer and illustrator, she has produced images for T-shirt designs, books, cards and posters. She is the illustrator of two picture books: Mummy and Mumma Get Married (2015) and Scaredy Book (2018; also with EK Books).

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River Gum Primary School AT River Gum Primary School students own their learning and our teachers use their pedagogical knowledge to personalise learning. We value community, relationship and reflection. Our core values are Respect, Equality, Inclusion and Excellence and our school motto is “Together we can … For every child, every day in every classroom”.

River Gum Primary School is located South East of Melbourne in the City of Casey.

Student enrolments are drawn from the local community and reflect the changing demographics of Hampton Park in terms of socio economic indicators and families from a nonEnglish speaking background.

Our agreed curriculum approaches were embedded through a whole school Instructional Model. All teachers followed this structured approach within their lesson planning: beginning of the lesson, explicit teaching, followed by guided & independent practice and then a review of the lesson. A whole school approach to the teaching of Reading and Writing is based on the BASTOW leading Literacy course and our school consultant Lisa Keskinen’s literacy approach.

Students participate in a daily Readers and Writers workshop. The strategies fundamental to these approaches have assisted teachers in the implementation of personalised learning through differentiation. The Big Ideas in Number has increased teachers’ knowledge and skills so that this discipline is now personalised for students in all classes.

Our key focus for Wellbeing began in 2017 when we introduced our Social and Emotional Learning (SEL). Following extensive research we formed an official partnership with The Resilience Project, an evidence based SEL program aimed at promoting positive mental health, and teaching practical strategies to build resilience.

The development of a diverse suite of specialist classes designed to offer new and varied experiences is successfully engaging for many students. Music, Performing Arts, Visual Arts, Digital Technologies deliver diversity whilst focusing on developing Reading, Speaking and Listening and Writing competencies. The school takes great pride in the large array of specialist programs offered to our students from Foundation to Year 6. The diversity of programs offered is

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showcased at the River Gum Performing Arts Centre, our 500 seat theatre; at whole school assemblies held twice per term.

Student Voice, by way of a student leadership group has had the desired effect of enhancing student centred learning. The team of student leaders are very active within the school. Teams of students are active participants in growing school pride, by confidently communicating their desire to grow learner agency with their teachers. In the area of student led learning, Student Voice leaders were involved in weekly workshops and student led meetings, with a range of students from year 3-6.

The teaching and learning environment is supportive and productive through building positive relationships through knowing each student. Our school community is both friendly and welcoming.

So please come along to see our vision for learning in action!

Contact the general office on 9799 1216 to organise a personal tour with our executive leadership team and our student leaders.

Roma McKinnon

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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.

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Julie Wilkinson Principal

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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’

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

Web: www.solwayps.vic.edu.au Email: solway.ps@edumail.vic.gov.au ELC - Primary Learning

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Spring Parks Primary School SPRING Parks Primary School is a dual campus, multicultural primary school in Springvale with a current enrolment of 300 students. We are proud of our school and would welcome enquiries for a school tour.

Our teaching staff are supported by a significant number of Education Support staff including teacher aides, multi-cultural aides, a Speech Pathologist and Welfare Officers.

Together, we work as a strong team to support the needs of our diverse community. Our community partnerships include the local Chinese School; Officeworks - who volunteer at our Breakfast Clubs and Ardoch, who support volunteers to work at our school, as well as investing in our Robotics program.

Adult English classes, Computer classes and a Playgroup are also conducted on our sites to further engage with the wider community.

As with most Victorian schools, we are implementing the Victorian Curriculum and we continue to have a focus on Inquiry through our developmental approach to curriculum delivery.

Our priorities include a strong emphasis on Literacy and Numeracy which is also reflected in our staffing allocation to support students with their learning needs. In Reading and Numeracy we are a high performing school, as evidenced by our 2017 and 2018 NAPLAN results. We are very proud of the way we support our students to achieve their potential and this includes a proactive approach to building student leadership.

Specialist classes enhance our core curriculum in Visual Arts, Physical Education and Spanish.

All school programs and interactions are underpinned by the school’s core values of Respect, Engagement, Achievement, Community and Hope. The wellbeing and safety of all children is at the forefront of all we do and every decision we make and we are committed to using a Restorative Practices approach, which focuses on developing positive relationships between students, teachers and students. The school’s welfare officers have implemented social skills and self-regulation programs for targeted students and they liaise with various organisations to provide relevant and up-to-date information for our families. To compliment this work a partnership has been established with the Resilience Project which focuses on Gratitude,

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Empathy and Mindfulness. Our school recognises the importance of academic opportunity and excellence as a gateway to a positive future for its students and promotes thinking skills and goal setting as a way of scaffolding and articulating learning.

Every aspect of our school’s programs support the wellbeing of students, staff and families. The school has in place excellent protocols for identifying and monitoring the wellbeing of students, through weekly meetings of the Wellbeing Team. Interventions include liaison with Allied Health staff, Speech Therapist, Occupational Therapist and community partnerships.

Our school has strong relationships with its feeder kindergartens, which we visit regularly so that we can continue to forge close relationships to enhance the transition to school.

Julie Fisher Principal

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. These aim to provide children with the best learning outcomes.

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Spring Parks Primary School has demonstrated well above average gains for .UMERACY IN .!0,!. OVER the past 3 years

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Kinder - Year 6 St. Anthonyâ&#x20AC;&#x2122;s Catholic Primary School is a unique environment enhancing inclusive learning and teaching through authentic partnerships with families. St. Anthonyâ&#x20AC;&#x2122;s promotes learning in perfect harmony through encouraging the deep questions of life linked to Catholic faith, promoting high expectations and ensuring the full ďŹ&#x201A;ourishing of every person. A culturally diverse community and inďŹ nite variety of life experiences enables us to activate wellbeing in many wonderful and creative ways.

Principal and Parent Guided Tours Every Day is Open Day â&#x20AC;&#x201C; Come & see us any time by appointment Please contact school administration %MAIL PRINCIPAL SANOBLEPARK CATHOLIC EDU AU s 0HONE 3 year old and 4 year old enrolments contact ECMS %MAIL ENROLMENTS ECMS ORG AU s 0HONE During Catholic Education Week

ST. ANTHONYâ&#x20AC;&#x2122;S SCHOOL NOBLE PARK 90 Buckley Street, Noble Park, VIC 3174 Early Childhood Management Services

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www.sanoblepark.catholic.edu.au

Contents 8 Steps to calm parenting ............................8 & 9 Aitken College ...............................................3, 4 & 5 Belgrave South Primary School ...............6 & 7 Benefits of P-12 & K-12 Colleges ..................... 12 Berwick Lodge Primary School ............10 & 11 Chairo Christian School ..................................... 13 Cranbourne Primary School...................14 & 15 Glendal Primary School ............................18 & 19 Grossek’s View ...............................................20 & 21 Heritage College, Berwick ......................22 & 23 Hume Anglican Grammar......................24 & 25 Intact Australia ..............................................26 & 27 Lakeside College ..........................................30 & 31 Melbourne Tournament 2019 ..........................32 Melton Christian College........................34 & 35

Mentone Girls’ Grammar ........................36 & 37 Milgate Primary School ......................................39 Myuna Farm.....................................................40 & 41 Northside Christian College .................42 & 43 Rangebank Primary School ...................44, 45 & Back cover River Gum Primary School ................... 48 & 49 Solway Primary School .............................50 & 51 Spring Parks Primary School ................52 & 53 St. Anthony’s School, Noble Park..................54 The Box Cars ...................................................46 & 47 The Gift Of Dyslexia .............................................33 Victoria Schools Guide Website ....................38 Young children benefit from explicit teaching about bullying ...........................28 & 29 Your child’s transition to school .................... 17

Next edition: May 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

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s #OOPERATIVE ,EARNING s 0ERSONALISED ,EARNING s 3TUDENT 7ELLBEING SUPPORT s (INDI TAUGHT THROUGHOUT THE SCHOOL s h4HE ,EADER IN -E 0ROGRAMv BASED ON THE (ABITS

Rangebank Primary Lesdon Avenue, Cranbourne 03 5996 8900 12386242-DJ21-18

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