Term 1 In Focus 2016

IN FOCUS Links to articles Christian College DUX : . Page 9 Cover Story : . Page 11 Differentiation in the Outdoor Classroom page : . Page 28

Te r m 1 , 2 0 1 6 christiancollege.vic.edu.au

“Time in nature is not leisure time; it’s an essential investment in our children’s health [and also, by the way, in our own”

Read more:: Christian College Surf Coast - Butterfield Kindergarten

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From the Principal

Focus on a School Improvement Agenda In recent years our College has embraced an emphasis on continuous

This has introduced our community to the Visible Thinking Routines, Global

self-improvement. Part of this has been the commencement of a

Thinking, Cultures of Thinking as well as greater understanding of the use

thorough process to prepare a School Improvement Tool that will

of technology to enhance learning and the latest development in mind

influence and guide the direction for our College to meet the needs of our

brain research. We do this with a strong desire to improve and offer an

students in the future.

outstanding education for our students.

Research and Best Practice

What makes a school outstanding?

The work undertaken in preparation for the plan has been underpinned

A respected education expert in the United Kingdom, Mary Myatt stated

by the latest research from leading educators around the world. We have

that a whole tapestry of factors make up the qualities of any school. She

benefitted greatly from working closely with Professor Guy Claxton and

says that ‘outstanding’ schools are always looking to improve.

Professor Bill Lucas who have created and developed the Building Learning

‘Good and outstanding schools know where they are and what they need to do to improve.’

Power framework that has been introduced over the past years. Having access to the exciting work conducted by The Project Zero team at Harvard Graduate School of Education has been incredibly inspiring and valuable.

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upon their teaching. Christian College has been a busy, demanding place of work with many of the new programs and initiatives that I have mentioned in this article. I am proud of the manner in which my colleagues have accepted the challenge to be the very best that they can be. They have been accountable and open to change, trying new ideas and practices as part of their teaching, embracing a new Learning Management System and the increasing demands to use technology. All the while they have maintained exceptional pastoral She points to 3 key areas that she feels describes an ‘outstanding’

supported by the restorative practice framework when they need

school.

reminding of the expectations that are in place.

Value Adding

As we see the influence of the ‘Mytern’ language we are confident

This is the ability to value add so that students attain highly and

that we will shortly see our students develop skills and strategies to

care, incredible relationships with their students and peers and generously supported a vast range of extracurricular offerings that are available to our students.

Focus on Key Performance Indicators.

leave school equipped for the next stage in their education or

‘take responsibility’ for their emotions.

As we move into the rest of the 2016 year at Christian College, we

when entering employment. Data should examine the starting and

Community Support

together to provide the very best learning opportunities for our

finishing point to determine how much the school has added.

should all be clear on the strategic direction that we are taking

She also says that almost always when you speak to people in an

students and to create the attributes of an ‘outstanding’ school.

In our context, I would add the ability to bring about character

outstanding school – whether student, teacher, or cleaning staff –

growth and development as well as relationship skills. This would

they hold the school in high regard. There is also a sense of pride

We strive to be a College that has strong values and high

be based on a value system that supports students to contribute

about the school in the local community.

positively to the world, through service to others. The focus on restorative practice in the management of student wellbeing will see our students taking greater responsibility for their contribution to our community and greater acceptance of the community norms that we create and value together.

A Rich Curriculum

Our College enjoys a wonderful sense of family and we benefit from the sense of connectedness and pride in Christian College. We are not a perfect school; such do not exist. We do however, celebrate a wonderful Christian culture, amazing students and a very dedicated

• • •

To nurture, encourage and model Christian faith.

To build the capacity for our students to learn.

To provide quality, effective teaching.

All of this must develop within a supportive environment and

collected as part of the Independent Schools Victoria LEAD survey

community.

conducted in 2015 shows that we enjoy outstanding feedback from

which they can engage and that allows them to ask questions.

our stakeholder groups. This data is benchmarked against other

‘Students attitudes come in here; achievement is linked to behaviour.’

Independent Schools.

Our College provides a wide range of learning opportunities. We

Raised Achievement through Outstanding Teaching

are challenging our students to develop a ‘growth mindset’ about

‘…schools cannot be judged ‘outstanding’ overall unless they have

their learning and through exposure to the Building Learning

‘outstanding’ teaching.

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strategic framework for educational improvement.

and talented teaching staff as part of our community. Recent data

Myatt says that outstanding schools provide a rich curriculum with

Power, ‘Learning Muscles’ to take ownership of their own learning,

expectations as we seek to focus on developing the elements of our

As we all share the responsibility for each of our contributions to this important task, I am confident that, with God’s help, we can continue to create a most exceptional school of ‘outstanding’ quality - one that produces young men and women of Christian character and integrity.

I applaud the work that our staff have embraced in recent years to

Glen McKeeman

collaborate with colleagues to improve their practice and reflect

Principal

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Rethinking Home Learning With busy lifestyles and full school days, does Home Learning continue to hold a valid place in the lives of our 21st century learners? This was the question posed by a cross campus ‘Professional Learning Team’ who in recent months delved into this widely debated topic, with the aim to review our current policy from Prep to Year 9.

It was found that opinions and research are somewhat divided around this matter. However, in finding common ground, Professor John Hattie, the Chair of the ‘Australian Institute for Teaching and School leadership’ states that ‘although there are small measurable benefits of Home Learning in the Senior and Junior years, overall there is no clear link made between it (Home Learning) and improved student outcomes’. These findings certainly challenge what are perhaps long entrenched ideas around the why behind Home Learning.

Therefore, if Home Learning according to Hattie has little correlation to measurable and improved results, then is it truly worthwhile? Ms Victoria Hall (2014) would suggest so, elaborating on Home Learning benefits that include the development of time management skills, self-discipline and organizational skills, as well as general research and study skills. In short, it is ‘largely a tool to develop the capacity of students’ (Parliamentary Paper, 2014).

Christian College has always viewed Home Learning as a collaborative process that fosters strong partnerships between students, parents and the College. We continue to encourage students to create a balance between school and extra-curricular activities and to pursue outside interests in areas such as faith, sport and the Arts.

Continuing with these principles and combined with our findings, our revised policy was founded. The Home Learning Policy necessitates that all stakeholders have a shared understanding of the aims and expectations around Home Learning as set by the College. In addition

Our revised Home Learning Policy from Prep to Year 9 is outlined below:

Stakeholders Roles To attain maximum benefits from Home Learning; Students will:

•

Accept responsibility for Home Learning while developing independence in time management and study skills

•

Be responsible for completing Home Learning tasks within the allocated time frame

•

Complete Home Learning to an acceptable standard

•

Be aware that Home Learning is monitored

Teachers will:

•

Assign tasks that are planned, relevant and that aim to revise, consolidate or extend student learning

•

Clearly communicate the Home Learning expectations to the students in their charge

•

Monitor that students are recording Home Learning via Outlook or in Organisers

•

Communicate, where applicable, Home Learning tasks to parents

•

Consistently apply guidelines across year levels and subject disciplines

•

Monitor and provide feedback, where applicable, which is meaningful, valuable and timely

to this, the time allocated to Home Learning and the type of tasks set were modified to mirror our findings.

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Rethinking Home Learning (Continued)

Flipped Classroom Flipped learning offers an alternate way for students to engage in learning and make more efficient use of class time. It essentially shifts traditional means of direct instruction out of the classroom, allowing students to direct the pace of their learning, come

Parents will:

prepared for class with a prior knowledge of concepts to be applied

•

Support the College regarding Home Learning expectations

and access resources if absent. Flipped classroom tasks may

•

Take an active interest in their child’s Home Learning

•

Understand how Home Learning is communicated between teachers and students

•

Provide an environment at home that is conducive to the development of study, time management, organizational and self-discipline skills.

Types of Home Learning

include preparatory readings, instructional clips, podcasts, audio recordings, OneNote collaboration or research.

Ongoing ‘Ongoing’ tasks include long term assignments or the completion of work not finished within the reasonable time allocated in class.

Enrichment ‘Enrichment’ tasks, whether student or teacher directed, allow students to deepen their knowledge, expand their skill set,

Home Learning should be designed to be skill and age level

demonstrate their understanding of the curriculum beyond the

appropriate, purposeful and challenging in order to build capacity

expected standard, and explore areas of personal interest and

in students as independent learners. In the Junior School years,

inquiry. ‘Enrichment’ tasks involve applied learning that is broad

Home Learning aims to develop strong foundations in Numeracy

and varied.

and Literacy. In the Middle School years Home Learning aims to develop in students the ability to be independent learners who

Home Learning Time Guidelines

have sound study habits, are self disciplined and can manage their

Research suggests that ‘measuring home [learning] by time‘

time efficiently in preparation for senior years.

is imprecise and inadequate. Time tells us little about what is

Home Learning may fall under one of the following categories in

produced, how well it is done or what the results are.’ (Parliamentary

alignment with, or as an extension of, the curriculum: Building Foundations ‘Building Foundation’ tasks aim to support and reinforce classroom learning while fostering organisational and study habits. ‘Building Foundation’ tasks may include: reading activities

Paper, 2014) Furthermore, the time it takes for a student to complete Home Learning tasks can differ from student to student depending on a wide range of factors, such as academic ability, learning style, access to resources, suitability of the study environment and access to reliable help.

to, with and by parents/guardians, the gathering of additional information or materials, practise of number facts, or vocabulary and spelling activities.

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Rethinking Home Learning (Continued) The revised ‘per week’ time guidelines below allow students to self-manage their time to achieve a balance between

that learning continues well beyond the walls of the classroom.

school and extra-curricular activities.

Prep to Year 1 Home Learning should primarily be based on reading including sight vocabulary. No time frame is set so as to not restrict the amount of time spent reading.

Year 2 to 4 Home Learning tasks should not exceed 1 hour per school week, across all subject areas. Reading should be completed in addition to the recommended time frame.

Year 5 and 6 Home Learning tasks should not exceed 2.5 hours per week across all subject areas within the school week and rarely extend to weekends. Reading should be completed in addition to the recommended time frame.

Kerrie Reid Deputy Head of Middle School

Year 7 Home Learning tasks should not exceed 4 hours per week across all subject areas within the school week and rarely extend to weekends. Reading should be completed in addition to the recommended time frame.

Year 8 and 9 Home Learning tasks should not exceed 6 hours per week across all subject areas within the school week and may extend to weekends. Reading should be completed in addition to the recommended time frame.

At Christian College we believe that worthwhile learning experiences do not simply happen by chance, they are planned for, purposeful, innovative and creative; this includes Home Learning. In taking a balanced approach and gaining support from all stakeholders, we believe Home Learning truly is worthwhile and reiterates to our students

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References: Hall, Ms Victoria.(2014) Director Curriculum Implementation and Partnerships, Department of Education and Early Childhood Development, Transcript of evidence, Melbourne.

Hattie, Professor John. (2014) Melbourne Graduate School of Education, Transcript of evidence, Melbourne.

Parliamentary Paper. (Aug 2014) ‘Inquiry into the approaches to homework in Victorian schools’ No 350 of Session 2010-2014.

Education and Training Committee. Victoria.

christiancollege.vic.edu.au

2015 Christian College DUX

I began my journey at Christian College at the Bellarine Campus in

national and international communities, I have learned compassion,

2003, at the age of 4. I have many fond memories of my schooling

humility and the importance of applying yourself to create a change.

at Bellarine, spanning from Prep to Year 9. At the Bellarine Campus

The incredible opportunities I have been given in terms of travel –

I was fortunate enough to be surrounded by countless warm,

specifically trips to Titjikala, Vietnam and Japan – have opened my

caring teachers, who encouraged and aided me to grow not only

eyes to a world in which there is so much to learn and so much to

academically but also in terms of character, understanding and the

give. I am thankful for Christian College’s dedication to creating a

Gina Macleod

importance of putting others first.

homelike community feel, through which I have been able to mature

Congratulations to our 2015 DUX Gina Macleod. Gina commenced her

In Junior School, I remember enjoying art classes, creative writing

educational journey through Christian College at age 4, in Prep, at the

and outdoor learning. Throughout Middle School, I furthered these

One of my fondest memories is the trip that I took to Japan in the

Bellarine Campus. Gina has enjoyed many different experiences throughout

passions, enjoyed applying myself academically and fostered long-

summer holidays between Years 11 and 12. While it was technically

her years at Christian College and always worked extremely hard with

lasting relationships with my classmates and teachers. My experience

a study tour, with a large focus on advancing my Japanese-speaking

at the Bellarine Campus was one of inspiration and support. I would

skills and understanding of Japanese culture; it also proved to be an

like to extend my sincere thanks to the staff and students who made

amazing opportunity to spend time with my closest friends, exploring

my experience so positive.

a new country and trying new things. My trip to Vietnam was also

her studies. Having to overcome a medical condition during the later part of Year 12, Gina committed herself to achieving her best. She did so and attained an incredible ATAR score of 99.1. As DUX of Christian College for 2015, Gina has shown us that with hard work and perseverance you can

Christian College has enabled me to develop my dedication to and

achieve anything.

passion for academic studies, yet perhaps more importantly, my Here is Gina’s story….

my life aspirations and long-lasting friendships.

spectacular and very humbling; particularly during the time we spent in the mountains of Sapa.

education has helped shape my values and understanding of the

On campus, my fondest memories stem from ordinary experiences in

world around me. With Christian College’s involvement in local,

the classroom and lying out in the sun at lunchtime with my friends.

Year 12 was very challenging yet a rewarding experience. I began the year with a positive attitude and tried to apply myself to every task. I found that throughout the first part of the year I was often lacking in time to complete set tasks, or to sneak in some important revision for an upcoming SAC. This was, in part I thought, due to extracurricular activities I was involved in, such as playing sport and studying for the UMAT (a requirement for entry to tertiary Medicine).

However, as I later discovered, it was perhaps more attributable to ineffective studying. Fortunately, as the year progressed, I learned how to overcome this and saw improvement in my understanding of schoolwork and SAC marks accordingly.

Gina being congratulated by Principal Mr McKeeman

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Gina receiving her Graduation certificate from then, Head of Senior School, Mrs Strong

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2015 Christian College DUX (Continued)

remove myself from the situation, remember that it is only a SAC, and reflect on how I could best handle the situation in the limited time that I had left. Acknowledging that you can ‘only do the best that you can do’ is invaluable for consistent motivation and success throughout the year.

From an academic perspective, effective study is essential. This includes studying in a way that interests you (for example exercising and studying at the same time, instead of sitting down at your desk) and striving to truly understand what you are learning, rather than just rote learning.

Throughout the whole year, I was wonderfully encouraged, surrounded by caring and supportive people who inspired me to work to the best of my ability. Everything was going great until, at the end of the

My plans for 2016 are to commence studying the Bachelor of Medicine and Bachelor of Surgery at Monash University Clayton Campus. As of

SWOTVAC period just before exams began, I was diagnosed with a

March, I will be living on residence in Clayton and hope to make new

medical condition that though temporary, severely affected my vision

connections with people from all over the globe. The MBBS course will

and ability to concentrate. This became a very challenging situation

lead me to graduate in 2020 as a qualified doctor. From there I would

for me, and I felt for the first time my enthusiasm and drive to succeed

like to advance my knowledge further by engaging in a post-graduate

regress, as the prospect of studying and completing exams seemed

specialist study. At the moment I have no set plans to travel but would

an impossible feat. Fortunately, I was incredibly blessed to have the

love to partake in an exchange program and study overseas for a portion

continued support of many caring teachers and friends who helped

of my undergraduate degree.

me to get back on my feet and complete exams with newfound determination. I would like to extend my sincere appreciation to those individuals who helped me persevere in this time. Socially, Year 12 was a brilliant year to foster new friendships, share experiences with a variety of people, and enjoy the ending to a truly excellent and worthwhile education.

My general tips for VCE academic success are to find a good balance between study and relaxation, and to really enjoy and apply yourself to the subjects you have chosen to learn. From my personal Year 12 experiences, I can say that one of the most beneficial and rewarding things that you can do is to consistently find perspective. I am not a

In the next couple of years, I hope to learn as much as possible about the human body, medicine and its applications in our society. I look forward to making new friendships, keeping in contact and spending time with my Christian College friends, and experiencing a new lifestyle in Melbourne.

I would like to say a final thank you to everyone who has encouraged me on my journey at Christian College and helped shape me to be the person I am today. I am eternally grateful for everything that this school has provided me and hope that upcoming generations of students have similar positive experiences.

big stress-head but whenever I found myself getting worked up about

Gina Macleod

looming deadlines and dates for SACs, I found the best thing to do was

Christian College DUX of 2015

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Christian College Surf Coast Butterfield Kindergarten Modelled on the successful and innovative programs at ‘Williams House’ Kindergarten, Christian College is excited to announce that the same opportunities will be accessible to Armstrong Creek and Surf Coast families in 2017. ‘Butterfield House’ is preparing to open its doors for local pre-schoolers and families of this region

The core of our approach to early learning is this:

Extensive plans are being activated to create a centre that

• valuing personal connections,

includes the appointment of highly qualified and experienced

• valuing wonder and

staff, the highest standards of physical spaces, such as easy

• valuing personal discovery.

‘indoor/outdoor’ access, ample natural light, a heavy emphasis

in 2017, providing for both general community access, and for

All of these aspects are approached through a context of community

children transitioning to the Christian College Surf Coast campus

and play, beautiful and thoughtfully presented environments, and

in 2018 and beyond.

generous access to outdoor spaces, including a bush kinder model.

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on use of natural materials, and, the development of interesting gardens and outdoor discovery areas.

christiancollege.vic.edu.au

Christian College Surf Coast Bush Kinder Program

Children in both the prekinder and preschool groups will learn how to ‘be’ in nature, and to love, value and protect what these spaces offer their developing sense of wellbeing and understanding of the world.

While children in our preschool groups, will spend a three hour block, in a designated bush or beach setting, as part of their [15 1/2 hours] weekly program, all attendees at Butterfield house will have access to on site ‘wild’ spaces. Designs for our spacious, outdoor environment, includes a separate area that will allow for an authentic, ‘in nature’, experience.

Specialist Programs A feature of Christian College preschool programs over the years, has “Time in nature is not leisure time; it’s an essential investment in

been the inclusion of Music, Physical Education and Library; accessing

our children’s health [and also, by the way, in our own]”

the resources and specialist staff of Junior School. This valuable

– Richard Louv,

these opportunities will be provided on site, transitioning later to

tradition will be continued at Butterfield house. In the first instance

Last Child in the Woods:

include access to the adjacent school as it emerges from 2018.

Saving Our Children from Nature-Deficit Disorder.

Continuity of experience for children as they remain connected with the Christian College community [through to Year 12 if they choose],

We live in a society in which children and families are increasingly

is one of the options available to attendees of Butterfield House. We

at risk of becoming remote from nature, and from the benefits

love that the relationships and experiences of the Early Years will

that generous, unscheduled time, in outdoor environments can

reflect into the opportunities of the wider school community.

provide. We recognise the role that we, as a learning community,

Bernadette Johnson

can adopt to counter the often fast paced lives of our families.

To that end Butterfield House will be proactive in creating

Director of Williams House Kindergarten

opportunities for children and their families to engage with nature.

There is a growing body of evidence that supports generous, unstructured play in nature. The Butterfield House, Bush Kinder experience, allows for robust, physical play, strong connections to nature and sense of ‘place’, rich sensory experiences,

Contact Us Expressions of interest for enrolment at Butterfield House are invited now: 03 5241 3556

attention to good mental health and resilience and social and

kinder@ccg.vic.edu.au

cooperative play.

Follow us on Instagram: @butterfield_house

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Music with Kevin Smith

Celebrating 20 Years at The Bellarine Campus

An early Bellarine Campus production of ‘Samson’

Early Technology

This year students, staff and families who have been an integral part of the 20-year journey at the Bellarine Campus will have the opportunity to look back and celebrate the growth and development of our campus in Drysdale.

Keep an eye on the College website for more information regarding these events that are planned for later in the year.

We have included a few photos of the early days at

Opening of the Bellarine Barn with Founding Chairman of the Board- Howard Williams

Bellarine to set the scene!

Staff and student Netball game

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Presentation Evenings held at Park Hall

A whole Campus assembly

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Introducing MYTERN to Christian College Schools throughout Australia are seeking new ways to support

They learn how to build their own emotional resilience, rather than

students with the challenges that can be faced with daily life,

having to rely on others – which is essential in today’s challenging

especially with emotional and social wellbeing. Developing skills

world. Four characters help introduce the skill to the younger

that equip our young people to be resilient, is also a major focus.

students: Reapo, PET, TEP and Buska.

Christian College Geelong is delighted to have formed a working

Introducing the common language of MYTERN into schools has

relationship with Dr. Jane Foster, who has developed a language to

brought about major changes in behaviour in the playground,

assist and equip students to ‘Take Emotional Responsibility Now’

the classroom, and in the home; and has helped students, staff

(MYTERN). This year all classes from Williams House Kindergarten

and parents better handle the pressures of study, work and life.

through to Year 4 will be introduced to the MYTERN language, with

Students now know how to take control of their emotions and move

the MYTERN App also being made available for older students and

themselves from a ‘red road’ and on to a ‘green road’.

parents who may wish to receive the ‘daily text’ of encouragement.

What is MYTERN?

MYTERN creates a common language which can be aligned with

MYTERN is a simple yet extremely powerful skill that teaches you

existing programs, giving teachers, students and parents an

how to take control of your response to everyday stresses and

objective and consistent way of communicating and managing

challenges, improving your mental, emotional and physical health.

emotion, helping to:

MYTERN is suitable for ages 3 and up, can be easily introduced,

•

and has the potential to transform all aspects of your life, through creating a common language.

How is MYTERN Relevant to a School Setting?

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How does it work?

teach how to take responsibility for all the complexities associated with emotional feelings and expression

•

minimise blame and empower the victim

Resilience, positive emotions and mindfulness combine to form the

Communities and educational institutions (ELC, Primary, Secondary

powerful intervention that is MYTERN, which has been empirically

and Tertiary) provide the ideal setting to teach individuals (students,

proven to positively impact psychological wellbeing, life satisfaction;

staff and parents) how to cope with daily stresses and challenges.

resilience and distress levels.

christiancollege.vic.edu.au

Introducing MYTERN to Christian College (Continued)

According to Seligman (2008), mental health (such as positive emotions) is over and above the absence of mental illness, and predicts ‘lack of depression, higher achievement, and—

MYTERN in Christian College

intriguingly—better positive physical health’, with subjective

Dr. Jane Foster has already visited many classrooms around the

wellbeing (as measured by positive emotions) protecting an

College, working with our staff and students to enable MYTERN

individual from physical illness (p.7). Positive health buffers

to be successfully implemented. Last week, our campuses

against both physical and mental illness. Therefore, it is

conducted MYTERN Parent Information sessions, giving families

recommended that positive health (such as positive emotions)

an insight to this new program. We were delighted with the

should be taught in school as ‘an antidote to depression, as a

very high rate of parent attendance for the evening session held

vehicle for increasing life satisfaction, and as an aid to better

at the MS Highton and also the afternoon session conducted

learning and more creative thinking’ (Seligman, Ernst, Gillham,

at the Bellarine Campus. We have received several requests to

Reivich, & Linkins, 2009, p. 295).According to Seligman (2008),

share the footage taken of Jane’s presentation for those who

mental health (such as positive emotions) is over and above the absence of mental illness, and predicts ‘lack of depression, higher achievement, and—intriguingly—better positive physical health’, with subjective wellbeing (as measured by positive emotions) protecting an individual from physical illness

were unable to attend and for those who would like to view Jane’s presentation again. We have made this available for you to view by logging onto the College Parent Portal, https://parent.ccg.vic.edu.au/ and then clicking on the orange tile labelled ‘MYTERN Resources’.

(p.7). Positive health buffers against both physical and mental

As Christian College introduces this exciting language, we look

illness. Therefore, it is recommended that positive health (such

forward to partnering with families and our community to see

as positive emotions) should be taught in school as ‘an antidote

our students equipped with this powerful tool that they can

to depression, as a vehicle for increasing life satisfaction, and as

utilise in all aspects of their lives.

an aid to better learning and more creative thinking’ (Seligman,

For more information and a comprehensive overview of

Ernst, Gillham, Reivich, & Linkins, 2009, p. 295).

MYTERN please visit the website: www.myterncity.com.au

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Dr Jane Foster working with the Junior School students

christiancollege.vic.edu.au

Japanese Long Term Exchange

Exactly a week after arriving in Japan, it was time for school. We were to attend Naga High School, which is Christian College’s sister school. I was nervous about school and what it would be like. I knew going into it that I would stand out (tall, red hair, Australian) and I wasn’t sure how I felt about that. The minute I entered the classroom the girls surrounded me and started talking. Randomly, someone gave me some bread; I thought the gesture was sweet. Though I was extremely overwhelmed, I also felt very welcomed and accepted into the class, who again were

On September 17th 2015, Dimitri, Ronen and I boarded a plane for Japan. I’m sure I can speak for all of us when I say we were incredibly excited and nervous at the same time. I was nervous about what my host family would be like, what school life would entail and how big the language barrier would be. Honestly, I wasn’t so sure how far my Japanese speaking skills would get me. I vividly remember the day we arrived in Japan. All exhausted from travelling all night, we made our way into the arrivals area and immediately saw our host families smiling and waving at us, along with some of the Naga High English teachers.

It was overwhelming, that was for sure. They were talking very quickly in Japanese but we soon realized they were as excited to meet us, as we were to meet them. After taking some photos, a trend that followed through the next four months, we each left with our host families, the start of our exchange.

as anxious and excited as I was. While at Naga High School we attended normal classes as well as special Japanese classes just for us exchange students. These classes were amazing and we learned so much from Nakamura and Hirooka Sensei. They were both extremely kind and caring, and made sure we were settled and knew what was happening.

I can honestly say that going to Japan on Exchange was one of the best experiences of my life. It was unforgettable, and it is so difficult to try and condense four amazing months into one small report. Our host families were all incredible and we got to know them so well.

Something I loved about the experience was just being able to sit down with my host mum and have a conversation. At the start, it was a half spoken, half google-translated conversation; they ended quickly because google translate was not accurate. However, half way through and towards the end of my exchange visit they merged into conversations,

Dimitri, Ronen and Jaida seeing the Japanese sights

where we were able to share experiences, tell each other about our

The first week we were in Japan was a kind of week-long public holiday

cultures and just talk about random things. As simple as it sounds, I loved

for Japanese schools. This was welcomed because it gave all of us a

being able to do that and to see the improvements I made in Japanese

chance to adjust to being in Japan and get to know our families and the

as the months went by. My host mum was so patient and understanding

us. All the friends and family I said goodbye to did not use the word for

Japanese culture. We each experienced some amazing things in that first

with me and she loved to have a laugh and joke around.

goodbye, Sayonara. They mostly used a less permanent version meaning

week alone. One of my favorite experiences from that week was going to

Saying goodbye was extremely difficult for all three of us, though I was

more like, ‘I’ll see you again.’ Leaving was difficult but it was made easier

Osaka and observing the Osaka Danjiri festival. I had no idea what was

the only one to actually cry. It was hard to say goodbye to these people

knowing that we had made lifelong friends in Japan that we could always

going on, but the best I can describe it is that there were big floats being

who had become our families during the past four months. They did

return to and be welcomed by. I learned so much from the exchange

pulled around by mostly children between the ages 4-18, and on each

so much for us and made the exchange the unforgettable experience

program and made so many amazing friends. I will forever be grateful for

float traditional music was being played. It was noisy, busy and probably

that it was. It was tough on the last day of school to say goodbye to the

being given this amazing opportunity by Christian College and I can’t wait

the first cultural experience I had in Japan. I loved it and I was very excited

students and the club members who had become our good friends

to return to Japan in the future.

that we had arrived in time to observe it.

and included us, talked to us, made us feel welcomed and got to know

Jaida Brunt , Year 11

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christiancollege.vic.edu.au

Caitlyn enjoying getting to know her fellow students

Caitlyn and Tilly bonded through their Indonesian exchange

Indonesian Long Term Exchange For six weeks during the summer holidays, Caitlyn Oakley and Tilly

Going on long-term exchange may be a ‘one of a kind’ opportunity

Thompson of Year 12 travelled over to Lombok, Indonesia, on a long-term

for some, so when you get offered a chance like that, don’t turn it

exchange program. They lived with two separate host families during

down. Going on long-term exchange does not only benefit your

their first two weeks, and then for the last four weeks Tilley and Caitlyn

language and communication skills but also allows you to develop as

lived in the same house, which made for a fun and familiar experience.

a person. It enhances your self-confidence and self-esteem while you

The girls went to school six days a week from 7am until midday and while they were at school, Caitlin and Tilly created friendships with their host sisters and other students from SMA2 Mataram that will last a lifetime.

integrate into another family. You develop friendships that will last forever, along with gaining a great sense of accomplishment upon completion. The experiences then encourage you into developing independent opinions, making informed decisions and striving to attain fresh goals.

Tilly with her school freinds

This trip is one that I will never forget. I recommend that if anyone is given the opportunity to go on the same experience, that you do so.

You learn so much more about the people and you get to embrace their culture along with creating friendships with people from overseas. Unforgettable!

Tilly Thompson, Year 12

Caitlyn Oakley, Year 12

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Creepy-Crawlies in Years 1 and 2

Creepy-Crawlies in Years 1 and 2

Bellarine Campus, Drysdale Creepy-Crawlies in Years 1 and 2 The Year 1 and 2 students have been busy exploring Mini-Beasts during their Integrated Studies lessons.

Students have participated in a Mini-Beast incursion, where they were able to get up close with a variety of creepy-crawlies including the burrowing beetles, cockroaches, tarantulas, spiders and many other critters. Meal worms, silk worms, crickets and caterpillars are our classroom pets at the moment!

Students are enjoying the hands-on experience of observing individual Mini-Beasts transform as they move through the different stages of their life cycle.

Music Performers Program

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New Year 5 Cross Campus Music Performers Program The Music Department has been busy rolling out a new music program in Year 5 at both the Highton and Bellarine campuses. Stemming from the idea of developing the ‘whole’ musician, students have been very busy getting to know a new instrument and the associated music skills, or developing their existing skills on a currently studied instrument in the Performer’s Workshop class. The students are coming together regularly in a concert band or string orchestra setting, guided by fabulous conductors and tutors. Already an immense amount of musical growth and skill development is resulting.

Music Performers Program

Prep Play based learning

Prep Play based learning

Year 7 Orientation and Camp

An Exciting start to the Year in Prep

Our Year 7 students have had an action packed

Exploring, creating, and dramatising have been

start to their year with their Orientation program in

approached with great enthusiasm whilst the

Week One and Camp in Week Two. The Orientation

children learn at our new Play Based Learning

program allowed students to make a smooth transition into Year 7 with a focus on getting to know one another and their surroundings, as well as understand how to make the most of our abilities, nurturing and stretching our ‘Building Learning Power’ muscles.

Cave Hill Creek Camp was next on the agenda in Week Two, where students developed new friendships and strengthened existing ones through teamwork and constant encouragement of one

concept areas in Prep S and D. The play areas consist of Craft and Construction, Literacy, Maths, Sensory, Dramatic play and Tinker. We have learned over time that children understand the world around them by being physical, not just learning through the processes of their mind. Through the Play Based Learning areas in both Prep classrooms, the children have become active participants in their learning both physically and mentally. This gentle learning

another. We had fun competing in our tribes and

approach has eased the transition from kindergarten

trying new activities to extend our beliefs about

to school, creating confident, inquisitive students

what we can achieve.

who are having fun whilst exploring their learning!

Year 7 Orientation and Camp

Year 7 Orientation and Camp

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Junior School, Belmont Mytern in the Classroom Perceptual Motor Program

Perceptual Motor Program The Perceptual Motor Program (P.M.P) aims to develop children’s perceptions and understandings of themselves and their world through movement and motor experiences. The P.M.P has children working through a sequence of exercises and physical activities that are targeted at improving their perception, as well as their fine and gross motor skills.

Through the introduction of Mytern, the students

Mytern in the classroom

in 3B have been familiarising themselves with the Mytern characters - Reapo and Buska. The students have been finding out how being on a ‘Red Buska road’ helps to build resilience and that being on a ‘Green Reapo road’ helps to build health. The students are responding well to the engaging and fun characters that Mytern brings into the classroom.

Under the direction of a teacher, groups of children move from one station to the next covering a number of skills and activities that will assist the child in their early years of learning.

Prep Learning – Real, Relevant and Meaningful As a part of our ongoing focus to provide a seamless

Mini-Beast Incursion

Mini-Beast Incursion

transition from Kinder, this year we have introduced play based learning lessons into our Prep program.

The Year 1 and 2 students had a Mini-Beast

These lessons embed the explicit teaching of

Incursion this term which allowed them to locating

English and Mathematics skills through the use of

and investigate Mini-Beasts in their habitats. Through

intentional provocations in the learning environment

a discovery process, the students were required to

and draw upon the children’s interests and lives to

write key facts and information on what they learned

make learning real, relevant and meaningful. Our

about their creepy-crawly! The next task was to create of plasticine a mini-beast and then, source natural materials and habitat for it to call home.

Prep Learning

play based learning lessons provide an opportunity for personalised learning that engages the students in a range of stimulating and developmentally appropriate activities to holistically develop the whole child - academically, socially and emotionally.

Prep Learning

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Middle School, Highton Year 7 Cave Hill Creek

House Captains

Year 7 Cave Hill Creek

Year 5 and 9 Mentoring Program

Recently our Year 7 students travelled to Cave Hill Creek to participate in one of the many highlights of their school year. The camp involved exciting activities including abseiling, biking, canoeing, bouldering, low ropes, fuzzies, scavenger hunts, bushwalking, hut building, and team games. The camp provided students with opportunities to make and foster friendships, connecting with their teachers and peers in an exciting and picturesque setting. It was with a sense of pride and delight that we saw the students embodying the college values as they supported and encouraged one another over the three-day camp.

As part of the Mentor Program, Year 9 mentors are

House Captains

an individuals.

2016 sees another exciting opportunity for our Middle School House Captains to fine tune their leadership skills as they attempt to guide their particular House to victory. In the lead up to our House Swimming Championships, our Captains met with their respective Houses to motivate, inspire and inform them about the event. Public speaking is always a challenging task for young people but our Captains embraced this challenge, leading by example with their spirit and participation in the process. This year Middle School looks forward to championing, equipping and upskilling our leaders through staff mentoring programs and opportunities for them to serve their College community.

Welcome Picnic

Year 5 and 9 Mentoring Program

encouraged to look beyond themselves to see how they can provide support and friendship to the Year 5 students who are new to Middle School. Part of this program involves the mentors visiting the Year 5 students, once a week, during Homeroom time to deliver devotions. During Term One the mentors have shared the message of Shrove Tuesday over a pancake breakfast, arranged sporting activities and organised an Easter egg hunt. It has been wonderful to see the faces of the Year 5 students light up as the mentors spend time and show an interest in them as

The heavens opened up but this did not dampen the spirits of those who attended our annual Middle School Picnic and ‘New Beginnings’ Evening. It was a great night of community and an opportunity to strengthen the partnerships between the students, families and staff. It was a fantastic occasion for

Welcome Picnic

families to tour their child’s homeroom in the lower years, hear from key presenters in the upper years and for all to have a ‘taste’ of electives as they wandered through the faculty areas. Parents and students gained some wonderful insights into the new initiatives and approaches the College is undertaking, including Restorative Practices and InTime reporting, further opening up channels for us all to navigate the educational journey together.

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SMAN 2 Mataram students enjoying their interactions with the Christian College students

SMAN 2 Mataram students receiving their welcome packs

Senior School, Waurn Ponds Prefect Investiture The 2016 Prefects were invested in a ceremony

Senior School Welcomes SMAN 2 Mataram

College Principal Mr Glen McKeeman receiving a present from SMAN2 Mataram by Ibu Yuni.

Schools in Philanthropy

Prefect Training

The Schools in Philanthropy program is run by the

The 2016 Prefects participated in a two day

Geelong Community Foundation (GFC), a not for

workshop in November last year, led by campus

profit organisation that has raised and invested a large

chaplains Mrs Lyn Nethercote and Mrs Lena

amount of money from benefactors in order to assist

Johnstone. Students explored ‘servant leadership as exemplified by Christ’ and were challenged to

held at Barrabool Hills Church on Thursday the 18th

On Friday the 26th February, the Senior School

the Geelong community. Each year the Foundation

February. Students received their prefect badges

welcomed 25 students and 4 staff from our sister

calls for applications for grants from charities

and blazers, and were privileged to hear from guest

school in Mataram Indonesia. Our visitors are here

and organisations operating within the Geelong

speaker Mr Justin Gall about the call of leadership.

for twoweeks and will be experiencing a range of

community. Four schools are selected to participate

The 2016 School Captains were announced and

activities across all campuses. The College is very

we are delighted to have Katie Rowe and Zachary

grateful for the support of host families who have

Edwards as our Campus Leaders for this year. Both

opened their homes to warmly accommodate our

presented promising speeches regarding their hopes

Indonesian visitors during their time in Australia.

for their fellow leaders and students, and the year

Prefect training

in this program, each having a team of seven students who are provided with three grant applications by the Foundation and $20,000 to allocate amongst them.

Students research and visit the grant applicants to

work together to uphold this in the year ahead. They spent time getting to know each other and learning to trust each other as together they embarked on a walk ‘against the tide’ along the Barwon River. Our Prefects were greatly encouraged by the CEO Mr Daryl Riddle OAM and Principal Mr Glen McKeeman.

gather more information to help them assess each application. Along the way they develop community

ahead of them.

awareness, learn about philanthropy and the needs of their local community.

Prefect Investiture

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New Prefects saying the ‘Oath of Commitment’ at the Prefect Investiture

Schools in Philanthropy team members: Cameron Ritchie and Phoebe Sleeman - Year 10, Madison Ito, Katrina Murrell, Emily LaPorte, Sophie Byron and Tim Rodgers - Year 11.

Prefects working together during their training

christiancollege.vic.edu.au

Christian College Institute of Teaching & Learning Foundation Classes 2016 “Education needs professional, passionate, relational and transformative teachers!” So says the headline on one of our advertising brochures.

careers, family and financial considerations.

Setting ATAR scores aside for one moment, there have been a number of common points which

in CCITL to deliver a program, in conjunction

Wednesday for the whole term, where they will be

with Tabor College of Higher Education, which

able to practise the art of teaching. I’m sure that

will equip them with the skills and knowledge

discussions emanating from these experiences

to take their place in any of the three recognised

will be rich and fruitful back in the classroom. They

education systems: government, independent and

are already on their way to being professional,

Catholic.

passionate, relational and transformative teachers.

Choosing a higher education institution is a

have distinguished these candidates in what they

critical decision. It is about considering your life

are looking for. They have had a commitment

and career goals, where you want to study and

to core values that build character based on a

about finding the means to support yourself along

Christian perspective. They have valued a small,

Now that classes have started there is a sense

the way. This makes course selection crucial as

close knit environment with low staff-student

of excitement from the students (Pre-Service

Graham Stephens

the consequences can be life changing in both

ratios to ensure that they will get individual

Teachers) that they are on the way to a new career,

Head of CCITL

positive and negative senses.

attention. They want to become well acquainted

from staff that their expertise and knowledge is

with faculty, staff and their peers. And they are

being used to advantage to bring forward new

keen to be instructed in the art of teaching by

teachers to the profession and that we are all

current expert teachers who have classroom

working together to develop the talents that God

experience and who understand the daily

has given each of us to further His kingdom.

For the past 4 months, staff at Christian College Institute of Teaching and Learning (CCITL) have had many such discussions with people as they have considered a career path in Primary teaching.

For some it has been very straight forward. A desire to be a teacher, an ATAR score which meets

demands and expectations that today’s teachers face.

Our Pre-Service teachers are currently learning the theory of teaching in their lectures and tutorial

the criteria and automatic enrolment. For others,

So we have begun the 2016 academic year with

sessions but at the beginning of Term 2 they will

not so simple as they contemplate switching

19 students who have placed this level of faith

embark on their very first School Experience, every

Christian College Senior Students singing at the CCITL Foundation Service

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The new CCITL students receiving their certificates and welcome packs

Head of CCITL, Mr Graham Stephens at the Foundation Service

Christian College CEO Mr Daryl Riddle speaks at the service and describes what it has taken for CCITL to come to fruition

christiancollege.vic.edu.au

Wellbeing & Management Framework Restorative Practice at Christian College

management is in contrast to the collaborative and relational values and beliefs that drive the curriculum and pedagogy in schools (Thorsborne & Vinegrad, 2008).

Restorative Justice is a values based collaborative approach to responding to harmful behaviour and one that reflects the values and beliefs, which Christian College aspires to develop within students.

Central to the Restorative Justice philosophy is:

•

the school community

•

student wellbeing at Christian College. In 2015, the College Student Management, and the Bullying and Harassment Policies were reviewed with a brief to better align practices with the Christian ethos of the

Wrongdoing or harmful behaviour is seen as a violation of people/or property and interpersonal relationships within a

The development and maintenance of positive, healthy and respectful relationships within a supportive school environment is central to

People and relationships are the most important aspect of

community

•

Violations create obligations and liabilities

•

Restorative Justice seeks to heal and put right the wrongs (Thorsborne & Vinegrad, 2008)

College. Building and restoring relationships, demonstrating love, compassion, kindness, humility, gentleness and forgiveness, while in turn developing the social and emotional capacity within students, was to be at the core of a new Wellbeing and Management Framework.

Why align our approach with Restorative Justice?

The profound impact that positive relationships and collaborative learning environments have on student learning outcomes is well documented and has for some time guided curriculum and pedagogy in schools worldwide. However, traditionally in schools, wellbeing

Page 22 :.

What is Restorative Practice?

Restorative Practice is the application of Restorative Justice. It is a set of processes that allows schools to put into practice the philosophy of Restorative Justice. These processes can be divided into two groups; proactive processes which enhance teaching and learning and reactive processes which are used in responding to wrong doing.

Proactive Restorative Practice is being explicit in setting relational

policies and behaviour management practices have primarily been

and behavioural boundaries. A common example of this practice is

focused and targeted at individuals in instances of wrong doing. That is,

collaboratively devising a set of class rules. Elliot (2016) states that

approaches to student management are largely based on quasi-judicial

‘schools working restoratively aim to spend the greatest amount

arguments: What happened? Who’s to blame? What rule has been

of time building and strengthening relationships (building social

broken? What punishment should be applied? This punitive approach

capital)’, based upon agreed social norms and behavioural boundaries.

to managing behaviour doesn’t consider the context in which the

That is, valuing and being explicit in working with students to develop

behaviour occurred, the impact the behaviour has had on relationships,

and maintain fair and respectful community norms in order to lessen

the emotional harm done to others or the possibility of support

the possibility of conflict and misconduct, thus promoting better

needed in changing a behaviour. Further, this approach to behaviour

learning outcomes.

christiancollege.vic.edu.au

Wellbeing Management Framework (Continued) Reactive Restorative Practice relates to how teachers respond

The Wellbeing and Management Framework graphic represents

and view the inevitable hiccups, when behaviour falls outside

the alignment of Restorative Justice philosophy with the Christian

the established community norms. These practices sit on

ethos that underpins Christian College. At the centre, in all things,

a continuum ranging from informal to formal responses to

the College community seeks to reflect God’s goodness and grace

wrongdoing. The informal end comprises responses teachers

through building and restoring loving relationships. The flow of

would use on a daily basis, statements, questions or restorative chats prompting reflection on how behaviour affects others.

At the formal end, restorative conferences bring together all stake holders to reflect on the situation. Examples of restorative questions include: What has happened? Who has been affected and how? What was the thinking behind the behaviour? What can be done materially or symbolically to repair the harm and set things right? (Elliot, 2016) ‘In a restorative school, young people become used to relationship language, being honest about their behaviour

the graphic represents an explicit social curriculum. One where community norms are the shared responsibility of staff, students and parents. The community norms provide a framework to work within and are based on respect for self and others, safe and engaging learning environments and maximising learning opportunities. Where behaviour, organisation and pastoral issues arise, Restorative Practice provides the structure to reflect, be accountable, and repair harm, thus restoring connectedness and belonging within the community.

(because they are not about to be punished), being

This is an exciting development in enhancing the wellbeing of all at

accountable to those they have hurt because they have to face

Christian College and will serve to support students as they grow in

up, and seeking ways to make things right when something,

faith, truth, love and grace.

however trivial, goes wrong’ (Thorsborne & Vinegrad, 2008).

A restorative approach does not exclude the use of consequences. Facing those that you are in conflict with or

Working with the students using the new restoravtive practices

_______________________________________ Elliot, K.(Personal communication, January 28, 2016).

whom you have harmed to make a genuine apology is not an

Thorsborne, M. & Vinegrad, D. (2008). Restorative practices in

easy option. Consequences are neither pre-determined nor

classrooms: Rethinking behaviour management. Margaret

imposed but agreed upon by all parties involved (Elliot, 2016).

Thorsbourne and Associates: Buderim, Queensland.

Nicholas Watson Member of the Wellbeing and Management Framework team

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The Christian College Community lending a hand to assist in the clean up after the bushfires in the Scotsburn area

Uniting of a Community in Times of Trial December 2015- Scotsburn Bush Fire I’ve heard it said that ‘you impress people with your strengths but you connect with people through your weaknesses’.

Days after the bushfire devastation, when visiting our Back Creek farm and neighboring farms, I was struck by the unity of the community. Everyone was working together, using vehicles and equipment as if they were communally owned, supporting

The Scotsburn bushfire in December 2015 saw

those who had lost everything and much of this

the Scotsburn community, including our Christian

done without sleep since the bushfire onset. The

College Back Creek Farm, experience unprecedented destruction of the local area. Thankfully, the College’s Back Creek farmland remained untouched by the

community was galvanized by their vulnerability.

The cleanup from a bushfire such as this one was

fire. However, approximately 1000 acres of land

a daunting job. Our Christian College community

leased by the college and adjoining the farm site

banded together and Staff, teaching and non-

were burnt, ruining fences, pasture and shelter belts

teaching, volunteered to assist in the clean up

of trees. Due to the quick thinking and bravery of

and help prepare for new fences to be erected.

our farm manager, Lachlan Howard, who remained

Over 50 Staff and students gave of their time and

at the Back Creek farm on the day, we did not lose

worked at the school leased farm, and completed a

any buildings and had minimal stock losses. We are

tremendous amount of work that allowed the new

very thankful for Lachlan’s tireless work during that

fencing to be well underway. We are certainly most

period. Others in our local farm community were not

appreciative of the efforts of those people who gave

as fortunate as we were, with a significant number

up their holidays to support us in this way.

losing their homes and large numbers of animals.

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Rehydrating after a long day of clearing the bush fire damaged land

Uniting of a Community in Times of Trial (Continued)

Christian College also supported the community cleanup and farm assistance effort by hosting the bushfire relief group, Blaze Aid, at our Back Creek homestead. Blaze Aid, a group of up to 50 volunteers, based themselves at our Back Creek site while assisting affected farmers by

Throughout the bushfire ordeal I have been impressed by the

removing ruined fences and replacing them. Blaze Aid’s efforts have

strength, courage and resilience of the local farmers. In addition to

continued, although their group needed to relocate once our students

that, the Scotsburn people have proven to each other that they are

returned to the farm to commence their 2016 rural experience. A group

definitely there for one another in times of need- a true community.

of Year 9 rural experience students enjoyed spending their mornings assisting Blaze Aid with the fencing work. An opportunity for the students to ‘get their hands dirty’ whilst helping our neighbors.

The Scotsburn bushfire has reminded Farm staff of the danger that such a threat poses. As in the past, we will continue to maintain a conservative approach towards the care of our students, believing it is better to have the students evacuated when the fire threat is high rather than wait until a fire has actually started. We will enact our emergency management plan should days of extreme fire risk eventuate. This approach has served us well in the past as we endeavor to maintain the safety of Christian College students at Back Creek Farm.

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Earl Moore Director of Teaching & Learning Back Creek Farm

christiancollege.vic.edu.au

Making Thinking Visible The mind is a mystery. A space for remembering, creation and innovation! But how do we, as educators, truly see what is in the mind of the child? When 4G Visible Thinking activity

teaching, do we rely on the passive acceptance of information as understanding? How do we truly know the impact we might have on the learning of the student? John Hattie, in his book ‘Visible Learning for Teachers’ (Hattie, 2012,pg.vii) says the major message in his work around visible learning is ‘know

Think, Puzzle, Explore- A routine that sets the stage for deeper inquiry

•

understanding is through the use of Visible Thinking routines which make student thinking visible. These routines are simple structures, for example, a set of 4R Visible Thinking Activity

questions or a short sequence of steps, that can be used across various grade levels and content. What

What makes you say that?- Interpretation with justification routine

•

Think, Pair, Share- A routine for active reasoning and explanation

thy impact’. At Christian College, one of the ways we are working on truly knowing our impact on student

•

I used to think…Now I think…- A routine for reflecting on how and why our thinking has changed

•

Compass Points- A routine for examining propositions and

•

See, think, Wonder- A routine for exploring works of art and other interesting things

makes them ‘routines’, versus merely ‘strategies’, is that

These routines assist teachers in seeing what is in the

they get used over and over again in the classroom

mind of the child therefore giving them the ability to truly

so that they become part of the fabric of classroom

cater to each student’s individual level of understanding.

culture. The routines become the ways in which

Educational author Ron Ritchhart states that “in a learning-

students go about bringing the process of learning to

oriented classroom, teachers and students focus their

the forefront. Some of the Visible thinking routines,

attention on the learning as the priority, letting the work

with their goals, you might see include:

exist in context and serve the learning.”

For more information on Visible Thinking visit the website: http://www.visiblethinkingpz.org/VisibleThinking_html_files/03_ThinkingRoutines/03b_Introduction.html

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Prep Visible Thinking work

Ann-Marree Weigl Deputy Head of Junior School

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Junior School: Damon DeGaris and Fane Vaitohi, Year 4

Senior School: College Captains- Zachary Edwards and Katie Rowe, Year 12

Bellarine Campus: Noah Broomhead and Amelie Crole, Year 9

Middle School: Captains- Tess O’Neil and Zachary Devonish, Vice Captains- Breella Case and Ethan Vines, Year 9Â

Congratulations to the 2016 Campus Captains Page 27 :.

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Differentiation in the Outdoor Classroom At the beginning of each year, the Year 12 Outdoor

with for the coming year. This fits well with one of our

Education and Environmental Study students embark on

College’s teaching and learning focuses, that of creating

an epic 4-day journey across the remote Baw Baw Plateau.

differentiation in the classroom.

The aim of the program is to help students understand how humans have related to specific environments over the past 40,000 years.

techniques and lesson adaptation that educators use to instruct diverse groups of students, with diverse

Students trek along paths that the Wurundjeri and

learning needs, in the same course, classroom or learning

Braiakualong people would have followed in the summer

environment’. Principal, Mr Glen McKeeman

months, to collect nutrient rich Bogong Moths. The students discover plants that have nurtured the Indigenous people and have been the source of inspiration for many European explorers, like Baron Von Mueller. One particular species called the Myrtle Beech fascinates students, as it is evidence of our Gondwana connection. As the path wanders through the twisted snow gums, we stumble across old pastoralists’ huts that remind the students about our rich European history. The students finally descend on their bikes from the montane Mountain Ash forest to witness one of the great National Building projects, the Thomson Dam. A dam built in the 1980’s that helped drought proof Melbourne.

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‘Differentiation refers to a wide variety of teaching

One key aspect of a differentiation is that the teacher knows their students and the way they learn. During an extended time away, it is easy to pick up on unique learning differences and read and interpret about the students’ interests. Through conversations while walking, observing their interests during different aspects of the program, challenging them in a variety of ways, the teacher is able to develop an in-depth understanding of the students’ learning profiles and help tailor activities and questions that relate to the individual.

[Whereas back in the school classroom, teachers might determine this sort of information through pre-learning activities, questionnaires or through helping students

As the area is so rich in history and undergone numerous

understand their own learning profile.] By gaining such a

human uses, the 4-day journey is an ideal location to

breadth of understanding, we are able to cater for students’

familiarise students with the key information and material

different backgrounds and hopefully make the Christian

that relate to the Unit 3 course. For the teachers involved,

College course work become more personally meaningful.

the program plays an important role in helping us build

The result being students who are engaged and working at a

relationships with these students who we will be working

level that matches their individual abilities and skills.

christiancollege.vic.edu.au

“The thing I liked most about the Baw Baw camp was the fact we were learning without even realising it!”

Max Dent, Year 12 “There were times during the trip that every part of me wanted to give up. Completing the camp at the end of the scenic view of the Thomson dam felt exhilarating knowing that I pushed through even though I was so physically and emotionally drained” Ruby Serong, Year 12 “I feel different towards nature after Baw Baw….I respect the environment purely because it provides us with life”.

Matilda Thompson, Year 12 “The challenges faced included staying ahead of my mind that was telling me that it was too hard. It was quite a physically tolling camp, but the majority of that was mental” Zach Edwards, Year 12 “When you actually witness what we are talking about, it really confirms information and content.”

Rosie Murphy, Year 12

Differentiation in the Outdoor Classroom (Continued)

The core aim of the program is to help students understand

The beginning of the ride is often met with the idea that ‘I

and engage with the course content, and build relationships.

won’t be able to complete it’ as they often are mentally and

Furthermore, the program helps students learn the

physically exhausted. Although students always have the

importance of being in control of their own emotions, how

option of completing the program in the support vehicle,

to build resilience and to connect on a spiritual level with

they are always encouraged to try, to ‘push through’, and find

the world around them.

the mental strength to persevere. By the end of the ride,

The 4 day program is often mentally challenging for the

the Thomson Dam. The students’ sense of accomplishment

students and reinforces the concept that they can succeed

on the final day, we descend down into the surrounds of and pride in their perseverance is evident! We encourage

whereas before they might have given up, lacking the

our students to draw from these experiences to help them

confidence to persevere. After completing a lengthy walk

manage throughout the year with their academic studies

and finally reaching the supposed end point, students are then faced with the challenge of starting a bike ride. The walk has its difficulties but the students often feel more confronted by the ride as they held the perception that once they had finished walking their journey was complete.

Cassidy Hurrell Director of Teaching & Learning- Outdoor Education

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Where Are They Now? Liam’s winning design- ‘The Metal Fern’ from the 2010 Melbourne Design awards

2007 Christian College Graduate

In 2008, Liam enrolled into an Industrial Design

Liam is actively involved in community groups

Liam Petrie-Allbutt

degree at Swinburne University in Prahran.

including the Borough of Queenscliffe ‘Point

Upon graduating, he commenced work as a lead

Lonsdale Lighthouse Reserve Community

industrial designer /luminaire /lighting designer for

Reference Group’ and an active member of the

Ambience (Fairfield). Liam received this job, after

Point Lonsdale Civic Association.

Liam Petrie-Allbutt graduated from Christian College in 2007. Liam’s first memory of Christian College was meeting the Head of the Bellarine Campus at the time Mr Glen McKeeman in September 2000 while looking at different high school options. This campus tour with Glen was the first and final secondary school tour they had, as Liam and his mum could ‘clearly see Glen’s enthusiasm and caring nature to his school and students’ which made their decision easy.

Liam remembers Christian College as ‘a memorable

Liam is all smiles accepting his award

chapter’ of his life, which he is ‘very grateful’ for. He recalls the the culture of the College as ‘outstanding’ and remembers how the ‘education at Christian College extends beyond academia and teaches

winning the 2010 Melbourne Design awards for his feature light fixture (receiving equal first place with AAMI Park Stadium Facade).

Alongside design, another of Liam’s passions is volunteering and involving himself in the Point

in Scotsburn was one of the highlights of his

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borough of Queenscliffe.

‘has always been important’ to Liam. His love for

lighting design firm, ‘Electrolight’ and is also

Queenscliffe comes from being the 6th generation

studying an Architecture Masters Degree at the

to the town.

University of Melbourne, which he hopes to finish

Liam’s volunteering and community involvement Include:

•

In 1999 Liam volunteered as a junior member of the Country Fire Authority. When he was 16

•

learned during his time there.

Liam with his grandfather who he wants to help in his old age

2016 Young Citizen of the Year award for the

Liam is currently working at the new specialist

schooling and he really enjoyed the life lessons

one, as he works on some of the largest commercial jobs in Australia and overseas, including AAMI Park Stadium, Mona and the new Geelong Library Liam’s hopes for the future is to address the issue

In 2008, Liam joined the Ocean Grove and

of mental health in old age in the community. This

Point Lonsdale Surf Life Saving Clubs where

concern stems from the love for his 84-year-old

he completed his adult bronze medallion to

Grandfather, who he wants to assist in years to

pursue more diverse volunteering. From this,

come to keep as mentally healthy as possible.

he gained an extensive amount of knowledge

enrolled into Civil Engineering at RMIT. A few

in Surf Life Saving and now holds the position

months later, he realised that engineering may

of Senior Vice President of the Point Lonsdale

not be the path for him and decided to take

Surf Life Saving Club where he has made

a gap year to consider his options. Liam then

significant improvements within the Club.

•

by 2020. Liam’s job with Electrolight is an exciting

Liam became an active Volunteer Fire Fighter.

Since graduating Christian College in 2007, Liam

gained employment at Mt Buller with four friends

community, he was nominated for, and won the

Lonsdale and Queenscliffe community which

students about life itself.’ As a lot of students find, Liam’s Rural Experience at the Back Creek Farm

From Liam’s extensive involvement in the

In 2014 and 2015 Liam carried out the LED

and moved up to the snow for a full season of

lighting re-design for the Point Lonsdale

employment and fun.

Community Christmas Tree.

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