In Focus Term 2, 2017

IN FOCUS

Links to articles Cover Story : . Page 18 Design Thinking for Learning : . Page 11 Look Back to Move Forward : . Page 21

Te r m 2 , 2 0 1 7 christiancollege.vic.edu.au

I am excited to report that the ‘Good Work’ Project, instigated by the Harvard Graduate School of Education through their ‘Project Zero’ Team, has produced a specific ‘toolkit’ to assist organisations such as ours in this task. This toolkit has all the elements of a student’s learning skill set – the dispositions they might bring to a variety of learning scenarios they may possibly encounter during their educational journey.

College Leadership Team collaborating during a planning day.

One of the skills I want to shine a spotlight on is ‘collaboration’.

Research over the past two decades has clearly shown that time spent in effective collaboration increases the output of any organisation, and

The Eight Elements of Good Collaboration

a College such as ours is no different. There are technologies, such as

The changing landscape of 21st century education requires all of us to continually

organisations achieve this effective collaboration. However, there is

focus on the future needs of our students. While the emphasis has traditionally centered on helping our students obtain knowledge and retain facts, nowadays, the complex and evolving nature of what we do means we have to think more broadly. At Christian College, the teachers and staff are working every day to give

From the

Principal Page 2 :.

our students a combination of both. We want our students to effectively learn about topics and subjects that are important to them, as well as learning the

email, social media or even specifically designed software, that help also the need for face-to-face interaction when you are working so closely with other people, as happens at our College; the partnerships and efficiencies that flow from this process being vital.

The other important aspect for a College, and indeed why students come to school, is that our young people get to learn with and from one another; complementing each other’s skills sets whilst also

dispositions and real-world skills that will be transportable into their future lives.

observing people who might be more capable in one particular area,

As I outlined extensively in the Term 1 In Focus, our College has maintained a key

contexts, whether it is as part of an orchestra, playing in a sporting

focus on what is ‘good work’. Not only doing but also teaching, identifying and celebrating ‘good work’.

and supporting those students who are not. This happens in so many team or, of course, in the classroom when students are working together on a common project.

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Our students collaborating across year levels, campuses and subjects.

The toolkit from Harvard breaks down eight essential elements that they

I want this type of language to become a part of what

I believe our College is working towards creating an environment

believe successful collaboration should develop. They use the acronym

we do at our College. The goal for us is to try to replicate

that very much celebrates collaboration and understands the need

‘E.L.E.M.E.N.T’ to present it. According to the ‘Project Zero’ team, good

for our students as many opportunities as possible for

for it, yet also delivers it in a way that is meaningful and effective for

collaboration is:

them to display these critical behaviours within their

our students and staff. And I am confident that embracing these eight

• Excellently Executed (not haphazard or amateurish in process) • Leadership Driven (not without a vision, but not leader-dominated

learning activities. Just as importantly, we want to do this

‘ELEMENTS’ of collaboration will promote even more of this

for our staff. Developing effective and quality teachers is

‘good work’.

or unnecessarily hierarchical)

• Engaging for Participants (not without meaning, not narrowly• • • •

something we are renowned for, and this remains a key focus for us. We know that teachers do their best work

I hope and pray that you all have a happy and safe holiday.

focused)

when they work together; when they collaborate on a unit

I am excited about the experiences that await our entire College

Mission Focused (not all over the map, not with contradictory goals) Ethically Oriented (not self-serving, not based on power) Nurtured Continuously (not neglected or left to a whim) Time Well Spent (not time wasted, not reliant on impulse or rigid

of work for their students, or when they collaboratively own

family in Term 3.

routine)

action, improving something in our College.

• Solution Inspired (not aimless or without a specific goal or product)

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and nurture a level of students. We have strong evidence of this happening already - where organised teaching teams

God Bless.

do research-based investigations and come up with an Glen McKeeman Principal

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An Holistic Approach To

Developing An Athlete Elite athletes Taylor Adams, Tegan Philip (nee Caldwell) and Renee Garing (nee Smith) were regular and enthusiastic participants in the Christian College sports program during their school days. Since then, they have gone on to represent the Collingwood Football Club, Melbourne Vixens Netball Club and Geelong Football Club, respectively.

No matter what sport was on offer, Taylor Adams would demonstrate a fierce determination to win – whether it be on the sand at Ocean Grove beach in the Surf Flags, the State Hockey and Netball Centre playing in a Netball final, playing for the Christian College Eagles Basketball Club or representing Burrows House at a Swimming Carnival.

From an early age, Taylor demonstrated his leadership capabilities, expecting his team-mates to play just as ferociously as he did.

It is therefore no surprise that he is now in the leadership group at the Collingwood Football Club.

Tegan Philip was first identified by Netball Victoria when representing Christian College at the Waverley International Schools Championships.

Presently Tegan plays goal shooter for the Melbourne Vixens. Tegan has also gone on to represent Australia as a member of the Commonwealth Games gold medal winning Australian Diamonds.

Tegan and Renee with their Soccer teammates in 2006

Tegan’s formative years involved her excelling on the AFL field, trying her hand as a basketballer, clearing over 1.5 metres in the High Jump and

Tegan Philip participating in the College Athletics Sports

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Taylor Adams competing in Interschool Netball

The physical, emotional and psychological benefits gained from playing a variety of sports and participating in a range of activities cannot be underestimated. Christian College offers students the opportunity to participate in 13 House or Interschool sports. Each sport provides students the opportunity to develop emotionally and intellectually through being part of a team, collaborating towards a common goal, applying sport-specific understanding to improve performance, interacting socially and physically in an environment that is safe and Renee Garing with her fellow 2006 victorious Taylor House Leaders

supportive, and to participate with peers whom they may not have the opportunity to play sport with outside of school.

being a creative member of the Penman Synchronized Swimming team.

Tegan embraced all sport, whether it was in her Physical Education classes, the House arena or representing our College in Interschool Sport.

If you ask Renee Garing about her greatest memories of school, she would no doubt say the annual AFL Carnival was right near the top of her list.

Renee, who is now our Middle School Sports Coordinator, thrived and embraced all Physical Education classes, in addition to House and Interschool activities. Renee, along with Tegan, led the School Netball team for a number of years, enjoyed challenging herself over the Cross Country course and competed for her beloved Taylor in House Carnivals and sports. Renee’s record in the Geelong Netball League is of the highest order – winning three A Grade League Best and Fairest Medals, in addition to coaching and captaining Interleague teams. Demonstrating that her athletic abilities cross over to other pursuits, Renee has recently moved to AFL Football, where she is now representing the Geelong Cats in the Victorian Women’s Football League.

Sport is big business in Australia, with only a very small number of elite athletes able to earn a living and enjoy their chosen sport at the highest level. Unfortunately, this professionalism has added greater pressure on junior players to specialise in one sport, at a younger age. Whilst there are many benefits that come with the Pathway Programs – such as education on physical preparation, nutrition, recovery and the sport-specific training – the pressure and singular focus can mean that, at times, students miss out on the broader educational experiences that can make them more well-rounded

The Health, Physical Education and Sport program, just as the Music, Art, Technology and Design, and Outdoor Education programs (to name a few), provide students with a balance in their weekly educational experience. It is through this breadth of programs that many Christian College students remain engaged, enthusiastic and motivated to learn.

Such an approach to Sport is in line with our College’s overarching belief that education is concerned with the ‘whole’ human being; and that every pupil has the capacity to achieve, or even excel, in some field.

Participation in lifelong physical activity is an essential part of living a healthy and well-balanced life. The skills, knowledge and conceptual understandings explicitly taught and studied at our College provide a platform from which students are able to achieve this goal.

All students have their own dreams and aspirations and as a College, we celebrate the excellence Taylor, Tegan and Renee have achieved.

However we also value and celebrate the students who are prepared to take on each of the pursuits placed in front of them.

This demonstrates perseverance in the process, showing true grit and on many occasions surprising themselves with the outcome!

Jonathon Ryan Director of Teaching & Learning - Sport & Physical Education Deputy Head of Middle School - Highton

athletes and individuals.

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Back Creek Farm Fostering Resilience

Set on a fully-operational commercial dairying property only 70km from Christian College’s Middle School Highton Campus, Back Creek Farm is now in its 21st year of working with Year 9 students. As we celebrate this milestone, we pause for a few moments to reflect on the many young men and women who have journeyed along with the Staff in this rural setting in Scotsburn.

As an educator, I deeply feel the increasing pace of modern life rushing our adolescents, combined with an increasing number of young people enduring the stress to achieve and keep up with the latest and greatest.

However, as students arrive at Back Creek to begin this five-week Rural Studies and Agricultural immersion, I feel the hope returning every time. Back Creek Farm has always aimed to promote and encourage a simple set of principles to guide our teaching and learning outcomes. We aim to immerse and explore the notions of ‘Community’, ‘Service’, and ‘Character’. With these notions deeply imbedded into our Year 9 program, we are able to address the more complex issue of ‘identity’ – our inherent uniqueness and our irreplaceable value in this world.

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The modern term for this timeless concept is: ’Fostering Resilience’.

These include Milking (1) our 300 Friesian cows in the dairy (beginning

Resilience or by its definition, `the ability to bounce back after adversity’,

at 4.30am, mind you!), or Chefs (2) who create a menu and then cook

is not natural for us all. For most of us, the developing of resilience is

for the entire community – serving others and then doing the dishes.

a learned skill, much like riding a bike. When we have trouble with a

Resilience is developed and explored by our students through

Farmers (3) do everything from learning to drive the tractors and

practical task, with interacting with certain people, or with self-doubt,

participation in a variety of work groups, all with clear expectations

chopping the wood for hot water, through to caring for the ducks,

often, the first reaction is despair. Whereby we criticise ourselves and feel

and achievable outcomes. At Back Creek, we expect each young

goats and feeding seasonal silage out to the Dairy and Angus beef

like giving up. At Back Creek, we expect students to encounter challenges

man or woman to become part of our community and contribute

cattle herds. If that’s not enough of a challenge, students also rotate

and obstacles. We expect it when we set a task that is new and daunting,

to those sharing this community. We use real-world, hands-on

into Homesteaders (4) to create jams and chutneys, maintain and

we expect it when students are physically exhausted but still need to

exploration to show students they can achieve things they never

explore a family sized-cottage garden plot, pasteurise milk for our

complete their work. While for some, the challenge lies simply in sharing

considered possible. We love and support our students but also

community, and keep the homestead clean. Bacon and Eggers (5) have

our space with others outside of our family unit.

encourage them to be their best and achieve the best they can.

the mandate of poultry and swine-related care, along with ongoing

Mobile phones, electronic devices and constant feedback from

care of the market garden for feeding our students. This team even has

As Staff, together with the students, we discuss these challenges

the cyber world are all `checked‘ at the door. We focus on the

a go at learning the graceful art of chain-sawing! The final rotation is

as a whole community. We run classes based around character and

present day and time, addressing the task before us, and slowly and

based out of the ‘Back Creek Café’ in Meredith. For learning genuine

perseverance, we speak of bravery and of being considerate. We speak of

methodically creating a product that is valuable and visible. The

hospitality skills with the honest expectations of real customers, Café

forgiveness and of exploring empathy. In small teams, we help students

product varies greatly between work teams, yet all work is tangible.

(6) is an incredibly empowering exploration of the capabilities of our

to practically find solutions, to create a range of approaches and then we

young people – taking orders at the register, cooking food from the

empower them to work towards autonomy in their daily chores.

Our students rotate through six different work teams to undertake

menu, serving customers at the tables, and then cleaning dishes and

The true test of growth in our students is when we see the subtle change

learning through the experience of ‘doing’ for themselves.

the premise after service.

from self-centredness to awareness and compassion towards others.

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These skills and traits cannot be learned or developed if things always

with others. This same understanding and study in resilience means

go our way. If we have things comfortable and easy, we may never learn

that we may be feeling less capable, and that we do have permission

how to find creative solutions, explore new perspectives, troubleshoot

to call upon the care and support of those around us for help.

with our cohorts, or seek guidance from others who may be able to assist.

In this modern world, we each are pushed to seek perfection in everything

Back Creek Farm is a celebration of people living and working together

we do and think, and in every depiction of ourselves. Although this is a

towards a common goal (Community), of faithful care for God and for

utopian hope for us all, I fear that our unique and very real humanness

each other (Service), and of a greater understanding and acceptance of

sometimes brings us back to a reality that we do not always enjoy facing.

both ourselves and those around us, whoever they may be (Character).

We may experience hardship but through our strengthened and

Through undertaking everyday skills and tasks, in a well-supervised and

dedicated practice of resilience, we will go onwards into the future.

educationally considered community setting, we will learn the many

Regardless of the direction we take and the skill set we require we will

facets of self-discovery and the love for those in our community.

approach this future with optimism.

We will learn that resilience means that some days we will be spectacular and courageous in the work we do, and that we should share our wisdom

Kim Ali Director of Teaching & Learning - Back Creek Farm

21 Year Anniversary Celebration st

Sunday 15 October, 2017

Back Creek Farm,

Save the Date

Keep a look out in The Vine newsletter for updates and further information.

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Year 12 student, Connor Firth proudly standing in front of his artwork at Senior School.

Artistic House Spirit –

Penman Panther

One of our Year 12 students, Connor Firth, is an extremely gifted artist – and recently

“I didn’t even really plan any of the images,” Connor said.

he was able to share ‘his gift’ with our entire College. Connor was approached by our

“I thought I would just do it on the spot to get a real unique design out of

College to paint a mural in the grounds of our Senior School Waurn Ponds Campus.

it. That way each one would be different. I thought that would allow me to

The results are amazing!

get the most raw feeling out of it,” he said.

“I just looked at a few photos of the animals and then on the day, I just

Connor created not just one but four stunning pieces of art. He hopes they will

thought about what I could put into it to make it look good….and that

leave an impression that will last long after he has graduated.

just transformed into a bunch of different designs.”

Using his talent for aerosol art, Connor produced incredible images of each of

Connor was able to use some of the time he would usually spend in

our College’s four House mascots: the Burrows House ‘Bear’, the Flynn House

Art, Technology and Design classes (as the murals would form part

‘Falcon’, the Taylor House ‘Tiger’, and the Penman House ‘Panther’.

of his folio) in completing the murals. However, the rest of the work

The beautiful large-scale images, that you can see pictured, are located in key

was done during spare periods and lunch times, a sign of his great

positions around the Campus, and have helped to create a sense of togetherness

commitment to the projects.

and pride in each House area.

“The first one took me about a week, that was the Burrows Bear,” Connor said.

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Burrows Bear Flynn Falcon

“The second one, the Flynn Falcon, took me about three or four days.

The Taylor Tiger took me a day and a bit, and the Penman Panther was about the same,” he said.

“I got better and better as I went along.”

For his latest creation at the Senior School Campus, Connor said he had selected the four mascots because he thought they would be meaningful to the College – and that he hoped it would leave a legacy at a place which has helped shape him as an artist.

“It would be nice if I came back here in twenty years and had a look at the Campus and they were all still there,” he said.

Note: Many readers may have seen the extraordinary piece of street art

Taylor Tiger

that Connor created in Melbourne’s Hosier Lane to pay homage to the victims of the Bourke Street tragedy.

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This project has been offered by ISV and in partnership with ‘NoTosh’ a global consultancy led by Ewan McIntosh, the Founder and CEO of NoTosh. This organisation has a passion for learning and a conviction that innovation and creativity can change the way people think, the way they learn and the way they work – as individuals, teams, organisations and communities. Learning, and learning to think differently, sits at the heart of the NoTosh strategy. The pedagogy effectively and creatively engages students in their learning, whilst at the same time develops skills pertinent to their future learning and ‘work’. Design Thinking involves a five-step ‘process’ that can be applied to a ‘problem’ requiring solutions with real-world applications.

A brief overview of the process our students will work through is outlined on the Notosh workflow diagram on the next page.

The Design Thinking team from Christian College is made up of staff from the Senior, Bellarine and Middle School campuses, comprising of Rick Geall (Team Leader), Nicola Morrish, Michelle Williams, Ingrid Staggard Design Thinking Team 2017

and David Hatswell. The group has already attended ISV for ‘incubator workshops’ with the NoTosh team, a video briefing with Ewan McIntosh, onsite coaching, as well as scoping the work for an ‘exemplar’ unit of

Design Thinking for Learning

work to be delivered to our Year 7 cohort in Term 3, based on the Design At Christian College Geelong, we continue to pursue

Thinking process.

improvements in our teaching and learning framework for the direct benefit of our students. In February this year,

We are hoping that through our participation in this project, we will not

I made a submission to Independent Schools Victoria

only be offered expertise and coaching in Design Thinking but also the

(ISV) for our College to be included in a program to explore

opportunity to test, trial and implement this process, with a view to this

‘Design Thinking’ as a model of inquiry and project-based

process being adopted across our campuses when new units of study are

work in the classroom.

planned and developed. Furthermore, this process provides a framework

I am pleased to communicate that Christian College has been

for us to continue our pursuit of developing 21st century (future) learning

selected as one of only six schools throughout the state to

skills for our students. This also supports the learning dispositions

participate in this action, research-based project, providing

adopted through the ‘Building Learning Power’ language, already being

a wonderful opportunity for our Staff to become adept at

implemented across the College.

using Design Thinking within our College context.

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NoTosh Framework

Our team have been meeting regularly and thus far have established a number of key outcomes for the Year 7 project; that will require varying integrated input from a range of different subject and faculty domains:

•

An overarching big idea of ‘Sustainability’ that delivers a real-world outcome.

•

A unit sequence that follows the Design Thinking process: Immersion, Synthesis, Ideation, Prototype, and Feedforward.

•

A potential to focus on three particular 21st century (future) skills suited to the theme and real-world outcome: examples may include ‘Collaboration’, ‘Problem Solving’ and ‘Self-Regulation’.

•

A commitment to both formative and summative assessment.

The Design Thinking process is a valuable tool that we hope our students will be able to use when trying to solve various ‘problems’ – and not just at school.

The NoTosh organisation works with schools, the business sector, healthcare, industry and enterprise. We want to equip our young people with the skills that will best prepare them to complete ‘good work’ in the future, regardless of what that future might look like!

I can personally confirm that the Design Thinking process really does work and elicits some deep and creative thinking. At a recent professional learning team meeting with my colleagues, Mr Rick Geall ‘stepped’ us through the Design

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Thinking process as we explored and collaboratively engaged with a ‘problem’ to scope a project to be implemented next year. Using this process to guide our work and the subsequent discussion proved incredibly valuable, and allowed us to wrestle with various prototypes to ‘feedforward’ to our anticipated end goal. You will have to wait until next year (as will we!) to see this particular project come to fruition. Indeed, through the adoption of this process, Design Thinking has wonderful scope to further benefit our staff and broader College.

This is an exciting opportunity. I believe it is an integral component of our teaching and learning framework. I am most grateful to the staff who have actively embraced the Design Thinking project and are investing great time, energy and passion to plan and provide the very best learning opportunities for our students.

Scott Elliss Vice-Principal

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From the

Chaplain “Christian College would like to offer you the position of

providing spiritual growth through staff and classroom

to provide our young people the opportunity to connect

School Chaplain for 2017”.

devotions, are all part of the role. It is about building the

with someone who they know is a safe person, and who

relationship and linking the lives of others to the love of

will provide a listening ear, caring presence and a message

When I read those words at the end of last year, I was so excited.

Christ and what He has done for us through His life, death

of hope. I aim to build our College’s values of ‘Faith’, ‘Grace’,

I could feel that this new journey at Christian College was truly

and resurrection.

‘Hope’, ‘Love’ and ‘Truth’ into each student throughout our

an opportunity that God had set before me. As Chaplain at the

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College community. As part of the ‘Chaplaincy Mission’ here at

Middle School Highton Campus, I have been employed to work

As part of my pastoral care work within the school,

Christian College, we aim to continually build and cultivate a

alongside the students, staff and families in this community, with

I (alongside Chappy), assist in overseeing and facilitating

Christian community and culture. This work is never finished

a primary focus on providing pastoral care. ‘Pastoral care’ means

various programs that build supportive relationships,

until the Kingdom of God arrives, and it requires ongoing

being present, in order to see the needs of the school community.

recognise needs and celebrate wins. These positive

building and nurture.

Visiting classes, attending sporting events and camps, building

relationships help young people face difficult issues and

relationships with students, the occasional home visit, and

provide hope, connection, meaning and purpose. I am able

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Students will experience exposure to new challenges and new expectations will be placed on them. Each day we have the chance to guide, support, lead and shape, the behaviour and development of our young people at Christian College.

We can use the opportunity of the Chaplaincy Program to nurture the emotional development of young people – giving them the tools to live productive and satisfying lives in an often complicated and stressful world. Forming one’s identity is considered to be a major psychological requirement of adolescence. Our students face many challenges as they strive to become young men and women. For those who are believers in Christ and strive to live Godly lives, the task remains formidable. As they struggle to form their identity, they do so in a culture that has become increasingly hostile towards God and His standards.

It is crucial students develop an accurate sense of self, allowing them to understand their individuality and gain a healthy perspective of their unique contribution to the world.

We need to give students opportunities to communicate how they are feeling. This is fundamental to a child’s emotional development and they must also be given opportunities to manage their own emotions. Nurturing emotional development

own feelings and those of others, and developing effective ways

My personal vision for Christian College, is to have a positive

can help them become productive citizens, parents, employees,

of managing them. As children grow and are exposed to different

impact on the young people and families of this fantastic

leaders, and more.

situations, their emotions also become more complex.

community. I want to help the students discover their

Developing the skills for managing a range of emotions is therefore

unique, God-given talents and personalities, as they aim to

An individual’s emotional intelligence, or lack thereof, can

very important for their wellbeing. It is tempting at this point to

reach their full potential. It has been my passion for a long

have a huge impact on their school life, relationships, success

say that the emotional development of our students is the sole

time to see young people become all they can be. To have

and happiness. Emotional maturity creates the ability to:

responsibility of the teaching and education program at Christian

this role, I feel, is an absolute blessing in my being able to

exercise self-awareness, manage our emotions, motivate

College.

share the journey that Middle School provides for these

ourselves and others, empathise with others and build and

That would be a very dangerous assumption. Yes, our College and

wonderful students.

maintain meaningful relationships. In short, emotional

the chaplains are aware and want to help. However, the emotional

development involves learning what feelings and emotions are,

development of students and children always begins and finishes

Naomi Gibbons

understanding how and why they happen, recognising one’s

at home.

Middle School – Highton Chaplain

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Growing as Opposed to Just ‘Coping’ in

Year 12

Year 12 - For Parents

As both teachers and parents, it is easy to simply focus on the ‘here and now’

Year 12 can be a very difficult period for parents. It is only natural

for students and our children. In doing this, it is all too easy to forget how

for parents to want to help their child through this big year.

‘From Little Things Big Things Grow.’ In so many ways, these were indeed wise words by Paul Kelly and Kev Carmody.

each little bit of learning at school, and each personal experience, all slowly

However, many parents are unsure about how they can best

meld and mesh together to form the impressive young adults who walk

do this. Some parents proofread essays, and some students

across the Graduation stage upon the completion of Year 12. It is very fitting

may request their parents to do this. Despite having relevant

and meaningful to have all Christian College teaching staff at this significant

knowledge, skills, experience or expertise, there are many

My youngest son has recently started school. He is a bright

event. There are so many teachers who have nurtured, who have encouraged,

parents who find themselves shunned when offering to help

eyed, excited and very eager Prep student! Through the careful

who have inspired, who have cared for, who have cried for, who have laughed

their VCE child. Some students willingly seek and accept help

guidance of his exemplary teacher and a little encouragement

with…..who have ‘taught’ our Year 12 Graduates. Of course, many parents of

from their parents, while others do not. Regardless, there are

from us at home each night, he is slowly but surely beginning

Year 12 students look forward to Graduation nearly as much as the students

several ways parents can support their child during Year 12.

to recognise and decipher a range of words whilst learning

– and rightly so! For the parents of our Year 12 students, it is the end of a

to read. This is an amazing process to watch. When reading

very big and busy year. Most parents have felt the anticipation of each SAC

The most important advice for parents is to OPT IN: always

alongside my son, I find myself continually astounded by the

and exam, the elation or perhaps occasional disappointment of each result,

‘offer’ to help – in a practical sense and/or academically;

remarkable leaps in learning that take place throughout the

and the confusion or concern for what lies ahead after school. One moment

‘provide’ a suitable study space and environment at home;

thirteen years of schooling from Prep to Year 12!

their child is completing their secondary education, and the next, they are

develop a ‘team’ approach to supporting your child; ‘invest’ in

stepping forward into further study at University or Tafe, travel or work, into

your relationship with your child; say ‘no’ when you need to; and

the wide-open world outside of Christian College.

‘never’ compare your child to others.

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Develop a ‘team’ approach to supporting your child:

•

Develop a good relationship with your child’s teachers and work closely with these teachers throughout the year.

•

Let your child know that you are all in this together – with them.

•

Be prepared for a few hurdles or bumps along the way.

When your child encounters one of these bumps, help them determine what they need to do to overcome the obstacle.

As a part of their support team, be reassuring and offer practical advice.

•

Employ the assistance from other members of your child’s ‘team’, including teachers at school, as needed. Communicate with your child’s teachers via email, by phone or in person.

Remember that your child’s teachers come a close second to you, in wanting the best possible outcomes for your child this year.

Always ‘offer’ to help:

Do ‘provide’ a study space and environment at home:

•

•

• • • •

•

Remind your child of the many avenues for support available

This does not mean that all families need to build a house extension

for them when they need it, both at school (including Year

important for students to know that you are supporting them, that

with a new study! This simply means talking with your child about where

Level Coordinators, Deputy Heads of Campus, Head of

you are interested in what they are doing, and that you are keen to

in the house they would prefer to study and assisting them to organise

Campus and Chaplains) and out of school.

help in whatever way you can.

the desired location. You might ensure they have a comfortable chair,

Reading relevant English texts and offering your support through

minimal noise distractions, minimal distractions from technology, a

discussion about the text is often extremely beneficial for students.

calendar or diary, sufficient stationery, and a ready supply of healthy

Offering to ‘quiz’ students or proofread essays (even just to address

food, snacks (this may include chocolate), fresh cups of tea, coffee and

always a good thing. It is especially important during Year 12.

inaccurate spelling) can be a huge help for students.

hot chocolate, as desired.

Students need to feel they can be honest with their parents

You may also need to be assertive when it comes to assisting your child

when things are not going well, for one reason or another.

they are completing sample exams or specific exam questions.

to manage their study space and environment. Be clear with siblings

They also need to be continuously reminded of their parents’

Offer to organise special study breaks. Take your child out

in relation to the sort of environment you have created and need to

unflinching faith in them – no matter what.

somewhere interesting or fun. This can be simple and need not be

protect for the Year 12 student.

While your assistance may not be always gratefully received, it is

As students near exams, offer to set the clock and time them while

•

‘Invest’ in your relationship with your child:

•

•

Having a strong and healthy relationship with your child is

Invest in your child’s relationship with God. Encourage your

expensive. Use this time as a break from their studies, to reward

child’s faith. Assure them of their purpose and place in God’s

them for their efforts thus far and encourage them to continue.

world, regardless of their ATAR!

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christiancollege.vic.edu.au

It is OK for them and you to say ‘no’, and ‘never’ compare their

Year 12 – For Students

achievements to others:

1. Read the above and know that your parents and

•

While it is always important to encourage your child to be accountable, independent, resilient and responsible for themselves, sometimes they will still need your to help to make good choices.

•

homework. Do both.

7. Work out how you learn best and make sure that your efforts to study and ‘learn’ are effective.

and/or course advice when setting your goals for the year;

Do not falsely assure yourself that the quantity of

weekend or ‘no’ to staying home from school to avoid a SAC.

spending extra time with your teachers, seeking help from

time spent trying to study is always effective studying.

Some Year 12 students are technically adults and the rest are not far

a past student who did well in your subject, or attending

Knowing how to effectively study and learn is a very

from turning 18. However, sometimes during periods of stress, many

subject lectures in Melbourne. Make sure you get out there

important skill to develop for Year 12. If you need

and soak up all of the expert advice available to you.

assistance with this, touch-base with your Year

directed structure and rules in their lives… for now at least.

3. Be honest and real with yourself, your parents and

Many students find themselves feeling quite stressed by trying to fit

teachers. Make sure your goals are REAL and what YOU

too much into their day/week. Some students will need your support

want. Let your parents and teachers know if you are

to say ‘No’ to those extra shifts at work that may be offered during Swat Vac. They may also find the demands or expectations of friends,

•

in any way they can.

2. Seek expert advice. Whether it be in relation to careers

6. Know the difference between study and set

Sometimes your child will need you to say ‘no’ to going out on the

students actually find it easier or preferable to have some parent

•

teachers will always do the best they can to support you

struggling or need assistance in any way.

4. Set a study schedule. Share this with your parents so they

Level Coordinator.

8. Remember that you only get out what you put in and the year is what you decide to make of it.

Most students need to work hard to do well in Year 12. There will be many highs, but there are also likely

or outside organisations such as sporting clubs, to be difficult to

know how and when you are studying. They can use your

to be some challenges along the way. If you have

manage in Year 12. Occasionally they might need to say ‘no’ to things

study schedule to support you and to help provide the sort

worked hard and have been disappointed with some

and that is okay.

of study environment you need. Get help to set a study

results, discuss this with your teacher or Coordinator.

Comparing your child with an older sibling, a cousin, a neighbour or

schedule if you do not know how to do this.

You may need to revise ‘how’ you study. Celebrate your

anyone else who completed Year 12, is not usually helpful. Sometimes

5. Remember that you are what you eat, drink, and do.

successes!

students are inspired by the success stories of others, but they can feel

Eat well, drink water, exercise, find time to relax and pursue

disheartened or anxious when compared to somebody else who has

hobbies, maintain a healthy social life, and keep your time

go on. Be organised, prepared and focussed. You will

already completed Year 12. Each Year 12 student and his or her story

on social media to a minimum. You will never get back time

need to make some sacrifices if you have specific goals

(past and future) is different.

spent on social media. However, you will get something back on time spent reading, walking, sleeping, and talking to a friend or family member face to face. Sleep well and get

9. The year goes quickly – start as you would like to

to reach.

10. You can do this. You did not know how to read before Prep and look at you now!

enough of it. Seek professional advice if this is a problem for you.

‘From little things, big things grow.’

Jemma Burr Year 12 Coordinator

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Peter Pan Production The biennial College Musical Production is a unique opportunity

Our College has established a fine reputation for producing Musicals

It was clearly evident at the after-party celebrations, that everyone

that involves and connects, students, staff, past colleagues and other

of the highest quality. These events are a significant feature of our

involved shared a deep connection and sense of achievement gained

students from each of our campuses. This year we were enchanted by

College program and have a far-reaching impact on our culture.

through those many months journeying together to make something

the adventures of Peter Pan in Neverland. Interestingly, our College’s first

Not only do the students involved have the opportunity to showcase

special for the audiences to enjoy. There was genuine appreciation for

performance of Peter Pan occurred twenty years ago.

and develop their talents in performance, they also gain incredible

the contributions that each member of the cast and crew had made,

Sell-out audiences at the Geelong Performing Arts Centre were treated to a

learning as they dedicate and commit themselves to collaborate

whether that was in a lead role, playing in the Orchestra or working

feast of talent through the incredible performances on stage and from the

with a range of new friends across a broad age range and spectrum

backstage.

student musicians in the Orchestra Pit. The Production’s success was the

of backgrounds. The confidence and experience that comes from

culmination of amazing support provided behind the scenes by over 100

exposure and involvement in a school musical is endless. From a

I confidently speak for anyone who had the joy of seeing Peter Pan

students and a significant number of staff and supportive parents.

broader perspective, musicals bring a true sense of community to life

to say, ‘that we were privileged to share in the adventure and we are

through the celebration of the performances and the great joy that

extremely proud of everyone involved.’

these bring to audiences. I believe that we all `walk taller’ and gain a

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boost from seeing members of our College community involved in

Glen McKeeman

such great work together.

Principal

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Students laying flowers during the Junior School Belmont’s ANZAC Day Service

Middle School - Highton students paying their respects on ANZAC Day

Look Back to move ‘Ka mua, Ka muri’

forward

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On Monday, 24th April this year – the day before Anzac Day – more than 2000 students and staff gathered across our multiple

There is a traditional Maori proverb – Ka mua, Ka muri –

campuses to pause and reflect on a moment in history that took

which translates to ‘walking backwards into the future’. Like

place over a century ago. That moment, of course, was the landing

many cultures, the Maori people recognised that, whilst the

of Anzac troops at Gallipoli. Yet, the event itself, and the facts that

future is unseen, it is shaped by our learnings from the past.

surround it, are not the reason why Christian College marks this

I can think of no better way to describe the value that is

occasion. Rather, it is an opportunity for students to reflect on the

derived from understanding history. We look back because

values of courage, mateship, sacrifice and servanthood, and how

we can, and should, learn from the people, events and

these qualities might be useful for the future of mankind.

ideas of yesterday.

Thus, we look back in order to move forward.

christiancollege.vic.edu.au

Bill Gates, co-founder of Microsoft, recently posted a series of

What makes a civilisation great? By comparing

14 tweets on his Twitter account, offering advice to today’s

the culture, government, religion, significant

generation of students.

individuals, and geographical location of various

Tweet #5: I have one big regret. When I left school, I knew little

civilisations in the past, students are then able

about the world’s inequities. Took me decades to learn.

to form an understanding as to what holds a

Gates was reflecting on an education system that, in his day,

society together. They can then transfer that

prepared young people for a life of work but not necessarily a

knowledge and apply it to a modern setting.

life of ‘good work’. History, then, was merely studied to prepare

What can we do or what can I do, to create a

young people for university and the workplace, not as a

better world?

Junior Bellarine Campus students making a poppy flower display, remembering those who fought in battle.

means to engage students in the world’s great challenges and injustices. The opportunity for Gates to do this in his time as a

Looking back in order to move forward; across

student was missed. Belatedly, Bill Gates has evolved to become

all year levels at Christian College, students

one of the great philanthropists of our time. He has heeded the

are coming to realise the true worth of

call to make a positive difference in the world – to do what our

understanding our past through the dynamic

College calls ‘good work’.

subject that is History.

Our History curriculum at Christian College is also evolving.

Take the study of Ancient History at Year 7, for instance.

Ka mua, Ka muri.

Traditionally, this unit has involved students gaining insight into the lives and culture of ancient civilisations, such as that of

Rick Geall

the Egyptians and the Greeks. Students typically enjoy learning

Director of Teaching & Learning - Humanities

about the burial practices of the Egyptians, and the warring states of Athens and Sparta in Greece. But, to what end? And for what purpose? Now, students in Year 7 History are challenged with a big question.

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Posing as a group just before getting caught in a tropical storm, on the way to visit Prambanan Temple.

The group had the opportunity to visit a local orphanage, where they had a fantastic time engaging with the orphans who were there.

Amazing, Rewarding, Memorable…

Short-Term Indonesia School Trip

It was here that students participated in a variety of activities,

“Ayo! Mari kita ke Indonesia!”

such as creating their own Batik wax-resist artwork, cooking classes, Indonesian language lessons, and shopping at

A group of seventeen students and four staff members were incredibly lucky to embark on an amazing two-week adventure to Indonesia in March this year. The visit marked the 22nd year of the exchange program between Christian College and our sister school in Indonesia, SMA Negeri 2 Mataram.

The first week was spent immersing ourselves in the unique city of Yogyakarta, Java – a bustling city, rich in Indonesian culture.

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traditional markets where they used their bargaining skills.

Of course, no visit to this energetic city would be complete without venturing to the ancient Hindu temple complex of Prambanan, and the equally-impressive Borobudur; which is a Buddhist temple where we watched the sunrise over Gunung

Prambanan Tem

ple

Merapi volcano.

For many of us, a real highlight was planting rice in a Sawah (ricefield) and visiting the adjacent orphanage.

christiancollege.vic.edu.au

This was an emotional time where language barriers were stripped away. Connections were made through laughter, dancing and singing with the children and teenagers there.

During the second week, the group travelled to the lush island of Lombok. Students lived with host families and spent their

Emily Shirra trying her hand at Batik (a traditional technique of wax-resist dyeing of material).

days at SMA Negeri 2 Mataram, where they were very warmly The students at Candi Borobudur, the world’s largest Buddhist temple, after experiencing the sunrise from behind Mount Merapi.

welcomed. Naturally, students were a little bit nervous about living with a host family. Yet, by the end of the week there were a lot of tears when they said their goodbyes. There was also a day tour around the island, visiting Kuta Beach, a traditional

“I would have to say that our time in Lombok was my favourite part of the trip. As overwhelming as it was to be in a foreign city with foreign

village, and a weaving centre.

people and a foreign language, the reception we received at our sister

However, don’t just take my word for it. Here are some of the

school was amazing – and made us all feel comfortable, loved and

students’ reflections of their experiences:

happy. It was such a rewarding experience to travel overseas and to be

“The trip to Indonesia will always be one of the most memorable

able to form connections with others, experience a new and unique

experiences of my life. One of the most special parts of this was

culture and make use of the language skills I have been developing for

my stay with a host family. It was not only great for improving

so long at Christian College.”

my language but also for forming lifelong bonds with people.”

Ruby, Year 11

Angus, Year 11 I am immensely proud of the way these students represented not “I loved my time in Indonesia. The benefits of this trip, for our

only themselves but also our College and country as ambassadors

language skills and confidence as Indonesian students, were

of a global society. We look forward to many years of exchange and

quite noticeable on our return to the classroom. I am so grateful

opportunity between our two schools.

to have been able to go on this trip and I cannot wait to visit Indonesia again and use my language there in the future.”

Kim Whittaker

Meg, Year 11

Head of Indonesian and Exchange

Sam Ward, Pak McKenzie, Meg Heathcote, Pak Elliss and Emerson Webster trying on some ‘Peci’, traditional Islamic hats.

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Junior School Belmont Around The Campuses

Senior School students leading the learning for the Year 1 students at Yolinko Wetlands.

Community Service

Exciting Camp to Anglesea

Yolinko Wetlands Excursion

During this term, we have had the pleasure of welcoming Year 8 students to

Our Year 2 students enjoyed an exciting three-day camp in Anglesea,

Students from Year 1 had the opportunity to visit Yolinko Wetlands with

work in many of the Junior School classrooms, as part of their ‘Community

and included three Year 9 Prefects – Ava, Kamara and Lachlan – joining

the Senior School’s Year 11 Outdoor Education students. It was evident

Service’ elective. This elective encourages students to become more aware

in the fun. The Prefects were enthusiastic and caring, and provided

that the Year 11’s had gone to a lot of planning and preparation to

of the needs of others in the community and provides an opportunity for

great assistance to the students, staff and the parents.

provide our Year 1 students with a variety of hands-on learning that was

service to others. Throughout Term 2, the children in Prep B enjoyed their

Friendships were formed between the Year 9 and Year 2 students as

intrinsically linked to the wetlands. Some students played a game of tag,

time working with Sarina Angus, each Tuesday afternoon. During that time,

they bonded together on challenging activities, such as the flying

which led to discussion about the effects of waste on the wetlands, and

Sarina had the opportunity to work with the Prep children on a wide variety

fox, archery and the night hike. Seated around the campfire cooking

another group made a food web with yarn. It was wonderful to see the

of activities, including assisting in small group or one-on-one learning tasks

damper allowed the Year 9 students to take on a leadership role as they

Year 11 students joining in the games and interacting so confidently with

in the classroom.

mentored the younger students through that task.

the Year 1 students. They listened to the Year 1’s ideas and answered the many forthcoming questions that had popped into those Year 1’s heads.

On the bus ride home, it was great to see Year 1 students reserving a seat for their new Year 11 friend.

Year 8 Community Service Elective at Junior School

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Year 9 Prefects collaborating with the Year 2 students during Year 2 Camp.

Angelsea Camp

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Performance In Numbers

Ravens Creek Farm and Café Tour

Wilsons Promontory National Park Bushwalking

Ravens Creek Farm and Café Tour

Performance In Numbers

Wilsons Promontory National Park Bushwalking Camp

Gardening can be done by all and in all sorts of different places!

The talents of our Middle School musicians have been celebrated

The Year 9 Outdoor and Environmental Studies students travelled to

To explore and investigate how large-scale gardening operates,

through a series of Music Evenings during Term 2. Instruments and

Wilsons Promontory to adventure through an epic bushwalking camp

the students studying the ‘How Does Your Garden Grow?’ elective

voices were highlighted as students, ranging from Years 5 to 9,

in one of Australia’s most iconic national parks. The students hiked into

headed off to Ravens Creek Farm Café to find out more. During a

performed for family and friends. From tuning notes to memorable

remote corners of the park and enjoyed camping in beautiful areas

guided tour by farmer Hayden Finlay, students were able to discover

melodies and technical proficiency, the audience was treated to a

adjacent to pristine beaches. To succeed on their hike, the students had to

the unique ways in which the property sustainably manages their

showcase of musical flair. Performance opportunities such as these

rely on their collaboration, planning and noticing skills – and perseverance

animals and organically grows their plants. Along with a wealth of

encourage our young soloists to strive for excellence in their craft

was key to completing the gruelling 42 km trek. Whilst in the park, students

knowledge gained, the students were challenged to ‘question and

and gain confidence in performing for an audience.

considered the big question, ‘Should Wilsons Promontory be further

wonder’ about consumer choices when it comes to purchasing food from a ‘farm gate’ as opposed to a supermarket.

developed to increase access to this natural area?’

SRC Seminar “Never doubt that a small group of committed citizens can change the

SRC Seminar

world; indeed, it’s the only thing that ever has. ” This quote, along with guest speakers from a range of environmental groups at the ‘Environmental Change Makers Seminar’, inspired our Student Representative Council

Middle School Highton Page 26 :.

to bring about change within our College community. Students were encouraged to follow their passions, to be able to articulate why they want to make change and then to be stubborn about their goals – yet also flexible in their approach. This seminar provided another avenue to invest into our student leaders and also created a wonderful platform from which they can make a tangible difference in the world around them.

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Camps Program

Prep Learning

The Whitehouse Institute of Design Excursion

Camps Program

Prep Learning

Throughout the Junior and Middle Schools, the development and growth

We have learned over time that children come to understand

of our Camps Program has been carefully planned to enable the students

their world by being physical, not purely by learning through

to gradually build on their independence and breadth of experiences.

the processes of the mind. As Albert Einstein once said, “The best

The Camps Program commences with one night away from home in Prep

source of knowledge is experience.” In particular, Prep learning

and Year 1, moving on to spending two nights away for students in Years

takes place most effectively through enabling and encouraging

2 to 7. In Years 8 and 9 students then spend a week away on extended

the children to experience the world around them. We endeavour

expeditions. As the time away lengthens so does the experience of being

to develop at an early age their creative and critical thinking,

The Whitehouse Institute of Design Excursion

further from home and living in more challenging situations. These aspects

and problem-solving skills, in order to build a platform for their

The Year 9 Textiles class went to Melbourne to participate in

alone are often very testing, particularly for those students who are

educational journey. The development of verbal and non-verbal

an all-day workshop at ‘The Whitehouse Institute of Design’.

unaccustomed to spending time away from their parents and everything

tools for communication is just one of the benefits of a learning

The students had the opportunity to create: a mood board;

that is familiar to them. At all Year levels, the aim of the Camps Program is

approach that incorporates play, movement and a healthy dose

a colour palette, with industry insight into what and how

to assist the students to develop their independence, social skills, ability to

of good humour. Programs such as Play Based Learning and

colours provoke certain emotions and how they are used in

collaborate as members of a team, as well as their ability to think creatively

Discovery Learning allow and encourage the children to follow

successful advertising campaigns; ‘key words’; an ‘Instagram

and critically in order to overcome any obstacles they may face. The

their innate sense of curiosity, and to explore and predict all

flat lay’; or a fashion or interior design page with creative

Camps Program also assists students in developing an understanding and

aspects of their universe. In conjunction with these experiences,

direction. The hands-on workshop provided the students

appreciation of the environment around them. Students are encouraged to

all core and specialist subject areas have been carefully

with great insight into this career pathway, as well as folio

treat each other with kindness, love and care, while making good decisions

planned to assist in the development of the children’s flexibility,

presentation tips, and a Tertiary experience that will no doubt

based on Christian values – and show respect for the environment

engagement and improved potential for learning through life.

broaden their knowledge and skills in the design field.

Bellarine Campus

God created.

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christiancollege.vic.edu.au

Schools in Philanthropy Program The Schools in Philanthropy Program (SIP) currently operates in four schools in the Geelong Region and is a program run by the Geelong Community Foundation. Seven of our students nominated for the program that will help decide which charities in the region will receive community grants.

The students were allocated $20,000 and given three Science and Engineering Challenge

detailed grant applications (requiring far more than the funds available). The students visited the grant applicants to hear presentations about the aims and benefits of their programs.

Our World - Central Australia

Science and Engineering Challenge 2017

Following the visits, the students worked as a team to decide

Titjikala Primary is a remote school located a couple of hours south of Alice Springs

Year 10 students were given the opportunity to attend the Science

and recommend how the $20,000 should be allocated.

and is attended by approximately thirty indigenous students from the tiny community.

and Engineering Challenge at the CADET Centre at Deakin University.

Along with the other three schools, a final presentation

During the first two weeks of this term, a group of nineteen Christian College Year 10

Students were able to experience working in engineering labs and

was made to the members of the Geelong Community

students studying ‘Our World’ – along with four staff – travelled to Central Australia to

find out more about the engineering courses offered at Deakin.

Foundation Board, local dignitaries and donors. Along the

deepen their understanding of the challenges facing indigenous communities. A lot was

The students were involved in activities such as building catapults,

way, the students worked with a mentor to learn about

gained through immersion at Coober Peedy, Kata Tjuta, and Uluru. However, it was the

bionic hands and the classic balsa wood bridge. As the day

philanthropy, the needs of the Geelong community, and

relationships developed between our students and the Titjikala students that proved to

progressed, students designed, built and modified their models to

the many organisations that work to support these needs.

be a window between two worlds. While the teachers and pupils at Titjikala welcomed

make them more efficient and effective. We placed third on the day

They developed and demonstrated skills in organising and

the tuition from the ‘Geelong Mob’, our students also gained so much as they developed

out of seven schools from our region.

running efficient meetings, evaluating financial applications,

a strong connection to people and country. Already a number are hatching plans to get

decision-making and problem-solving skills, and an ability to

back there!

work as a team, to reach their final recommendations.

Senior School Waurn Ponds Central Australia Trip

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Schools In Philanthropy

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Students Sparkle at Debutante Balls Wow! The Christian College Debutante Balls are certainly the time for our Year 11 students to take centre stage. The glitz, glamour, laughter and absolute great time the Deb couples, their families and friends enjoyed as they danced the night away, certainly made for a memorable occasion. Students had practised the dances for many weeks leading up to the big night, showing tremendous commitment.

Our young people gain so many wonderful benefits from performing in this coming-of-age showcase, developing strong bonds with their peers and building their self-confidence. The 42 couples who participated in this year’s Debutante Balls were no exception, as you can see from the pictures and the following excerpts from two of the speeches delivered by students on each of the two nights.

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christiancollege.vic.edu.au

Deb Ball 1 – Friday, June 2 Zachary Schwarz: “When I first came to Christian College, I didn’t have many friends and I was a little bit chubby. I had also been bullied at my last two schools so I wasn’t expecting anything to be different. My nerves were running high and as I entered that first class I instantly expected to be the odd one out. I was so used to hiding in the back of the classroom trying to be forgotten. I never really enjoyed school. However, I will never forget how different this school was in comparison. I was shown so much kindness and was included in every single activity in the classroom – it was almost like I had been there my whole life. It was from that day, that I realised there was a unique atmosphere at Christian College that no other school could replicate. Our College shows kindness and compassion to every single person who enters through the gates, whether they be tall or short – or a little bit chubby and socially awkward like I once was! I believe I owe a lot of my identity to the lessons and opportunities Christian College has provided me with; whether it be travelling to Central Australia and helping indigenous communities, or spending a month helping out at the Back Creek Farm – or even tonight where I have had the opportunity to participate in this year’s Debutante Ball.”

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Deb Ball 2 – Saturday, June 3 Holly Peacock: “I’ve had such a wonderful time at Christian College, taking part in so many exciting events and programs – as well as learning important life values that have helped shape me into the person I am today.

The close community mindset here at Christian College is something I cherish, knowing that I am always supported in my education and future endeavours by my teachers and peers. Christian College has presented me with many opportunities, such as the Back Creek Farm experience and our strong, spirited, College activities and charity fundraisers. I have been fortunate enough to take part in Christian College’s fantastic ‘Our World’ programs, travelling to Central Australia and more recently to Vietnam – where I was able to learn about another culture and develop a real perspective of the world around me. Now we have had the chance to do a Deb Ball, something we have all been preparing ourselves for over many weeks. I’m sure we will remember tonight for a long time to come. Participating in the Deb was not just about wearing a pretty dress or a fancy suit, it was about learning a new skill and having a good time with a group of people we otherwise may never have spent much time with.”

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Where Are They Now? Dr Josh Denham

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Dr Josh Denham commenced his Christian College journey in 2001, as a Year 7 student, and graduated Year 12 in 2006.

in conjunction with my Exercise Science degree. After my undergraduate degree, I completed a Graduate Diploma in Exercise Rehabilitation.

This turned into a Master of Exercise Rehabilitation – after I conducted my first

Let’s catch up with Josh…

research project and submitted my thesis. A complete turnaround from my lack of motivation in high school. After the third year of my undergraduate

Q: What have you been doing since graduating from Christian College

degree, I had a big change in mindset for Education. I could not get enough

Geelong?

of learning, so I commenced a PhD (Doctor of Philosophy) in 2012. Four years

Josh: After graduating, I immediately started my Tertiary education at the

and nine research publications later, I submitted my PhD on different aspects

University of Ballarat (UB). I think I was very lucky to gain entrance into UB’s

of Molecular Exercise Physiology (the effect of exercise on telomere biology

Human Movement and Exercise Science program with a VCE score of 65 – just

and epigenetic modifications) and started my current position as a Lecturer

one mark above what was required for entrance into the course (64).

in Clinical Exercise Physiology at the University of New England (UNE) in

I sometimes think about what would have happened had I not reached the

Armidale, NSW. I’ve done some traveling as well, mostly for conferences.

bare minimum required to begin my Sports Science studies. My VCE score was

I’ve been to Japan (twice), Papua New Guinea, Italy, Greece, Scotland,

ultimately a product of my lack of motivation for most units, combined with

England, USA, New Zealand, France and Sweden. This is a great way of gaining

some extreme focus on others, such as Japanese. I probably would not have

important life skills, learning new cultures, meeting new people and seeing

reached an enter score of 65 had I not done so well in Japanese.

how the world works. I also began my part-time career in the Army Reserve

I also continued my Japanese studies at UB, completing four years of study

when I commenced my PhD in 2012.

christiancollege.vic.edu.au

Q: Can you go into detail about your job - what you do on a daily

conducting could have enormous implications for individuals across multiple

basis?

generations. This could one day lead to a reduction in the financial burden

Josh: My time is roughly allocated to 40% lecturing, 40% research

physical inactivity places on Australians ($700,000,000) each year. Finally,

and 20% service to UNE. I have three units that I coordinate each

going to conferences with friends and colleagues, seeing the world, training

year – on Clinical Exercise Physiology for Musculoskeletal and

students and celebrating publications is also a lot of fun and are perks of

Neurological Conditions. Basically, I teach students how to exercise

the job.

test, train and prescribe programs for individuals with different musculoskeletal injuries and neurological conditions. Although I

How did your time at our College define who you are today?

enjoy teaching, I find my research to be the most exciting aspect of

Josh: I think Christian College was important for instilling some excellent

my work. This typically includes recruiting participants, collecting

values and enforcing a strict standard of behavior. This was clearly important,

biological samples from certain tissues, exercise testing and training

because my education would have been in big trouble had I not have been

the participants, before follow-up testing. Currently, I’m interested in

exposed to the discipline I received at school.

molecular biomarkers of cardiorespiratory fitness – whether exercise

It’s funny, I actually really enjoy reading now, yet I could never complete a book throughout my high school education; and this was probably obvious to my teachers! Most of my time now is allocated to work, which includes lecturing and researching.

My research contributions can be found at the following website: https://www.researchgate.net/profile/Joshua_Denham Q: Did you always want to be a doctor?

Josh: No. I’m sure if you had asked my teachers, particularly my English teachers, whether I would have a PhD within 10 years of graduating Christian College?… I’m not sure if they would have agreed. I think the only teachers who got to see my true academic potential were my Japanese teachers. In many ways, I kind of fell into a PhD, when I didn’t want to start working after my undergraduate and post-graduate degrees; and when my passion for research was identified in 2012. A PhD was never a thought until then.

Page 33 :.

can prevent biological ageing (it probably does), and determining if

I think there are two main points in my life where my interest in academia or

the health benefits of exercise training may be transmitted to future

learning were truly important, in getting me to where I am today. These were

generations. The service aspect involves work on committees and

- in my third year of my undergraduate degree, and in studying Japanese at

other areas that contribute to the aims of the University. This also

Christian College. I’m truly grateful to Carol Milton-Garner, Yukari and Yuji for

involves community engagement. This is normally in the form of

fostering my interest in Japanese and really encouraging me to achieve my

community presentations and me preaching the health benefits

full potential in learning and education. Thanks guys! Something else that

of exercise.

resonates with me is what Mr Riddle told me when I wasn’t performing at school. He said, “ you reap what you sow”. While it probably didn’t have an

Q: Explain what you get out of your job?

immediate impact, I think I’ve been mindful of his advice.

Josh: I gain a sense of accomplishment and enjoyment from instilling my students with the knowledge they need to significantly

Q: What do you hope to achieve in the next couple of years?

improve the health status of individuals with musculoskeletal

Josh: My main goals are to obtain my promotion to Senior Lecturer, attract

injuries and neurological conditions.

significant external research funding and reach 30 publications – as well as keeping fit and healthy, of course.

Knowing that my students will go on to have a direct impact on individuals with the aforementioned conditions, or even individuals

Q: Is anything else you would like to add or that might be interesting to

with other comorbidities, is really satisfying. I get a lot out of my

the reader?

research. Firstly, making new discoveries and making it clear exactly

Josh: Some of you may be a little lost and not know what you want to do later

how good exercise is for health and performance adaptations is

in life. I had no idea when I was at school where life would take me, either, so

really interesting. Secondly, publishing results in academic journals

don’t worry too much!

and then viewing how people have responded to my work (in the form of article metrics) is very addictive and fun to track. Thirdly, it’s taken a while, but I really believe that the research I’m currently

christiancollege.vic.edu.au

Our New Surf Coast Campus Our College is thrilled to offer to Surf Coast families the same

Surf Coast families will have the opportunity to be a part of

“So the natural progression for us is to offer access to a school education

highly-regarded pastoral care, learning benefits, and culture,

something truly special, by enrolling in the Foundation year at our

at a new campus on the Surf Coast, and for that campus to grow from

that make up our ‘Learning That Matters’.

new campus. Combining their coastal lifestyle with a prominent

that point on.”

education for their young person, close to home.

State-of-the-art construction techniques will ensure first-class learning

Plans to establish a new campus on twelve acres overlooking the beautiful Spring Creek Valley in Torquay are progressing on schedule.

College Principal, Mr Glen McKeeman, is delighted our College can

environments are erected in time for the commencement of the

Buildings will be erected by the end of October, 2017. Families are

now bring the ‘Learning That Matters’ to Surf Coast families.

Foundation year in 2018. The Master Plan for the site also includes, a

encouraged to act quickly to secure enrolment places for Prep

The new campus is set to grow over time, to cover all year levels

sporting oval, outdoor learning spaces and play areas that connect

in 2018.

from Prep to Year 9.

perfectly with the local environment. The Surf Coast Campus will be of a

Glen said, “It has been a journey to get to this point. The land was

similar style to that of our beautiful ‘Butterfield House Kindergarten and

acquired some time ago but planning and other processes have

Care’ Early Learning Centre, which has already captured the imagination

meant there have been delays in establishing the new campus.”

of Surf Coast families. The surrounding bush setting will be ideally suited

“This year, we have been excited to see ‘Butterfield House

to the experiential ‘Bush Prep’ outdoor learning experience.

Kindergarten and Care’ Early Learning Centre open, which has been

The vision for the site is based on the award-winning ‘Village’ concept,

our first direct connection to the Surf Coast area.”

where groups of buildings promote a sense of community.

Page 34 :.

christiancollege.vic.edu.au

The aim is to embrace 21st century learning in every way,

“Students at the Surf Coast Campus will also have access to our

supported by contemporary, architecturally designed learning

College’s specialist teachers in areas such as Art, Music, Physical

spaces that are flexible, and make strong connections to the Surf

Education and so on.”

Coast environment.

As Glen said, “Our Surf Coast students will have the same learning

Future developments will see the Christian College Surf Coast

opportunities and experiences that are celebrated at our other

Campus growing into a Prep to Year 9 Campus. Students attending

campuses.”

will be secure in having a place for them at the Senior School

“It will be a similar curriculum, and the teaching staff who

Campus in Waurn Ponds, from Year 10 onwards, where they can

commence at that new campus will be established,

continue to follow VCE, VET and VCAL pathways.

highly-regarded Christian College Staff.”

‘The Learning That Matters’…coming to the Surf Coast!

Page 35 :.

christiancollege.vic.edu.au

Williams House Kindergarten

Butterfield House Kindergarten + Care

39 Broughton Drive, Belmont 3216 Tel. 03 5241 3556

240 Great Ocean Road, Torquay 3228 Tel. 03 5264 6803

Surf Coast Campus

Junior School, Belmont

248 Great Ocean Road, Torquay 3228 Tel. 03 5241 1565

39 Broughton Drive, Belmont 3216 Tel. 03 5241 1565

Middle School, Highton

Bellarine Campus, Drysdale

Senior School, Waurn Ponds

18 Burdekin Rd, Highton 3216

40 Collins Street, Drysdale 3222

135 Pigdons Road, Waurn Ponds 3216

Tel. 03 5241 1899

Tel. 03 5253 2998

Tel. 03 5241 1577

christiancollege.vic.edu.au