In Focus Semester2, 2023 by Christian College Geelong

IN FOCUS

SEMESTER TWO / 2023

FROM THE EDITOR In our Semester 2 edition of In Focus, we’re exploring a theme of ‘Relationships’. Inter-personal relationships are central to all facets of our lives and within schools, positive and constructive relationships between students, teachers, families and a range of other people, play an enormous role in how people flourish within a school community. We look at some aspects of relationships within Christian College, including how beings of a four-legged variety support our students and learning programs across various campuses, as we meet CCG’s ‘Wonder Dogs’. There’s a major feature profiling our five campus libraries where we meet Teacher Librarians from each one and delve into the library’s significance and impact on student learning, the ‘core business’ of reading and how they provide a safe and welcoming environment where relationships can thrive through a range of activities and resources. Some of the longest-standing and valued relationships at Christian College are those between our sister schools in Japan and Indonesia and we look into how these relationships enhance the lives of students, staff and families who engage with our Languages program.

A lot of work in recent years has been devoted to our College-wide Wellbeing program and we catch up with our Director of Wellbeing, Ms Kim Doherty, who outlines the many ways in which a strong wellbeing focus plays a part in the life of CCG. Relationships between students at our College last well beyond school - our Class of 2013 had its 10-year reunion in July and we present a photo spread from that evening, as well as photo galleries from two other significant events this year – our Annual Music Evening and the launch of our Sport Hall of Honour. There’s plenty more to catch up on in this edition too - please take the time to enjoy our second semester edition of In Focus.

Simon Garner Editor - In Focus

Relationships Making a Diﬀerence An important focus at all levels for Christian College students is forming positive and supportive relationships with people and organisations in our wider local community. As part of Unit 2 Personal Development Skills, Year 11 students recently volunteered at Feed Me Geelong. Feedback from the community-based project demonstrates their efforts made a real difference: “We were impressed by how respectfully they listened to the volunteers speaking, and how they asked thoughtful questions about the people who receive help from Feed Me and the situation in Geelong. The students were so respectful of the volunteers, all of whom are over 60. The students hopped in and helped us decant dry food items and packed meal bags very eﬃciently. Their work meant that some of volunteers could leave an hour or so earlier than usual, which was a real bonus! ...Young people don’t always get good coverage in the media, but these young people conducted themselves very well. They were helpful, well-mannered, and good-humoured – great representatives of your school.” Two of the Christian College group, Devan Borg and Harvey Elderfield, responded to Feed Me’s invitation to run a food drive, which they promoted to the College community and the donations they collected were delivered to Feed Me recently.

Year 11 students making a diff erence at Feed Me Geelong

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CONTENTS

2 4 6 8

From the Acting Principal

From the Dean of Christian Culture

CEO’s Infrastructure & Maintenance Report

The Christian College Wonder Dogs

12 42 14 46 30 48 34 The Class of 2013 Reunion

Our Wellbeing Program

Our Campus Libraries – Vital Hubs

The Two of Us

Music Evening 2023

Our Sport Hall of Honour Launch

Relationships Without Borders

COVER PHOTO: The libraries at our five campuses are vital hubs that house an extraordinary range of print and digital resources to support students in their learning, and teachers in their delivery of content. But our libraries are much more than that - they are safe, relaxing and welcoming spaces for students at all levels to spend time quietly reading or researching or enjoying each other’s company as they play games or participate in craft activities at recess and lunchtimes. This edition we include a major feature on our CCG libraries and introduce some of our Teacher Librarian staff - see Pages 14 - 29

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FROM THE ACTING PRINCIPAL

Life is about relationships We all know, or at least we should, that a holistic education is much more than reading, writing and arithmetic. And it’s certainly more than timetables, textbooks and tests. As our young people grapple with the complexities of the modern world, developing an understanding of themselves, and of the world around them, is vital. More than ever, educating the next generation requires an all-encompassing approach to teaching and learning, one that emphasises the importance of personal and social capabilities, and of healthy relationships. In Mark Chapter 12, Jesus provides us with two commandments that essentially summarise how we are to live. First, “love the Lord your God with all your heart, soul, mind and strength”. And second, “Love your neighbour as yourself”. In other words, life is about relationships: with God, first and foremost; but also with others. At Christian College, we have always understood this to be as important in teaching our young people as the academic program – or those three Rs. Our college’s philosophical statement emphasises that students are encouraged to adopt a personal faith in Jesus Christ and apply His teachings of love, justice, and compassion in their relations with others. This approach goes beyond just a religious belief; it instils values that are essential for building healthy and meaningful relationships. It’s Jesus as a role model. By educating through and about these principles, our goal is to ensure students have a strong foundation to interact positively with others.

Middle School-High

ton Year 7 Camp

lmont - Year 2 Ca

Junior School-Be

Our College offers numerous opportunities for students to develop and nurture relationships in all facets of the school program. In the classroom, teachers across all subjects employ the Australian Curriculum’s framework which includes core elements of personal and social capability. This incorporates a range of practices such as recognising and regulating emotions, developing empathy for others, establishing and building positive relationships, making responsible decisions, working effectively in teams, handling challenging situations constructively and developing leadership skills. There are also countless examples outside the classroom for students to develop relationship skills. Buddy programs, for instance, where Year 4 students are each assigned a Prep student to mentor, creating a sense of community and multi-age bonding that has lasting impact on students’ ability to relate to others. School camps provide a unique and immersive environment for students to bond, collaborate, and communicate, fostering essential relationship skills that extend far beyond the classroom. The Year 7 camp is purposefully placed early in Term 1 so that students, a number of whom have transitioned from other primary schools, get an opportunity to get to know their peers, work together and build relationships that will continue for the rest of the year and through their secondary schooling. When two students are paired up prior to an Outdoor Ed field trip, with shared responsibility for everything from equipment packing, ingredient shopping, tent set up, meal preparation and Trangia cleaning, it quickly becomes apparent how vital relationship skills are to the success, comfort and enjoyment of a hiking trip.

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Middle School-Highton RUOK Day

Throughout the year, Christian College ran a number of awareness initiatives that encourage students to look out for others. RUOK Day, for example, involved educating students on how to reach out to a friend who was struggling. And in August we marked the National Day of Action Against Bullying and Violence across our campuses. This year’s theme of ‘Growing Connections’ emphasised the importance of strong school community connections and social skills as protective factors in preventing bullying, focusing on connections within school communities that engender a sense of belonging and help students feel accepted, respected, included and supported.

Whilst education through imparting knowledge is important in equipping students with relationship skills, the significance of adults serving as role models for students in cultivating positive relationships cannot be overstated. Trust and respect are values that should not merely be taught to, or assumed of, students; rather, as educators and adults, it is our responsibility to exemplify what it truly means to be respectful in all our interactions. Ongoing research consistently emphasises that the quality of these relationships is paramount. A strong sense of connection, whether with peers or teachers, is a cornerstone for promoting both social-emotional wellbeing and academic achievement for our students. By modelling respect and nurturing healthy relationships, adults create an environment where students can thrive, fostering a sense of belonging and trust that is essential for their overall development and success. Our College’s commitment to educating the whole person, evident in everything from our philosophical statement to our educational program, ensures that students not only can succeed academically but also thrive as compassionate, socially and emotionally intelligent individuals, well-prepared relationally for the challenges of today’s world.

Rick Geall

Acting Principal

Senior School - Outdoor Ed - Hiking the high country

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FROM THE DEAN OF CHRISTIAN CULTURE

God built us for relationships “Show me the company you keep and the way you keep it - and I will tell you about your character” has been a famous and often repeated phrase in my family. Similarly, the health of any club, organisation, family or community can be seen in observing how relationships function. Just think about a family meal, a half-time locker room, staff meeting, celebration or crisis – this is where the truth and substance of our relationships come out and characterise who we are both as individuals and corporately as communities. Relationships matter. They are one of, if not, the most defining components of our lives. Relationships are among the most significant gifts God gives us, in fact God has built and designed humans for relationships. Just as God is a trinitarian community of three persons, Father, Son and Holy Spirit so we, being created in God’s image are also wired for relationships, connection and community. At Christian College we know that all student’s celebrations and challenges happen in the context of their relationships. It is our ongoing hope and privilege to build relationships and our students’ understanding of relationships, so that they can flourishingly become the best and most fulfilled version of who they can be.

All of creation exists in relationship. It is the relationships in a person’s life that have the most influence on their health, wellbeing, success, finances, development and maturity. It is the relationship a person grows to have with themselves and their behaviours, values, ethics, ideas, motives and decision-making that determine a person’s integrity and character. It is a family and community’s relationship with their people that foster a sense of belonging, heritage, place, celebration and pride. All of these relationships help to build, substantiate and integrate a person with the world around them and enable them to navigate the many opportunities ahead of them.

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Restoration, recreation, renewal When we consider what it must be like for our students to live in a world where social media, the internet and the promise of instant access to information, AI, multiculturalism, diversity, capitalism, entitlement and the ever-widening gaps between rich and poor, geopolitically safe and unsafe, empowered and disempowered and advantaged and disadvantaged - it’s no wonder a young person could be exhausted. I’d like to suggest that it’s in relationships that people can become most drained and worn and yet it’s also in relationships that we are best able to experience rest, restoration, recreation and renewal. God’s relationship with us, through God’s ever present Holy Spirit, the life and legacy of Jesus Christ, the enduring word of the Bible and the long lineage of Christian history that has preceded us confers upon each human being an inherent dignity that, if grasped and allowed to ground us, can secure us like nothing else. God’s relationship with us is loving, kind, constant and consistent, supportive, maturing and at times challenging and confronting. It is this divine relationship that teaches us best how to live in relationship with others and with ourselves. This is why the well-known scripture and Jesus’ greatest commandment talks so clearly about our relationships with God, with self and with others. “Firstly, love the LORD your God with all your heart, with all your soul, with all your mind and all your strength. Secondly, love your neighbour in the same way you love yourself.” Mark 12:30-31

It is this commandment that we seek to implement at Christian College on a daily basis. To teach young people that they are valuable, significant, wanted, known and cared for. It is our hope that through relationships with staff, curriculum and their peers a student comes to believe this for themselves. It is also our hope that this belief then shapes a student’s relationships with their peers and those they are leading in any area; sporting teams, academic and creative teams, homerooms and house groups etc, so that others may come to the same understanding. By extension, as a College we seek to confer the same value, significance, knowing and care that God’s love has given us upon those agencies, community services and organisations we interact with. Our community’s commitment to education, families, belonging, community service, sustainability, environmental restoration and to God, anchor us in relationships. If we hope to continue to grow, mature and model a faithfully hope-filled, purpose-filled and meaning-filled life and future to our students it’s up to all of us to ensure that our relationships are honest, communicative, respectful, honouring, and intentional.

Mia Kafieris Dean of Christian Culture

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CEO’S INFRASTRUCTURE AND MAINTENANCE REPORT

The College is committed to enhancing and maintaining its infrastructure across all campuses. Our Construction Manager and Head of Maintenance Stuart Wilkinson leads a dedicated team that works with Campus Maintenance to ensure that the College’s facilities meet the building codes and support the quality of learning. Our Grounds team, led by Jack Sims, also takes care of the landscaping, gardening and sports fields at the College.

We value the outdoor environment as a vital part of the College experience for students and staff. We have invested in planting trees, creating grassed areas and gardens over the years. Our Grounds team strives to keep them in good condition, despite the changing weather. Some of the recent improvements include the basketball courts and Junior playground at Bellarine Campus, the bus area at Middle School, the Music and Taylor buildings at Senior School, the playground at Williams House and the sandpit and cubby house area at Junior School.

Stuart Wilkinson

Jack Sims

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Being environmentally sustainable is a College priority. Recently the installation of LED lights has occurred across the campuses, where possible, and when it is appropriate, the switch from gas to electricity is occurring. Campuses are also working with their students on the management of waste paper. Back Creek Farm has also seen some improvements, such as the renovation of the accommodation cabins and the expansion of the market garden. A notable achievement from the market garden is that it not only provides fresh produce for the Farm kitchen but is also growing produce to sell externally. The Surf Coast Campus development is progressing, with plans to offer Prep to Year 6 education in 2024. With 230 students enrolled, this is a significant milestone in the development of this campus.

The maintenance team performs various tasks that may not be noticeable to parents who visit campuses. The College has many old buildings that require constant renovation and improvement of classrooms, facilities, and oﬃces. We follow a plan for each campus to upgrade and modernise the learning and working spaces. Some of the recent projects include the Middle School Instrumental area, Junior School classrooms, Bellarine Campus external painting, and the new Humanities oﬃce space at Senior School. The maintenance team also work with contractors to maintain the electrical, gas, and water systems.

Daryl Riddle OAM CEO, Christian College Geelong

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THE CHRISTIAN COLLEGE WONDER DOGS You may have heard that people who keep living plants in their homes, oﬃces and classrooms have a higher quality of life, happiness and sense of self than those who do not. We’re here to tell you that we believe schools and their staff and students have a much higher quality of life, happiness, wellbeing and self-regulation when working dogs join the community! We are here to pour as much acceptance, affection and support into our Christian College community as we can to improve the community’s quality of life. As professional working animals we know that schools are very busy places and can become very stressful for people of all ages. Our relationships with staff and students do not discriminate according to age, gender, beliefs, academic performance, attendance, behaviour, success or failure, we don’t see those things the way humans seem to – our love and excitement to see you is close to unconditional. Through these relationships we seek to value everyone we meet and aim to make our school an inviting place of belonging and education for all of our staff and students. Winnie, Ruby and Monty

Monty - Reporting

Winnie - Yes, I

to be when Ruby - Best place

’s in full flight the Wind Symphony

for duty

do need a little

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space to mysel

f sometimes

Meet Your Wonder Dogs Winnie Breed: Miniature Australian Cobberdog Age: 11months, my birthday is November 19th Teammate: Mrs Braun, Junior School Chaplain Campus: Junior School Belmont Attendance: I have been coming to Junior School since I was 12 weeks old and have been building up my attendance and activities here at school.

We make a grea

t team, Mrs Br aun and me

Role: My role here at Junior School is constantly developing as I learn new things and begin to show the things I love to do and the things I find more challenging. Currently, my role is to sit and watch as students walk past and wave, walk around and visit classrooms by sniﬃng and saying hello from a distance and provide comfort in the Chaplaincy space by sitting on Mrs Braun’s knee. I love my job. Enjoys: I love people, short people, tall people, older people and young people – they are all friends to me. I loves giving big smiles when students walk past, and I enjoy a good walk on the oval. Struggles: Because of my love for people, sometimes I find it hard to contain my excitement and can become overwhelmingly glad, anyone who knows me, knows I’m one happy girl. To help me with this, everyone at Junior School all try and remain calm around me and give me some quiet time if I begin to show my excitement in ways that are not appropriate for my work while at school.

I resemble I’ve been told

a soft toy from

some angles

Favourite thing to do at school: My favourite thing to do at school is greet the students with a smile on their way through the corridors and find crumbs as a little snack on our walks together. Favourite thing to do at home: I would live at the beach if I could, and I love exploring the sand and rocks. I love playing with seaweed and gumnuts and will do anything at home for a tiny piece of cheese. eigl at the desk Helping Mrs W

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THE CHRISTIAN COLLEGE WONDER DOGS

Ruby Breed: Border Collie Kelpie Age: 8 years old Teammate: Mr David Gardner, Music Staff Campus: Senior School Music Department Attendance: I have been coming to spend time with the Music staff and students since the end of the second lockdown in 2020. Role: I provide comfort, companionship, calm and relaxation to music staff and students. Occasionally I join the choirs as an extra ensemble member.

sic in the RW Gibson

Snoozing to live mu

Enjoys: Cuddles from everyone, laying across people’s feet, resting centre stage in front of the choirs when they perform and staying close to those who need love. Struggles: Some of the noises and rehearsals of our Wind Symphony and Stage Bands are a bit much for me. I tend to escape to the admin oﬃces during these loud times. Favourite thing to do at school: I really enjoy welcoming staff, students and visitors to the Music Department and receiving lots of cuddles. Favourite thing to do at home: Sleep. I love to sleep on my lounge chair or walk along the beach while investigating all the smells the beach has to offer.

These are some of my besties

Try playing one-handed and patting me with the other

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Centre

THE CHRISTIAN COLLEGE WONDER DOGS

Monty Breed: Labrador Age: 2. My Birthday is 23rd of May Teammate: Mia Kafieris, Dean of Christian Culture Campus: I go everywhere! Currently at our Bellarine Campus Attendance: My first day of school was November 4, 2022 Hanging with so

me Middle Scho

ol teachers at

Role: I am Professional Assistance Animal/Therapy Dog. I work at Christian College sniﬃng out when people need some love, affection, space or distraction. I am always trying to mitigate stressful situations for staff and students while bringing joy and comfort to all. I can also be counted on to look handsome and provide comic relief should the occasion call for it.

Highton

Enjoys: Cuddles, tummy rubs, squeaky toys and hanging my head out the car window to let my ears flap in the breeze. Struggles: Sometimes people can smell very strange… they’re very confusing. The canteen is also very distracting for me. Favourite thing to do at school: I have a coffee card at Bean Break for all my puppachino needs, my student baristas are often the highlight of my day. Sometimes I like digging in the sandpit when nobody is watching. If I get to school very early or am there a little bit late, I do like to use the Middle School corridor as my personal zoomie course. Favourite thing to do at home: I like to chase the magpies in my backyard and patrol my hallway so I’m always ready to welcome a visitor.

Enjoying a puppachino from Bellarine Bean Break

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RU OK? Day

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THE CLASS OF 2013 REUNION

Acting Principal Mr Rick Geall and CEO Mr Daryl Riddle welcome the Class of 2013

The 10-year reunion for the Class of 2013 on July 15 was a wonderful gathering of alumni and current and past teachers. A small group revisited the Highton Clocktower during the afternoon to find their mark from 10 years prior, before a larger gathering enjoyed an evening drinks and finger food function at Centra in Geelong. Acting Principal Rick Geall, CEO Daryl Riddle and 2013 graduate Jayden McHenry shared the microphone duties during the brief formalities and the big-screen photo montage from various years during that cohort’s school journey was a hit. As always, the evening was a great opportunity to reconnect, laugh, reflect and reminisce.

Jasper Milton and Nelson Shields

Morris looking ryl Riddle and Brad

on the mic with Da Jayden McHenry

Some faces of the Class of 2013, 10 years on

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Jordan Savio and Reagan

Peart

Carol Milton-Garner and Jan Strauch

Penelope Stewart

and Tiana MacLeo

bbs, Georgie Burn,

From left - Alana Do

Jacinta Smith, Luisa

Byrne

Steve Sullivan and Abbey Lane

From left - Ben Stewart, Matt Benic, Matthew Scott, Nelson Shields, Daryl Riddle, Josh Collins

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OUR CAMPUS LIBRARIES – VITAL HUBS For each student at Christian College, developing a relationship with campus libraries, their extensive resource collections and library staff, is vital. That relationship starts at Prep – or Kindergarten for some – and it plays a critical role in their learning throughout the College journey.

Hives of activity Each campus library is its own hive of activity. For staff, the work is constant and varied. Overseeing five libraries and ensuring they can all do what they need to do is a massive job. Joy Whiteside is Christian College’s Library Resource Manager. She has overarching responsibility for all five libraries. “Staff members and students from Kindergarten and Prep through to Year 12 use our libraries and resources. They visit the library with their class or individually during break times or private study sessions,” Joy said. “In all year levels at all campuses – from Kinder through to 12, students have regular exposure to, and engagement with, the library. “The library is also a safe and comfortable place for our students during break times. Many students prefer not to spend break times outside in the yard. In the library spaces they can read, catch up on homework or schoolwork, complete mindfulness activities, craft, play chess or build with Lego etc. They can have conversations with library staff or students of other year levels. Everyone is welcome.”

Book Week Book Swap

Across Christian College campuses, there are five libraries that provide a space where anyone – from individual students up to entire classes – spend time constructively in a whole range of ways. They are full of resources, contained in print and digital collections. With around 41,000 print resources in the College catalogue, collections include picture books, fiction, non-fiction, graphic novels, Manga, magazines, and resources for teacher reference. Digital resources are organised using the LibGuide platform. This allows the creation and maintenance of a library website that includes research guides of curated online resources for specific topics or subjects; subscription and free databases and online encyclopedias such as Britannica and World Book; videos on the ClickView platform; relevant websites; and a Bibliography style guide. The Library Team across the campuses comprises 17 staff. Each campus has a Teacher Librarian who is supported by Library Assistants. There is also a Library Technician responsible for cataloguing resources across all five campuses and a Librarian working in the Reading for Pleasure program at Middle School-Highton.

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How our libraries are used Kindergarten and Prep – Year 4 • Weekly library sessions where children are introduced to literature and a range of text types, authors, and genres. Their session includes thinking about, and responding to texts, as well as borrowing from the collection. • Students visit the library at lunchtime to read or do activities. • Library staff gather resources on specific curriculum areas of focus as requested by teachers.

Years 10 – 12 • Students in Year 10 have Reading for Pleasure sessions in the fiction area of the Senior School Library. • Teachers book their classes into the library for research sessions. A Research Guide is created for these sessions to support the research skills and learning of the students. • Students also use the library at break times and for private study. • Staff members are supported with resources for specific curriculum areas of focus.

Years 5 – 9 • There are weekly Reading for Pleasure sessions in the Reading Rooms of our libraries. For most of the session the students read silently for pleasure, but students are also introduced to authors, genres, themes, and new books etc. • Teachers also book their classes into the research area of the library for information skills sessions. The teacher librarians prepare a research guide of carefully curated resources that will assist students with their research. • Staff members request resources on specific curriculum areas of focus. • Students visit the library at recess and lunchtime to read, complete homework, do puzzles or mindfulness activities, or crafts such as origami, knitting, or Lego.

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OUR CAMPUS LIBRARIES – VITAL HUBS

Reading is at the core

Libraries have been around a long time. In fact, according to Oxford Open Learning, the earliest libraries are believed to have been built around 5000 years ago as people started organising documents, which, back then, were inch-thick clay tablets with cuneiform script. The oldest, continuous-running library in the world is AlQarawiyyin library in Fez, Morocco, which dates back to 859 AD.

“We know it is important that we give students access to the library collection regularly. It is also important to provide a comfortable and engaging environment that encourages a love of literature and reading and gives students the opportunity to spend time reading and borrowing from the collection.

For centuries, libraries were all about the written word, but as technology enabled the recording of voices and music, then later, film and video – the type of resources held in library collections diversified. Reading though, is still very much ‘core business’ for libraries, particularly in schools.

“Our library staff and teachers work together to encourage and support students to find books that are just right for them as readers. This assists them to keep reading, which is important for their literacy development, and the development of critical literacy skills, so that they can interpret and make sense of texts.

“Reading is encouraged at Christian College because developing a culture of reading, and student reading engagement, are recognised as key factors in improving student literacy,” Joy said.

“Reading also helps to develop skills in empathy; understanding the world and our part in it; and responsible global citizenship. Reading enables students to learn how to learn.”

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OUR CAMPUS LIBRARIES – VITAL HUBS The Collection Development Policy While the resources found in each of the five Christian College libraries vary and reflect the age levels of students at different campuses, it is important to have a uniform policy to guide the choice of resources acquired at any time. Christian College’s Library Collection Development Policy provides a foundation and framework for the development of the collections in the five libraries in an equitable way, and to an exemplary standard. It outlines the objectives of the library, the selection and deselection criteria, policy guiding principles, the collection goals, resource formats, and collection evaluation. The policy enables all library staff to clearly identify areas for development. Excerpt from the Christian College Library Collection Development Policy Christian College Geelong (CCG) is a co-educational P - 12 college grounded in the Christian faith, with core values of faith, hope, truth, grace and love. The College philosophy emphasises the development of a student’s whole character in their education journey….The objective of the libraries is to provide equitable access to excellent print and digital resources to support the teaching, learning and recreational needs of the students and staff. This will enable students to become critical thinkers and users of information, life-long learners, and discerning readers. It will be achieved by providing resources that are current, of high quality, visually appealing, ageappropriate, relevant, and embracing diversity.

Continuous improvement of systems and programs Libraries have changed significantly over years, decades and centuries. Today, the pace of change is quicker than ever – while the objective of our Christian College libraries remains constant, devising the best ways to fulfil that objective and striving for continuous improvement are always front of mind. An example is the redevelopment of student Research Guides, involving Joy and Teacher Librarians from Senior, Middle School and Bellarine campuses. “Four members of the library team have worked on this project in 2023. It’s involved the review of existing guides so that they are current, addressing the research task needs of the students and supporting the critical and creative thinking competency continuum,” Joy said. “The project has also seen the development of a more user-friendly platform for students, including the launch of a new library homepage that has a link to a page of guides for each campus, as well as a link to the current list of all guides. “This organisation will assist students to browse and find the guide for their subject / topic more easily. “The next step in our project is to gather feedback from Staff members and students so that we can measure the impact on student learning.”

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OUR CAMPUS LIBRARIES – VITAL HUBS At Middle School-Highton and Bellarine libraries, another project this year has involved the genrefication of fiction collections. Traditionally, library fiction collections have been organised alphabetically according to the author’s surname. In recent years they have been organised according to genres such as adventure, historical fiction, humour, science fiction, fantasy, and real life – a system that is already in place at Senior School. “New library team members in 2023 at both Highton and Bellarine campuses brought with them the experience of having genrefied fiction collections at previous schools,” Joy said. “At Middle School, the staff knew the benefits of genrefied collections and reorganised them during Term 1. This work was completed within a few weeks, and has been very helpful for students locating books they’re interested in.”

Some of the benefits of genrefication include: • ..... Finding a next book to read when someone has enjoyed a book • Locating another similar book by a different author • Library staff and teachers are able to more easily support students to find the type of book that they like and want to read • Identification of genres that need to be developed because there are not enough titles in the genre to support demand • Identification of genre promotion opportunities to students because the books are not being borrowed • Locating similar genres together so that students can broaden their reading tastes and experiences

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OUR CAMPUS LIBRARIES – VITAL HUBS Lots to love about libraries for staﬀ Libraries are dynamic places to work in. New resources, new technologies and new ways of organising resources are constants. Joy said Library team members are continually updating their skills. “For example, our library management system Accessit has regular updates and sends emails and videos to library team members so that they can upskill. The databases and online encyclopaedias such as Britannica and World Book also send regular emails informing users of product enhancements and the addition of new resources. “It’s important for all team members to know about updates as appropriate to their role so that they can assist students and teachers. Library team members are enablers and agents of change, continually learning new technologies and systems and facilitating these with staff member and students,” she said. Team members play crucial roles, and they share a common love for libraries and the vital role they play in the life of Christian College Geelong. “I love being a teacher librarian and library leader,” Joy said. The rewards are many: working with team members and enabling them to learn, develop and facilitate new technologies and resources; collaborating with teachers to resource and enhance the curriculum; and working with students and engaging them with a book or encouraging them on the lifelong learning journey.

“And I love reflecting on the transformative effect of collection and library space development. “Leading the library team to resource and enhance ‘the learning that matters’ in a K to 12 co-educational school that is grounded in the Christian Faith, with core values of faith, hope, truth, grace and love is extremely gratifying and fulfilling.” One off donations or regular donations will be gratefully received and used by the library teams to develop the collections at each campus. Donations to the library will contribute to the purchase of newly published books and the replacement of damaged, old or lost books.

Joy Whiteside Library Resource Manager

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OUR CAMPUS LIBRARIES – VITAL HUBS Bellarine Campus Working in our Library is a wonderful experience. You get to work with a wide variety of staff and students of differing ages. You make connections with staff and students whether it be about reading or just finding out how they are going. You meet so many people with differing interests and it’s your job to help and assist them. We love helping staff and students and there are so many aspects to the job that are rewarding – providing a welcoming environment, finding that right book for a reluctant reader, answering queries, creating useful and valuable Research Guides, making displays, providing a sense of order and being a detective in finding what students actually want, seeing that moment when students understand what you’re teaching them, hearing them talk excitedly about books and recommend them, having conversations with the junior students and hearing all their stories…

You build relationships with staff and students by creating the library as a safe and welcoming environment, whether it’s a smile when they walk in, a quick hello, how are you or sitting down and getting involved with a lunchtime activity. We try to build relationships where students feel comfortable asking questions of all types. Students in our Junior School have Library classes each week for 40 minutes, where a story is read, they can borrow books and they participate in a library-related activity, which may focus on an author or theme, events like Book Week, RUOK? Day, or relate to their Integrated Studies topic.

Bellarine Y1s at Boronggook Drysdale Library

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OUR CAMPUS LIBRARIES – VITAL HUBS At Middle School levels, students have a Reading for Pleasure session each fortnight where the spend time reading and we assist in various ways, for example, helping them find great reads, doing a book chat to promote books and showcasing online resources. The Teacher Librarian also undertakes research skills sessions with students, ranging from using online resources and locating information, to note taking and paraphrasing, creating podcasts, showcasing technology, and more. These sessions all relate to whatever students may be studying in classes. Outside of formal class sessions, so much more goes on in the Bellarine Campus Library. We create visually appealing displays related to various special weeks or days throughout the year which encourages borrowing about a theme; we host the lunchtime chess club and a range of other lunchtime activities relating to special events like Book Week, Million Paws Walk (with Monty and Mia), Do it for Dolly Day, RUOK? Day and more. There are other special days like Grandparents’ Day Book Stall, the Scholastic Book Club, author visits, Andy Griﬃth Presentation and National Simultaneous Storytime; we have various competitions during the year – all of these and more are highlights of life in our library. We engage with students and staff in many ways – we discuss what they are reading, make recommendations, we assist students with research and locating resources, we work with staff to provide Research Guides for various areas of study at different year levels – and create a safe place where all feel welcome and comfortable. Libraries play a big role in students’ school experience. They are a safe haven, a place where they can read quietly or engage with the fun of lunchtime clubs. They are staffed by friendly and qualified professionals to assist them with learning needs and are encouraged to make full use of all we have to offer here.

Libraries are more than just books – we do have lots of books and access to many online resources, but we are also an important hub on our campus where students can connect with other students, with staff and a range of resources and fun activities. Andy Griﬃth Presentation and National Simultaneous Storytime; we have various competitions during the year – all of these and more are highlights of life in our library. We engage with students and staff in many ways – we discuss what they are reading, make recommendations, we assist students with research and locating resources, we work with staff to provide Research Guides for various areas of study at different year levels – and create a safe place where all feel welcome and comfortable. Libraries play a big role in students’ school experience. They are a safe haven, a place where they can read quietly or engage with the fun of lunchtime clubs. They are staffed by friendly and qualified professionals to assist them with learning needs and are encouraged to make full use of all we have to offer here. Libraries are more than just books – we do have lots of books and access to many online resources, but we are also an important hub on our campus where students can connect with other students, with staff and a range of resources and fun activities. as a role model. By educating through and about these principles, our goal is to ensure students have a strong foundation to interact positively with others.

Leonie Stephenson Teacher Librarian, Bellarine Campus

tine Fitzgerald with Y5s Bellarine local author Kris

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OUR CAMPUS LIBRARIES – VITAL HUBS

Junior School-Belmont “A well-stocked, well-staffed Library is like a gardener who plants books, knowledge and dreams, and grows readers and learners…” Laura Purdie Salas The Junior School Library is a valuable resource that enhances the learning and literacy of our community. I am extremely passionate about our Library Program. It has grown and developed over many years to be a central hub in our Junior School Campus.

Students can also borrow books outside their lesson – at lunchtime or at the start of the day. The library is a safe haven at lunchtime, another space to interact with their friends, or complete a jigsaw with a group of multi-age students or simply find a space to read a book. I love that our students have this opportunity within the busyness of their school day.

The students all receive a Library lesson each week where we explore a range of elements, some of which include: • Examining prominent authors and illustrators • Learning to identify the various parts of a book • Linking the books we are studying to the Integrated Studies topic • Exploring major events through books, for example, Easter and ANZAC Day • Studying the shortlisted books for Children’s Book of the Year • Critically analysing the Award-winning books • Comparing and contrasting books utilising visual literacy and persuasive techniques The students all have the opportunity during their lesson to borrow books from our collection. This is a fabulous time of sharing recommended books with each other and often elicits conversations between students around books they may love to read. We also use displays throughout the library to inspire, recommend and showcase books our students can borrow.

Staff use the library in a variety of ways. They are welcome to bring their class to the library when it is free and read or research with their class. Each week multiple classes come and select books for their book boxes to be used in their classroom during reading for pleasure time. Staff email through requests for books, perhaps around a specific topic or a rich text that links to the curriculum or pop into the Library for assistance with sourcing a particular book or resource. Learning Support staff often use the Library with a small group of students to work together.

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OUR CAMPUS LIBRARIES – VITAL HUBS

We know we are fortunate at Junior School to have a Library. We are extremely proud of it and it is a point of difference to many other Primary Schools in the region. Our collection has been developed over many decades and is a treasure trove of books. We are constantly updating it to reflect the Christian College values and the diversity of our beautiful Christian College community. Students make requests for books and we try and fill them. So far in 2023, we have borrowed out more than 13,200 books in the Junior School. We are delighted that our students get to enjoy this popular resource, whilst promoting the importance of reading. Reading is one of the few things we do in our lives where we cannot multi task…it takes two hands and our attention on the written word in front of us. It promotes great mental health whilst also continuing to develop that most important skill of reading. When I see a student light up about a book they have read or loved, it brings me such joy. It usually leads to their friends also wanting to try the book and the sharing continues. Matching students and books is a skill that comes from knowing both the student and the books, and it feels like winning the lottery when it works!

Deanne Elliss

Teacher Librarian, Junior School-Belmont

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OUR CAMPUS LIBRARIES – VITAL HUBS

Middle School-Highton For me, connecting both staff and students with resources relevant and engaging to their needs and interests is the most rewarding aspect of working in the Library. We interact with students in many ways – formally and informally. Each class attends a weekly 30-minute Reading for Pleasure session in our Reading Room. Classes routinely come into the research area to undertake research-based tasks across all subject areas. Often teachers book the Library and collaborate with staff to prepare the space, physical and digital resources and specific lesson content. The two Teacher Librarians regularly curate Research Guides with digital resources for specific units of work. Students often directly approach Library staff for assistance in locating resources of need or interest. We support them in developing productive and responsible use of digital information, including the use of Research Guides, and a range of reputable and comprehensive online databases, including Britannica and World Book encyclopedias. They are guided in accessing and using the school catalogue to empower them to explore and discover our diverse collection with a degree of independence and confidence. They can also make use of our additional learning spaces, including a podcasting room and green room for audio and film recording.

Informally, we interact with students before, during and after school, particularly at recess and lunchtime. The Middle School Library is a dynamic space, which allows for both quiet, reflective reading and time out in the Reading Room, as well as social and interactive opportunities. Library staff provide reading and borrowing support, along with activities such as craft and chess. Our interactions with students, whether they briefly visit to borrow a book or are one of our daily Library users at recess and lunch, are absolutely a highlight of the working week. Students routinely share their challenges and successes with Library staff and many clearly feel welcomed and supported in the space. We laugh together, discuss current affairs, recommend books and movies to each other and offer advice on navigating Middle School life. We ensure the Library spaces are welcoming and safe spaces for all students, many of whom enjoy the quiet, calm atmosphere and range of mindful activities, including colouring, origami, chess, drawing on the whiteboard tables and of course, reading.

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OUR CAMPUS LIBRARIES – VITAL HUBS Reading for both pleasure and learning is seen as our ‘core business’ and the approachability of our Library staff is a critical aspect of ensuring students feel welcome and enthused by our spaces and collection. Students benefit from reading through improving their literacy skills and broadening their perspectives. Knowing that staff and students have access to resources, diverse in both format and content, motivates our ongoing review and improvement of our existing collection. There is a collective passion among Library staff about ensuring that students and staff know about the services and expertise we have to share with the community to ensure that the Library remains a relevant and essential aspect of the learning culture on campus. Participating in external and internal professional development opportunities, ensures we keep abreast of technological developments that can enhance school libraries, including digital resources for academic and recreational use. Involvement in local library networks, as well as state and national library organisations, is critical in ensuring the Middle School Library keeps in step with the contemporary demands of living and learning in an increasingly digital world, including the emergence of AI in schools and the seemingly infinite number of resources students have access to online. The Library team at Highton Middle School is incredibly grateful for the approachable nature and collaborative culture of the administration and teaching staff and are excited by the opportunities that will continue to evolve in supporting and engaging with students to enrich their academic pursuits and wellbeing.

Jessica Jones

Teacher Librarian, Middle School-Highton

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OUR CAMPUS LIBRARIES – VITAL HUBS

Surf Coast Campus There is nothing more satisfying than when you make a successful ‘sell’ of a book to a student and they decide to borrow it. Even better is when they come back and say they loved the recommendation and have discovered a new genre, author or book series they can continue to connect with. We have many tough customers, and the students make us work hard to seek out and source the ‘just right’ books, but it is an endlessly rewarding challenge.

Students are welcome to visit the Library at lunchtime three times a week. Lunchtimes have a wonderful buzz, with quiet background music, our visitors are often reading quietly to themselves, playing imaginative games with friends, building Lego, drawing and creating. We love taking feedback from students about how they want to use the Library and do our best to be a dynamic safe and welcoming space that reflects their interests and curiosities.

Whilst we run structured lessons for all Kinder to Year 4 classes in the Library, where students experience new texts each week and discuss them together as a class, they are also given time to explore at their own pace and seek out what interests them. Browsing and borrowing time gives students the opportunity to be self-directed and take the time to hunt down books that appeal to them. We want our students to be reading for pleasure and therefore try to cater to all students and their individual interests, providing a range of texts beyond regular fiction and picture books, such as gaming, magazines, cooking, how-to-draw, paper plane folding, search and find, choose-your-own-adventure, biographies, and much more.

The Library provides the opportunity for children to have autonomy over how they spend their time and make independent choices. It allows them to not only choose what they read and borrow but encourages a sense of responsibility and accountability by taking care of and returning the resources they take home.

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OUR CAMPUS LIBRARIES – VITAL HUBS In our mostly Junior Library context, the main focus is to inspire children to be excited, adventurous and curious readers and to connect them with books that appeal to them. Our world and how we engage with it is constantly evolving and it’s up to us as a staff to understand how we shape and evolve for our little learners, so that we are reflecting their reading interests and habits and keeping them engaged with books. We also support them in navigating the systems we have in place, both physically and digitally via the catalogue. Some of our wider community events this year in the Library have included: An Indigenous Literacy Foundation ‘Great Book Swap’ book stall, where students donated hundreds of their preloved books to raise almost $400 for Indigenous children in remote communities, whilst being able to bring a book home for themselves to encourage reading at home. Lego Exhibition where over a third of students brought in a Lego creation from home to display in the school Library. We received a range of builds from 20 pieces to over 4000! Book Week celebration day with a whole staff parody performance of ‘Wombat Stew’ In a time where our attention is constantly being stolen from us, in particularly by technology and the algorithms that have been carefully created to do so, connecting children with the joy of books and reading has never been more important. Books and reading for pleasure is a lifelong skill with many positive outcomes. Engaged readers build greater social and cognitive skills, acquire greater skills and knowledge, build language and writing skills and improve concentration. The importance of reading cannot be underestimated, and I see it as our role to support our students with building a lifelong love of reading.

National Simultaneo

us Storytime at Surf

Coast Campus

Katherine Tatnell Moore Teacher Librarian, Surf Coast Campus

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OUR CAMPUS LIBRARIES – VITAL HUBS

Senior School-Waurn Ponds Senior School Library is central to the academic lives of our students. We, along with classroom teachers, are preparing students for life beyond school, be that university, further training, work or other personal development. The Library team pride themselves in offering a welcoming and supportive environment where students can find resources to support their needs. We teach students research skills, reference skills and how to evaluate information from media and other sources in preparation for further studies.

Visitors to our Library are impressed with our attractive, warm, fresh and welcoming space. We provide five different spaces for a variety of teaching and learning formats. Senior School Library has a range of resources to support students of different learning needs. Our library homepage provides access to the digital collection of databases, ebooks (Wheelers), ClickView videos, audio books, online magazines, and newspapers as well as access to our extensive fiction and non-fiction resources.

Library staff have different areas of interest and can offer recommendations to teachers and students based on their individual needs. We pride ourselves in keeping up to date with latest releases, reviews, trends, current events and technology, which helps us direct students to the most appropriate information.

Lights Out Library

Williams House Kindergarten staff join the Book Week fun at Junior School-Belmont

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OUR CAMPUS LIBRARIES – VITAL HUBS Library Lovers Month

At the start of Year 10, students are introduced to the Senior Library staff and the expertise they offer. They are taught how to use the up-to-date resources and databases to develop their own ideas and opinions of current topics. These skills are constantly built on throughout their education in Year 11 and 12, with regular library lessons. While students can log on and access Research Guides and databases 24/7 which provide information, resources, and tools to assist them with assessments and tasks, every week we also welcome many classes across all faculties to the Library to introduce them to the resources on specific Research Guides they might be using, and assist by guiding them to the best articles, videos and more for their area of study. These sessions are conducted by the Teacher Librarian in collaboration with the classroom teacher. We provide a beautiful and comfortable reading space that is utilised weekly by all our Year 10 students, during ‘Reading for Pleasure’ classes. These lessons provide a great opportunity for students to complete their classroom texts, to be introduced to “What’s Hot”, in new books and to learn about different genres. This special time each week is a great opportunity to increase student vocabulary, explore new interests, and increase reading stamina.

Using beautiful displays, various activities and books we also promote whole-school initiatives such as R U Okay? Day, International Women’s Day, Reconciliation Week, Movember, as well as library specific events, such as Library Lovers’ Week, Book Week and Mindful May. Our Library staff have a passion to see students thrive in both life and education. As students enter Year 10, we have the pleasure of seeing them grow and develop into confident young adults by Year 12. We enjoy being part of their educational journey. We love our library and love sharing it with our students!

Labrini Soldatos Senior School -Waurn Ponds

“Reading is to the mind what exercise is to the body.” Joseph Addison

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MUSIC EVENING 2023

Costa Hall came alive on October 12 with 16 choirs and ensembles in our Annual Music Evening. Once again the Music Department’s premier performance event for the year showcased the amazing work of hundreds of students from all year levels across all campuses, and the passionate, dedicated staff who are committed to inspiring and mentoring the next generation of musicians. Every performance gives a small glimpse into the process that each student and group has experienced throughout the year – countless hours of preparation, lessons and practice, rehearsals, workshops, festivals, competitions, music camps and more. The music played covered multiple genres and kept a highly appreciative packed house smiling, toe-tapping, always entertained and often amazed at the talent on display.

Novice Concert Bands - Bellarine and Highton

A Combined Finale with a special sparkly farewell to long-serving Junior School music teacher, Mr Kevin Smith who retires at the end of the year, finished off the night. It was high-energy community singing with hundreds of performers on stage leading the audience in a rendition of ‘Thank you for the Music’.

Intermediate Stage Band

Junior Strings - Bellarine, Belmont and Surf Coast

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Novice Stage Bands - Bellarine and Highton

Bellarine Concert Band

Middle School Strings - Bellarine and Highton

Surf Coast Lower Primary Choir

Belmont Junior School Choir

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MUSIC EVENING 2023

Highton Intermediate Concert Band

Bellarine Junior School Choir

Senior String Orchestra

Middle School Choirs - Bellarine, Highton and Surf Coast Upper Primary

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MUSIC EVENING 2023

Senior Stage Band

Senior Wind Symphony

Senior Stage Band

Combined Finale

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RELATIONSHIPS WITHOUT BORDERS

Planting a tree at Senior School to commemorate 31 years of friendship with Naga High School. From left - Takahiro Matsuyama, Rick Geall, Katsuhiro Mori, Fumiya Mori, Daryl Riddle, Kaoru Yamaguchi, Fay Haywood, Yuji Nakayama

Our Sister School Exchange Programs – treasured and timeless! Language learning is all about relationships. People do not simply learn a new language to add to their skill set, but rather so they can communicate and form positive relationships with others. What sets our language program apart is our longstanding relationships with our sister schools – Japanese in its 31st year with Naga High and Indonesian in its 28th year with SMA Negeri 2 Mataram. These rare and precious partnerships mean our students don’t just learn the Japanese and Indonesian language but form deep ties within communities. These ties last a lifetime and mean that our students can develop a deeper cultural understanding of, and empathy for, the other, which is vital in our ever-growing multicultural society.

Our exchange programs and connections with our sister schools is what our students love the most about their language learning. It provides them with the opportunity to put their language skills to use in real life situations and leads to further language learning when in country. This is something the Christian College Languages Department prides itself on. And these relationships don’t just end when our students’ school journey at Christian College finishes. They continue for years to come. Often our graduates head back to Indonesia and Japan to travel and spend time with their host families. Keeping our relationships alive with our sister schools, and the language learning relevant and purposeful for our students during COVID lockdowns was somewhat challenging. However, through digital means, like connecting our students virtually online, we were able to keep the spark alive – and we are delighted once again to be connecting with one another in person.

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Indonesia Earlier this year Christian College welcomed 15 students and two staff members from our sister school in Lombok, oﬃcially resuming our exchange programs and allowing our students to connect again, face-to-face. Their visit was featured in Semester 1’s edition of In Focus. The buzz amongst the Indonesian language students at Christian College was incredible. For most students this was their first opportunity to meet firsthand and connect with Indonesian youth. Language skills were put to use, cultural norms were explored, and new friendships were formed. The teachers and students at SMA N 2 are eagerly awaiting our arrival next year when Christian College Indonesian language students from years 10 to 12 will have the opportunity to participate in the exchange program and spend 2 weeks in Indonesia. Our relationship with our sister school is something to be proud of and encourages global citizenship within our College community.

Jess Bijaksono

Head of Indonesian Exchange

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RELATIONSHIPS WITHOUT BORDERS Japan Kizuna ( ) is a Japanese word meaning “to bond together or connect people’ and “the enduring bonds between people”—close relationships forged through mutual trust and support. Originally describing the rope used to tether domestic animals such as horses and dogs, the meaning of Kizuna has evolved over the years. In August, a group of 24 students from Naga Senior High School, along with two teachers, embarked on a twoweek visit to all our campuses, and Back Creek Farm. This visit marked a significant reunion, as the last one was in 2019, before the outbreak of COVID-19 disrupted our exchange program.

In addition, we extended invitations to Mr Mori, the Principal of Naga Senior High School, as well as the Head of Faculty and former Principals. This gathering was held to commemorate our special 30-year friendship. It was a moment of reflection on the enduring bond we share and a reaﬃrmation of our commitment to strengthening this relationship in the coming years. In a heartwarming cultural exchange, the Japanese students enjoyed a two-week immersion in Australian life. They had the opportunity to spend quality time with Christian College host families, creating cherished memories and building friendships that are set to last a lifetime.

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RELATIONSHIPS WITHOUT BORDERS

The exchange program provided the special experience which was not only about learning in a classroom but also about fostering cultural understanding and establishing connections that transcend borders. Cultural exchanges like this one have a unique ability to bridge cultural gaps and forge connections that go beyond language. It’s not just about acquiring knowledge; it’s about understanding, respect, and building bridges across continents. As these Japanese students return to their home country, they take with them not only memories of the Australian culture but also the warmth of Australian friendships. In the grand tapestry of global connections and relationship, these friendships represent a small but vital thread that strengthens the bonds between nations. This exchange was not just a temporary experience; it was a stepping stone towards a more interconnected and harmonious world. Pleasingly, we have embraced our Exchange Program in full again during 2023 – as well as the short-term exchange by Naga High students, long-term exchanges by Naga students here and CCG students there; and Language Assistant exchanges by graduates of both schools have both resumed, providing longer and more intensive opportunities for cross-cultural immersion.

Yuji Nakayama

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Head of Japanese and Exchange

RELATIONSHIPS WITHOUT BORDERS

Made in Japan – new friendships, special experiences… “I want to go back to Australia!” On the 13th August, 2023, I heard these words from a student who was one of the first to experience the short-term exchange program since it had been put on hold in 2020. It made me realise that this program between Christian College Geelong and Naga High School, which enriches and changes students’ lives, has actually resumed. I came to Naga High School in 2020, when the Coronavirus was beginning to spread all over the world. Since face-to-face exchange could not be carried out, with the help of Mr Nakayama, the Head of the Japanese Faculty, we were able to try some new projects such as sharing videos that students created or doing online exchange using video chat services like Zoom. There were definite merits, including not needing to physically travel overseas. However, these new forms of exchange simply could not have the same impact on the students. This year, we have three (long-term) exchange students from Christian College who are studying with Naga students in the same classroom. Every day in Japan seems to be filled with something interesting, stimulating or sometimes shocking. Things that may be easy for them in Australia may be diﬃcult for them here. Or they might have challenges in talking in Japanese with their host families, classmates, or teachers. But these challenges improve them in many areas. I also imagine this exchange has helped Naga students find that what they usually think of as ordinary is not necessarily a matter of course for people who come from different backgrounds. I have found that this program is providing students in both of our countries with great chances to form new friendships and gain special experiences they will remember for years to come. I look forward to seeing their improvements while supporting them in the coming days.

Takahiro Matsuyama Head of International Educational Division, Naga Senior High School

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RELATIONSHIPS WITHOUT BORDERS

From Mataram – many memories, new knowledge, invaluable experiences Christian College Geelong and SMAN 2 Mataram have had a long history of what we expect to be an endless friendship and sisterhood. We have developed not only an educational partnership but also understanding and appreciation of cultural values, which include languages and traditions, and life experience within our exchange program. Our connection stopped in 2020 for a couple of years due to COVID-19. However, that didn’t stop us collaborating and keeping in touch through various media. Now that the situation is back to normal, in March 2023, we were very pleased to manage a visit to Geelong and reconnect again in the short-term exchange program. A total of 15 students and two staff from SMAN2 Mataram had a memorable 10-day experience of learning and living with our lovely host families. This highlighted a very important point of the exchange and relationship; we missed each other, we missed the talks, the exchange of ideas and language. (As a result of the trip), our students have become more independent, appreciate differences and open to new ideas.

In short, we came back home to Lombok with a ton of memories, a lot of stories to share, and new knowledge as well as invaluable experiences. The program has resumed and is running successfully again, and we’re looking forward to seeing our CCG brothers and sisters soon in 2024. We are confident through the program we will continue to achieve mutual understanding, and more, in the future.

Ihdzar Azizi

Head of IndonesiaAustralia Exchange and The Twin School Program, SMAN2 Mataram

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RELATIONSHIPS WITHOUT BORDERS

Naga HS visits for the first time in four years! It was an excited group of Naga High students and two teachers who landed at Melbourne Airport on July 31. They spent two weeks staying with their Christian College host families and were immersed in an Australian experience they will remember for a lifetime! They visited all of our campuses as well as Back Creek Farm, enjoyed sightseeing and a range of fun and interesting experiences with their host families and made friendships, many of which will last for years and decades to come.

The official re-signing of the Naga HS Sister School Agreement and celebratory dinner in August

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RELATIONSHIPS WITHOUT BORDERS

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OUR WELLBEING PROGRAM Year 4 boys Junior School-Belmont RUOK Day

As we near the end of another remarkable year at Christian College, I am honoured to take a moment to reflect on the journey of Wellbeing within our school community. As highlighted by our philosophical statement, Christian College is committed to developing an atmosphere of care and concern for each student’s character growth and wellbeing, within a value system and set of priorities derived from the Christian faith. This year, we aﬃrmed our commitment to wellbeing through the implementation of proactive and preventative measures aimed at building the capabilities of all members of our school community and fostering an environment where every person could flourish.

Transformation - Bellari ne Year 9 boys sharing about mental health with Year 7s

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In dedicated Wellbeing sessions, our students across the College have connected and actively engaged with evidence-informed programs and lesson plans designed to cultivate wellbeing. Providing a developmentally appropriate wellbeing program with targeted support recognises the individuality of each student and when each student sees that their wellbeing is valued and addressed according to their unique needs, it helps to build trust and belonging. Through the Victorian Government’s Rights, Resilience and Respectful Relationships curriculum materials our students have been encouraged to identify their own character strengths, learnt about the importance of positive selftalk, developed a repertoire of positive coping strategies, and developed their overall social and emotional skills. In addition to this, our junior students continued to connect with MYTERN as a tool to build emotional literacy and resilience and developed their Building Learning Powers to cultivate habits and attitudes to face diﬃculty with confidence. Our middle years students at Highton spent time focusing on servanthood to create meaningful change and we have also been encouraged by student-led devotions this year which provides a wonderful opportunity for students to share their faith and their personal passions. At Bellarine, our Year 7 boys spent time with their Year 9 peers during Term 4 as part

of a joint Wellbeing – Transformation collaboration. The Year 9s, openly shared with the Year 7s the importance of mental health, explaining that as young men, society often teaches them to deal with problems on their own. They learnt about strategies to support the promotion of good mental health and were encouraged to reach out to a range of helpful community organisations if things become diﬃcult to manage. It was an engaging session and one which shone a spotlight on this important area of our wellbeing. Finally, through the Victorian Government’s Rights, Resilience and Respectful Relationships curriculum materials our Senior School students have been encouraged to identify their own character strengths, learnt about the importance of positive self-talk, developed a repertoire of positive coping strategies, and overall developed their social and emotional skills. They spent time examining the dimensions of a healthy relationship including trust, care, kindness, respect, and consent and were educated on the importance of making healthy choices specifically in consideration to risk taking behaviours. The year culminated with lessons examining the many qualities of leadership and the factors that influence resilience such as gratitude, mindfulness and common thinking errors.

RUOK Messages - Junior School-Belmont

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OUR WELLBEING PROGRAM

Reconciliation Week - Bellarine Campus Junior School

Building positive relationships locally and nationally Throughout the year, we also united as a school community on a number of occasions. ‘Reconciliation Week’ holds paramount significance to our College as it serves as a poignant reminder of the ongoing journey towards healing, unity, and understanding between Indigenous and non-Indigenous Australians. Students were provided with opportunities to acknowledge the rich cultures of our First Nations people and reinforce a commitment to working together for a more inclusive and harmonious future. The ‘National Day of Action Against Bullying and Violence’, reminded students that everyone has the power to make a positive impact by promoting kindness and empathy and towards the end of Term 3, our College acknowledged the significance of ‘R U OK? day’. As a national initiative, R U OK? day offers a timely and powerful reminder of the importance of checking in with one another in a meaningful way as a tool to strengthen connections and foster a sense of belonging and understanding. Whilst this day holds immense value in encouraging open conversations about mental health, R U OK? Day is just one part of our broader commitment to fostering a positive and inclusive environment where everyone feels valued and supported.

Our staff engagement with BeYou modules this year represents a pivotal step in our journey towards creating a mentally healthy school community. These comprehensive resources have allowed staff to develop a deeper understanding of mental health and wellbeing, and to equip our educators with the tools and knowledge needed to provide tailored support to our students. This is in addition to many staff completing over the course of the year, the Youth Mental Health First Aid course. Given our educators interact with students daily, they are often the first to notice signs of distress or mental health concerns. This course equips them with the skills to recognise these signs early and intervene appropriately, potentially improving student outcomes. To further strengthen our commitment to wellbeing, towards the end of Term 3, we also employed a dedicated student wellbeing oﬃcer at our Highton Campus. This position plays a pivotal role in supporting the mental health and wellbeing of our students providing specialised support to address declined mental health and wellbeing and provide early intervention.

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OUR WELLBEING PROGRAM Focusing on the whole College community What we strive to provide for our students, we must also provide for our staff in all areas across the College. Whilst we committed to putting energy in to creating a positive environment for our students to flourish, it was also very important to create that same environment for our staff. At the beginning of the year, we launched our Employee Assistance Program. The provision of this essential resource is a testament to our dedication to supporting not only our students but also our valued staff. The EAP provides our staff with access to professional assistance and guidance, ensuring that their wellbeing is also prioritised. Complementing our commitment to both staff and student wellbeing, this year we took proactive steps to support our families. It’s crucial to recognise the pivotal role that the partnership between families and our school plays in support of wellbeing and reflects our unwavering dedication to overall wellbeing, both in the classroom and beyond. A parent forum was held this year in support of positive digital wellbeing. Technology has enriched our lives in countless ways opening incredible opportunities for learning, growth and development. However, in this era of rapid technological advancement it has also exposed us to new challenges, particularly concerning our children’s safety, security and wellbeing. The forum provided an opportunity to hear directly from Victoria Police Leading Senior Constable and Youth Resource Oﬃcer, Robbie Noggler. Our journey towards prioritising the wellbeing of every member of our school community has been characterised by an unwavering commitment to comprehensive support, forward-thinking initiatives, and robust partnerships, all driven by the goal of fostering the flourishing of every individual. It is an immense privilege for me to be part of this journey, working with and for you in the realm of wellbeing, recognising its pivotal role in the educational landscape.

Reconciliation We

ek - Senior School

Kim Doherty Director of Wellbeing

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THE TWO OF US

Stephanie Butler and Michelle Young For many of our students, the Christian College journey starts a year or two before they enter Prep. Our two Early Learning Centres, Williams House Kindergarten in Belmont and Butterfield House Kindergarten in Torquay, both offer 3 and 4-year-old kinder where children enjoy play-based learning in physically and socially stimulating environments. Steph Butler has been Director of Williams House for the past four years and this year, Michelle Young took on the role of Director of Butterfield House. They work closely together as colleagues today, but they arrived at Christian College through quite different circumstances. “I attended Christian College from Year 9 onwards and graduated in 1993,” Steph said. “When I finished Year 12, I wasn’t really sure what I wanted to do, but everyone seemed to be telling me that I was good with kids, so I opted to study Early Childhood at uni. “When I finished uni I started teaching 4 year old kinder in a childcare center, but that wasn’t for me, – I hated it! So, I went into retail and was a manager at Target for 10 years. “I was on maternity leave from Target when a friend told me about a part-time job on offer at Williams House, which I applied for and got – that was 15 years ago, and I’ve been teaching here, and loving it ever since.” Growing up in Melbourne, Michelle’s experience of studying Early Childhood at university was quite different.

When Berna Johnson retired last year, Michelle was appointed Director of Butterfield. She says her first year in the role has been fantastic. Both she and Steph say there’s lots to love about their jobs. “We are really well supported in the role, which is great – our staff are so dedicated and love what they do. That shows in the longevity of our staff, we have a very low turnover,” Michelle said. “There’s a strong team culture among our Kinder staff,” Steph said. “We’re always looking to go to the next level and thinking about how we can help every child and every family. “Relationships are at the heart of everything – with children, with staff and with families.” Michelle agreed. “We have one or two years at kinder to help the children grow and learn, and to show them that outside of their family there are other people who will also love and care for them. It’s a privilege working with the gorgeous children that we do and to build relationships with them.” Communicating with kinder age children puts teachers in a very different space compared with those who work with older children. “We hear a lot of things that perhaps others might not. Children don’t have the filters we do, so we hear things about parents or events in their lives from a unique and innocent perspective,” Steph said.

“I come from a family of teachers, had fond memories of kindergarten, so thought I’d study in that area after Year 12. I loved it. Like Steph, my first job was as a teacher in a childcare centre, before moving into a kindergarten at an independent school – which was much more fulfilling.

Michelle laughed. “That’s so true – I heard a story once from a little one who told me the police had pulled them up in the car on their way to kinder…the policeman had talked to mum, then given her a piece of paper! He was so excited to tell us, while poor Mum was hoping she could sink into the floor!”

“In 2014, I moved with my husband and young children from Melbourne to Torquay. After relocating, I served for 3 years as the Director at Kardinia International College Kinder. It was during COVID that I decided to quit my role and take some time off. I then took a maternity leave position at Butterfield…and I have not looked back!”

Both kinders embrace play-based learning and nature play in their programs. Bush and Beach Kinder gives the children an opportunity to connect with nature, which enhances the children’s development and love for the natural world.

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“The children are learning so much in their kinder year and part of our role during that time is to work toward school readiness,” Steph said. “It’s not all about academic learning though, like reading, writing and counting – for us it’s more about the social skills and developing emotional resilience, confidence and independence.” “And we need to be flexible,” Michelle added. “Sometimes we might have something planned, and then a child will come in with an interest from home which we build on. Every day is different, but we love that.” Both women say one of the many rewarding aspects of their roles as early childhood educators is catching up with ex-kinder children years later. At Christian College, that can happen quite frequently as many kinder children also spend 13 years at our school and may visit the kinder throughout those years for some of their classes.

“We love connecting with Christian College campuses,” Steph said. “Not only can we benefit from staff and facilities from Junior School and Surf Coast Campus in specialty areas like library, sport, Japanese and music, we also have students from the junior schools who visit, students in Year 10 who attend Williams House for work placements with us, or Year 11s who work with us as part of their Health and Human Development studies,” Steph said. “You meet families along the way and a number of them keep you in touch with how their children are progressing in later school years – especially if you have had three or four of their children at kinder,” Michelle said. “I drove through Maccas recently and was served by a girl who said ‘you were my kinder teacher’ – it’s wonderful to see people randomly and make those connections…my oldest ex-kinder children are now 20,” Steph said. Michelle agreed “My ex-kinder children are around the same age, and a highlight was re-connecting with a student who is now an AFL player. These connections are special, our kinder children always hold a place in our heart.”

Steph Butler (left) and Michelle Young

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OUR SPORT HALL OF HONOUR LAUNCH On October 5 this year, we launched the Christian College Sport Hall of Honour at a gala dinner event at Mt Duneed Estate. Our inaugural inductees are ex-students Gary Ablett Jr, – AFL footballer with the Geelong Cats and the Gold Coast Suns, and Tegan Philip – professional netballer with the Melbourne Vixens and the Australian Diamonds. Current students who are achieving at very high levels in their chosen sports were also recognised with awards on the night, including the inaugural Gary Ablett Jr Medal for the Senior Male Football MVP and the inaugural Tegan Philip Medal for the Senior Female Netball MVP. Rising Eagle Awards were also presented to 12 students for excellence in a range of sports and the Top Flight Eagles Award for the best achieving Christian College sporting team.

Abby O’Hanlon (Y11), inaugural Tega

n Phillip Medal Winner

Spencer Jones (Y

11), inaugural Ga

ry Ablett Jr Med

al Winner

Rising Eagle Award - Kad

e Leigh - Hockey

Rising Eagle Award - Suzanna Mavromihalis (Y10) - Cross Country

Rising Eagle Award - Brooke Briscoe (Y10)

- Swimming Rising Eagle Award

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mnastics - Charli Cox (Y8) - Gy

Rising Eagle Award - Daniel Scott (Y11)

- Athletics

lon Rising Eagle Award - Jacob McKie (Y12) - Triath

Rising Eagle Aw ard - Keegan Jo hn

son (Y9) - Bask etball

Baseball Rising Eagle Award - Nyah O’Brien (Y11) -

letics - Jack Berry (Y9) - Ath Rising Eagle Award

Rising Eagle Award - Lib

erty Armitage (Y12) - Equ

estrian

- Nicole Briscoe Rising Eagle Award

Rising Eagle Award - Wil

(Y12) - Swimming

l Cavanagh (Y11) - Baseba

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Williams House Kindergarten and Day Care Middle School Highton Year 5 to Year 9

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/ ChristianCollegeGeelong

Butterﬁeld House Kindergarten and Day Care

Surf Coast Campus Torquay Prep to Year 6 in 2024

Bellarine Campus Drysdale Prep to Year 9

Senior School Waurn Ponds Year 10 to Year 12

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Junior School Belmont Prep to Year 4