Your essential guide to education in Melbourne by Leader Associated Newspapers Pty Ltd

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Your essential guide to education in Melbourne

HELP OR HINDRANCE? Technology in education leadernews.com.au

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magazine 2009 SOUTH

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Wesley provides a rich academic, pastoral and cocurricular program, supported by a dynamic teaching staff which nurtures young people to identify and realise their potential. Wesley provides the ideal environment for success with an innovative middle years (Years 5-9) program, leading to VCE, VET and IB Diploma in our Senior Schools. Visit www.wesleycollege.net or call 8102 6888 for more information

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TO FIND OUT HOW YOUR DAUGHTER CAN ACHIEVE HER POTENTIAL, PLEASE CALL 9591 5188 www.firbank.vic.edu.au ELC to Year 12 51 Outer Crescent Brighton Victoria Australia 3186 Telephone 03 9591 5188 enquiries@firbank.vic.edu.au

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Firbank. Aspire. Achieve.

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IF CAPTAIN COOK HAD TURNED BACK, NO ONE WOULD HAVE BLAMED HIM.

Stand out girls from a stand out school. In fact for 110 years we have demonstrated 110% dedication to our girls. To every girl.

Mentone Girls’ Grammar is such a school.

From Kindergarten to Year 12, we blend a proud sense of tradition with contemporary flair to provide flexible, engaging programs from Maths to Music, Art to Aerobics and more!

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All schools educate children, but very few remain a positive influence for life. Such schools ‘stand out’ as their graduates ‘stand out’.

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Our commitment to the wellbeing and particular learning needs of our girls contributes to stand out academic excellence and ultimately to women with values and attitudes that embody personal success. Women who make a difference in the global community. Women who get 110% from life. See the world differently. Become a Mentone Girl today. Phone (+61 3) 9581 1200. www.mentonegirls.vic.edu.au

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Mentone Girls’ Grammar School 11 Mentone Parade, Mentone 3194 Ph: 95811200 www.mentonegirls.vic.edu.au

Contents

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To advertise, contact Karen Chandler 9875 8346 Photographs by Tony Gough and Josie Hayden Publisher: Sylvia Bradshaw Published by Leader Associated Newspapers PTY LTD, ABN 34 004 337 446 No part of this publication may be reproduced without permission. Graduation gown on Page 27 courtesy of Rhyme Graduation Products

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Kristin Owen Education editor owenk@leadernewspapers.com.au

Technology in education Tools for life success Smoothing transitions Winning a scholarship Homework hell Calendar

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CHILDREN can spend hours a day physically attached to an electronic device. This is so far removed from our own childhood experience, isn’t it? So we parents often grapple with the question of what, if any, technological equipment is best for our kids and, conversely, what exposure could be detrimental. For me, the issue comes up all the time. The mantra of my eightyear-old boy is: If it’s got a screen, I’m super keen. In our 2009 edition of DUX magazine, education journalist Shaunagh O’Connor asks experts where the boundaries should be. Turn to Page 8 to discover what they say. . . Have you ever been to a dinner party where children’s homework was vigorously discussed? I have. With the first slab of homework for this year due home soon, our story on how much is too much and a new approach (on Page 29) is bound to demand interest. Finally, when we parents think ‘‘transition’’, the move from kinder to school or from primary to secondary springs to mind. However, the spotlight is - surprisingly - now on the step from grade 2 to grade 3 as well. Read more on Page 22. All this and more. Enjoy,

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The first word

Technology

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Reaching beyond the traditional classroom Shaunagh O’Connor

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MAGINE walking into a library and trying to find the book you need by starting at one corner of the building and looking at every volume until you stumble on the one you want. After cursing this time-consuming, confusing system you may well put the library experience in the too-hard basket. But understand how books are catalogued and stored and learn the quickest way to find what you need, and the library becomes your new best friend. And that’s just how technology works, says Chris Waterman, head of Information and Communication Technology at a private Sydney K-12 school, PLC. Mr Waterman and his school have embraced technology in education and, he says, used wisely, technology is a fabulous aid to effective learning, much like that wellused library. ‘‘It’s exactly the same, except the world is a library, everything on the internet and in databases is there for us, and all we must do is teach students the same skills as the older generation got in using libraries, but such a resource has now expanded,’’ he says. ‘‘So technology is absolutely a help, it is, in fact, vital.’’ The school recently trialled a muchpublicised use of technology during an exam where year 9 students had to write a sonnet – the piece that was assessed – after researching what a sonnet looks like in any way they chose. Mr Waterman calls it the ‘‘phone-a-friend’’ task. Students could use the internet, emails or mobile phones to call those who could help. ‘‘You could use any resource that was available to you as part of your personal learning network to give you what you had to do in order to write a sonnet, that’s where mobile phones, the internet and access to all the other technology played its part,’’ Mr Waterman says. ‘‘Some had writers in the family they could ask, others had English teachers in the family they could speak with.’’ Mr Waterman says students need to be aware of their ‘‘personal learning

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Technology

BUILDING BLOCKS Mr Ciszewski’s research also points to models of good web-based educational resources that parents and teachers can look for. ‘‘A lot of people produce electronic page turners where instead of turning a page you just click. Instead of reading text in a book you are moving through screens,’’ he says. ‘‘People tend not to stay on message with that, they will be distracted following a web link off somewhere, they will be better off reading a book if you want them to read efficiently.’’ There have been studies, he says, into how websites use cognitive load, which refers to how much material we can process at once. Good use of information architecture – what a website looks like – indicates its usefulness to a student. For instance, how does it label sections? ‘‘If a retail website uses terms like haberdashery and merchandise and I ask my first-year group of 18 and 19-year-olds, 10 per cent will know what ‘merchandise’ means, and language is important particularly for people from other cultures,’’ Mr Ciszewski says. ‘‘You can create a good interactive environment, but if you don’t label things appropriately you lose your target audience.’’

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READY, SET, PLAY Pete Ciszewski, senior lecturer in multimedia studies with the faculty of life and social science at Swinburne University, spends his days at work looking at how technology benefits learning. And he gives it an A+ . With an interest in how digital games enhance learning, Mr Ciszewski’s research found playing games is a great way to change behaviours and impart knowledge. ‘‘The exciting prospect for us (researchers) of using games for educational technology is that, if you are subtle with your message and you don’t try to ram the message down someone’s throat, it looks like you have a much better transferral of knowledge. It’s a less painful process (than traditional learning) for all concerned,’’ he says. ‘‘There are people – some parents, some teachers – who are worried the process won’t be taken as seriously because it is based on a game, but it seems to have a good effect on students.’’ Mr Ciszewski’s department has been commissioned by the Department of Planning and Community Development to design a game ‘‘to get teenagers aware of and interested in the profession of town planning, because there is a major dearth of town planners out there’’. There has also been a commission by the Government’s Department of Sustainability and the Environment to devise a game for upper primary and lower secondary

students, making them aware of how to run a sustainable home. Playing the game and discussing elements learnt seems a good formula for success. ‘‘We do a before-and-after study where we ask the kids how many things you can do around the house to make it sustainable. Before (the game) the kids could name two or three things, but afterwards, kids could name seven, eight or nine things,’’ Mr Ciszewski says. ‘‘And we’ve discovered, and it’s pretty obvious, that if you build too overt a message into a game the kids will feel they’re being preached to and they tend to switch off. ‘‘If you make the message a little more covert or subliminal it seems to work better. ‘‘The kids are playing a game to them, but they come away with knowledge.’’ Mr Ciszewski says taking the technological tools students love to engage with outside of school, and using them inside, is a great way to teach. For this reason, the environmentally friendly home game is based on ‘‘firstperson shooter games’’, he says. ‘‘You see kids playing typically violent video games where you are a character and you run around and blow the head off other people, and a first-person game is (similar in the way that) you are in the game, . ‘‘It’s a very popular genre, and even a number of primary school children have had experience of this.’’ Mr Ciszewski has taken this immersive genre and adapted it to a game where the student, in first-person mode, moves calmly through a house, competing with fellowplayers to make environmentally sustainable changes. He is also working on games that can be used by teenagers on their mobile phones. ‘‘Mobile phone games tend to be quick rather than long-term. ‘‘They tend to be played while you’re waiting for the train or when you have a few minutes between classes, so we come up with mini fun games.’’ This all points to the fact, he says, that education doesn’t have to stay in the classroom; you can still be learning while waiting for the bus.

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networks’’, and that goes far beyond text books to embrace everything offered by the internet, including private and public databases. Technology also embraces mobile phone, email, instant chat, iPods, and personal digital assistants – PDAs – such as Blackberries. ‘‘The aim of the sonnet-writing exercise was to see that when you are in a class it is not an enclosed four walls. ‘‘Your learning actually extends beyond the four walls at all times; resources are available to you, and the technology lets you reach these outside the confines of a classroom,’’ he says. Such resources are ‘‘only technology to anybody over 25’’, Mr Waterman says. ‘‘To students, technology is simply the things they have grown up with. I think the best description of technology is something that was developed since you were born.’’

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new tricks

Technology

Learning tricks From Page 9

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STAYING INFORMED The head of the School Library Association of Victoria, Mary Manning, has noticed the vast majority of schools embracing technology, saying ‘‘this is the way the information society is and we’re part of it’’. The key to using technology as a great learning tool at all year levels, as opposed to a mediocre or poor one, she says, is equipping students with the skills to use it wisely. ‘‘Having them able to make an evaluation of sources of information, effective searching so they are finding the information suitable to them and to their level of reading, and once they get there, to actually select the information they want

from that,’’ Ms Manning says. ‘‘Then comes organising the information and adding their view or creating a new piece of work, and finally, acknowledging the intellectual property of the work they used’’. Using information sources effectively, good enquiry-making skills and working collaboratively – all achieved by a wise use of technology in the classroom – are all objectives of the curriculum, the Victorian Essential Learning Standards (VELS), Ms Manning says. ‘‘(The Library Association) believes that skills should be taught from the word go. And as you build on that, by the time they get to year 9, 10, 11 and 12 students are becoming independent learners and people who can actually say, ‘I’ve got a whole new question here, a whole new research task, I’ll call on some of the skills I have used before, to get started’.’’

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MINI TECHS Melbourne teacher and child development expert with her own education and parent support company Kathy Walker advises parents and teachers to steer clear of technology in the education of children from birth to eight years. ‘‘We are in a technological world and

there’s no point hiding from it and pretending it doesn’t exist, but in the early childhood years we are much more concerned about children having concrete, hands-on things to play with, that they need to have lots of practice at creativity and imagination because that part of the little brain is developing,’’ Ms Walker says. ‘‘We need them to have lots of language experience, we need to have them chatting, socialising with each other.’’ Ms Walker goes so far as to recommend that ‘‘children socialise, play and create away from all screens, and by that I mean TV, Nintendo, computers’’. For those three to six years, screen time should be kept to an hour or less. ‘‘Never set up a computer in your child’s bedroom, make the computer a communal place. When those children are teenagers those parents will be desperate for those teenagers to share with them what blogs, chat lines, and whatever else they’re up to,’’ Ms Walker says. ‘‘ So if you create a pattern early in life where you just hide away in your room watching TV and playing computer games, you’re not setting up a pattern where we don’t have to have secrets. We can search the internet in a healthy, open way with the rest of the family around.’’

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To learn more about our curriculum especially designed for boys ring John Arrowsmith on 8591 2202

BRIGHTON GRAMMAR SCHOOL An Anglican School for boys ELC to VCE

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90 Outer Crescent Brighton Vic Telephone: 8591 2202 www.brightongrammar.vic.edu.au

the Cornish Campus was named the Sustainable School of the Year by the University of NSW.

The Brighton Campus combines traditional 1890s architecture with modern, purpose built classrooms, including the recently redeveloped Upper School and music, art and drama precinct. All elements are designed to enhance students’ learning experiences, a sense of pride, community and enjoyment.

The sense of community is strong at both campuses, and the Uniting Church tradition of care for the wellbeing of all people is embedded in everything we do. Personal growth, social relationships, academic excellence, cocurricular variety and community spirit are inextricably woven together to contribute to the education of young people as fully developed individuals. We expect our students to go on to thrive as adults, parents and community members, excited by a future which they help to shape and to which they contribute for the good of all. St Leonard’s College is a school in which every person is encouraged to be themselves at their best.

Information sessions: The College offers a series of out of hours information sessions and tours during school hours at both campuses. Check the website for dates and times.

St Leonard’s College is a coeducational, Uniting Church College, with almost equal numbers of boys and girls. The school has two campuses in Melbourne, one in Brighton and one at Patterson River. The Brighton Campus, which caters for students from ELC to year 12 has over 1400 students, and the Cornish Campus at Patterson River has approximately 320 students from ELC to year 10.

You can find us at….

The College enjoys an enviable academic record, offering both VCE and the International Baccalaureate Diploma at years 11 and 12. The Reggio Emilia philosophy of early years education underpins the Junior School curriculum and the College is accredited to offer the IB Primary Years Programme at both campuses.

ELC – year 10, over 320 students 65 Riverend Road Bangholme VIC 3175 Phone: 9773 1011 Facsimile: 9773 1726

Cocurricular activities are viewed as an essential part of College life, rather than an option, and include academic, artistic, community and sporting opportunities. The College has been recognised for many of its programs, particularly its sustainable education program and recently

St Leonard’s College

Cornish Campus Patterson River

Applications close 20 February 2009 and are accepted online at www.stleonards.vic.edu.au

Brighton Campus ELC – year 12, over 1,400 students 163 South Road Brighton East VIC 3187 Phone: 9909 9300 Facsimile: 9592 3439

Cornish Campus at Patterson River

The best people to contact are… Enrolment inquiries: Beryl McMillan, Director Community Relations ph 9909 9300 or email enrolment@stleonards.vic.edu.au

Fee structures 2009 tuition fees range from $11,020 for prep to $20,100 for year 12.

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from the principal

Scholarships: Each year the College offers academic, general excellence, performing and visual arts scholarships to boys and girls presently at any school.

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Learning together is natural for us!

Academic Performance: St Leonard’s College is nonselective and aims for students to achieve the best possible results in relation to their individual abilities and interests. In 2007 37% of St Leonard’s students achieved an ENTER score of 90 or above, with the IB students achieving a median ENTER score of 91.20. This measure places us as one of the highest-achieving schools in Victoria. It is by no means the only measure we use, as we remain committed to providing a broad education for all students and we strive for excellence in all areas.

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School facilities: The Cornish Campus at Patterson River is uniquely situated on 40 hectares of beautiful bushland and wetlands. The curriculum covers Early Learning (3 and 4 year olds) to year 10. All year 11 and 12 students complete either the VCE or the International Baccalaureate at the College’s Brighton Campus.

Brighton Campus Brighton East

A CBC education goes beyond the academic. We foster a sense of belonging and actively promote hope, curiosity, creativity and courage in all that we do. Our boys can fully embrace the world and the opportunities that come their way. See how by calling 9529 6611 to arrange a tour or visit our website for Open Event dates in 2009.

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11 Westbur y St St. Kilda East 3183 9529 6611 w w w.cbcstkilda.com

SI NCE 1878

32QUVQ333595F/LH/9

ST JAMES COLLEGE EAST BENTLEIGH

32QUV319525F/IM/09

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cultivating boys’ character

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A Catholic Boys Regional College Committed to the Lasallian Vision of Education St James Catholic Regional Boys College, East Bentleigh, addresses students’ needs for personal growth, assists them to develop a realistic perception of the world of work, helps them to keep pace with ongoing change and promotes an appreciation of varying cultures. St James College recognises the importance of the middle years of schooling. Year 7-8 students build breadth and depth. Year 9 - 10 students develop independence, following Pathways Courses, VCE and VET studies. St James College is a smaller school with a strong pastoral care program and a close bond between students and staff. Our senior students are given the unique opportunity of exercising a leadership role.

A Transition Program works with primary schools, De La Salle College, Malvern, St Bede’s College, Mentone, and TAFE Colleges St James college is a member of the Southern Independant Schools Association, proving opportunities in academic, cultural, creative and sporting activities.

ST JAMES COLLEGE

EAST BENTLEIGH NOW TAKING APPLICATIONS FOR YEAR 7, 2010 156 Bignell Road, East Bentleigh

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COLLEGE TOURS EVERY FRIDAY MORNING 9am - 10.30am Bookings Essential To make a booking or for further information please contact the St James College office on 9575 8100 or visit our website at www.sjcbntle.melb.catholic.edu.au

‘Where the teachers know my name’

Mathew Year 8

www.kilvington.vic.edu.au

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• Established 1923 • ELC to VCE • Flexibility for individual learning • Excellent academic results • Next to Ormond Station • 2010 Scholarships apply online until 18 February

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Where girls are happy

Follow your heart Sacré Cœur Open Day Sunday 1 March from 1:30pm to 4:00pm. Come and see what makes Sacré Cœur so distinctive. See our school in action, meet our students and talk to our friendly staff. Learn about our approach to individual differences which encourages girls to develop to the very best of their abilities. Scholarships for 2010 are now open.

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Register online www.sacrecoeur.vic.edu.au by Friday 6 March for entry into Years 5, 7, 9, 10 and 11 in 2010. Testing held 14 March 2009. 172 Burke Road, Glen Iris, Victoria, 3146 Ph: 9835 2713 Email: registrar@sac.vic.edu.au www.sacrecoeur.vic.edu.au

Sacré Cœur

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International School of the Sacred Hear t

Let School Plan pay your school fees Selecting a school for your child can be a challenge. Ensuring their school fees are paid on time can be an even bigger challenge. That’s where School Plan can help. School Plan pays your child’s fees directly to your school on time, every time. You simply pay School Plan each month in easy-to-manage instalments. School Plan can cover any ﬁxed fees, whether they are compulsory or non-compulsory, including: Tuition fees, boarding fees, camp fees, building fund donations and extra curricular activities.

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For more information, call 1800 337 419 or visit www.schoolplan.com.au

Plus, if you call us on 1800 337 419 and mention DUX Magazine you will receive a FREE copy of Choosing a School For Your Child Guide - valued at $14.95(RRP)* A subsidiary of the Australian Scholarships Group

*Offer only available to persons 18 years and over and limited to 1 guide per household. Offer valid until 29 May 2009 or while stocks last, whichever comes ﬁrst. School Plan Management Pty Ltd is a wholly-owned subsidiary of the Australian Scholarships Group Friendly Society Limited ABN 21 087 648 879 on behalf of School Plan Pty Ltd ABN 16 007 413 756.

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For more ways to love MLC visit www.mlc.vic.edu.au or come along to an information morning from 10.00 a.m. to 12.00 p.m. on: Friday 27 and Saturday 28 February / Friday 29 and Saturday 30 May / Friday 7 August / Friday 9 October Tuesday 10 November from 5.30pm to 7.00pm (Twilight Tour). Bookings essential on 9274 6316. Methodist Ladies’ College 207 Barkers Road Kew 3101 admissions@mlc.vic.edu.au www.mlc.vic.edu.au A School of the Uniting Church in Australia

Opportunity to Excel By nurturing and challenging each individual child, King David produces a high level of academic excellence and achievement in its students. The School operates within a strong Jewish framework that embraces families from all streams of Jewish observance.

Enriching the Curious Mind

Change, Change & more Change

Einstein’s words, ‘Imagination is more important that knowledge’ in many ways sums up the ethos of the Extension and Enrichment program at King David. Our aim is to encourage and empower students to think differently, to take the child from where they are and move them forward to where they can go.

If the great constant of the 21st Century is change, then King David is committed to remaining at the forefront of the technological revolution, with a bank of new high-end Apple computers for Visual Communications and Media students, and interactive whiteboards in many classrooms.

w For enquiries contact the registrar on 9529 5277, registrar@kds.vic.edu.au or visit www.kds.vic.edu.au 11/08

A Feast of Music, Drama and Performing Arts A rich and diverse performance schedule, an innovative and exciting music program, a passionate and talented teaching staff all combine to ensure that King David students never lack for opportunities to explore and embrace their creative abilities.

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There are two outdoor education facilities, a term away from the classroom in Year 9, a list of past students that belongs in a Who’s Who of great Australian women achievers, school facilities that equal any in the world, a student-teacher ratio that can’t be beaten, a rich heritage treasured by all, staff who love what they do and students who love learning.

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At MLC, our students can afford to be selective about the subjects they study. That’s because we offer them up to 80 subjects in Years 11 and 12. Of course, there’s more to love at MLC besides the amazing subject choice.

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MLC students love multiple choice.

quick ﬁnd kindergarten/child

care centre guide 32QUVQ319519F/LH/9

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Chelsea Central Childcare & Kindergarten

Kids @ Bonkers Kindergarten

BLOOMING GOOD CHILDCARE! Our Kinder program includes science discovery, geography, mathematics, languages, music, gardening, gym and yoga. Based on the latest research into 0-6yrs brain development, Our programs help children develop their autonomy, and fulﬁ l their need to learn and discover. That is why our kinder kids are given the opportunity to write, read –word recognitionand use computers. Our qualiﬁ ed kindergarten teachers design an individual program for each child, based on the child’s own development. Our philosophy is about guiding and encouraging the children’s active mind, and help them bloom! www.chelseachildcare.com.au

ATTENTION: Parents of 3 to 5 Year Old Children… Announcing Melbourne’s ﬁ rst Music Kinder where children learn through singing, playing and movement. Kids @ Bonkers Kindergarten is proud to introduce 3 & 4 yr old groups and our innovative NEW Transition Prep Program for 5 yr old kids for 2009! Our unique music kinder combines Russian, Kodaly and Orff methods to stimulate your child’s social, intellectual and emotional development. Program incl. Bonkers Beat®, Bonkers Gym, numeracy, literacy, storytime, arts, different language programs and meditation. www.bonkersplaycentre.com.au

71 Blantyre Ave & 29 Woodbine Gr Chelsea Ph: 9772 3351

497 Nepean Hwy, Brighton East. Phone 9530 6601

Brighton Playroom

Highett Pre School

Brighton Playroom is a caring, play based environment that offers sessional occasional care from Monday to Friday during school terms. Indoor and outdoor activities incorporate art, music, creative play and games. Children are able to grow and develop freely amongst their peers whilst under the guidance of qualiﬁ ed staff.

Highett Pre School prides itself on it’s 60 year history. At Highett we believe children learn through play. They learn best when they are happy, comfortable and motivated. We aim to create a welcoming, enjoyable and safe centre where all children will develop skills as they explore the carefully planned environment. With our newly landscaped outdoor area, Highett has much to offer in a natural setting. We offer both 3 and 4 year old programs. Please feel free to drop in anytime for a closer look. Monday-Friday 8.30am - 4pm.

2009 Enrolments are currently being taken for mobile children under 5 years.

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For information, please contact the Enrolments Ofﬁ cer on 0423 976 136, brightonplayroom@hotmail.com

www.highettkinder.org.au, highettkin@kindergarten.vic.gov.au

Cnr Wilson & Male St, Brighton. Phone 0423 976 136

3 Station St, Highett. Ph: 9555 8441

Elite Petites - Development & Educational Centre

Roseberry House Early Learning Centres

Childcare that is committed to a higher standard. This unique early learning centre is only 40 places, creating an unsurpassed environment of safety, security and exceptional educational programs, for 10 babies, 15 toddlers and 15 kinders. In a small home-like environment, all meals are cooked on-site, and the qualiﬁ ed, professional and experienced staff, enthusiastically provide a nurturing and stimulating program. We have a developmental play based program for Babies and a separate sleep room. The Toddlers enjoy progressional learning, while we have a comprehensive Kinder program for 3 & 4 year olds, with specialist computer and dance classes. Limited vacancies are available, so enquire between the Centre’s operating hours of 7:00am – 6:00pm. PRIVATELY OWNED AND OPERATED – See you soon!

Roseberry House are two family owned and operated Child Care Centres and Kindergartens situated in Bentleigh and Glenhuntly. We offer High Quality care for children aged between 1-5 years. Both centres are Nationally Accredited and operate well above State regulations, we offer additional staff members in all our rooms. The centres follow a child based reﬂ ection style programming process and also offer Hey De Ho Music Sessions and a Specialist movement teacher. Our kinder rooms have in house computers, PMP, Library and cooking, plus lots more. Please phone to ﬁ nd out more or view our centres. We have limited vacancies in our 3-4 year old rooms for 2009. www.roseberryhouse.com.au

5 Hallmark Road, Mordialloc. Phone 9580 0809

Bentleigh. Phone: 9557 7399 Glenhuntly. Phone: 9572 3677

Kids Company Child Care Centres

Rainbow Developmental Learning Centre

We run 3 well Established Privately Owned Centres.

We are a private Australian owned childcare centre. We provide service for children aged between 6 weeks to 5 years old.

Friendly, qualiﬁ ed and experienced team of staff Fresh meals prepared daily on premises by cooks. Fun and inviting developmental programs for children 0-5yrs. Extra activities include computers, music and movement, pottery and swimming. School Holiday Program Funded kindergarten programs. Website: www.kidscompany.com.au Email: bevkcc@tpg.com.au

We are located in a quiet area. We have developed a special learning and development program for all ages. We provide 5 meals per day, all of which are healthy and nutritious. We offer music, gymnastics and art lessons. We made solid investments into providing the best permanent, highly professional and well trained range of carers for our children. We are a brand new child care centre. We have high security measures to protect our children at all times. Welcome!

Visit our centres for a tour and information pack

www.rainbowchildcare.com.au Email: info@rainbowchildcare.com.au

Beaumaris Cheltenham Sandringham Phone 9553 4494

359-361 Chesterville Rd, Bentleigh East Ph: 9570 7777

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St Catherine’s Primary School, Moorabbin is a caring and friendly environment where the needs of the individuals are of the utmost importance.

Sailing towards Success - Working together, achieving success At Carrum Primary School we offer a unique educational experience to our students, which is best achieved by the genuine partnership and openness between students, parents and staff. Working together we provide a safe, friendly and challenging environment, ideal for learning and provides opportunities for students to discover their own special talents. Our curriculum is enriched by a diverse range of activities including our Environmental Centre and School Farmlet. A dedicated and involved staff. A challenging and comprehensive curriculum enriched by programs catering for individual needs. Carrum Primary School. Walkers Road, Carrum 3197 Ph:9772-1117 Fax:9776-1586 Principal: Alana O’Neil. email: carrum.ps@edumail.vic.gov.au. www.carrumps.vic.edu.au

ST CATHERINE’S PARISH PRIMARY SCHOOL At St Catherine’s we place a strong emphasis on Literacy, Numeracy, Information Technology, Physical Education, Italian and the Arts.

Students are encouraged and supported to reach their full potential. We are committed to our children becoming independent, resourceful and critical thinkers.

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Teachers skills and expertise are continually developed, shared and directed in a way that gives maximum benefit to the school community. We encourage strong partnerships between teachers, parents and students.

We provide an After School Program and an After School Sport Program. School Tours are welcome.

St Catherines Primary School 32QUVQ359573F/LH/9

14-28 Fletcher St Moorabbin 3189 Tel 9555 7200 Fax: 9553 0116 www.scatmrbn.melb.catholic.au

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email:principal@scatmrbn.melb.catholic.au

Berendale School is a Secondary setting for students with mild intellectual disability. Curriculum includes: Victorian Essential Learning Standards Victorian Certificate of Applied Learning-Foundation Level Vocational Education and Training

Horticulture Automotive

Academic Scholarships 2010

All applications and further information regarding the scholarship process can be accessed by visiting www.yavneh.vic.edu.au. For enquiries please contact David Fisher on 9528 4911 or d.fisher@yavneh.vic.edu.au.

Modern Orthodoxy Zionism Innovation Excellence Individuality Torah Values

2 Berend Street, Hampton East 3188 Website: www.berendale.vic.edu Email: berendale.sch@edumail.vic.gov.au

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Applications close on the 13th March 2009.

Information Technology Community Recreation

Berendale School is a Registered Training Organisation For further information please contact the Principal on 9555 6141

Be part of our exciting journey

Leibler Yavneh College is proud to offer academic scholarships to all external students, not currently enrolled in a Jewish day school. The scholarships will be awarded to students entering Years 7, 8, 9, and 10 in 2010 and will cover up to 70% of tuition fees for a maximum of four years.

Hospitality Nail Technology

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Carrum Primary School

Life skills

Tools f 10 tips to help your child thrive at school and in life MPR: QUV002 ED:

Erin Shale

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VERY parent hopes to give their child the very best start in life. We want our children to thrive rather than simply survive. In my many years of teaching and careers counselling, I’ve had the pleasure of catching up with many ex-students. In all honesty, the kids who have excelled in life are not necessarily the ones who had the highest academic scores. They inevitably are wellrounded young adults who are confident, actively engaged in society and live their lives with optimism and drive. How can we help kids to flourish? Here are my top 10 items in the success ‘‘kit bag’’ to help your children stand on their own two feet and stand out from the crowd. 1. BE THEIR CHEER SQUAD It never ceases to amaze me the power parents have to crush or uplift their children. Whether your child is five, 15 or 25, they need you to be around at the important times and events in their lives. Often, the students who have the greatest selfconfidence and who thrive down the track of life know their parents back them, whatever path they choose.

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2. TEACH AND MODEL Children learn through modelling. This means they learn a lot from their first and most important teacher – you, the parent. So, involve your children in family decisions, ask them their opinions and give them opportunities to taste independence and to show responsibility. 3. ENCOURAGE PARTICIPATION Encourage your child to take part in competitions, activities and events. Students who participate in a wide variety of activities show that they are prepared to give life a go, that they are not afraid of new challenges. 4. HELP THEM DISCOVER THEIR PASSION What do you love doing more than anything else? What makes you happy? These are important questions that every student needs to find answers to. Having an interest gives young people a confidence boost.

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Life skills

6. ENCOURAGE VOLUNTARY WORK Students develop leadership, organisational ability and many other valuable skills through volunteering. Voluntary work fosters compassion, empathy, better communication ability and maturity. 7. ENCOURAGE PART-TIME WORK This is a great way to develop many of the qualities and skills to thrive. Landing that first part-time job helps students taste responsibility and learn how to work

independently as well as in a team. Skills and confidence gained are fundamental in setting young people up to thrive in future challenges. 8. START A RECORD OF ACHIEVEMENT All students would benefit from starting to generate a resume – even those in primary school. Keeping copies of all achievements and involvement in special activities boosts self-esteem. Every student, regardless of their academic ability, is capable of generating a resume that will make readers take notice. 9. ENCOURAGE RISK-TAKING Young people need to experience failure in order to develop the resilience to thrive through the good and the tough times ahead.

Teach your children that trying and participation count, not winning. 10. BE THEIR SAFETY NET Young people will not have the courage to experience life to the fullest unless they know they can count on their families. Many young people are afraid to let their parents down. The ability to thrive through the good and the bad begins at home. » Erin Shale is a teacher and careers counsellor at a Melbourne high school. Her latest book The Best School for Your Child is available at major bookshops.

St Bede’s College

A CATHOLIC SECONDARY COLLEGE FOR BOYS CONDUCTED IN THE LASALLIAN TRADITION

St. Bede’s College prides itself on providing an education which is strong in the academic, cultural and sporting areas. We are committed to a lifelong learning experience to ensure that our students receive quality education, so that they pursue excellence in all aspects of school life. The College has a population of 1380 students and offers a wide curriculum to cater for the diversified needs of our boys. Following the development of the St. Bede’s Strategic Plan (2008 – 2013), the College will embark on a building program focusing on a new Performing Arts Centre commencing early 2009.

Want to discover more?

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From the Principal “We endeavour to provide our students with the skills to become leaders of tomorrow” Br. Garry Coyte

Our subject offerings range from the Arts to VET and VCAL. We have a state of the art Computer Centre and specialist Science and Technology facilities. Most important of all, however, is our professional and committed teaching and auxiliary staff.

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5. INVESTIGATE SHORT COURSES Local TAFE institutes and local councils have a fantastic selection each semester. Short courses are a great way for students to find their passion, make new friends, develop confidence and have fun.

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for success

St. Bede’s maintains a fine tradition which is based on providing our boys with an education which is human and Christian. These two principles are the key to all College educational endeavours. We have a strong pastoral emphasis, based on the important and strong relationships developed between students and teachers.

2 Mentone Pde, Mentone Vic Tel (03)9583 3325 Fax (03)9584 4339 Website: http://www.stbedes.melb.catholic.edu.au

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Stop Paying Too Much!

NEVER BEATEN ON PRICE

IF YOU FIND A CHEAPER PRICE ON THE SAME ITEM AT ANOTHER AUSTRALIAN REGISTERED PHARMACY, WE WILL MATCH IT AND GIVE YOU 10% OFF THE DIFFERENCE.

†

DID YOU KNOW THAT MOST PRIMARY SCHOOLS HAVE MADE SUN HATS & SUNGLASSES COMPULSORY ITEMS OF THEIR SCHOOL UNIFORM?

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AS SEEN ON TV

is a dynamic government school providing a great alternative for Years 7 & 8.

Chemist Warehouse sell a range of Australian Standard Sunglasses for children and Adults. e a pair of Present this coupon and receiv s for ONLY $6.95! Australian Standard Sunglasse

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AVAILABLE AVAILA AVA ILABLE AT ALL CHEMIST WAREHOUSE STORES! ALTONA NORTH Ph: 9318 0711

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SURPRISE YOURSELF AND FIND OUT MORE ABOUT OUR SECONDARY INTAKE! Malvern Central School Spring Road, Malvern 3144 Tel. 8823 9500 www.malvern-central.vic.edu.au Principal: Kerry Clayton

2009 OPEN MORNINGS All welcome - no booking needed. Wednesday 11 March, 13 May, 29 July, 21 October 9.30am-12.30pm. YEAR 7 2010 INFORMATION EVENING Thurs 26 March @ 7.30pm in the gym

In the Arts. In science. In sport. The context matters little but the pursuit of those goals and dreams is at the very heart of the Korowa philosophy. What are we known for? So many things. Certainly for our academic achievements.

Recent VCE results have consistently ranked Korowa as one of the top independent, non-selective schools in the state. Then again, we’re known for our innovative curriculum, for our firstrate facilities and for the dedication and expertise of the School staff. Nor should we forget our wide range of curriculum and co-curriculum activities. Through them we can discover the individual’s needs and interests as we seek to draw out that confident inner person who says, “I can. I will.”

KOROWA . CONFIDENCE Ranfurlie Crescent, Glen Iris VIC 3146

Telephone : 9885 0336

www.korowa.vic.edu.au

To learn more about the School, from our Early Learning Centre for boys and girls to our girls-only Prep to Year 12 curriculum, please contact the Admissions Office on 03 9885 0336. Or email admissions@korowa.vic.edu.au

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From their first day at Korowa students are encouraged, challenged and inspired to discover and reach their full potential. No matter where that might lie.

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“I CAN. I WILL”

Transition

Moving right Avoiding the pitfalls on the way up the school ladder takes work MPR: QUV002 ED:

transition to grade 3 is growing. She has 19 years’ education experience including nine years as a principal and assistant-principal – the latter being the person who often deals with transition troubles. She says there has been a recent recognition among her colleagues that children are leaving grade 2 not yet ready for the complexity, the extra load and the individual organisation and responsibility expected in grade 3. ‘‘In grade 2 everything is routine, children know what to do, when, and how. We get to grade 3 and all of a sudden the curriculum literally doubles,’’ Mrs McCarthy says. ‘‘The other thing is that the children are expected to be independent and organised.’’ From about the age of 7½, children are grasping the concept of time.

Shaunagh O’Connor

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MAZING changes lurk in the minds and bodies of an eight-year-old, marking the change from a little one to an inquiring, responsible young person. At home and at school, the eight-year-old moving into grade 3 has a lot on their plate, but with a bit of vigilance from parents and support from teachers, students can make a smooth transition. The principal at one Melbourne primary school, Lesley McCarthy, says focus on the

• • • • • • •

MENTONE GIRLS’ SECONDARY COLLEGE

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Strong tradition. Est 1955 VCE results consistently above state norms Safe and caring environment Extensive leadership opportunities for girls Excellent facilities, including State-of-the-Art Gymnasium and new Performing Arts Centre Committed and dedicated staff Innovative year 9 program in the new Reflective Learning Centre In 2007 95% of applicants gained tertiary places 32QUVQ319538F/IM/09

•

They are also beginning to be more aware of the world at large and to be more interested in complicated ideas. Alarm bells should ring if a child in grade 2 is not developing a sense of time, organisation and memory. ‘‘Signals that children aren’t ready for the responsibility of grade 3 are if they regularly: don’t remember to bring their home reading book to school, forget lunch, forget excursion notes, leave things in their bag and forget to tell their parents about them,’’ Mrs McCarthy says. But there are several things parents can do to encourage their grade 2 student to gain the skill for the next year of school. ‘‘Say, ‘You make sure your lunchbox is in your bag. You know you have art today, do you have everything you need?’ I suggest a

Principal: Deborah Lehner PH: 9581 5200 Cnr. Balcombe & Charman Roads, Mentone. Vic Email: mentone.girls.sc@edumail.vic.gov.au www.mgsc.vic.edu.au

“Preparing —

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t o m o r r ow ’s s u c c e s s s t o r i e s ”

Transition

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LOST IN TRANSITION While the change from grade 2 to 3 marks a key time of transition in primary school, the changes just keep coming in secondary school. Melbourne secondary school principal Michael O’Brien is a 32-year education veteran who was responsible for enrolments for six years, says the change that seems to cause the most angst among students and parents is the move to year 7. ‘‘Students are moving from a primary setting and parents are concerned about

that because secondary school seems a much more adult-like environment. Kids are going to be exposed to a range of teachers and they are coming into a school where you get kids from a whole lot of schools coming together and there are a whole lot of settlement issues,’’ Mr O’Brien says. ‘‘Starting the transition process as early as grade 5 is a good idea, with visits to the school so students can become familiar with the physical environment, get to know the teachers and have contact with those already at the school’’. ‘‘The other side to that is to work with mum and dad to get them more knowledgable about the school, who the key people are, understanding the curriculum, (and) where to go if different scenarios arise.’’

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timetable on the fridge. Then it can’t be, ‘Mum forgot to put my library book in my bag’, it’s, ‘I need to remember to put it in’. Gradually build up responsibility,’’ Mrs McCarthy said.

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For 150 years, Melbourne Grammar has recognised that education isn’t just an intellectual journey, but a physical, emotional, psychological, social and spiritual one, too. Because one of the most important things a school needs to teach is self-belief to enable students to look beyond what they think is possible to achieve the unimaginable. To join one of our regular Melbourne Grammar School tours, contact the admissions secretary on 61 3 9865 7570 or via email enrol@mgs.vic.edu.au Bookings are essential. www.mgs.vic.edu.au

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Choosing the right school for your child is of vital importance. It’s a decision that will shape your child’s life well beyond their school years.

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How do you give a child confidence?

Scholarships

A grand prize Research can boost your child’s scholarship chances MPR: QUV002 ED:

Among the first steps to a scholarship is to determine which school you want to apply for and contact the school or check its website for scholarships offered, what the scholarship covers, the exam date and cut-off for registering your child to sit (this date may be months before the exam itself). Also check registration fees. Some schools do not even require the student to sit an exam for a scholarship. The schools may simply advertise that scholarships for general excellence are on offer and invite a student to an interview. Industry sources suggest families speak directly to the school about exactly what the school is looking for in a scholarship recipient at that particular time – or in the next few years, as the case may be. For example, some schools are interested

ELWOOD COLLEGE

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Elwood College promotes educational opportunity, excellence, endeavour, tolerance and close co-operation between home, students and school. A sense of excitement in learning is prominent at the college and staff take a caring and highly personal role in student learning needs. The College has a very active Council and Parents of Elwood Group who welcome new participants. We offer a wide range of subject choices with 98% of Year 12 students successfully completing VCE in 2008. Over 90% of graduating students gain offers of their choice of Tertiary/TAFE courses. A rigourous academic program emphasises personal achievement and extension. A variety of innovative programs augment the traditional academic curriculum. A wide range of performing and visual arts subjects emphasise creativity and participation. Japanese and French languages are offered from Year 7. Physical Education and many inter school sports competitions extend personal growth.

Student Programs • • • • • • • • • •

An excellent Transition Program Peer Support Program Separate VCE facilities Accelerated/enrichment program International Student Program Scholarship Program Japanese Sister School Exchange French Partner Schools Leadership Program Australian Sustainable Schools Initiative

• • • • •

VCE extension studies offered to all Year 10 students Vocational (VET & VCAL) subjects available through local cluster Annual Musical production Instrumental Music program Extra curricular activities in the Arts, Music, Sports, Maths, Science & Languages • Careers counselling • Welfare counsellors College tours are conducted regularly during school hours and after.

To ﬁnd out more about our school: 101 Glenhuntly Rd, Elwood Mel Ref: 67 B2 Telephone: 9531 9566 Fax: 9525 6213 Email: elwood.co@edumail.vic.gov.au Website: www.elwood.vic.edu.au

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OPEN EVENING WEDNESDAY 6 MAY, 2009 7.30 TO 9PM

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HEY’RE hotly contested and there’s an entire industry set up to help your child get the prize. Landing a scholarship to the school of your dreams can be a key moment in a student’s life and sets their academic course for years to come. But it seems walking in and sitting the compulsory scholarship exam isn’t quite enough. Both parents and students have a variety of issues to consider and pathways to ponder. Fran Paroissien is a director of Hendersons Educational Services, a

Melbourne company that has prepared students for scholarship exams for 21 years. She says families who hope for a scholarship for their child fall into two groups: Those who would not otherwise be able to afford school fees – scholarships cover either all or some of the tuition fees – and those who have missed a place at their school of choice for other reasons, such as not enrolling early enough. ‘‘Schools offer scholarships to get and retain the brightest ones,’’ Ms Paroissien says. However, scholarships are awarded for excellence in areas other than academia; music, leadership, sport and artistic endeavour among them, depending on the school.

Scholarships

in students with a wide range of interests and/or leadership experience, in addition to academic excellence. Ninety per cent of exams in Victorian schools are administered by: the Australian Council of Educational Research, Edutest, and Robert Allwell and Associates. The exam components alter depending on which company sets the exam. ‘‘For instance, in the ACER exam, students do two pieces of writing – usually one creative piece and one asking their opinion,’’ Ms Paroissien says. ‘‘They do reading comprehension and maths problem-solving in grade 4 and 6, and maths-science problem-solving in grade 8.’’ She says all the exams are demanding.

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e to win And that’s where preparation comes in, ranging from after-school tutoring for years to a one-off session. To know if your child may be a likely candidate for a scholarship, see if their scores on their NAPLAN assessment (National Assessment Program – Literacy and Numeracy; conducted in years 3, 5, 7 and 9) were exceptionally good. ‘‘There are other ways of telling if your child is up to this,’’ Ms Paroissien says. ‘‘Their teachers have said, ‘Your child is focused’; your child will be near the top of the grade, and be an avid reader. They will play games like chess, and make complicated models on computers or with construction materials.’’

– Shaunagh O’Connor

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2 is more than 1 Year 7 and 8 students at Caulfield Grammar School benefit from an extra teacher for every class. Students have two qualified teachers in core classes – the subject specialist teacher and also a Learning Mentor who closely monitors and supports each girl and boy in their academic and social development. It’s a unique approach and another reason why Caulfield Grammar is more than a school.

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To find out more about how we inspire the journey from Kindergarten to University, please call 03 9524 6300 or visit www.caulfieldgs.vic.edu.au Wheelers Hill Campus, 74 – 82 Jells Rd. Wheelers Hill Caulfield Campus, 217 Glen Eira Rd. East St Kilda Malvern Campus, 5 Willoby Ave. Glen Iris

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ST CATHERINE’S SCHOOL

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NIL MAGNUM NISI BONUM NOTHING IS GREAT UNLESS IT IS GOOD Established in 1896, St Catherine’s has the unique mixture of a proud history combined with contemporary thinking. We are fortunate to be custodians of heritage buildings and long-standing traditions; however, our reputation as a leader in girls’ education, for over a century, is based on our readiness to embrace innovation. We take advantage of the best there is to offer in educational practice and applaud the benefits of new technology.

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We enjoy a reputation for excellent academic results, a supportive community, an outstanding co-curricular program, exceptional teachers, fine facilities and established alumni networks and yet we believe our greatest achievement is the quality of character which students of St Catherine’s exhibit. Our core philosophy

Proud history with a progressive approach Close community with approximately 700 students

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is to nurture independent and thoughtful young women, with strong values, who are confident of their ability to lead and make a difference. Whilst the world around us changes, a moral attitude never goes out of date. When your daughter joins St Catherine’s she will tread the same floorboards as generations of amazing women before her, and like them, will discover her own path to a meaningful career and a full and relevant life. I look forward to meeting your family,

OUTSTANDING VCE RESULTS Whilst our students are enjoying creative and active school days, we never lose sight of the importance of academic achievement. On average, 15% of our students receive an ENTER of above 98 and more than 50% achieve above 90. Compared with a state average of 20%, approximately 75% of our students achieve an ENTER of 80 or higher. To request a copy of our award-winning Prospectus or to make an appointment with our Registrar, Amanda Bennett, please phone our Admissions Office on (03) 9828 30

Sylvia Walton AO - Principal

Non-denominational Christian School with strong values Situated close to the city, in picturesque surrounds

17 Heyington Place, Toorak VIC 3142 T: +61 3 9822 1285 E: admissions@stcatherines.net.au Visit our new website: www.stcatherines.net.au

Battleground

Shaunagh O’Connor

HEN Loretta Piazza sent out a survey asking parents about homework, the responses came thick and fast. Ms Piazza, principal of a large Melbourne primary school, notes last year’s survey had the best response rate of any conducted. And no wonder. The topic of homework is a biggie and there are as many opinions on the rights and wrongs of homework as there are homework assignments. Parents, teachers and students are all affected by the questions of how much is too much, and what sort of homework is useful? Ms Piazza’s survey turned up parents who wanted more homework assigned, and those who wanted less. She discovered many students resented homework that was simply finishing activities started in school time, and wanted projects which let them ‘‘explore and be creative’’. While the Victorian Government has clear guidelines for the type and length of homework that should be given, many schools tweak these suggestions to suit their needs. The government specifies that prep to year 4 students do up to 30 minutes’ homework a night, with no homework given at weekends or holidays. Students in year 5 should be given 30 to 45 minutes’ homework a night and this should gradually increase to 45 to 90 minutes by year 9. Those in years 10 to 12 should do one to three hours’ homework a night and up to six hours at weekends in peak VCE periods. Nick Murphy, assistant principal at a Melbourne high school with an academic focus and strong commitment to regular homework, says his school’s policy aims to make homework an integral part of learning. ‘‘So we don’t present it just as an add-on,’’ he says. ‘‘For example, independent reading – which we want the kids to become involved in right at year 7 – is not presented as homework but that’s an activity we want to take place at home, so it might be seen as homework.’’ Mr Murphy says year 7 homework is all about reinforcement of what has taken place in class, but by VCE, students are looking at new and additional content at home, including ‘‘quite a high level of independent research’’. ‘‘In the single subject I teach, which is 20th Century history, what I would expect to be done for

Students select from 12 areas in Ian Lillico’s homework model: » housework » reading » be read to » grocery shopping » creating e.g. a cake or artwork » physical activity » teach your parents something » play a game with an adult » assignments or project research » relaxation or a spiritual pursuit » use a computer for work » a cultural activity e.g. music practice

homework is quite serious and intensive,’’ he said. ‘‘One of my (year 11) students just did a major research assignment on the genocide in Rwanda and how that might have been stopped – and that’s a huge open-ended question and quite hard to do sensibly and I knew they would have to spend quite a good amount of time doing it.’’ Educator and director of Melbourne’s parentingideas.com.au Michael Grose says good homework is always geared to the student’s age and educational development, rather than being ‘‘homework for homework’s sake’’. ‘‘For kids starting primary school, hearing them read is vital. Parents need to read to them and help them read. In middle to late primary school it’s important kids have larger project work to enable them to learn how to plan.’’ By secondary school, homework is set to encourage good study habits, Mr Grose says, but also to extend content. By the VCE years, Mr Grose says, parents can take a step back from monitoring homework but,

throughout school life, if parents have a concern about their child’s homework requirements or performance they should head to the school to discuss it. Former secondary school principal and author of Homework and the Homework Grid, Ian Lillico, devised his homework grid in the early 1990s as an alternative to traditional homework. ‘‘I was looking at an alternative to sedentary homework because kids were known to be getting obese and very sedentary,’’ he says. ‘‘And people were saying the old ways of homework were just not relevant; we have so many ways of accessing information, like Google and digital media.’’ Mr Lillico’s grid offers a choice of 12 areas of academic, creative and relaxing pursuits, so all areas of a student’s development are covered during the week and they are able to devote time to their passions. ‘‘The homework grid helps time management, resource management, stress management and fatigue management. It allows students more opportunities to communicate in the home and provides them with more things to do in the home where they can develop skills for use in the workforce and society generally,’’ he says. ‘‘It gives them opportunities to do things where parents can praise them instead of sitting in their room for hours on end really wasting time.’’ American educational researcher Alfie Kohn goes one step further when he says no research has shown that homework in any form has true academic benefits. The author of The Homework Myth says homework simply means students are ‘‘doing a second shift’’ after a day at school. Instead of set homework, Mr Kohn would like to let children and their parents decide what they do after school. ‘‘It’s not for schools to dictate to families what ought to happen after school is over. But I’d like for kids to pursue activities that help them develop socially, physically, artistically, and in other ways. ‘‘To suggest that six hours a day of academic tasks isn’t enough makes me uneasy because it devalues all other aspects of child development and human life.’’ He also says that there is no evidence to suggest that homework fosters time-management skills or responsibility. ‘‘Assigning projects that aren’t due for a while doesn’t teach children to manage their time effectively any more than throwing them in a lake teaches them to swim,’’ Mr Kohn says. ‘‘My bottom line is that the default should be no homework, except on those occasions when a given assignment is so likely to be beneficial . . . that it warrants infringing on family time.’’

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WORK, REST AND PLAY

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Some parents want more, some want less. Who is right?

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Homework hell

2009 EDUCATION CALENDAR February M

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■ SCHOOL HOLIDAYS

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Cheltenham Secondary College Cheltenham Secondary College is a dynamic learning community built on the sound foundations of high academic achievement, good discipline and shared values of ‘Personal Best’, ‘Responsibility’, Respect’ and ‘Sense of Community’. Cheltenham’s students are friendly, co-operative, ambitious and keen. Many readily and enthusiastically embrace leadership, they compete strongly yet fairly, and willingly have a go at new challenges. They are our greatest ambassadors. I am privileged and proud to lead this wonderful community, and warmly invite you to visit the school and see the ‘Cheltenham difference’ for yourself. Peter Corkill, Principal Bernard Street, Cheltenham, Victoria 3192 ph: 9555 5955 fax: 9555 8617 email: cheltenham.sc@edumail.vic.gov.au web: www.cheltsec.vic.edu.au

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St Leonardâ&#x20AC;&#x2122;s College ensures the future is in good hands with its strong sense of community, academic excellence and students excited by a future to which they contribute for the good of all.

MPR: QUV002 ED:

Scholarships for 2010: Register online for scholarships for entry into years 5 â&#x20AC;&#x201C; 11 at both campuses for 2010. For more information and to apply please visit www.stleonards.vic.edu.au

PUB: QUV DATE: FEB09

Learning together is natural for us!

Cornish Campus Patterson River

Brighton Campus Brighton East

MPR: QUV002 ED: PUB: QUV DATE: FEB09

Single sex or coeducation? Both at Mentone Grammar. 2009 SCHOOL TOURS: 28 FEBRUARY - 9.30AM & 11AM 15 MAY - 9.15AM 8 AUGUST - 9.15AM & 11AM 29 OCTOBER - 9.15AM 28 FEBRUARY 2009 – ACADEMIC AND GENERAL EXCELLENCE SCHOLARSHIP EXAMINATION Register at www.mentonegrammar.net by 23 February, unless places are filled prior. LINC309720

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At Mentone Grammar we offer the best of coeducation and single-sex education with mixed classes during the early Primary and Senior years, and separate gender classes when it matters most, from Years 5 to 9. Come and see our unique ‘togetherapart-together’ education model in action.

Phone 9584 4211 for enrolment enquiries or to book a tour. www.mentonegrammar.net 63 Venice Street, Mentone.

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