In Focus Term 1, 2017

IN FOCUS Links to articles Child Safe Culture : . Page 10 Student Leadership : . Page 12 Japan Trip : . Page 18

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

From the

Principal Leading ‘The Learning that Matters’ I trust and pray your year has started well and that your young person is indeed enjoying the many learning opportunities afforded them throughout a productive Term 1.

Just like our students, I too have been enthusiastic to continue my own learning journey throughout this year. I have accepted an invitation from Independent Schools Victoria (ISV) to participate in a two-year research and study based program working with a team from the Harvard Graduate School of Education, to explore the ways that we can best deliver ‘The Learning that Matters’ within our College context. Together with eight other Principals, I have the incredible privilege to work closely and collaboratively with these colleagues to frame and define the pathway to achieve the very best learning opportunities for all of our students.

Whilst our study has only just begun, I can already see that the work that our leadership team and the teaching staff have undertaken through our previous involvement with the Harvard programs, sees us very well positioned for the next exciting phase of our journey.

Providing our students with an ‘education that matters’ is the central aim at Christian College. We set out on this path some time ago and, together with our students, their parents and our staff,

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‘The Lens’ which students look through

College Principal, Glen McKeeman with Harvard Professor David Perkins Research and Project Manager at Project Zero-Harvard University, Flossie Chua and an ISV colleague

College Leadership workshopping ‘The Learning That Matters’

we have made great strides in this journey. It is now time to

In my first ‘Principal’s Blog’ of 2017 (which can be found on

We want our students to stare down mistakes as nothing to be ‘feared’, for it is in

establish another a crucial signpost to guide us in our mission to

our website), I shared the concept of having a focus on doing

making mistakes that true learning takes place and we grow as a result.

provide our students with the brightest possible future.

‘good work’, referencing the research undertaken by the

It is time to think more deeply about what really is an ‘education

Harvard University ‘Project Zero’ team. The ‘Good Work Project’

that matters’, and to help define this, I am drafting a Vision

encourages a focus on improving the human condition through

Statement that we hope will further enhance the magnificent

doing good work that is ‘excellent’, ‘ethical’ and ‘engaging’ – and I

culture in which our students already thrive.

believe this philosophy is a perfect fit for our College, given the

You can be excellent in certain areas of study, however, if you do not

Christian view we take to serving others.

have an ethical understanding of how to apply that excellence, will it

‘Good Work’ that is Excellent, Ethical and Engaging

really be ‘good work’?

“At the end of their journey at Christian College, our students will contribute to making a positive difference to human capital (others) through ‘good work’ that is excellent, ethical and engaged in local, national and global contexts.”

We want to encourage our students to produce an

This comfort level should unburden our students so they hold nothing back, giving all of themselves to their learning experiences – an ‘excellent effort’, if you will. The ‘excellent’ then flows into the ‘ethical’.

Whatever wonderful attributes and gifts God has given our students, the challenge is always to use them for good, and to have an ‘ethical’ lens.

This is a lofty goal and it speaks directly to what it means to be

‘excellent’ effort – their absolute best in their learning,

‘Engagement’ is about how our students connect to others in a whole myriad of

a Christian College student and – for our parents and our staff –

safe in the knowledge that their education at Christian

ways - as a learner, as a citizen in the local community, within their family,

what it means to be a part of the Christian College family.

College is about ‘growth’.

within their sporting team and so on. How do they view the world outside of

In simple terms, we are saying that a successful student at

Having a growth mindset will help students to see that their

Christian College is not just one who obtains a good job, builds

IQ, or their ability to accomplish, is not a fixed outcome – they

a nice house and is blessed with great wealth. Rather, we

have a capacity to improve throughout their journey. We also

hope and pray that our students would go into the world with

understand that the rate of this development will vary from

a focus to contribute to making life better for other people,

student to student, and vary in various learning situations

not just themselves.

because we are all different.

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Christian College? What do they think about issues that affect our country, and what is their willingness to be a part of the solution? How do they look at other human beings from a global perspective, and how does that then relate to their learning – what do they connect with?

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For example, if they see displaced citizens from other parts of the world, who are fleeing violence or harsh conditions, are they looking at those people with indifference or a ‘not-my-problem attitude?’ Or do they say, ‘that is another human being, and what can I do to help’?

Purpose and Meaning The ‘learning that matters’ has to be presented to our students in a context where they glean a sense of purpose and meaning, especially at a Christian school such as ours where we promote a servant heart.

We are in the process of framing the ‘how’ and the ‘what’ of learning in a way that allows our students to find this purpose by making links to things other than the conventional notion of just ‘doing school’ and going The Learning That Matters encourages Grace

The Learning That Matters cultivates Love

through the motions, because they have to.

If they can find a reason to learn, then they can find meaning in the learning: ‘I want to learn’ and ‘this is what I can do with the knowledge and skills’.

We are not just teaching our students about facts and skills, we are teaching them about thinking.

We want them to think critically, to look at the world through a Christian lens – and identify what is and is not ‘good works’.

Fitting ‘Good Work’ into a National Curriculum We are well down the track in building the ‘learning that matters’, however, the next piece in the puzzle explores how we can design the learning to maximise the outcomes for our students and the College. We currently have a ‘pilot’ group, an exemplar group of teachers, who have been invited to participate in a study with Ewan McIntosh, exploring a process called ‘Design Thinking’. This has great scope to offer a commonly understood framework to support our staff and students with their inquiry and project based learning activities.

I have always been a strong advocate of the work of David Perkins, who The Learning That Matters nurtures Faith

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explores learning that goes ‘beyond the curriculum’.

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Good learning goes beyond the classroom, he contends, taking the way school relates to our children to a new level.

That is a concept that I want to use to challenge our College.

We want to challenge the way we teach our students, making it less about the teacher at the front being the oracle, and more about the teacher becoming a facilitator.

I want us to be brave enough to give our students greater responsibility and autonomy to learn, thus giving them a voice; not only a voice about their own learning, but a voice about where their learning might seek relevance and influence.

An everyday example of this might be a ‘rich task investigation’, where a student might choose to align their learning with a cause that is particularly important to them, for instance preserving an environment or creating an action to

secure places at universities and other institutions, or when

prevent homelessness.

students need to produce folios, receiving high recognition for

“Guess what? It works”

the work they can produce.

The natural question at this point is: ‘what about the results?’

How do you measure the ‘learning that matters’?

One College United To achieve this, a common understanding throughout the entire Christian College community is foundational. Only if the students,

It takes in a myriad of learning episodes - and as we have always

parents and the staff are totally aligned to the same vision will our

said – it is not just about the score at the end of the journey.

College be able to move further forward in this exciting journey we

That will never define or truly measure our students.

have embarked upon. Our willingness to collectively ‘buy in’ has been

Professor Guy Claxton, the author of ‘Building Learning Power’

a key strength for our College in creating an environment that is

we use at the College, addresses these questions, and his

becoming increasingly in demand for families wanting their children

response is simple: “Guess what? It works”.

to grow as a person as well as a student.

And he is right, it does work. We have seen this first hand at

Our core values of Faith, Grace, Hope, Love, Truth are the seeds that

Christian College already.

allow our school to grow, and every branch of

We are nearly three and a half years into developing this

our College structure is rooted in this ethos.

‘learning that matters’ framework, and our last two years have

In closing, for the ‘learning that matters’ to truly

been the best on record in terms of academic performances.

grow, we too must all embrace this vision and

It is not only reflected in our ATAR results, it is demonstrated through our students’ abilities to prepare for interviews and

be prepared to grow along with it.

Glen McKeeman Principal

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We catch up with Rosie Murphy, our ‘DUX’ of last year’s graduating class.

Q: How did you cope with your Year 12 studies?

Rosie achieved an excellent 98.15 ATAR score, and here she shares

some people can create a really scary stigma about it, and work it

some insights into what was both a rewarding and challenging 2016,

up to be unmanageable unless you devote all your time to study.

academically and personally.

I still caught up with friends and went out on weekends. I kept my

She also has some helpful advice for our current Year 12 class as they prepare for Term 2.

Q: When did you start at Christian College?

Rosie: I started Christian College in Year 6, coming from the very small and different Freshwater Creek Steiner School, so it was a huge change with stark contrasts in learning methods. Starting was so daunting, but it didn’t take me too long to find my feet.

Rosie: Year 12 is a step up, no question, but I found that I think

job, working twice a week, and didn’t let it consume me. I thought of my relationships and work as being very important. Mid-year quickly became extremely difficult with a death in my family, resulting in the second semester being a real struggle. Studying and remembering was really difficult. Many people say that everyone will have a breakdown from the amount of stress from the workload, but I never really experienced that as such, it was more breakdowns based on my personal experience with what had occurred. I actually really enjoyed Year 12 though, and I enjoyed my subjects, which prompted me to want to study in a sense. Year 12 was a lot of fun.

Q: How has your time at CCG defined who you are today? don’t necessarily remember what I was like before. I definitely learned to try

Q: How did the teachers and friends help you through Year 12?

my best, and the friends I have made have definitely shaped me as a person.

Rosie: All of my teachers were incredibly supportive throughout the

Rosie: I think I have learned a lot at CCG, but it’s hard to pinpoint because I

The teachers taught me a lot, and not just about content, but about respect towards others and self-respect.

Q: What is your fondest memory at CCG? Rosie: I have so many great memories at school, starting from just joking with friends and teachers, to experiencing new things at the Farm. I went on so many amazing trips, and experienced some incredible things. Going to Indonesia was one of these which really confirmed my love for the language.

Outdoor Education in Year 12 created great memories - I loved the Baw Baw

Rosie Murphy

dedicated their personal time just so I could understand a concept better or go through an essay. I particularly remember

Rosie’s host sister Ami and her Mum eating Sate Bulayak at Suranadi during her recent Indonesian trip.

2016 Dux

year. They readily made themselves available for me if I needed, and

Mrs Jane Bailey and Mr Dave Evans meeting with me regularly if I ever needed one-on-one assistance. That made all the difference, so I am forever grateful for that support. My other teachers were just as helpful, and my friends were amazing for the emotional side, being there for me to vent feelings and to listen. They made the year fun, too, alleviating the stress. I honestly could not have done it without them beside me.

trip and the Falls Creek trip. Having an amazing teacher and class really made all the difference. Both camps were rather challenging physically and mentally, but I came away feeling so good and had the best time. And there are so many other great memories, I couldn’t list them all.

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Final day, with a studet from the Twin School year 10 class where I often taught over in Indonesia.

Final Day, class photo with the Year 12 class in Indonesia.

Q: What tips would you provide someone going into Year 12?

Q: Now that you’ve finished, what are your plans for 2017?

Q: When you received your ATAR and found out you were DUX of Christian College, how did you feel?

Rosie: I think I would say please don’t dedicate your life to study.

Rosie: I recently came back from Indonesia working as a volunteer

Rosie: When I saw my ATAR I was on a small island called Gili Air and

Look after yourself, keep your job (as it’s an important part of

English and Indonesian teacher at our sister school SMANDA,

felt a mixture of emotions. I was extremely shocked just at the sight

life and experience), get a good night’s sleep (I would be feeling

which was incredible. I’m currently studying at La Trobe University

of the score, and started crying. I never thought that I could have

stressed if I was not in bed and have fun. Don’t listen to the stress

in Bundoora doing International Relations, and doing a Diploma

achieved that, and I had so many thoughts going through my head

created by others when a SAC comes up, be assured in yourself

of Languages for the Indonesian side. I have no idea if I will like

thinking: “I didn’t think I studied that much!” My Mum rang me and

and find methods that can calm you. Don’t be influenced by other

the course, but so far it is interesting and quite a big step up from

told me that she had just been talking to Mr Dent [Head of Senior

students nerve-wise. Make the most of the year, and know what

school. But who knows? I think next year I’d love to travel, perhaps

School] and that I had received DUX, and I cried again. I had pretty

your priorities are. Good luck to all the Year 12’s, your best!

Europe and of course return to Indonesia as frequently as possible.

much been crying the entire morning. I could not even pinpoint my

In the future, I hope to be working and hopefully doing something

emotions. Obviously I was happy, but also sad in regards to what

in regard to Indonesian, but I honestly have no idea.

had happened mid-year, and I was just thinking: “how in the world

Perhaps an internship or work experience overseas. I hope that I enjoy university and continue with my course, and I hope to be better in speaking Indonesian. Apart from that, I just hope that I am

did I achieve this after the year I have had?”. It felt surreal, and I was incredibly emotional for the rest of the day - shocked, thrilled and in disbelief. Even now, if I am reminded, I am still so shocked!

having heaps of fun.

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Butterfield Kindergarten House and Day Care

is now open!

We’re open! What a thrill it is for me to say those words! Both for me, and everyone who has played a part in this growth. It certainly is a very exciting time for Christian College Geelong.

For those of you who have been driving past our site on the Great Ocean Road for many months now, you will have noticed that work on the buildings are finished and that our kindergarten and care programs are in full swing.

It is one thing to have a team of designers and tradesmen and women come together to physically create what has been, for many people, a long-held vision and dream for this site.

However, it is quite another to begin transforming bricks and mortar into a living and breathing service which emphasises the importance of all aspects of the early years of a child’s life.

This is the equation for Butterfield House: an atmosphere of well-being and opportunity, a sense of space, a genuine physical connection with nature and beautiful horizons from every view point.

What does all that equal? A unique model of early learning and care for three to five-year olds that parents can trust and have faith in.

As we contemplated the possibilities of what our service might offer small children, we considered everything that would bring a sense of connection, calm, purpose and creativity. We imagined slowing down the frenetic pace of family life. We wondered how we could positively impact

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children, as they transition between locations that provide long day care and

Nature Pedagogy

other educational programs.

We asked ourselves this question: is it possible to create a model that respects the philosophy that children thrive when they identify strongly with community, and are provided with a continuity of care?

We decided that such model was possible, and this is how it will look at Butterfield House: •

We will have educators who are attentive to creating beautiful learning environments; environments that encourage imagination, thinking, collaboration and problem-solving through play.

•

All our pre-schoolers will be catered for through a range of sessional kindergarten programs.

•

We will have a day care program that is totally committed to gently

When Annelies Henstra, a Dutch human rights attorney, talks about the right of children to a meaningful connection to the natural world, she calls it the ‘forgotten human right’.

From our perspective, nature pedagogy means a genuine intent to remember it.

Building on our experiences of engaging children and families though centre programs, bush kinder and family opportunities at our Belmont campus, here is what the term ‘nature pedagogy’ means to us at Butterfield House.

It means that: •

understanding and connecting children to nature.

transitioning children between the services they access at Butterfield, while also having its own important identity of quality care and nurture.

•

•

We will find ways for children to connect with nature through our

opportunities in nature.

•

concept of ‘Bush Kinder’ for all our groups.

It is a delight to finally have our families enrolled.

To hear comments such as: “we knew it was going to be great, but this has far exceeded our expectations” only affirms the decisions we have made around

We provide for intentional teaching moments, sharing of knowledge and increased confidence in understanding our planet.

incredible outdoor learning environments, developing gardens and playgrounds, a ‘beyond’ space and, of course, our commitment to the

We understand the importance of immersing children in authentic experiences that include sensory, visual and aural

Permanent rosters will provide staffing consistency, and give the children the chance to build important connections with their educators.

•

We acknowledge the role of professional expertise in

•

We do not treat nature with tokenism. We consider it in all aspects of our programs; inside, outside and beyond.

Put simply, time in nature gifts us so much; including a sense of wellbeing, improved executive function, and is a proven contributor to fine and large motor development.

the design of the program, the environment and our staff. We invite you to

It enables us to really get to know planet earth, to love it and to

make a time to come and see for yourself what we can offer your family.

ultimately do what we can to protect it.

And we are confident that Butterfield House will speak for itself, once

Bernadette Johnson

given the opportunity.

Director - Early Learning Williams House and Butterfield House Kindergarten and Care

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Christian College Geelong Promoting a

Child Safe Culture The safety of our students at Christian College Geelong is paramount, and to this end we have invested heavily in developing policies, procedures and practices to positively impact our culture.

This has involved a range of strategies to both inform and equip all staff at the College regarding issues of child safety, professional conduct and reporting.

Christian College has a zero tolerance for child abuse and we are committed to acting in our children’s best interests, keeping them safe from harm. The College regards its child protection responsibilities with the utmost importance and, as such, is committed to providing the necessary resources to ensure compliance with all relevant child protection laws and regulations.

All of the work our staff have undertaken thus far allows us to comply with Ministerial Order Number 870. This Order prescribes certain matters with which all registered schools must comply as part of their registration requirements.

Staff have completed additional training in this area, made up of nine online modules to promote knowledge, understanding and professional practice. Child Safety Officers have also been appointed at each of our College campuses to continue this work and to act as points of contact for students, staff and families.

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The Victorian Child Safe Standards, comprising seven (7) Standards and three (3) Principles, are outlined below:

The seven (7) Standards:

The Policy is published on our website and can also be accessed and viewed via the following link:

http://www.christiancollege.vic.edu.au/new/about-us/a-child-safe-school

Standard 1: Strategies to embed an organisational culture of child safety, including through effective leadership arrangements.

Standard 2: A child safe policy or statement of commitment to child safety.

Standard 3: A code of conduct that establishes clear expectations for appropriate behaviour with children.

Standard 4: Screening, supervision, training and other human resources practices that reduce the risk of child abuse by new

In addition to the seven (7) Standards, the College is required to take into consideration the following three (3) Principles as part of our response to each Standard:

processes, and ultimately the College’s culture with respect to child safety.

Christian College will continue to develop work systems, practices,

Torres Strait Islander children.

policies and procedures to maintain a child safe environment

Principle 2: Promoting the cultural safety of children from

Standard 5: Processes for responding to and reporting

culturally and/or linguistically diverse backgrounds.

suspected child abuse.

Principle 3: Promoting the safety of children with a disability.

Standard 6: Strategies to identify and reduce or remove

In support of the Child Safe Standards, Christian

risks of child abuse.

College Geelong has also developed a Child

empowerment of children.

the foundation of the College’s procedures, practices, decision-making

Principle 1: Promoting the cultural safety of Aboriginal and

and existing personnel.

Standard 7: Strategies to promote the participation and

This policy is an over-arching document that provides key elements of our approach to protecting children from abuse. The policy forms

Protection and Safety Policy.

that ultimately assists us to embed an organisational culture of child safety within the entire College community.

Kind Regards Scott Elliss Vice Principal

To view the policy, please head to the website address, found in the above photo caption.

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Student Leadership – an opportunity to serve Junior School - Belmont’s Captains and Principal, Mr Glen McKeeman and Head of Junior School, Mrs Marion Nott

Briella Egberts says her face went as red as the shirt she was wearing.

“I was just shocked, totally shocked,” Cameron said.

Head of Senior School, Mr Graeme Dent, had just arrived on her door step, with

These are special moments in our College.

chocolates and flowers, to inform Briella she had been selected as one of this year’s College Captains.

“I had no words, which doesn’t happen very often!” Briella recalled of the visit.

“I was still in my pyjamas - I thought I was dreaming. I was filled with happiness and I didn’t know how to express it,” she said.

Both students might have been surprised, but they are fully aware of the responsibility they have accepted as a student leader.

“My role is to ensure the wellbeing of each individual in our community. For me, it’s all about looking out for others,” Cameron said.

“Briella and I share the responsibility with the College Prefect team as

“Once Mr Dent left and it finally suck in, I went up to my room and couldn’t stop

being a voice for the student body, and we hope to be able to meet

jumping up and down on my bed.”

their needs this year.”

Mr Dent also visited Cameron Chandler’s house that day, to give Briella’s fellow

Briella has the same outlook.

College Captain the same news.

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Middle School - Highton’s Mentors

Bellarine Campus Captains with Head of Campus, Mr Nicholas Watson

“I am expected to be an ambassador who embodies the College

The opportunities available to our student leaders to develop their

Leadership is a sought-after personality trait, and building on this

values of Faith, Grace, Hope, Love and Truth,” she said.

character, and find purpose and meaning in their actions at school

will likely lead to many rewarding experiences in the future for those

at such a young age, are truly exciting.

that put time into it.

As part of the leadership at our College, some student leaders

Having the chance to engage in such extensive formal and informal

will meet with the Deputy Head of Campus and Year Level

training – and just the raw experience of leading – as a teenager, or

Coordinators every week to discuss and review ways they can

even younger, is a privilege that should not be underestimated.

“I want to be approachable, reliable and trustworthy, with high expectations of myself and everyone around me.”

The maturity in their words reflects extremely well on the family, teachers and friendship group of each College Captain.

But it also reflects strongly on the value our College places

practically lead their campus.

At our Senior Campus for instance, the 24 chosen Prefects – 16

The benefits of setting aside time for this type of initiative are two-

House Prefects and 8 College Prefects – undertake a two-day

fold. Our College reaps the positive outcomes of having the student

leadership retreat with the top leadership figures in our College,

Our student leaders can understand how important their leadership

body taking genuine ownership of their learning environment, and

including the CEO of Christian College, Mr Daryl Riddle and also the

duties are because they are constantly reminded, from so many

the student leaders in return receive high-quality mentoring to

Principal, Mr Glen McKeeman and Vice Principal, Mr Scott Elliss.

angles and place - high places.

develop their leadership skills.

on student leadership.

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Bellarine House Leaders being inducted

Senior Penman House Prefects

The high point of this training is the ‘River Walk’ where the students,

It is not what they have done in the past, but rather what they will

The teachers who accompanied them reported a real ‘buzz’ among

equipped with life jackets, walk against the current, urging and

do in the future that will define their success in the role.

the students as they began to think forward about how they could

helping each other to reach the finishing line.

There is nothing token about the honour. More and more, the

It is a perfect metaphor for the way our College hopes our leaders

students are being asked to drive the direction of the College, and

will embrace the responsibility. Sometimes as a leader, you have to

the more they are asked to do, the better they will become.

go ‘against the current’ to serve others and it is not always easy.

Indeed, ‘serving’ others is what it’s all about.

At Senior School, when a student receives his ‘blue blazer’ and accepts the opportunity to be a leader, that’s all they are accepting – an opportunity.

They are told that their elevation is not an achievement.

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apply this learning.

So how do our students put these ideas into practice?

At the Bellarine Campus, for instance, the leaders are preparing

The student leaders at the Middle and Senior campuses also

and running Middle School assemblies, giving them a platform

recently went to the Melbourne Exhibition Centre to be involved

to present messages they believe are important in front of an

in a state-wide leadership conference, where they learnt how to

audience. Feedback is then given to the leaders the morning after

generate ideas ‘outside of the box’, how to put them into action,

so they can improve.

overcome challenges and seek support from peers.

Other student leadership opportunities include the ‘Student Representative Council’, or SRC, and at Middle School there is a major focus on ‘Project Care’.

christiancollege.vic.edu.au

Senior School College Prefects with Head of Senior School, Mr Graeme Dent (centre) and Deputies, Mr Jason O’Loughlin and Mrs Di Martin

Middle School- Highton’s Captains and Vice-Captains alongside the Head, Mr Tony Costa and Deputies, Mr Jonathon Ryan and Ms Kerrie Reid

Last year, the Year 9 Prefects at Middle School ran a series of workshops for

At Senior School, the motto is ‘you don’t have to wear a blue blazer to lead’, and

the other SRC representatives during lunch time, where they worked on

the sentiment is true at the other campuses, too.

teamwork, leadership styles and role models as well as public speaking.

A Year 5 project has even brought about an initiative called a ‘friendship bench’ where a group of students have raised awareness for those who might be feeling excluded.

The importance placed on leadership is inherit in the process, right from the start.

But leadership is not limited to those with a badge, blazer or official role.

They are dotted throughout the College in different areas such as Sport and Music Captains, or even Bus Captains and leadership roles in subjects

At the Junior School Campus, there is a strong belief that young children can be capable leaders with the right guidance.

The Year 4 students are the leaders at Junior School and they take this role seriously - making a genuine effort to behave as good role models.

These students take on all sorts of additional leadership responsibilities such as the ANZAC Day Service and special assemblies, as well as assisting in running Junior School events and generally helping teachers in coordinating and managing the day-to-day activities.

It is never too early, or too late, to start leading.

like Outdoor Education and many more.

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Celebrating and nurturing the diversity of gifts

with different aptitudes and appetites. The school day

and talents God blesses every child with is one

and week abounds with opportunities for development,

of Christian College’s hallmark endeavours and

enrichment and extension in most of Howard Gardner’s

successes. In 1983, Howard Gardner (a Harvard Professor) controversially redefined intelligence as ‘the capacity to solve problems or to fashion products that are valued in one or more cultural setting’ (Gardner & Hatch, 1989).

Q’ed

The current Q’ed program explores four central concepts: 1.

Growth through weakness – (Collaboration 2017)

multiple intelligences.

2.

Growth through strength – (Individual mentor supported learning)

Q’ed is one such opportunity for learning and

3.

Playing for innovation

4.

Giving back - growing others through our own growth.

development. It is a uniquely crafted and highly successful Christian College program constructed to cater to the specific learning needs of students

At its inception, Gardner’s theory of ‘Multiple

with exceptionally high abilities and an aptitude for

Intelligences’ presented the possibility of seven

learning. From its inception in 2011, the Q’ed program

different intelligences inclusive of the two

has continually grown and developed in response to

traditionally recognised intelligences - verbal

the latest research in learning and gifted education.

and computational, around which educational

In 2017, we have seen further development with the

curriculum had long been crafted. While debate

Q’ed program, which is now operational for select

continues to surround this theory, Christian College

students in Years 5 to 8 at both the Bellarine Campus and

recognises that students learn in different ways,

Middle School - Highton.

Students meet in a multi-age group, once a week for three hours during which energy levels run extremely high, and the pace of learning and depth of thinking can feel immeasurable. Empowered with ‘Building Learning Power’ language and growth mindsets, the Q’ed students are provided with opportunities to grapple with new skills for scaffolding their collaborative interactions within high-functioning, competitive environments. An exciting new concept being explored this year is a weekly opportunity to innovate through play. Play Based Learning is very well researched as an exceptionally effective and authentic learning method. This unique time is designed to foster both skill and desire to innovate. Innovation is undoubtedly an indispensable, futures-based competency that our young students, as global citizens will require as they move into an uncertain, ever-changing future.

Another exciting development is the opportunity provided to each Q’ed student this year to grow their passion or area of excellence through the support and guidance of a ‘mentor’. The spectrum of interest and excellence is very broad, and the potential growth in each young person person is yet to be determined - but nonetheless extremely exciting and variable. Lastly, throughout all our endeavours, there is a constant reflection and deliberate effort to think about, plan for, and realise ways in which the individual experience of Q’ed can be shared with and benefit others.

Roselyn Smith

Engaged Q’ed Learners

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Director of Teaching and Learning Learning Support Services

christiancollege.vic.edu.au

2. Hope The benefit of encouragement Could you imagine being known for your encouragement? In discussions with one of my colleagues, Mr Dale Hemley, we discovered that we shared

with encouragement, then that person delivers us hope.

When we feel trapped in the dark, these words can motivate us to take the

one who encourages’.

small steps, one after the other, until we see the light.

Recently on a Year 8 camp, I ran a session on encouragement with a challenge.

3. Perspective

You could go a step further and say – could you imagine Christian College, the whole College, being known for this? Encouragement brings with it many

It is easy to get confused and view the world differently when we are struggling. Our focus can shift to immediate and petty things. Our desire to

benefits, as it is the act of giving someone support, confidence and hope –

survive blinds us from the big picture – often leading us into wrong decisions.

which can in turn lead to accomplishment and success. However, even when

A word of encouragement can calm us down long enough to take stock of

we know that everyone can benefit significantly from this, not all of us have the will to give encouragement - least of all the reflex to do so. This can be due to our own selfish nature, which can steer us down the path of judging or putting others down, rather than lifting them up. In a world where challenges abound, it’s easy for us to feel discouraged.

what is really going on, thus empowering us to view different situations with a wiser perspective.

4. Self-esteem Encouragement is not only a confidence booster; it can act as a ‘refueling

Sometimes it can seem like there is no one we can turn to for words of

station’ for self-esteem. These are incredibly valuable tools that can be taken

encouragement. Everyone is busy with their own affairs, and this daily hustle

for granted. Often, it is only when they are diminished that we understand

and bustle can make us forget our moral obligation to each other – whether

how important they are.

it be the role we play in our family or the general community. However, when we are in the middle of a trial, words as simple as, “don’t lose hope, I believe in you,” can make all the difference. Encouragement can do wonders for your outlook on life. It helps us push through the bad times, and we should never underestimate the power of positive words. Some of the most important benefits of encouragement include:

1. Accomplishment Words of encouragement work like energy pills. They can give us the strength we need to overcome the obstacles that lay between us and our objectives. To know that there is someone who believes in us is like a light at the end of the tunnel. Challenges can make us physically and emotionally drained, but the right words revitalise us.

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we fear their judgment. However, if there is someone who can empower us

a favourite biblical character, Barnabas. The meaning of his name is: ‘the

I asked the students to imagine Year 8 as being the ‘year level that encourages’.

The Chaplain’s Report

When we are at our lowest, we tend to withdraw from other people because

When ‘refueled’ by encouragement, we feel the confidence and support others have in us. If these people trust that we can do it, then can we not trust ourselves?

5. Success Encouragement is the healthiest motivator. It provides a reason to persevere and take the positive outlook on our endeavors, not the negative. This then gives us the best chance for success.

Let’s get out there and encourage each other.

Tim Blackhall (Chappy) Middle School - Highton Chaplain

christiancollege.vic.edu.au

Japan Trip An unforgettable Trip A group of 29 Senior School students and five staff members

This included an excursion to the temple, which is a world

spent three unforgettable weeks in Japan last December.

heritage site, after school sports activities, a craft activity to make

The first week was spent visiting Tokyo, Kyoto, Hiroshima and

local primary schools. The students enjoyed homemade Japanese

Miyajima, where students saw some amazing sights, both

style lunchboxes for lunch every day and had an amazing time

modern and traditional Japanese, and had exposure to new

with their host families.

cultural experiences.

The last two weeks were spent with our sister school, Naga High School, in the beautiful countryside city Wakayama. The students experienced real Japanese

a Japanese wooded tray, visiting historical ‘Wakayama Castle’ and

Here is a sample of what some of the students had to say about the trip: “It was honestly an amazing and unforgettable trip that I loved

lifestyle with generous host families from Naga High school

for so many reasons”.

community looking after them.

“It’s so fun to travel with all your classmates. To see a completely

We were also delighted to catch up with Year 11 student

new country and culture really opens up your mind”.

Jacob Jennings, who participated in the long-term exchange

This is the 25th year of the exchange program between Naga

program and Emily Velt, who is a Christian College graduate and participated in the Language Assistant program, working in the English classes at Naga High School.

Naga High School staff, students and families were so

High and Christian College Geelong, and we are very grateful that we can offer this three-week Japan Study Tour, as well as the five-month long-term exchange, our Language Assistant program for graduates and the Wakayama International

hospitable, and during the 12-day visit to the school, students

Conference Scholarship.

and staff were able to experience many aspects of Japanese

We look forward to many more years of exchange

culture and school life.

between our schools.

Yuji Nakayama Head of Japanese and Exchange

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Memories to Last a Lifetime Long-Term Exchange in Japan On September 8th 2016, I was sitting in the terminal ready

After a couple weeks of being in Japan, I had one of my most

for a great experience in Japan. I was nervous but also very

memorable days when I went to the ‘Danjiri Festival’.

excited. When I arrived, I felt straight away at ease with my

Tens of thousands of people, mostly young in age, were

new host family - the Yamamoto’s. When I first met them, they

pulling floats. It was a great cultural experience that I will

were smiling and talking very fast in Japanese, but I soon

definitely remember.

realised they were very pleased to meet me.

After some photos, the Yamamoto’s were already insisting on buying me dinner at an Okonomiyaki restaurant, which I was

I also experienced a Japanese Sports Festival, which was very different in terms of Australian sports days, as many sports included

very touched by. After dinner, we left for home and I realised,

a lot of teamwork and were not competitive which was fascinating.

my student Japanese Exchange had commenced.

The Yamamoto’s were a very caring family and took me in as if I was

The first day at school felt like a normal day here in Australia.

their own son, I was very grateful to be hosted by them.

I attended Naga High School, which is Christian College’s

When the Exchange was over, it was sad to leave my host family.

sister school. My teachers gave me a timetable and set me on my way. As I entered the classroom, I noticed everyone was very excited to see me and I immediately made many friends, who I will never forget. I honestly could not say there was a day when the students at Naga High School did not want to

I did feel though that I was not saying ‘goodbye’ or ‘sayonara’, I was saying, ‘I’ll see you later’, which both my host family and I knew was true. I will always have a place in Japan now with the family and friends I have connected with.

interact with me; they were all so very kind and patient with

Coming to Japan is undoubtedly the best experience I’ve had in

my Japanese speaking skills.

my life so far. I visited many amazing places including Osaka, Kyoto,

The first week of school was a very unusal one. There were no regular classes because the students were preparing for a ‘Cultural Festival’. Our class created a haunted house, and

Jacob Jennings over in Japan on the long-term exchange.

Nara and Wakayama. I will be forever grateful for this experience and opportunity given to me by my parents and Christian College and I cannot wait to return to Japan, which I hope will not be too far away.

there was a whole range of food stalls open around the school

I encourage anyone in Year 10 to consider going to Japan for

grounds which was very interesting to experience.

a Long-Term Exchange.

Jacob Jennings, Year 11

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christiancollege.vic.edu.au

Left: Building Learning Power Character Above: Building Learning Power

Junior Campus

Spelling at Junior School

Building Learning Power at work Building Learning Power (BLP) has continued to gain momentum at Junior School this year. Classroom teachers have been using the characters – Roy ‘Reciprocity’, Ruby ‘Resilience’, Rachel ‘Reflectiveness’ and Robbie ‘Resourcefulness’ as a way to teach explicitly the aspects of BLP. Students receive a BLP ‘Super Hero’ cape to wear for the day, if they are identified to be exercising particular ‘BLP’ muscles in the classroom. In the picture above, John and Stella (from 4R) are sharing how they used their planning and questioning BLP muscles to adapt and revise their plans as they worked on an Aboriginal Cultural Project in Integrated Studies.

Junior School students participate in intensive and explicit teaching of Spelling that is aligned with the ‘DIPL’ (Doorway Into Practical Learning) and ‘SMART’ Spelling programs. Our teaching of literacy is deeply embedded with an integration of spelling, reading and writing, speaking, listening, and thinking critically. Each week, a new spelling pattern and focus is explored, along with vocabulary building. Students are taught to read their spelling words, understand their meaning and how to use them in various ways.

STEAM in Year 3 The Year 3 STEAM (Science, Technology, Engineering, Arts and Maths) program has got off to a ‘speedy’ start in 2017. One of the projects this term required the students to create a racing car, using Life Savers, icy-pole sticks, a piece of card, two straws and a limited supply of sticky tape. The students joined forces with their teammates to create a car that would travel the furthest distance and then be given the crown of the ‘Fastest Life Saver Racer in Year 3’. This project linked in with various STEAM related skills, such as: Science (forces), Engineering (building the car), Arts (designing the car) and Mathematics (measurement), or ‘S-T-E-A-M’. After a practise run, the students were able to make modifications to their cars, aiming for a better result the second time.

Year 3 STEAM in action

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Partnering with Parents Educational Seminar

Middle Campus

We understand that the social, emotional and educational challenges parents and children face each day can be both daunting and trying.

As such, we were encouraged by the commitment of many parents who attended our ‘Partnering with Parents Educational Seminar’ earlier this term. Topics relevant to both parenting and the 21st century educational journey our students have embarked on were shared Middle School Teachers sharing during the Parent Seminar

by a variety of presenters. This made for an informative and practical evening, followed by a social supper where staff and parents were able to converse and strengthen the partnerships needed to navigate the

‘GRIP’ Leadership Conference

House Swimming Carnival

To begin their leadership training for 2017, the Year 9 Middle School

This fun day was packed with activities for students to participate

Highton Prefects participated in the GRIP Leadership Conference

in. The Championship events provided a great spectacle in the main

at the Melbourne Convention and Exhibition Centre. Students took

pool, giving our talented swimmers the chance to shine, while the

Students in Years 6 and 7 headed off to Lady Northcote (in

part in a number of sessions aimed at strengthening their leadership

Novelty events also allowed the rest of the students to have a go

Bacchus Marsh) and Cave Hill Creek (in Beaufort) to connect with

skills in areas including ‘turning ideas into action’, ‘overcoming

and score points for their House. The giant slide was a highlight for

new classmates, challenge themselves physically and set the

challenges’ and ‘leading with integrity’. Throughout the conference,

many, as was ‘The Bomb’ Competition, House Chant, House Relays,

foundations for the year ahead.

they worked individually, collaboratively and with student leaders

Staff vs Student Relay and the ‘Fastest Swimmer’ competition.

from other schools across Victoria. The conference was supported

Congratulations to Madison Cooper (from 7G) and Dylan Logan (8B)

back on Campus with a facilitated session in which the Prefects

for winning the ‘Fastest Female’ and ‘Fastest Male’ awards, and to all

explored their roles as leaders through a Christian worldview and

of our Year Level Champions for 2017. Our House Novelty Winner

with a servant heart.

was Burrows and Swimming Champions were Flynn.

adolescent years together.

Connecting Camps

Our camp program provides opportunities for our students to grow and develop in unique, and at times, challenging settings.

The staff returned from these experiences glowing in their praise of the students’ conduct, sense of community and willingness to challenge themselves.

Leadership Conference

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christiancollege.vic.edu.au

Bellarine Campus

Getting to Know You Excursion

Deconstructing and the Studio Practice (Year 9 Studio Art)

Cross Age Collaboration to create Marble Drop

In Studio Art, the students are taking apart musical instruments

and 6 classrooms to work together with their older buddies to

with the intent to turn them into a sculptural installation. These

create a ‘marble drop’. The students worked collaboratively to

instruments were headed for the tip before they were ‘rescued’

create a marble track that had a minimum of four bends and took

for art purposes. Now they will be transformed in an effort to

the longest amount of time to roll down the track. While the task

convey the theme ‘The Sound of Light’. This is in conjunction

was fun and engaging, there were some much larger intentions

with the ‘Geelong After Dark Exhibition’ that takes place in May,

in this activity. The task allowed many students to reconnect with

which we are interested in being part of. Working collaboratively,

their buddies from the Prep and Year 4 ‘Buddy’ program.

This term the Year 1 and 2 students have travelled to the Year 5

students pulled apart their chosen instrument and planned their next steps for this massive undertaking. Stay tuned for more updates on their progress!

Welcome Back to the Lab!

Getting To Know You Excursion

Students have returned to the Science lab with enthusiasm in

Our ‘Getting to Know You’ excursion was a wonderful time of fun in the sun, with staff and students sharing in a great time of community and togetherness.

2017. Recent highlights have been Year 7 students receiving

Students working on their Bunsen Burner techniques

their Bunsen Burner Licence and putting it into practise. Our Year 5 students are exploring the properties of light, carefully using special light boxes to shine light through different

It was a beautiful day, so the Junior School students and Year 9

materials. They all know the difference between translucent,

Prefects set off for a day at the beach together. The Year 9 Prefects

transparent and opaque – ask them! Year 6 students have been

participated in a ‘rock pool ramble’ and other beach activities

self-directing in their investigations, remembering to water

involving the Junior School students, in an effort to become more

their group plant experiments on a daily basis. And our Year 9

familiar with them. As the year progresses, the Prefects will work

students have accomplished two dissections: the brain and the

closely with the Junior School students in class, on activity days

eye. Impressively, they independently learnt how the different

and also on excursions and year level camps.

parts of the eye contribute to ‘how we see’ from a nerve pathway perspective. There could be some surgeons in the making!

Taking apart chosen instruments in Year 9

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Cross Age Collaboration

christiancollege.vic.edu.au

Burrows House Prefects receiving their blue blazers

Flynn House celebrating success

Amelie Crole, Year 10 student

Prefect Investiture

House Swimming Carnival

We had our Prefect and New Staff Investiture at the Barrabool

The House swimming competition was held under glorious weather and Flynn proved

A Student Reflection on starting at Senior School - Year 10 Amelie Crole

Hills Baptist Church, and this is a solemn occasion. The new

to be too good across the board. All students deserve credit in the way they dressed and

Before I came to Senior School, I did not know how to feel.

staff and Prefects were inducted in front of the entire Senior

participated. All students enjoyed the opportunity to contribute to their House’s points

Would I feel excited to see my friends again and start a new

School and in God’s presence. We heard a fantastic speech

tally by participating in many new events, most of which were outside the pool.

adventure? Or would I feel nervous about making new

from Reverend Tim Edwards about making the most of the

friends and the load of homework I knew was coming my

opportunities before us. He also touched on our faith journey.

way? To be honest, I didn’t even know what to feel, but I

Senior Campus

have learnt that positivity is the key. If you embrace this new opportunity to start again and see change as a good thing, Senior School will be much more enjoyable. Some people say it takes ages for them to warm up to Senior School, while

Year 11 VCAL

others say it’s love at first sight. For me, coming from

The Year 11 VCAL students who are studying work-related skills

Bellarine, it was a huge step. Not just huge in a

had an opportunity to view a CFA fire tanker first hand. They

geographically sense, but the community is much larger. It’s

worked in groups to identify the safety equipment and personal

a big change, going from a place you know every inch of to

protective equipment used to fight fires. They also identified

a place that you know nothing about. But it is so refreshing

some of the many possible risks and hazards associated with

because it is a whole new vibe and experience. It is a good

operating such equipment in a wild fire scenario. On returning

time to grow in independence - because there is a very real

to the classroom, students participated in a class discussion,

chance that the majority of your classes will be filled with

watched a video on grass fires and completed a written report

people you don’t know. This is great, because it means that

on their findings.

you are made to work with strangers that could soon become VCAL students exploring the CFA fire truck

Page 23 :.

your friends!

christiancollege.vic.edu.au

Meeting the needs of our

Each year, the first few weeks of the new school year stir

At Christian College, we are working hard to ensure that the first

a range of emotions – not only for the children, but for

experience of school for all our children is a truly positive one. An

their families, teachers and even the children’s teachers

important element of this for our Prep children is to make the transition

from previous years.

from kindergarten to school as seamless as possible for both the

youngest

We all want the first few weeks of the new experience

school students

first day at the Junior School is that, for each of our Prep

at school to be ‘extra’ successful, as this can set the benchmark for children in their perspective of what school is like and how it can be for them. Much of what comes after can be impacted by the experience of the ‘first day’. One of our reflections, following the children’s

children and their families. Successful transition can be achieved by building on the commonality between the kindergarten and school learning environments, and supporting children’s ongoing learning and development in ways that are familiar to both the child and the parents. Creating this progression involves building on children’s prior experiences and knowledge to help them feel secure, confident and connected as they move into their first year of school.

children, this would be their first and last ever ‘first day

Building on the individual kindergarten experiences that the children

of school’; they will never get to have this experience

have had prior to starting school, the teaching and learning in the Prep

again. Through this lens, we become even more

year provides explicit teaching of literacy, numeracy, and other key

aware of how important it is for our children to have a

curriculum areas, but also continues to stimulate all aspects of their

‘really good’ first day.

development including their social, physical, intellectual, emotional and creative abilities. One of the ways we are building on our transition

Community is extremely important to Christian College, enabling consistent communication between home and school

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christiancollege.vic.edu.au

Play-based learning in the Prep

program is the welcoming way the Prep learning environments are set up.

Through the use of specifically designed learning centres and activities, our Prep teachers draw upon the children’s interests and lives to make learning real, relevant and meaningful. This is achieved by providing authentic opportunities for the children to think laterally and creatively; to self-initiate, explore,

•

Promoting a sense of authentic choice.

•

Embedding explicit skills of a range of curriculum areas.

•

Focusing on the development of the “whole child”.

busy daily programs when the children can just ‘be’ and appreciate the opportunity to be in tune with themselves and their environment.

One of the strengths of the Bush Prep program is that, on

problem-solve, take risks, construct ideas and meaning, and to think deeply.

Throughout their Prep year, the children at our College also

a rostered basis, parents of our Prep children join us for the

participate in the ‘Bush Prep’ program. This is an extension

experience. This provides a great opportunity for parents to connect with the

Doing so maintains the real interest in learning. Such a student-centered,

of the Play Based Learning approach, in which the children

children and their learning in this different environment. It also creates another

individualised approach provides the children with a range of stimulating

are regularly engaged in an outdoor ‘bush’ environment,

means for parents to meet each other and spend quality time getting to know

activities, which are developmentally appropriate for each child and nurture

and they come to understand and appreciate the natural

their children’s peers, other parents and the teachers, as well as develop a

their growth – both academically and their character. At Christian College,

environment as the ‘third teacher’.

greater understanding of the benefits of children learning this way. As we

we are proud to be able to provide learning environments that support the transition to school by:

The children enjoy having a different and wider space

•

bridges, tree houses or teepees, imaginary kitchens,

Reflecting and respecting the children’s ideas, interests and backgrounds.

•

Providing creative and open-ended experiences.

•

Providing opportunities to work alone and alongside each other.

in which to design their own projects (such as building etc), discover special things unique to the bush setting

build upon all the wonderful experiences and knowledge the children bring with them before they start school, we believe that we are providing our Prep children with a strong foundation for success - not just at school, but for their learning and life in the world after school.

(including the different sounds of the local frog population)

Marion Nott

and collaborate on how to solve immediate logistical

Head of Campus

problems (such as making a stick construction more

Junior School Belmont

stable) and so on. It is a time and space within their

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christiancollege.vic.edu.au

Mia Godwill During the 2016-17 summer holidays, I was lucky enough to be able to go on the six-week long-term exchange trip to Lombok, an island of Indonesia. I spent my time over there living with a host family, attending school and learning about the Indonesian culture.

Exchange Programs

It was my second time in Indonesia and that made it a little bit easier to slide into the Indonesian way of life because we were prepared for many of the differences. Nonetheless, Cathy, Michael and I found ourselves adjusting to never-ending transformations throughout the trip.

The people I met, the friends I made and the family that I was accepted into will forever stay with me, and I am missing them a ridiculous amount already - and will keep doing so until the next time I visit. On top of that, the amazing memories that I created

Three of our Senior School students took the opportunity to spend six weeks in Indonesia over the summer holiday period, continuing our long-running relationship with our sister school SMA Negeri 2 Mataram in Lombok.

Mia Godwill, Michael Little and Cathy De Rosso were all terrific ambassadors for our College as they immersed themselves in the Indonesian daily life, living with a host family, attending the sister school and reaping the endless benefits.

Here are their reflections:

in general will stay with me for a very long time. We visited some gorgeous beaches, beautiful temples, sacred parks and ate at some of the most delicious restaurants. I loved every moment that I was in Indonesia, and I cannot describe how hard it was to leave. We built the most gorgeous relationships with the people over there and it was honestly like leaving my family.

This trip has enhanced my language skills such as reading, listening and speaking - and also my general knowledge, which will assist me through the SAC and the exam at the end of the year. I highly recommend a trip to Indonesia to anyone - especially those learning the language - because everyone is willing to talk to you, no matter how much Indonesian you can speak.

I’m am so thankful that this opportunity was offered to me and that I had the confidence and support to take it up. For anyone planning to continue learning Indonesian right through school, you will never

Cathy De Rosso

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Michael Little

Mia Godwill

regret applying for this trip!

christiancollege.vic.edu.au

Michael Little

Visiting Indonesia on exchange was one the best experiences I have had in my life so far. I was fortunate enough to stay with Ami - a bright, funny Year 11 student who would go out of her way every

When I look back over my time in Indonesia, it’s almost unbelievable to think I

day to ensure I was happy, comfortable and enjoying my trip. Due

spent 44 days overseas. To think at the age of 17, I had the privilege of living in

to her bubbly and energetic nature, her family became a second

another country for six weeks is mind-blowing. Those countless hours I put into

beautiful family to me and she became my sister. I would spend

my Indonesian studies, starting back in Year 7, certainly paid off!

Monday to Saturday at school, from 7am until around 1pm. Some

It wasn’t the travel that gave me the most joy, but the way I was able to put into

days were longer due to extra-curricular activities like sport, music

practice all of skills I had learned in class. The two-week study tour started my

and public speaking classes.

passion for Indonesia, and for learning the language, the cultural aspects and

After school was finished, I was able to spend time with Ami and my

the general way of life.

new friends to explore Lombok and immerse myself in the culture.

I have now been to Indonesia twice, for a total of eight weeks. I’m sure every

Being able to do this in not only a new country, but a different

parent would have been as nervous and anxious as mine were - it’s hard to let

culture, was a priceless opportunity. During my time away, I saw

your kid leave for 6 weeks over the summer! But the trip was well organized

many differences between our lives - like showering with a cold

and there was no trouble arranging flights, accommodation or transportation.

bucket ‘mandi’ instead of a hot running shower, to eating food that

The school, SMA Negeri 2 Mataram, were extremely welcoming, with every student at one point striking up a conversation. The relationship we have with the school is one I believe should be kept for many years to come, breaking down the stereotypes associated with different cultures and religions.

Cathy De Rosso Returning to my normal life in Australia after spending six weeks in Lombok, Indonesia over the summer holidays, I have had time

From knowing five to 10 people at the school, to now knowing hundreds, the

to reflect on the experiences I was fortunate enough to have. In

friendships I have made will last forever. I know if I’m ever in Indonesia, there

Indonesia, I would wake up to the sound of the call to prayer, which

will never be a time that I won’t have somewhere to stay.

would ring every morning. At the beginning, it was difficult to adjust to the change in routine. However, by the end of the first week, the

was slightly spicier than my regular meals, to things like religion and language. But I also noticed many parallels.

While I was over there, I did the same leisure activities that I would back here in Australia. We went to lots of beaches, out for dinner, went on day trips to visit new places, watched lots of movies, listened to music, went shopping and caught up with friends.

All these things gave me with an understanding that our lives are very much the same if you look past the things that seem

If you get the opportunity to spend an extended period of time overseas, I

call to prayer was just a sound in the background of my day. It was

challenging - like the shower!

could not recommend it enough. It not only improves your language skills or

the sounds of the birds outside my window that would wake me

helps you make new friends, but it is a great life experience

up, and I was able to get myself out of bed every day at 5:45am to

I gained a deeper cultural understanding and developed my

get ready for school.

The main purpose behind the trip was to live like an Indonesian

language skills along the way. I would encourage all students to not be afraid to experience the world by taking up amazing opportunities like this one.

student. I woke up every day the same time they did, went to school when they did, ate the same food, showered the same way, and just generally experienced everything as they did.

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Fun times are being had during rehearsals

At Christian College, we often talk about ‘the journey’ students take

In many instances, the journey spans across several years and

Tom playing Peter and Year 11 student, Katie Loxston playing the

while they are with us.

several productions.

part of Wendy will lead an in-depth cast of characters, which includes

And one experience that is always a memorable event, is our highly-regarded College Musical Production.

This year, more than 100 students from Years 5 to 12 will embark on another exciting journey of character development when they perform ‘Peter Pan’ at the Geelong Performing Arts Centre next month. The ride actually began back in November last year, when these students emerged from a two-week audition process encompassing all four campuses.

“It really is a journey,” said Mrs Mandy Calderwood, Head of

five different ensembles - the ‘Lost Boys’, the ‘Pirates’, the ‘Indians’, the “We have some students who were in the ‘Wizard of Oz’ a few years ago and it’s great to see how they have developed over that time,” Mandy said.

“Some students who were a part of ensembles in the past are now our principals, so it’s satisfying to see that progression. And some students who missed out on ‘Beauty and the Beast’ have made it into this show – so it’s great to see everyone having this opportunity.”

‘Mermaids’ and the ‘Londoners’.

“They are all on for little bits and then they go off and another ensemble will come on – so it takes a long time to block the show,” Mandy said.

Peter Pan adds extra layers of complexity, too, given there are many flying and fighting scenes that need to be choreographed. It is a big commitment for students to undertake, as they have been doing two-

Take Year 12 student Tom Newman, for example. He played a

hour rehearsals after school twice a week, then four Sunday sessions

small role in the ensemble for ‘Beauty and the Beast’ as a Year

as opening night draws near. And of course the week before the show

“It is great for their self-esteem and also their social awareness, to

10 student in 2015, and now he has been cast in the lead for the

is always hectic, as the students move to GPAC to complete their

take responsibility for something working well. We have such a strong

Peter Pan production.

preparation. They will perform three shows, plus a rehearsal with an

Drama at our College.

reputation for doing such great shows, so the students want to uphold that and be a part of it.”

You might say he has ‘flown’ in his progression - literally, as he will actually be flying on stage as part of his role.

audience, or a ‘school show’.

“Even though it’s a school production, when you see it, it is quite a professional show,” said Michaela Gregory, another Drama Teacher at our College helping to direct the musical alongside Mandy.

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Mrs Mandy Calderwood, Senior Drama Teacher is an amazing mentor providing the students with guidance and acting tips

“Many of these students would not have interacted with this level of

“The scores for productions often move students well outside their

character-shaping experience for them,” she said, adding that students

professionalism before,” she said.

comfort zone by demanding techniques and skills that are quite

can undergo a healthy transformation.

“They have expectations on them. When they are in the theatre it is very serious.”

Music, of course, plays a massive part in the show – and the 16

unique to this type of performance.

“And this goes a long way to equipping the students for a well-rounded musical future.

“Students who are so nervous at their audition become, by the end of the experience, the life of the cast – they gain so much confidence.

They find a home here. After the last show, we have this cast party and

performers (made up predominately of Senior School students,

As you can see, it is a big production – requiring hundreds of

you have 100 students who did not know each other at the start of this

except for two Middle School students and a few staff ) have also

costumes and elaborate sets. But it is the magnitude of the

experience and they are so comfortable with each other.

been on this journey.

experience that makes it so rewarding. And can be many benefits –

The orchestra, led by Ms Kate Notini, have been rehearsing after school on Thursdays and then stepped it up as they join the cast for extended rehearsals.

“Playing in an orchestra pit during a show can be an intense experience that demands students concentrate intently for the

not only for the students as they fast-track their studies in Drama or Music, but also socially.”

“They get to know students from other campuses and when they come up here to Senior School, often they feel they have a connection already because they were in a musical,” Mandy said.

entire show,” said Fiona Gardner, who is the Director of Teaching

“Musicals allow students to make connections with other students

and Learning for Music.

from different campuses and year levels that they might not

They form this family, and it is really beautiful.

There are announcements and speeches made, and the kids cheer for everyone and I think it’s just because they get to be so passionate about something. And they get such a great pay off, emotionally, at the end of it when they see this amazing thing come together.”

otherwise have made, which is great.”

“Even if they are not playing for a few bars, they need to count and pay attention carefully as - from time to time - they have to adapt and adjust quickly to the onstage action,” she said.

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Michaela believes it is a “phenomenal” experience for students.

“I think it’s on the same level as the farm in terms of being a

christiancollege.vic.edu.au

Where Are They Now?

Anyone who loves the ritual of a morning cuppa knows a barista like Ross.

“We get to meet so many awesome people, families, other business people and build a network,” Ross said.

“We have made so many friends, and you really get a satisfaction from just making someone’s day a little better with a coffee and a comfortable place to have it.”

In 2015, he and his wife Mia took the plunge (or the plunger, so to speak) and opened their own coffee shop just off Pakington

2005 Graduate Ross McDonald found his calling in coffee.

Street in Geelong West.

One day the family, which includes their daughter and two

It suited perfectly the vision Ross had for his dream job.

It wasn’t long until that spot became the “Geelong West Social Club” – the opportunity Ross could not let pass him by.

“Mia and I would talk for hours at night working out exactly how we wanted to run our coffee shop: low key, nothing flashy, just a clean, humble, coffee shop - with great coffee, of course!” Ross said.

Ross believes his vision for the Geelong West Social club has come to fruition, and the customers agree.

“Our customers are amazing and have come along for the journey,” he said.

dogs, were out for a walk when they noticed a small retail

It began upon graduation from Christian College in 2005. Ross

space in Yuille Street.

worked a collection of hospitality jobs and even uprooted to the UK for 12 months.

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christiancollege.vic.edu.au

Ross and wife, Mia working hard at the Geelong West Social Club cafe

He returned to Australia in 2008 with plans to study architecture at Deakin, but coffee got in the way.

After four years there, it was time for Ross to go out on his own.

Life is busy for the family, with Mia’s hand-made jewellery company,

His self-confessed “obsession” led him to put a foot in the door at

called ‘Ernest and Joe’, based out of Boom Gallery in Newtown, and

‘Bean Squeeze’ in Geelong, working his way up from store worker, to

Ross running the Geelong West Social Club.

store manager, to area manager.

It was then time to take on the prominent coffee scene in Melbourne, landing a job with ‘Coffee Supreme’ - a roaster in Abbotsford – where Ross trained to become a coffee machine technician and roaster.

“It was an amazing experience working for these guys.

They are a massive reason why the coffee scene is so big in Melbourne today,” Ross said.

He described Coffee Supreme as being the full cup - roasting, importing, researching and developing.

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an understanding of what you want and where you want to go you will get there.”

So, where does Ross want to go next?

“Who knows! Even though the GWSC has been a great business

They have high standards for both businesses, but they also realise

for first timers, it was always the plan to start small and get

time with their daughter Violet is precious.

bigger. We would love to do a full kitchen cafe/bar or restaurant

Ross started at our College’s Bellarine Campus in 1999, and he can still remember the bus rides to and from school where he created so many great friendships, and from there, greater memories.

one day,” Ross said.

We look forward to following Ross’ success!

Geelong West Social Club is located at 1B Yuille St, Geelong West, 3218

“My time at Christian College taught me to never close a door shut,” he said.

@geelongwestsocialclub

“Never dismiss an opportunity and always look for that opening to follow your dreams. No matter if you’re academic or not - if you have

christiancollege.vic.edu.au

Connect with us on Social Media The potential pitfalls of social media are foremost in a parent’s mind, and rightfully so, but there can be positives for parents becoming more ‘engaged’.

But becoming more engaged in this space could have its benefits -

‘Following’ Christian College Geelong on Facebook, Instagram and

both in keeping track of that safety, and in becoming more aware of

Twitter will allow you to stay up to date on the important moments

the community around them.

of the College year.

‘Activity feed’, ‘my timeline’, ‘friend request’ or ‘PM’ (private message).

Take for example the various social media platforms that we, at

Whether it be pictures that capture precious memories, information

Christian College Geelong, have a presence in.

about important events or highlighting the achievements of your

By now these are words most parents will have heard come out of their son or daughter’s mouth by now, depending on their age.

As you would expect, our College takes online welfare very seriously.

But for some parents, recognising these words and understanding

‘Privacy’, ‘respect’, ‘safety’ ; increasingly these words are being used in

exactly what they mean can be two different things.

a social media context.

Social media is not going away any time soon.

But these words have been important concepts in schools for

According to the 2016 Sensis Social Media Report, nearly 70% of internet users in Australia have a social media ‘profile’.

For half of them, it is a daily ritual. And for a quarter, it is habitual - as they check the various ‘mediums’ five times a day or more.

Parents do not have to become social media experts themselves to ensure the online safety of their child.

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decades, and schools understand them as well as anyone. And you can be sure that the same value is placed on these issues online as it

child or one of their friends, following us on social media could help you develop a greater understanding of the environment that plays a key role in shaping your son or daughter’s young life.

Stay up to date with the happenings of our College:

Instagram

is in the College grounds.

@christiancollegegeelong and

With that assurance in mind, there is an opportunity for

@backcreekcafe

parents to use social media to become more connected to the College community.

Facebook @ChristianCollege Twitter @ccgeelong

christiancollege.vic.edu.au

Williams House Kindergarten

Middle School, Highton

39 Broughton Drive, Belmont 3216 Tel. 03 5241 3556

18 Burdekin Rd, Highton 3216

Junior School, Belmont

Senior School, Waurn Ponds

39 Broughton Drive, Belmont 3216 Tel. 03 5241 1565

135 Pigdons Road, Waurn Ponds 3216

Bellarine Campus, Drysdale

‘Villa Paloma’ Arts/Technology Centre

40 Collins Street, Drysdale 3222

25 Waurn Ponds Drive, Waurn Ponds 3216

Tel. 03 5253 2998

Tel. 03 5241 8844

Tel. 03 5241 1899

Tel. 03 5241 1577

christiancollege.vic.edu.au