Learning and Teaching

Deputy Principal– LEARNING AND TEACHING

Mark Gustincic

Learning is about much more than acquiring knowledge, and it’s the social element of learning that has not easily been replicated through the periods of remote learning that have characterised this academic year.

Young people learn so much from one another when occupying the same physical space. Humans are social beings and take cues in all sorts of subtle ways about what is and isn’t appropriate, valuable, worthwhile or crucial. It is such an important part of the learning process and the growth of youngsters. They find validation and critique in the body language and little offhanded comments of their peers, which helps them build a sense of self and their place in the world. Learning is about much more than acquiring knowledge, and it’s the social element of learning that has not easily been replicated through the periods of remote learning that have characterised this academic year.

Having said that, a rich, stable and universally accessible online environment for learning has enabled the setting and completion of highly effective learning tasks at De La Salle College. Consistent conventions between Year Levels, subjects and teachers, has allowed for meaningful engagement between teachers and students. With several movements into remote learning over the past eighteen months, teachers have been forced to adapt their programs and teaching to varying degrees. This has depended largely upon the subject area. For many teachers, video-based learning and teaching, coupled with our already sophisticated online learning management system and digital tools, has allowed learning to continue with little need for radical modification or reinvention.

Subjects with a heavy practical component, however, have had to be very creative. I have witnessed teachers developing novel activities for students using everyday household items. The product of these tasks has been fascinating, with student works reflecting the intimacy and introspection of what has been a life dominated by interior spaces throughout the year. This year’s multiple occasions of lockdown and face-to-face learning is a scenario that we’d trained to become proficient in throughout 2020. It has been a year besotted with challenges, however, learning continuity for students has been strong. The strength of the collective expertise and dedication of our staff and the responsiveness and resilience of our students has enabled us to navigate the year with our heads held high. Mark Gustincic – Deputy Principal, Learning and Teaching

Staff and students have been full of excitement in both areas of ICT and integrating the incredible world of Science in the community. Incorporating both environments of onsite and remote learning, teachers have worked tirelessly both as subject groups and individuals working above and beyond to achieve high quality lessons and assessments for the young men at De La Salle College.

Staff and students found themselves in a familiar environment and have continued to rise to the challenge of communication, organisation and regular review. Whilst the Science department did take a huge hit with practical activities being unavailable onsite, staff rose to the challenge of developing new inquiry ideas and even adapting existing experimental procedures which students could do safely at home. The Science department was able to host an incredible Science Week event remotely, this was huge success with College-wide involvement. Over the week we had thousands of visits to the Science Week OLLIE page, 926 entries in the daily quizzes, and 40 students enter the competitions. I would like to thank all the students who participated and made entries in the Science Week competitions. As Learning Area Team Leader - Science, I am extremely proud and honoured to work with my colleagues and our students during this time. Both staff and students have persevered, supported one another and adapted to change. Justin Bourke – Learning Area Team Leader – Science

Technology

The Technology department has acquired a 3D Router and another 3D printer to help with the changing focus of Computer Aided Design and Computer Aided Manufacturing. This will allow students to learn new ways to design and produce outcomes that are becoming more relevant in further education and work. Computing and Software Development students also used the Computer Aided Design to explore and use the software as part of their studies.

Another challenging year in Technology and lessons learnt from previous lockdowns, Technology subjects turned their focus to new and emerging technology so students could produce outcomes to meet the curriculum. This sits alongside the traditional skills and knowledge of subject areas in Design and Technology Year 7 to 10, Product Design and Technology VCE Units 1-4, STEM Year 10 and Systems Engineering Year 10 and VCE Units 1-4. It has been a challenging year and I would like to thank the Technology staff for their input and professionalism and the students for their patience and engagement. Warren Walker – Learning Area Team Leader – Technology

In September, Australia’s national catalogue of words, the Macquarie Dictionary, celebrated its fortieth birthday, and will soon announce a new “Word of the Year”. In 2020, the short list included “cottagecore”, “karen” and “doomscrolling”. The winning word ended up being, understandably, “rona”.

I asked students what their “Word of 2021” was. “Pick-me” (someone seeking attention) impressed, while proper noun “Teams” became an action verb (“let’s Teams about this”). Given the age group, “maskne” (acne caused by wearing a mask) was unsurprising. Our students continue to make inventive use of language despite the “groundhog” shape of 2021, reminding us of the importance of sharing the written and spoken word in our English classes. We’ve also provided opportunities outside the classroom, in events such as Write a Book in a Day, debating and public speaking competitions, the new Book Club and Writers’ Collective.

A “poggers” and “based” year for the English faculty! Melissa Walsh – Learning Area Team Leader – English

Tom Hobbins (Year 12), from the Write a Book in a Day competition.

Mathematics

As we reflect on 2021, we showcase the Mathematics program at De La Salle College. The College understands the importance of Mathematical education for our pupils and we aim to provide excellent resources and create opportunities for our students to grow.

Year 7 students are introduced to Cambridge Go, an online learning system where they completed questions, watched video tutorials, used interactive lessons and played scorches live. Year 8 students completed projects on Data and Measurement reflecting real life problems. Students utilised Google Maps when calculating areas, perimeters, distances, and located iconic landmarks and objects from around the world. Students interpreted their findings by data analysis. Year 9 students experienced taking their own fingerprints. Fingerprinting provides a scientific and mathematical link to Term 1’s theme of Identity, which is woven through all Holy Eucharist Campus’ subjects. Mathematical elements include ensuring correct water temperature in the water bath, measuring the time required for an adequate fuming of the fingerprints, and statistical analysis of the class versus the general population. The Year 10 Enrichment Maths class travelled to the city and The Shrine of Remembrance. Teachers, Janet Holden and Elizabeth O’Connell, conducted a unique experience by taking the students on a Maths Path through the city and studied the architecture and its mathematical influence on The Shrine of Remembrance. This experience was part of the elective course created for students to apply real world knowledge and thinking. Mathematics is a popular subject at De La Salle College. Wherever possible, we incorporate extra-curricular activities to both support and extend the Mathematics taught in our classrooms. These include the Australian Mathematics Competition, Maths Help after school and the Gifted and Talented Education program. Congratulations to students who participated in the programs mentioned above and the staff who dedicated their time in supporting our students. I look forward to another year full of activities and achievements. Thomas Le – Learning Area Team Leader – Mathematics

Humanities challenges students to think analytically and creatively about societal issues and encourages students to discover solutions and strategies for the future. Despite another year where learning was interrupted due to COVID-19, the Humanities Learning Area has continued to present our young men with challenging curriculum and tasks to encourage them to think, analyse, evaluate and create solutions to issues raised in each of the areas of History, Geography, Legal Studies and Australian and Global Politics.

Below are some reflections from the Humanities teachers: Year 7 Geography: “Year 7 students have become resilient learners which are able to apply the skills they have honed while at home; time management, organisation and resourcefulness.” Year 7 and 8 History: “Well done to the Year 7 and 8 History students, they have engaged with the big ideas and formed their understanding of historical events, societies and individuals.” Year 8 and 12 Geography: “In Semester One, both the Year 8 and Year 12 Geography classes were able to successfully complete their fieldwork. This provided an opportunity to practice fieldwork techniques, analyse data and present their findings in both written and visual form.” Year 9 Alliance: “The Year 9 students have adapted to remote learning and supported each other. If a student has difficulty with the internet or accessing lessons, all members of the class rally around each other and offer support. Truly Lasallian.” Year 12 History Revolutions: “Year 12 Revolutions students have seamlessly continued their learning. Their good humor and banter has continued to lift all our spirits. A desire to improve their responses as we march towards the exam impresses me greatly.” Year 12 Legal Studies: “A terrific bunch of young men who have done me proud as they passionately set out to achieve their personal best with each task and never give up.” Thank you to the Humanities staff for their enthusiasm, collegiality and determination to make the daily lessons and tasks innovative and enjoyable for students in this second year of long periods of remote learning. To the young men in our classes, thank you for your willingness to adapt to the remote learning environment and in so doing, continue to develop your knowledge and skills. Christine Thompson – Learning Area Team Leader – Humanities

Languages

The Languages department made sure that another year of lockdowns wouldn’t affect the fun of learning another language. From Year 5 to VCE, students in Language classes have been busy presenting, acting out role-plays and practicing their language skills.

In Term 1, Year 10 – 12 French students went on an excursion to see the movie ‘Un Vrai Bonhomme’ (Moving On!) as part of the French Film Festival hosted by the Alliance Française. Also in Term 1, Holy Eucharist officially launched its French Club. Every Thursday during lunchtime, the entirely student-led club, delivers a variety of cultural activities. So far, students have played French games, leaders hosted Crêpes Day and students participated in virtual cooking classes. Our VCE students were involved in online poetry competitions, oral exam practice and SACs.

I thank our students for their excellent participation and for continuing to love learning another language. This could not have been achieved without the efforts of the amazing Languages team - Kath Marino, Thierry Moran, Vanessa Marolda, Lil Russo, Marjorie Bon and Marta Webster, who found new and creative ways to present the curriculum in a virtual space. Grazie mille e merci beaucoup! Grace Giudice – Learning Area Team Leader – Languages

2021 presented wonderful opportunities in the Religious Education department. For our new Year 7 students this year, it was a warm welcome to the De La Salle Salle College community with themes such as Prayer, Community and Belonging. Year 8 students investigated key themes of Social Justice, Courage, Rites of Passage and Early Christian Communities. Year 9 Encounter students unpacked Luadato si’, Pope Francis’ encyclical on Caring for God’s Creation among other interesting topics.

On the senior campus, Year 10 students enjoyed their four elective units on Jesus, Church History, Religion in Art and Music, and The Gospel Code. Year 11 students embraced Unit 1 or 2 Religion in Society areas of study. Several inspirational speakers were involved in the Year 12 Seminar Program including Old Collegian and De La Salle Brother, Bill Firman, Sam Clear, Sonja Karras and Matt Wilesmith.

These highlights of the 2021 Religious Education program enhanced the holistic education of our students at De La Salle College. Kathryn Holewa – Learning Area Team Leader – Religious Education

Brother Bill Firman Sam Clear Sonja Karras

Health and Physical Education

Our Health and Physical Education program plays a major role in not only the physical development of our students at De La Salle College but also on the development of their mental, emotional, social and spiritual health and wellbeing. As well as developing fundamental motor skills, our curriculum encourages, challenges and enables our students to be physically active through experiential learning to develop healthy lifestyles from junior years through to VCE and even beyond the students’ schooling lives.

This year for Health and Physical Education began a lot smoother than a large portion of 2020. Students engaged in exciting lessons involving athletics, gymnastics, invasion games, striking/fielding games, net/wall sports and were even being introduced to the upgraded high-performance weights room at the College. With another extended lockdown and students re-visiting remote learning, the core aim for students was to be setting physical activity goals to meet the National Physical Activity Guidelines every day and therefore have an active approach to looking after all aspects of their health and wellbeing. We look forward to returning to campus for Health and Physical Education lessons. Matthew Whitty – Learning Area Team Leader – Health and Physical Education

Flexibility, uncertainty and complex are words used to describe 2021’s educational environment. However, in 2021, the Commerce department celebrates the way we have seamlessly adapted with each lockdown. With the establishment of OneNote, OLLIE and online note systems, we were able to switch from onsite learning to remote learning with ease and provide our students with continuity of learning.

This year, the Year 10 Prices, Markets and Finance course took steps toward developing and maintaining links between the Healthy, Wealthy and Wise course in Year 9. The Year 10 course introduced the Online Social Enterprise Business (OSEB) Project enabling students to develop a business idea and create their own business plan that consisted of the Operations Plan, Human Resources Plan, Marketing Plan and Finance Plan. This rigorous, yet challenging project, allows students to develop critical 21st century skills whilst acquiring curriculum knowledge and applying it to their own business idea. The Commerce Team are excited by this new project and will continue to adapt it in line with student expectations and interests. As the Learning Area Team Leader - Commerce, I am proud of the way my team continue to develop rich and interesting learning and teaching opportunities. I am grateful for the team I have been leading over the past two years as we continue to navigate the COVID-19 pandemic. Ashleigh Hoogendoorn – Learning Area Team Leader – Commerce

Legal Studies

Legal Studies is a non-stop roller coaster ride through our legal system from 1900 to the present. It is always evolving and a true exploration of the law in our daily lives. 2021 saw students tackle a range of legal conundrums. We explored referendums and landmark rulings, grasped how the states, despite our constitution, can slam the borders shut, and evaluated the role of protests and social media on instigating change.

With the courts closed and excursions cancelled, students participated in a brilliant Zoom presentation by County Court Judge, Chris O’Neill. Both onsite and remotely, students learned about how the principals of justice underpin our democratic rights. Students investigated and evaluated the courts and parliamentary system, and the importance of accessibility for our most vulnerable members of society, in particular, Indigenous Australians. Year 12s also picked up some handy tips on staying out of jail, how to successfully sue for negligence and get their money back on a dodgy pair of sneakers. Here are some insights from the 2021 Year 12 Legal Studies Class: Legal Studies gives us insight into understanding the legal system through current and relevant cases. In addition to recognising how the law impacts us, we also begin to understand Parliament itself and its role in society. Hugh Lucas. Legal Studies is fantastic as you learn all the intricacies about the foundational document that underpins our great political and legal system, and the way in which it functions to uphold our parliamentary democracy. Thomas Seddon During Term 2, the Year 12 students delivered impressive oral presentations on civil reforms. We all gained valuable insight on why reforms are needed in the civil justice system. Stephen Healy You know you are in a Legal Studies classroom when you hear “you’ve got $3.80, each word is worth 10 cents”*. Legal Studies is always full of surprises, students writing responses entirely in Latin, people going into debt or making profit. Daniel Pertile

*this is revision tip you will learn, available exclusively for enrolled Legal students.

Debating! What a sport! If one is interested in exploring intellectually challenging topics that bestride public discourse whilst also attempting to articulate complicated ideas and arguments in a competitive albeit emboldening environment. Debating is the way to go!

Because of the oscillation between freedom and lockdown, the season at the Debating Association of Victoria (DAV) was disrupted. Starting the year with a bye for the tantalisingly interesting topic: ‘That Victoria should abandon the Belt and Road deal with China’, we eventually began preparing for the next debate ‘That we regret the rise of cancel culture’. In doing so, all team members met up at lunchtime to examine the merits and demerits of such a social phenomenon that hits the very foundational cornerstones of our civilisation.

Ultimately, the year was a successful one that we all undeniably enjoyed. We would like to express our profound gratitude for the best Debating coaches ever: Georgina Dwyer and Christine Thompson. Thomas Seddon – Debating Captain

Library

The role of De La Salle College’s libraries is to support students and teachers in reading and research. Library staff have worked hard at all levels of study from Primary to VCE to assist the learning needs of students.

The year started with a Tiverton reading competition. Students could add “a spine” of every title they had read to the wall display. The heated competition resulted in Year 6, Year 7R and Year 8H announced as top readers. This was a fantastic way to start the year of reading! Teacher librarians worked with English teachers to present fortnightly themed reading classes at Tiverton and Holy Eucharist. We worked with senior teachers by presenting research tools including the journal databases and bibliography tools. Weekly library-based activities such as Book Club, Chess, Maths Help and late study in Kinnoull Library are the regular ebb and flow of library life. Sadly, these activities were missed during the lockdowns. At this point we focused on online library resources. Reading classes continued online and Tiverton students took part in the De La Salle Reads! activity. As in 2020, the library staff mailed a book home to all Year 7s so that the Term 4 Lit Circle program in English could continue as scheduled. Book Week activities were postponed and took place when students returned to campus in Term 4. The annual Literary Quiz attracted a full house. Bernard Caleo ran a virtual workshop with Year 5 and 6 students about how to draw comics. Students were able to use Virtual Reality to visit literary locations. The De La Salle College Library embraces the idea of imagination, in reading and in finding ways to serve the needs of students and staff wherever they may be. Catherine Ryan – Library Team Leader

Gifted and Talented Education Programs

2021 marked the sixth year of our Gifted and Talented Education (GATE) Program. More than 100 students across the College greatly benefitted from opportunities that allowed them to strain their brains and open their minds to develop new skills or showcase existing talents.

Even though multiple events/competitions known to cater for our talented students were again cancelled this year, we still managed to pursue events such as the Australian Mathematics Competition, RoboCup Junior Challenge and ASX Stock Market Game. We continue to strive to find and develop new opportunities to challenge and grow our students in areas beyond the normal curriculum.

A special thank you to all the teachers who have supported these activities through either active supervision and guidance or background assistance with excursion and incursion preparations. Stephen Brick – GATE Coordinator, Kinnoull Chris Church – GATE Coordinator, Tiverton

Education Support

Throughout 2021, the Education Support Team, consisting of both teachers and Learning Support Officers, has continued to work with the wider College community to guide the planning and implementation of inclusive educational practices for students across the full range of abilities. We have established partnerships with students, families and teachers to ensure coordinated support for the student’s academic, social, emotional, behavioural, cultural, health and wellbeing needs.

This year, 285 students were included in the College’s Nationally Consistent Collection of Data (NCCD) list. The NCCD is an annual collection that counts: the number of school students receiving an adjustment or ‘help’ due to disability, and the level of adjustment they are receiving to access education on the same basis as their peers. The team worked collaboratively with teachers and families to develop Personalised Learning and Adjustment Plans for more than half of these students, outlining a range of strategies to support students with their learning and wellbeing. I wish to thank my team for their compassion, resilience and continued support of students across the College. Georgie Skinner – Education Support Coordinator

Experiential Learning

As the 2021 school year began, the Experiential Learning teachers were excited about the opportunities the new year would bring. Having put 2020 behind them, the Arts, Physical Education, Drama, Music, Technology, VET and VCAL teachers had great plans to provide students the “hands-on” learning the Experiential Learning area is known for.

Throughout Semester One, despite two brief periods of remote learning, our students had some wonderful experiences. Art and Technology classes enjoyed the benefits of working in our art rooms and workshops. Year 7 and 8 Music classes eagerly engaged in learning their new instrument. The Senior VCAL students worked on their garden project. The Visual Communication Design students visited the Top Designs and ACC Art Exhibitions, and the Physical Education students relished the opportunity to participate in classes both onsite and at specialist facilities. Our students were enjoying all the things they’d missed most during 2020. However, early Term 3, remote learning was thrust upon us once again. Despite this, our Experiential Learning teachers again adapted to the remote learning environment and continued to provide our students with engaging and challenging learning experiences. They’ve once again done a wonderful job in challenging circumstances, but I’m sure they’re looking forward to 2022 with hope that remote learning will finally be behind us!

Jodie McLaren – Director of Learning and Development – Experiential Learning

BEFORE

AFTER

Digital Learning and Reporting

In another year where students, staff and families faced the challenges of remote learning. It has been pleasing to note that De La Salle College’s ability to deliver and interact with students and families through our digital platforms has allowed for continued delivery of curriculum, student support and communication with families.

Our 1:1 notebook program has empowered students to continue to develop their digital literacy, collaboration and problem solving skills. De La Salle College’s ability to track student progression through OLLIE has enabled us to be proactive when dealing with student’s needs. While we would all much rather face to face onsite learning with no interruptions, you can be reassured knowing that our remote learning and 1:1 notebook program is the envy of many schools. Rob Bonnici – Director of Learning and Development – Digital Learning & Reporting Coordinator

Curricular Programs

The world of assessment and reporting at De La Salle is one of vibrancy, forward thinking and best practice strategies.

This year has seen excellent progress in the College’s commitment to continuous reporting practices where parents and students receive regular notification of results for assignments, essays and tests. Our online learning platform, OLLIE, has ensured that parents do not need to wait for End-of-Semester Reports before discovering how their son is progressing. With remote learning being a significant aspect of schooling this year, it is a blessing that we are so well-equipped to deliver curricular programs online. The De La Salle College teaching staff have also embraced the use of rubrics for major assessments, allowing students to see their standard of achievement and the steps required to progress. These rubrics are in-line with the latest research about effective feedback and have been readily adopted across the College. Ben Williamson – Director of Learning and Development – Curricular Programs

Data and Student Progression

This year has been busy in the progression space at De La Salle College. After a break in 2020, we successfully completed NAPLAN online with Years 5, 7 and 9.

Our NAPLAN results show excellent growth over the past two years for our Year 9 students, seeing them produce above average results for Reading, Writing and Numeracy. In addition, the Year 10 students completed Allwell Academic Testing which gives them an insight into their strengths and weaknesses so that they can choose their best possible pathway heading into their final years at the College. At De La Salle College, we have a lot of valuable data available to us. Teachers have been analysing each student’s report data, Allwell or NAPLAN data and pastoral care data to identify and highlight students within their class who may need extra support in their learning or need to be challenged. From there, teachers have been able to support students each lesson with personalised classroom intervention, offer assistance outside of class or assign students to study sessions where they work on study habits and techniques. Emma Fairclough – Progression Coordinator