In Focus - 2014 Term 1

IN FOCUS

Links to articles Cover Story . 4 2013 Dux :. 5 SEQTA :. 22

Te r m 1

Teachers sharing ideas

teaching strategies. A formal ‘Teacher Performance

From the Principal

Assessment Data Our College seeks to collect data and feedback regarding our programs and their effectiveness.

We obtain individual data on student progress through a range of assessment tools. These include

Sharing the responsibility of leading our College is

Our strategic educational framework aims to address

standardised testing, national testing regimes such

a joy and a privilege for me. I have the wonderful

3 main focuses:

as Naplan and other school based assessment

blessing of working with dedicated colleagues that

1. To encourage and nurture Christian Faith.

bring a diverse range of gifts and talents together with generous amounts of passion and energy.

Together it is our aim to provide all students with

2. To build capacity to learn.

3. To provide high quality teaching.

a high quality education that provides each of our

We aim to offer provision of high quality teaching

students with exciting possibilities for the future. A

through the following means :

quality education requires investment in the people

Feedback

who make a significant difference in the lives of our students and an impact on their learning.

Feedback is one of the most powerful influences in education. Student outcomes are enhanced through

I want to take this opportunity to briefly outline the

the conversations and interactions that they have

approach that our College is taking to enable us to

with co-learners, their teachers and reflecting on

provide our students with the best education we

their learning. Feedback also plays a vital role for

possibly can.

the teachers.

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procedures covering a range of formats and forms.

This range of assessment and data allows us to understand the individual learning needs of

Management’ process allows individual staff to work alongside other colleagues in establishing goals and areas to focus upon in their practice. The College has aligned this process with the ‘National Standards for Teachers’ outlined by the ‘Australian Institute for Teaching and School Leadership’.

(AITSL) www.aitsl.edu.au This short clip gives an overview of the main features of the standards we are aiming to meet. To view, please click here

our students, as well as assess and evaluate the effectiveness of our programs in teaching and learning.

LEAD Survey Data: Listen, Evaluate, Act, Deliver

Teacher Reflection

Each year the College collects feedback via surveys

The academic staff at Christian College undertake

conducted by Independent Schools Victoria from

reflective practice to continually improve their

our staff, students and parents regarding the

teaching. In recent years we have introduced a

effectiveness of our program.

series of ‘Professional Learning Teams’ to undergo

The data received compares the responses compiled

action research to encourage new initiatives.

about our College with benchmark data collected

Through collaboration, teachers share together

from 65 other independent schools throughout

when planning units, discussing methodology and

the state.

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from the principal (continued) Participants are asked to respond to a range of questions to gain

An area highlighted for us to focus on for the future has been

feedback regarding a broad range of student learning areas and

the data relating to the Christian ethos, the study of Christian

outcomes, the delivery of programs, pastoral care, discipline and

education that was obtained in the school specific questions

safety, resources and transition.

included in our College section of the survey.

We have been tracking this data since 2011 and using the feedback

Whilst results were not negative or alarming, I together with the

to improve our practice.

Heads of Campus, feel that it is prudent for us to focus on this

Recent reviews to our programs in transition between campuses, the introduction of VET and VCAL programs, a revised approach to spelling and an audit of our Middle School program are examples of

aspect of our program as part of our professional development to ensure the best provision for our students and support for our staff.

initiatives that have resulted from the feedback of these surveys.

The appointment of Rev. Stephen Brown as our Director of

The most pleasing aspect of the analysis of this data is the positive

appointment, as has the decision to focus the annual Staff Retreat

nature of the responses in all areas compared to the benchmark of other schools including an upward trend in all areas against our

Teaching and Learning - Christian Education has been a strategic on the notion of teaching Christianly. The College Chaplaincy Team, each of the Directors of Teaching and Learning and support

own data in the past 3 years. (summary data will be published in the

from members of the College Board and other guest providers will

2013 Annual Report).

all collaborate in engaging and equipping our staff as we aim to look at meeting the spiritual and pastoral needs of our students.

This is a challenge for all schools. I am assured of one thing through faith in Christ, the greatest teacher that ever lived, that as we seek His wisdom, guidance and discernment we can only move in the right direction. One that aims to provide our students with a knowledge of the love of God and a purpose for their lives in the future.

Continual Improvement There is no such thing as a perfect school or a perfect teacher. As we aim and strive to address the challenges to be the best we can for our students I am excited about the future, the direction we are taking and the people sharing the journey together.

As always we appreciate the support, encouragement and feedback from the College community to assist us to be our best.

Glen McKeeman Principal.

Middle School Humanaties Meeting

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Head of Senior School, Sue Strong with College Captains Madeline Hodge and Liam Nankervis and Principal, Glen McKeeman

LEADERSHIP AT SENIOR SCHOOL

Buckley Falls Prefect ‘river walk’

another holding out a helping arm or shoulder. Working against the

so in a very public way, I can honestly say that the huge majority of our

strong rapids is not possible without the help of a fellow Prefect. They

students are living out this promise on a daily basis in our community:

learn in a very tangible way the value of teamwork and how helping Mark 10: 42 – 45

With God’s help, I wholeheartedly accept the responsibilities associated with

each other can lead to a greater outcome than working alone.

upholding the standards, ideals and integrity of this my school – Christian

And Jesus called them to him and said to them, “You know that those

Now that their work for the year has begun in earnest, the Prefects

College. I will strive to show understanding, compassion and respect in my

who are considered rulers of the Gentiles lord it over them, and their

duties are focused on encouraging fellow student participation for

great ones exercise authority over them. But it shall not be so among

both lunchtime activities and major carnivals. They are also looking at

in the decisions I make, whilst being committed to the high ideals of my

you. But whoever would be great among you must be your servant,

ways in which they can lead the student body to consider avenues for

College motto – See ye first the Kingdom of God.

and whoever would be first among you must be the slave of all. For

assisting those in need in our community and beyond.

It is such a blessing to Senior School to have a body of young people

Of course, leadership is not just in the hands of those who are

who are embracing servant leadership and putting the needs of our

Prefects. So many of our students are working hard to display their

community before their own.

even the Son of Man came not to be served but to serve, and to give his life as a ransom for many.”

dealings with students and staff. I will endeavour to be fair and consistent

The training for our Year 12 Prefects, held in November last year,

leadership skills and talents in a wide variety of ways. We are so proud

highlighted the words of this bible passage through its emphasis

of all who are leading sports teams, offering assistance to our College

upon ‘Servant Leadership’. Our student leaders were encouraged to

and the community and helping make us all aware of social justice

Mrs Sue Strong

think of their role differently from the way leadership is viewed by the

issues and ensuring that others feel valued.

Head of Senior School, Waurn Ponds

world and focus on the leadership that Jesus himself demonstrated.

We as a community are proud of all our young people who offer

As a part of their training, the Prefects spent an afternoon in the

themselves in leadership and for the many and varied ways in which

Barwon River where together they walked upstream against the

it is manifested.

current. They cannot make this journey alone, but must rely upon one

Whilst it is our Prefects who have taken the following oath and did

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Principal Glen McKeeman congratulating Tiana at Graduation

Tiana with her fellow Year 12 students and Mr McKeeman at Graduation

Dux of 2013 ‘To be honest, at times I did feel overwhelmed and stressed, however I learnt Tiana Macleod graduated DUX of Christian College in 2013.

On a family holiday in Port Douglas when the ATAR results were announced, Tiana was ‘pleasantly surprised’ to have received her incredible score of 98.1 to allow her entry into her course of choice, a 5 year Bachelor of Arts and Bachelor of Law, double degree.

Tiana was elated and enjoyed a well-earned two week celebration with her family to relax and let her achievements sink in.

Tiana Macleod attended Christian College since Prep, spending her first 10 years of education at the Bellarine campus. During her time at Christian College, Tiana aimed to get involved in as much

‘This meant participating in sports such as synchronised swimming

to manage my time so that I could study more efficiently. This allowed me to

and other house swimming events, athletics, cross country, klop,

have time for sport and social interests, so that Year 12 was still an enjoyable

house football and netball. It was a great way to get to know and

experience!’

have fun with others members of Burrows house.’

Tiana’s score was ‘definitely not expected’ but was the result of hard work and

In Year 12 Tiana studied English, Japanese, Chemistry, Legal

determination. From her double degree in Arts and Law, Tiana aspires to be

Studies and Psychology. Japanese was her favourite subject as it

working within the Human Rights sector in the future.

was both challenging and rewarding in the sense that she ‘could communicate effectively with others in another language.’

Although Tiana enjoyed all of her subjects, she did find Chemistry challenging, as she was ‘more suited to English and writing subjects’.

‘In 10 years from now I would hope to be representing someone who could not defend themselves.’ She would also love to travel, ‘especially to Japan to continue to develop her language skills’.

Tiana’s advice to the 2014 Year 12 students is to ‘manage your time effectively.

as possible’, to give her a break from study and to allow for a good,

Keeping positive and learning to ‘manage time’ was the way Tiana

You do not need to study every second of the day, but when you do, make the

healthy balance between school work and other curricular activities.

coped with the demand of her Year 12 studies.

most of it, then have some time off and enjoy, knowing you have earned it.’

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Smooth Transition into Year 7 Year 7 involves a number of changes for students, some of which may be the subjects studied, the organisation of the daily routine, the form of contact with teachers, homework, responsibility for personal belongings and the opportunity to become involved in many, various extra-curricular activities.

At the beginning of the school year all Year 7 students at the Highton and Bellarine campuses take part in a three-day orientation program to give the students a realistic taste of things to come. This important program allows students to interact with their new peers, assisting in a smooth transition to secondary school life. The students enjoy many activities designed to develop team skills, friendships and positive relationships between both students and teachers.

The aim of this program is to give all students, whether new to Christian College or existing, a solid foundation as they embark on their Year 7 studies.

This year during the 3-day program, students were involved in a variety of activities to raise self-awareness and foster friendships including a multiple

Overall, Year 7 students are to be commended on the way they

intelligence questionnaire, speed ‘friending’, initiative challenges, a letter to self

have been so inclusive of each other and how they have embraced

and a school wide scavenger hunt. Community activities included a year level

the school ethos, values and guidelines through the Orientation

picnic and the creation of ‘The Herd’; a project where each class created a paper

Program and on camp.

mache elephant that represents our year level as a family unit.

At Christian College we acknowledge that entering Middle School

The Year 7 Camp to ‘Cave Hill Creek’ aimed to consolidate the friendships forged

is both exciting and challenging. A new location, routine and

during the Orientation Program as well as push students out of their comfort

expectations may be daunting to some of our new Year 7 students.

zones. Being an adventure based camp, students in platoons learnt to canoe,

However, we make every effort to ensure that our Year 7 students

build rafts, bushwalk, boulder and abseil. Highlights also included competing in

Kerrie Reid

settle in as comfortably and confidently as possible.

the ‘Extreme Triathlon’ and a dance night.

Highton Campus Year 7 Co-ordinator

Geoff Trevaskis Bellarine Campus Year 7 Co-ordinator

Abseiling encourages trust between students on Year 7 camp

Year 7 students bonding through orientation activities

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Where are they now?

Tegan Caldwell, 2006 Graduate Tegan Caldwell graduated Christian College in 2006 having no idea

Tegan acknowledges ‘it was great to attend a Christian school’ which

that she would one day represent Australia and play for the Australian

has influenced her faith over the years. This may have been the reason

Netball Diamond squad.

she chose to work with the non-profit organisation ‘Ladder’. New to

After finishing school, Tegan worked as a school’s programmer

Geelong, this program works with young people who are homeless or

at Camp Wilkin in Anglesea for 3 years. Always interested in

at risk of homelessness.

playing netball, she continued to play for teams in the GFL and

Tegan is the Program Coordinator and gets to ‘help engage the young

in Melbourne. In 2008 and 2009, she was selected to play for the

people with different activities’ in health, wellbeing and skills training.

Victorian State team.

Further into 2009, Tegan’s training and commitment paid off when she was selected to be a part of the Australian under 21 squad and played at the Cook Islands in the World Youth Championships where the team won a gold medal!

This amazing experience continued Tegan’s passion for Netball and since 2010 has been playing with the Melbourne Vixens, contracted until 2015. Tegan counts herself very ‘lucky’ to be making a career out of something she loves.

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Use of Student Photographs At various times throughout the school year, photographs

However, if any parents do NOT wish their son or daughter to be

of students may be taken in class, in sporting teams or when

photographed for these purposes, named in College publications or

involved in a broad range of learning activities. A selection of such

on website reports, you are asked to notify your Head of Campus in

photographs or videos may be used for College publicity and

writing.

promotion including class displays, student presentations, media presentations or for student teacher folios. Often this can be an effective way of acknowledging student and College achievements.

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Parents would be aware that we live in a visual society where images convey more than words. In addition, communications between our College and families are increasingly being made by

Our staff are always careful to choose only appropriate photographs

electronic means. Our College ‘In Focus Newsletters’ are published

to support our printed publicity, promotional material, social media,

on the Portal and on the College website for you to access. Please

newsletters or news and events reports on the Christian College

take the time to read these to fully appreciate the many events,

website www.christiancollege.vic.edu.au

achievements and celebrations that occur throughout the year.

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Vision Learning: Changing Paradigms

Cooper Geall and Glen McKeeman enjoying the use of the new 1 to 1 devices

In describing the innovative Vision Learning initiative, it may be useful

we are a community of learners. Vision Learning was born out of

adding a dimension to both what and how we teach at Christian

to talk about some of the details that led to its inception. Those part of

a recognition that in catering for our students changing needs,

College. The teaching of content is important, but the complexity of

the Christian College community, including past and current students,

we must change what we deliver and more significantly, how we

our world demands teaching students skills, processes and attitudes

teachers, parents and the College board, acknowledge Christian

deliver. I believe that Christian College is well-poised to embrace this

that will equip them to face challenges both in the classroom and

College’s focus on excellence in the area of academia. Stakeholders

change because of the teachers’ commitment to our students and the

beyond.

also praise the College’s dedication to both students and community

leadership’s continued dedication to striving for excellence.

through its highly developed ability to provide support at point of need,

Characteristics of 21st Century Learning

both pastorally and academically, and the outstanding extracurricular programs that continually enrich the experience of those involved in them. Of course, these are only some of the many threads that weave

In an ACER Occasional Essay – March 2012, p.1, Lonsdale and Anderson assert:

The Christian College Response The Vision Learning team, established at the end of 2013, comprised of six Year 5 teachers at both the Bellarine and Highton campuses, has

Christian College into a rich tapestry that has and continues to clothe

“Schools are expected to prepare students for a complex and rapidly

implemented a planning approach that facilitates and even insists

students for success in further study and indeed, life.

changing world. In addition to teaching subject content, schools are

upon, the adoption of strategies that cater to the needs of the 21st

expected to develop young people who are information and media

century learners whom we teach. The issues of relevance, authenticity

literate; critical thinkers and problem solvers; communicators and team

and student voice are addressed through the implementation of

players. They are expected to teach environmental awareness and civic

a planning model and thought process that engages students by

responsibility and various other transferable and lifelong skills.”

working towards rich tasks that compel them to ‘take action’ in their

Having acknowledged this rich past and unwavering commitment to best practice, let us look forward, particularly at the changing characteristics of our current and future students; they are 21st century learners. Unpacking that term highlights our need to adapt to the changing needs of these learners through firstly acknowledging that

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The response to this bold statement is that we must move towards

own communities.

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Vision Learning (continued)

Georgie Fawkner- guest speaker for the Vision Learning Year 5 students

The aim of these rich tasks is to create a learning environment in

on some sort of final product or culminating task demonstrating

This beautiful sentiment, expressed by Jesus, is at the heart of all we

which students work towards real goals and link what they do in

the learning of specific content. We value teaching content while

do in teaching and caring for our students. Parents, staff members

school, the real world and their lives.

recognising that we also need to be teaching and facilitating how

and students at this school are privileged to be part of a place that

students think, work together and problem solve. Under this new

not only prepares students for their lives in and beyond Christian

paradigm, qualities such as collaboration, curiosity, reflection and

College, but also teaches them that the greatest gift is God’s love

creativity will be more highly valued and built into assessment.

and that their future is in His hands.

Furthermore, Mr Glen McKeeman and the leadership team here at Christian College entered into an exciting partnership with Professor Guy Claxton, Emeritus Professor of the Learning Sciences at the University of Winchester. Professor Claxton’s Building Learning Power (BLP) framework will provide for teachers and students the tools necessary to move the school towards a culture of valuing stronger student voice, increased student ownership of learning and students who use what they learn in school to inform how they

Some classroom examples of this include displaying work that is in progress (rather than only ‘final products’), involving students in curriculum design and experimenting with classroom strategies

David Kehler

such as a ‘no hands up’ policy that encourages all students to be

Year 5 Teacher, Highton/ Vision Learning Co-ordinator

active participants in thinking and discussions (not only students

participate as citizens in their communities and face life’s challenges.

who ‘have the answer’).

What does this mean for students at Christian College?

Fitting the pieces together

Beginning in Year 5 and eventually moving across other year levels,

(Matthew 6:33) puts into perspective what we want our students to

students will be encouraged to value a new range of learning skills

value in their lives now and evermore. The Bible verses surrounding

and attitudes as well as participating in content-rich programs.

these words teach us to not worry, but to trust God with our present

Traditionally, school systems have judged student achievement

circumstances and with our future.

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The Christian College motto, ‘Seek ye first the Kingdom of God’

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Prep R Evie Dawson and Riley Williams

Integrated Studies Highlight

Junior School, Belmont The Integrated Studies curriculum at Junior School provides an exciting and authentic opportunity for students to explore the subject areas of History, Science, Geography and Civics and Citizenship in a cross curriculum context.

Current units of work being taught in Integrated Studies have recently been developed to include alignment with the Australian Curriculum.

This semester these units of work are ‘All about Me’ in Year Prep, ‘Minibeasts’ in Years 1 and 2 and ‘My Australian

Prep G Evy Nobel and Jayden Chan

Identity’ in Years 3 and 4. Students have been able to explore essential questions about the units; they have engaged in learning that is creative and interactive to explain and elaborate on concepts taught and they have had opportunities to evaluate their learning.

Here are some examples of student learning this semester in Integrated Studies.

Ann-Marree Weigl Prep B Mikayla Pocklington and Charlotte Biviano-Dean

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Deputy Head of Junior School, Belmont

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Integrated Studies (continued) 2.G Ella Leonard and Matthew Maroulis

1.B Susannah Spowart and Wil Nolan

1.R Jude Dziurhaluk and Sofia Knight

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2.B Sam Coleman and Tylesha Grierson

1.G Josia Collinson and Jake Cooper

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2.R Libby Stavenuiter and Zaiden Rutherford 4.R Luka-Angel Mathe and Mia Walters

3.R Harry Bradbury, Sienna Cambria, Georgia Hall, Caysee Vos, 3.B Amelia Grierson and Jasmine Duse-White

3.G Lily Duff and Lachlann Anderson

Molly Cooper and Angelica Lawrence

Integrated Studies (continued) 4.G Renee Johnson, Scarlett Kerr and Bethany Dean

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4.B Sophie Taylor, Andrew Giofches and Sienna Doig

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Teachers and Parents partnership that truly makes a difference!

Mrs Humphris (Year Prep) outlining the key elements to starting school for the Prep Mums

A big new building. New friends. A bag hook or locker. Starting school can be quite overwhelming for some parents and students alike. But it doesn’t have to be. Regardless of whether you are starting school in Prep or joining us in the Middle School or just making a fresh start, the partnership between home and school is integral to a smooth start and has shown to benefit the learning process ongoing! For the purposes of this article, I have used the word ‘parents’ however it is intended to apply equally to guardians and grandparents, all of whom play a significant role in the lives of our students.

By increasing home/school engagement, parents and their children

Junior School Classroom Visits and Social Picnic

Middle School Parent Information Evening

Junior School classroom helper training sessions have already been

The Middle School Parent Information Evening also enjoyed

conducted with a very keen and enthusiastic group of parents,

a positive turn out for this annual event. The first hour in the

who will soon join our staff to support learning in the classroom.

Auditorium was spent with the leadership team outlining:

We were also thrilled with the number of parents who attended

•

our recent Junior School classroom visits and family picnic, as this is where our partnership between home and school begins. Parent

The strategic plan for teaching and learning at Christian College

feedback on this night suggested that families really valued the

•

Development of a ‘Culture of Learning’

opportunity to visit the classroom and meet the teaching staff, who

•

SEQTA Learning Management System and 1:1 Device Program

•

Device Use Expectations for students at home and at school

•

The varying expectations for student learning from Year 5/6,

were able to articulate for parents:

•

General classroom routines and procedures

motivation and performance. Parents often have misconceptions

•

Expectations for each relevant year level

about getting involved in school and the learning process. However,

•

Learning approaches to Literacy and Numeracy

The evening concluded with an informal time of fellowship for

•

Helpful hints for parents to assist with home-learning

parents and staff to interact over a cup of tea. This was also a

can become more comfortable with school, fostering student

research suggests that students with parents who are active in the learning process achieve better test scores, show greater attention to schoolwork and assessments, and most importantly, impact

Parents can also contribute to the learning process at school or at

students to have a higher self-esteem and confidence.

home by labeling new classroom library/reader books, sorting and bagging sets of math equipment, or assembling learning games for

Year 7, Year 8/9

valuable time for parents to ask questions and seek clarification on the material covered and meet new teachers in a relaxed environment.

the classroom.

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Mr Jacobi (Year 2) introduces the parents to the foundations of DIPL using his Interactive Whiteboard in the classroom.

Teachers and Parents (continued)

Research suggests that student motivation and performance goes

for parents to attend and opportunities to delve into the teaching and learning

up when teachers are explicit about high expectations for students,

at Christian College. On Thursday 27th of March, students will receive a Progress

and parents who are also clear about expectations can produce the

Report and parents and students will have the opportunity to attend student/

same positive effects at home. Even though some Middle School

teacher/parent-learning conferences before the term break.

students may ‘roll their eyes’ about parents assisting at school, parents can be reassured that their involvement has long-lasting positive effects on their children’s academic motivation and performance.

Parents can also participate in school life by setting up a h omeschool routine, which might include: creating and updating a calendar with due dates for projects and tests; daily homelearning and study time; balancing extra-curricular and external commitments.

Parents can stay up to date with all of the weekly school news through our weekly email, sent out each Thursday afternoon. This also includes upcoming dates for your planning, special events

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In conclusion, recent research from Harvard University’s Family Research Project shows that the children of involved parents tend to do better in school across a number of measures, including a higher overall academic result, better scores on standardised tests, and an increased likelihood of enrolling in University at the conclusion of secondary school.

To our new families, we welcome you to Christian College and to all families we look forward with excitement to sharing the educational journey with you as we work together to offer your children the best ‘culture of learning’ and a bright future ahead.

Scott Elliss Head of Bellarine Campus, Drysdale

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Not Afraid to Ask the Questions.

“If God is real why doesn’t he just stop evil people and their evil actions?”

What a great question! This was Jared’s question on day one of Year 10 Christian Education.

There is something about children and young people that make them bold questioners. For some reason this inclination to ask and seek answers to big important questions recedes as we enter adulthood and ‘mature’. We seem to lose our willingness to delve deeper and become too satisfied with indifference or contradiction.

Today, our society at large retorts with Pilot, ‘What is truth?’‘Truth’ seems so fluid, undefinable, and individualistic. Yet Jesus asserts that he was born to bring truth and that there are ‘sides’ no less.

Truth and lies! I find that jarring! Dare I say we find that a little too definitive and absolute, perhaps disconcerting?

Or maybe, it’s just the way it is! Maybe we have a problem with accepting definitive answers? In fact, I have found that is exactly what many young people are looking for…something ‘true’ to believe in and inspire them.

Our students have inquiring minds and a natural inclination to explore and find answers. They want to scratch the itch in their

Finding Truth

The Truth is out There?

Jesus said something astounding as he stood before Pontus Pilot just before his

mind. How will we help them seek credible and satisfying answers to life’s big riddles?

crucifixion. ‘You say that I am a king. In fact, the reason I was born and came into the world is to testify to the truth. Everyone on the side of truth listens to me.’

Finding Answers

‘What is truth’ retorted Pilate. Pilot scoffed at the idea of real solid truth and

In semester two we are launching a new subject for Year 10 called

answers to our big questions. He shrugged his shoulders.

‘Reasons for Faith’ (RFF). This will sit alongside our staple subject ‘Religion in Society’ (RIS) giving parents and students a choice between the two.

RIS presents a variety of religions and faiths found throughout the world, whilst RFF asks specific questions about reality and seeks answers.

My hope is that our students will be encouraged to use their reason to think philosophically and theologically about the world they live in. As they say, ‘knowledge is power’ but, ‘knowledge only comes with truth’.

Stephen Brown Director of Teaching and Learning, Christian Education

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Scientist in the Making Alistair Chandler enjoying his NYSF experience

Year 12 student, Alistair Chandler was selected last year to join 100 of Australia’s most ambitious Science students at the National Youth Science Forum (NYSF) in Perth in January 2014.

Alistair gained knowledge and skills at the forum that he is already using in his Year 12 studies which he wrote about in his report on the NYSF experience below…

Before attending the National Youth Science Forum (NYSF), I had formed ideas about wanting to enter the energy engineering field, helping to design, create and improve methods of producing electricity from renewable sources. Among many other things, NYSF helped to solidify this goal and importantly, gave me a more definitive pathway to reach this.

selection day in Ararat, the group discussion on numerous scientific topics immediately grabbed my attention. It was especially interesting to see that for a large number of the topics, the group came to a consensus and was then able to build from that. After the debates and interviews, the day drew to a close and already I had made several friendships.

Even after having been selected to attend the Forum, I couldn’t have envisaged any experience that came close to that which I had on the NYSF, as I boarded the plane on the 6th of January this year. The Rotary Club of Geelong donated 80% of fees payable, Christian College contributed 10% and my family covered the remainder. On top of all these donations, partners of the forum also contributed a large amount, approximately equaling all fees paid by Rotary, Christian College and my family. On arrival in Perth,

I first heard about the NYSF when my Chemistry

we were greeted ecstatically by some of the staff members,

teacher invited me along to a meeting with a person

who began bringing the group closer together as soon as

who had attended the previous year’s session. The

the bus departed for the University of Western Australia. For

Forum sounded like it would be beneficial to attend

the majority of our stay, we were based at University Hall, in

if looking for a career in science. After completing

the University of Western Australia, although on the middle

the application forms and being kindly accepted

weekend, we had the opportunity to stay with Rotary hosts.

by the Rotary Club of Geelong, I had got my first

The day spent at the home of very welcoming Rotarians was

sense of what it was to be a part of the NYSF. On the

filled with much needed sleep and delicious home cooked

Conclusion of the Physics at Curtin workshop

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Scientist in the making (continued) meals. This day was excellent, as it left me feeling ready for another week

The cosmology presentation was very interesting, as we delved into

of NYSF activities. However, the session sadly came to an end on the 18th

theories that express possible compositions of the universe, the beginning

of January as we departed from Perth, parting ways with new friends/NYSF

of the universe as we can observe today and looked at where cosmology

students on my return to Melbourne.

was heading in the future. A presentation on the ‘Shark Attack Mitigation

The NYSF program had two main emphases, scientific and personal. The scientific aspect of the program offered a diverse range of presentations, workshops and lab visits from many areas of science. We visited the Fremantle

Systems’ and their products allowed us to learn more about the mind-set of a shark when it attacks a human and different optical devices that can differ sharks and save lives as they are implemented in wetsuits.

Shipwreck Gallery where we had a guided tour of the museum and an

In a presentation on ‘Nanotechnology’ and the ethics surrounding this field

insightful talk on treating items recovered from the ocean so they could be

of science, we were able to express our opinions as part of a live poll, as well

used as museum pieces. At the Pathology centre of UWA, we were able to

as voice our reasoning behind the choices we made. These experiences have

observe a number of diseases and saw a very large collection of preserved

helped to shape my future aspirations, as well as to be more confident in my

organs that demonstrated a myriad of these and more diseases, which was

choice of science field as the Physics based activities really stood out to me.

very interesting as the effects on the body could easily be identified. In a

As I mentioned earlier, the personal aspect of the NYSF is initiated in full

Physics workshop at Curtin University we conducted experiments to find the

when you board the buses to reach UWA. The atmosphere that is created

specific heat capacities of different metals and went on to look at properties

by the staff members is absolutely amazing in that everyone is able to feel

of dry ice and liquid nitrogen, a fun activity.

comfortable and included. I found that while on session, the whole group

At the Forensic Sciences unit at UWA, we learned about techniques used

was highly compatible, which is a credit to those involved in the selection

by forensic scientists to determine many pieces of information needed to solve a crime and had the chance to put some of these into practice. To hear also of the accuracies and falsifications of representations of forensic sciences in literature and television was fascinating, as the parallels with real life cases were amazingly clear. During our visit to the Physics department of UWA, we were given the task of rediscovering five of the most used scientific constants in school science, like the speed of light, the charge on an electron and the gravitational constant.

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process, as without finding the right type of people, NYSF would not be nearly as excellent as it is. Within a few days, I formed many friendships that I know will last a lifetime. Furthermore, the buddies we were allocated and the interest groups we were divided into allowed us to meet other like minded students, as well as having ‘floor groups’ where we could meet people with a much wider variety of aspirations for the future. In addition to this, the many personal development workshops gave us skills that we can carry through our education and into a working environment.

Tower at Gingin Gravity Centre

christiancollege.vic.edu.au

Scientist in the making (continued) A scene from the Bush Dance

I also gained interview techniques in order to maximise my effect of the interviewers and communication skills in a public speaking The bush dance was something that I’m sure would have been

with people working in science and the pathways they took to reach

setting. More personally, the NYSF has given me confidence to strive

outside of many people’s comfort zones, but was an outstanding

the point they are at today.

for school, university and ultimately career goals and the knowledge

After having completed the NYSF, containing so many avenues to

that if you know where you want to be, there really is always a way

The work done on our public speaking skills was highly valuable, as

expand socially, I feel much more confident starting Year 12 and not

to achieve it. I would like to thank the Rotary Club of Geelong, as

we gave three-minute impromptu and prepared speeches, receiving

nearly as anxious about the consequences of this year, which are

well as Rotary International for their support of me and the entire

specific advice for both. In an intense, yet fun, group dynamics

often stressed to the point of invoking trepidation in students. Aside

NYSF program. Also, thank you to my school, Christian College

exercise, we learned the importance of electing good leaders to

from these benefits, to all of the friends I have made, I will no doubt

Geelong, which also helped fund my NYSF experience. To the

delegate and oversee and utilise all possible resources in order

be in contact with them for many years to come.

partners of the NYSF, of whom there are too many to name here, but

time for all and a really enjoyable night.

to achieve a common goal. We also received talks with the topics of how to approach Year 12 specific strategies to put in place for Year 12 and ‘thinking big’ for the future. Other equally beneficial presentations made by the staff members were on communication, personalities and body language, which were all put forward in an engaging and easily comprehensible manner.

The NYSF is an experience I will carry with me for a long time to come. Spending time with people who have a similar mind-set to you is something really special about the NYSF and has created so many fond memories. On top of this and the friends I have made, I benefited from the program in numerous other ways. Before going

can be found on the NYSF website, thank you again, as without your contributions, the Forum would not involve so many opportunities as it does. To all of the staff of the NYSF and the director, Mr Damien Pearce, thank you for your amazing enthusiasm and support, it really made the Forum.

on the Forum I knew I wanted to engineer energy production

The NYSF has left me as a different person, now much more assured

The disco was another amazing opportunity for socialisation, as

alternatives, but had not particularly considered the decisions or

about how Year 12 will unfold, where my future could take me,

everyone dressed as science-related people or objects, making for

pathways I would need to take in order to reach these aspirations.

how I am going to get there and with over 150 new friends. A final

another great night. In a more formal context, the Rotary dinner

The lectures offered at the NYSF, as well as a careers supper with the

thank you to everyone who contributed to the National Youth

and the science dinner provided students with time to talk with

staff members greatly helped me in determining possible options

Science Forum, it has given me a great start to the year and a new

Rotarians about their experiences with science and the NYSF and

for my tertiary education.

motivation for my life to come.

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christiancollege.vic.edu.au

Transition into Prep Activities at Junior School for the Williams House students

Preparing our students for the next level

(During the 60s and 70s this pyramid was extended to include cognitive needs [knowledge and meaning etc.] at number 5, and Aesthetic needs [appreciation and search for

Christian College is blessed to be able to provide our

beauty, balance and form etc.] at number 6.)

children and families with an educational journey that extends from the pre-kindergarten program, through to Year

As Maslow suggests, children must have the basic needs of

12. This journey, for some over a period of 15 years, is made

physiological, safety, sense of belonging and self esteem

up of many transitions, each of which carries the student

met before they can aspire to achieve at the higher levels.

to the next phase and promotes a sense of real progression

Acknowledgement of these basic needs, each dependent on

through their educational life. For most, these transitions

the one before, is why we have a very intentional transition

take place within a context of ‘flow’ and readiness, but for

experience built into each stage of our student’s journey

some, the change implied by transition can bring personal

through the College. This is particularly evident in the early

challenges. Some of these challenges may be subtle, but

years as the children move through the pre-kindergarten

are, none the less, impacting on the individual child. Under

and pre-school programs, into their Prep class at Junior

the surface, there may be anxieties about new routines, new

School.

expectations, new teachers, friendship groups and so on.

Williams House is a thriving kindergarten offering a rich

To this end the procedures for students transitioning

Psychologist, Abraham Maslow, stated that human motivation is based on

and exciting program for 86 pre-kindergarten children and

from one environment to the next at Christian College are

people seeking fulfilment and change through personal growth. He described

94 pre-school children. In recognition of the needs of the

designed and managed to maximize the opportunity for

self-actualised people, self-actualised children, as those who were fulfilled and

children who come into our Centre, our aim is to create a

each child to find a real sense of what the next phase of

doing all they were capable of. He developed a pyramid that focused on how

learning environment that considers these essential needs

school will be like, while intentionally planned to minimize

individuals develop and fulfill their human potential [moving up the pyramid]

and promotes an atmosphere of safety, wellbeing and

the anxieties that the prospect of transition may bring.

as each essential need is met.

shared learning.

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christiancollege.vic.edu.au

Transition into Prep (continued) Mr Smith with Williams House students

A hallmark of the way we teach at Williams House is to be alert to the learning potential in the ‘every day’... sometimes in the unexpected or ‘unplanned’ for

In deference to the way children have intuitively learned from infancy,

space in the Junior School as well as participating in weekly

particularly through exploration and play, linked to their developing

lessons of Music, Physical Education and Library delivered

skills, our programs at Williams House are essentially play based and

by the Junior School teachers within the teaching space

mirror Maslow’s theory as well as the Victorian Early Years

specifically designed for the subject. This develops, in

Learning Framework.

the Kindergarten children,not only a strong sense of the

Our goal is to help create happy and capable children, confidently

physical spaces of the Junior School but comfortable

moving forward to the challenges and transition of, in this instance,

familiarity with a range of teachers and possibilities

Prep at Junior School.

provided by the next phase of their school life.

Our children in Williams House have the significant benefit of sharing

Two Orientation sessions, held towards the end of the

a campus with the Junior School students. Transitioning into Prep at

preceding year, where incoming Prep students spend

Junior School is intentionally facilitated through the steady building

time with their Prep teachers in their Prep classrooms,

of familiarity with the Junior School environment. Not only do they

along with send home packs of information and helpful

see the daily coming and going of the Junior School students as they

‘preparation’ resources, helps to ensure that our children

go about their daily school routines, but children in the 4 year-old

move into the next phase of their school life at Junior

Kindergarten program regularly visit the playground and outdoor

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Bernadette Johnson

Coordinator - Williams House Kindergarten Marion Nott Head of Junior School, Belmont

School with relative ease.

christiancollege.vic.edu.au

SEQTA Innovative Learning Management This year has seen the roll-out of a new Learning Management

The staff at Christian College have embraced this new

System for Christian College, called SEQTA. SEQTA enables

learning management system and here is what some of them

us to manage attendance, student welfare, lesson planning,

have already had to say:

curriculum mapping, marking and academic reporting, while

“The digital collaboration that SEQTA provides has enabled greater

engaging parents and students in an interactive, supportive community through the portal.

learning opportunities for students. As a staff we are able to share our teaching programs digitally and simply add our ideas and resources together into one pool of information. This can be

It is clear that learning in the 21st Century is supported with online opportunities for students and the curriculum is following suit. Griffith University professor Greer Johnson says that online learning is the way of the future, enabling students

transferred to the students through messages and tasks sent to their individual working spaces. Printed documents that ultimately end up gathering dust are now workable, relevant, easily accessible, and user friendly with SEQTA.”

to take more ownership for their work, be more responsible and personalise their learning. SEQTA provides a wonderful medium

“I have found that SEQTA provides a base for my students to

through which information can be shared and communicated

access information learnt at school in an easy format at home.

broadly, enhancing collaboration and opening the door for

The Student Workspaces allow them to view their timetable, send

parents to be active participants in their own child’s learning.

messages to their teacher and find links or documents that were used in the classroom. This bridges the gap for the students who need extra support as their work can be continued in their own time. It also supports extension for the students who wish to go further on a project or task. Differentiation and home learning is enhanced with SEQTA.”

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christiancollege.vic.edu.au

TeacherPortal

SEQTA (continued) “The pastoral notes facility allows much more efficient communication

“I love the mark book functionality, being able to give students marks

between teachers about particular student needs, which means

and feedback on their work direct to them is fantastic.”

patterns and problems are identified earlier so that we can better serve our students and their needs.”

“If most work that the students do (in all subjects) is handed in via SEQTA and teachers are giving feedback, then we have a powerful tool “The WISP lessons, which I have used once or twice so far, allowed a

for the academic and pastoral care of our students.”

more interactive and self-directed approach to learning.”

Parents will be able to use SEQTA to: Of course the benefits of SEQTA are not only limited to the teaching

•

View student timetables

“With the support of my Faculty Directors I have experimentally

staff, both parents and students will have their educational

•

View ‘unexplained’ absences and attendance history

explored the use of the Program outline for each individual lesson,

opportunities enhanced through a staged roll-out of the following

meaning when students are away they can see what they have missed

SEQTA functionality.

•

See home learning expectations and upcoming assessments

•

View Assessments and teacher feedback

•

View Student Reports and notices

for the specific lesson and also the homework that was set.”

Students will be able to use SEQTA to:

•

View Timetables and Home Learning

•

View dynamic online lessons including web links, documents, videos, images and other resources

•

Access the daily Notices

•

Access work requirements and complete assessments online

•

Participate in forums and collaborate online under

I really believe that SEQTA is the tool and medium to take the ‘culture of learning’ at Christian College Geelong to a whole new level, where together as teaching staff, parents and students we can support each other to ensure the very best learning opportunities are maximised for the benefit of our young people. This is certainly an exciting time in education and we are privileged to be sharing this journey together, using our technologies in innovative and creative ways to prepare our students for the digital world and workforce we now live in.

teacher supervision

•

View submitted work (via the e-portfolio)

Scott Elliss Overseeing the implementation of SEQTA for CCG

ParentPortal

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christiancollege.vic.edu.au

Prinicpals Blog on College Website

Website News Updates

Keep Up-to-Date on College Life Christian College Facebook page

Christian College, Geelong is an extremely vibrant, interactive and busy

By visiting our website weekly, you can read what the staff and

educational institution with 4 campuses and over 2,000 students.

students have been involved in.

Keep up-to-date with your child’s school-life by following our

Covering all campuses, the College website and Facebook page

Christian College Geelong Facebook page.

feature different articles and photos that are your window into

Our website is also updated weekly with current news articles and new

everyday life at the College for you to enjoy.

posts on the Principal’s Blog.

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christiancollege.vic.edu.au