SCRIBE Magazine - Issue 2

THE MURDOCH UNIVERSITY & MELVILLE PS ‘AIR PROJECT’

ISSUE 2

2012

SCITECH’S INDIGENOUS WORK EXPERIENCE PROGRAM

Balga SHS A School of Opportunity

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Considering your next step of discovery in Education?

Or extend your professional knowledge?

Or do you want to contribute to education research through doctoral study?

At Murdoch University, we are proud of our innovative postgraduate education study options. Murdoch’s School of Education is continually researching new ways to motivate and engage learners in ways that transform teaching and learning.

Our courses are underpinned by social justice, creativity and collaboration, and building strong connections between research and professional practice.

Murdoch’s School of Education offers a range of postgraduate study courses including: • Graduate Certificate in Early Childhood Education • Postgraduate Certificate & Diploma in Early Childhood Education and Care* • Graduate Diploma in Education (Tertiary & Adult) • Postgraduate Certificate in Gifted and Talented Education

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• Postgraduate Certificate in International Education in Schools (International Baccalaureate accredited) • Postgraduate Certificate in Education (other Specialisations) • Master of Education (Coursework) • Master of Education (Research) • Doctor of Education • PhD (Education) *NEW in 2012

Postgraduate study at Murdoch is flexible.

This means that you can structure your study around your own life. We have options to study full-time, part-time, internally or externally – or a combination of all these options – the choice is yours to consider.

At Murdoch, we employ great academic thinkers to guide you. If you are considering your next step of discovery in Education, why not let Murdoch be the one to guide you.

To apply or for more information: www.murdoch.edu.au/Future-students or telephone 1300 MURDOCH(1300 687 362)

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Do you want to add a specialisation to your existing undergraduate degree?

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ON THE COVER Balga Senior High School students with the symbolic ‘Grass Tree’ which has been incorporated into their new school logo.

Balga Senior High School is showcased on Page 10 as this Issue’s Feature School.

INTRODUCTIONS

24 ICEA WAVES PROGRAM – THE SPIRIT

ACROSS THE WATER

2 CONTENTS

The ICEA Waves Program was established in recognition and appreciation of the strong link between the ocean and Aboriginal people throughout Australia. Under this banner the first ICEA Classic was held in 2010, hosted 40 up-andcoming young surfers from all over Western Australia, with nearly 600 spectators...

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DIRECTOR’S NOTES

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LETTERS TO SCRIBE

7 PHOTOGRAPHY COMPETITION FOR WA STUDENTS!

SCRIBE CULTURE 8 SCRIBE MAGAZINE WELCOMES WA EDUCATORS SCRIBE MAGAZINE host their inaugural Principals’ Supper in 2011 and are working hard to bring more exciting events in 2012...

10 THE BALGA WAY – INNOVATION AND OPPORTUNITY SCRIBE is excited to feature the innovative Balga Senior High School and showcase the amazing programs on offer that are making a difference to the lives of their students…

15 1-TO-1, THE LEARNING PARADIGM Winthrop Australia are engaging with Western Australian Schools and bringing them the ultimate 1-to-1 experience in 2012. Read about their inaugural presentation hosted at Sacred Heart College, Sorrento...

20 BANKSIAROOS – A SECOND CHANCE SCRIBE explores the opportunities inside the Banksia Hill Detention Centre as well as the educational programs and rehabilitation offered by this remarkable facility to the young men who have temporarily lost their way in life...

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28 INDONESIA – FROM THE GROUND UP PROGRAM The “Indonesia from the ground up! Program” will provide Australian teachers (including pre-service teachers) with a comprehensive educational experience of Indonesian history, society and culture. The experience has been designed to inspire participants to serve as ‘Asiaadvocates’ within their school and discipline communities...

30 SCITECH – FOSTERING ABORIGINAL LEARNING To former NT teacher, Michelle Procter, developing an Indigenous Work Experience program for Scitech was a natural step in fostering positive learning opportunities for Aboriginal students. Michelle’s involvement in the development of Scitech’s invaluable work placement program is explored...

34 SUPERCAMP – A GREEN SCHOOL PARTNERSHIP Green School have again contacted us wishing to share with you information on their new Green SuperCamps which they to plan to hold each year. Read on to find out more about these academic, life skills camps that you or your school may be interested in attending…

37 THE ‘HELP TO HOPE’ QUEST – CALLING ALL

WA EDUCATORS!

56 SADNESS, LOW SELF-ESTEEM, APATHY –

BE AWARE!

We are seeking Expressions of Interest from WA educators interested in being part of a team of 20 to spend 3 weeks at THE MAMA PAULINA SCHOOL OF HOPE in Kenya during the school holidays of January 2013. The ‘HELP TO HOPE’ Quest will involve a selected group of WA Educators...

Janette Philp and Michelle Ferry are Western Australian authors and publishers of the Live Love Laugh series.

They are everyday women, motivators and life coaches who walk their talk and through their collective experiences, are enthusiastically committed to igniting the passion in others and inspiring the youth of today...

38 THE FIRST FOUR MINUTES The first impressions created for people entering your grounds are extremely important. The wrong impressions are nearly impossible to reverse or undo which makes these first encounters paramount in setting the tone for all the relationships that follow...

42 BASICS AND BELIEF CLOSE THE GAP Author Maggie Dent is a passionate advocate for the healthy, commonsense raising of children in order to strengthen families and communities. In this article she shares the effects of parents/teachers’ beliefs and attitudes on Australia’s Indigenous Children…

46 THE MURDOCH UNIVERSITY / MELVILLE

PRIMARY SCHOOL ‘AIR PROJECT’ The culmination of this culturally inspiring communitybased project showcases the completion of the students’ combined creative journey inspired by the Artist in Residence’ interpretation of the Indigenous Songlines (history) of Kadidjiny Park...

52 EARLY SETTLERS IN iLEARNING

60 STEP UP 4 KIDS StepUp4Kids is a fantastic new community fitness initiative that is the innovative creation of three mothers whose morning walk together has inspired whole communities to attain health and wellness in a simple, enjoyable way...

62 OCEAN REEF SHS – DESTINATION SINGAPORE Creative students at this northern suburbs public school were selected to take part in a unique experience-of-alifetime: to explore a cultural exchange both in school life and the Performing Arts...

66 THE CHOICE OF A LIFETIME – WHAT

SCHOOL IS RIGHT FOR YOUR CHILD? We make many decisions on behalf of our children throughout their lives, but none is more important or has more impact than the school we choose to send them to. SCRIBE takes a look at one of the most important decisions you will ever make in your child’s life...

Settlers Primary School has a growing interest in technology within their classrooms that has put this southern suburb school on the digital map! Their great vision for the use of ICT has pushed them ahead of the pack in terms of true and authentic ICT integration...

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70 BALI CALLING ALL SCHOOLS

84 TECHNOLOGY FOR TEACHERS

Bali is more than surf, sun and shopping. There is a new, soft voice that is hard to resist which is appealing to WA teachers to build a bridge supporting the flow between Balinese schools and WA...

SCRIBE Gadget Guru Brad Tyrrell once again explores and rates a variety of technology solutions to enhance the teaching and learning experience...

72 CONTROL Z Control is certainly something parents lose when their children come home from school with a shiny new computer.

Some parents are realising that years of disciplined upbringing, routine and careful social selection could come undone. WA Educator Doug Loader explores this further...

76 COFFEE, CAKE AND CONVERSATION WITH

NARELDA JACOBS SCRIBE Director, Cam Allen, recently caught up with Channel Ten newsreader, Narelda Jacobs. Find out what inspires her, drives her, who supported her in her career path and her being an Indigenous role model for young Western Australians...

79 A PLACE FOR MY HEAD – AN INSIGHT INTO

MENTAL ILLNESS Di Koski takes a look at the much misunderstood condition of mental illness and hopes to spread Mental Health awareness amongst our schools...

82 WHAT A TEACHER MAKES...

Teachers don’t just teach, they mentor, befriend, and offer guidance at the same time as imparting subject knowledge and pearls of wisdom. Leith Daniel shares his view on what being a teacher is....

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87 SCRIBE FORUM A Forum for everything ‘Education’, have your say and let us know what you are thinking! If you have any interesting stories, send them in and be in the chance to receive a prize!

PUBLISHING & DESIGN Solace Design

EDITORS Cam Allen, Karen Reid

CONTRIBUTING WRITERS/RESEARCHERS Cam Allen, Karen Reid, Geoff Harris, Jeremy Hurst, Kim Smee, Craig Chiswell, Nathan Corunna, Tegan Maffescioni, David Hill, Sarah Bassham, Michelle Procter, The Green School, Edd Black, Maggie Dent, Betty McNeil, Jane Nolan, Katie Niedda, Elise Wilson, Ruby Carroll, Sarah McCormick, Pippa Dennerley, Janette Philp, Michelle Ferry, Catherine Kolomyjec, Antonette Fazzari, Lynley Papinea, Lionel Cranenburg, Doug Loader, Narelda Jacobs, Wanneroo Senior High School, Di Koski, Leith Daniel, Brad Tyrell.

CONTRIBUTING PHOTOGRAPHY Solace Design, Fotoworks, Craig Chiswell, Tegan Maffescioni, James Walsh, Ingrid Colman, Scitech, E.J. Swinhoe, StepUp4Kids, Lionel Cranenburgh, Lionel Cranenburgh, Brett Canet-Gibson.

SALES & MARKETING Cam Allen – 0402 234 280 scribe@scribemagazine.com.au SCRIBE Magazine is proudly published by Solace Design.

ABN 73 463 974 859 SCRIBE MAGAZINE PO BOX 3072 Myaree LPO WA 6154 Tel: 0402 234 280 Fax: 08 9264 8230 Email: scribe@scribemagazine.com.au Web: www.scribemagazine.com.au Printed by Daniels Printing Craftsmen SCRIBE Magazine is distributed to registered Primary and Secondary Schools in Western Australia (Public, Private, Independent), Australian educational suppliers & service providers and tertiary institutions throughout Australia.

Every endeavour is made to ensure that the contents of this magazine are correct at the time of print. The publisher does not necessarily endorse the opinions expressed by contributing writers.

Nothing in this magazine may be reproduced in whole or in part without the written permission of the publisher. Images and written material submitted for SCRIBE Magazine are sent at the owner’s risk, and while every care is taken, Solace Design will not accept any liability for lost, stolen, damaged or misused material.

The publisher reserves the right to modify editorial and advertisement content. All images are used on the understanding that appropriate compliance and permissions with current privacy legislation has been obtained by represented schools and businesses prior to printing.

Balga Senior High school students (L-R) Lyn Saydee, Ray Htoo, Dianne Parfitt, Michael Bangura and Kim Farmer. This exceptional High School take enormous pride in their multicultural community with students from 35 different nationalities (Countries of Birth) enrolled for 2012. Read more about this remarkable school on Page 10.

W

elcome to Issue 2 of SCRIBE; our first magazine in 2012 and third publication since our launch in February last year.

2011 was a hectic yet productive year for most WA Schools and it was SCRIBE’s privilege to be part of the activities in our WA School communities.

In this exciting issue, we focus on a variety of different topics: Indigenous Education and some of the initiatives happening around the State; Balga Senior High School, who join the list of SCRIBE’s feature schools – what an awe-inspiring school to be involved with!

We call for ‘Expressions of Interest’ from WA Educators ready to embark on an inspirational journey to Kenya in the 2013 school holidays. Our Charity Project, ‘The Mama Paulina School of Hope’ is now an active benefactor of all fundraising by SCRIBE Magazine and is a top priority for us in 2012. We are searching for a team of 20 to be part of The ‘Help to Hope’ Quest this year, see Page 37 for full details!

Our Indonesian neighbours once again seek the expertise of WA’s finest teachers, with some amazing opportunities being offered in 2012.

We take a different look at Education in this issue, exploring inside the Banksia Hill Detention Centre. A facility designed to protect and rehabilitate young WA men who have lost their way.

Our loyal sponsors, Camera Electronic, have been at it again! They are offering an amazing photography competition for students.

The prizes are extraordinary, so pass this information on to your students – everyone has a chance to win! There are also prizes available for the representing schools. Checkout Page 7 for more details on how your students can win!

We are extremely proud of what SCRIBE has achieved in a relatively short space of time and are equally appreciative of the support received from WA Schools and Businesses. You have embraced us with encouragement and enthusiasm, which in turn heightens our resolution to bring you even more in 2012.

Inspire, Connect and Celebrate!

Join our online mailing list today and be a part of the excitement this Magazine has to offer. Remember, all members are eligible for monthly prizes and giveaways too! http://www.scribemagazine.com.au/Content/mailing_list CAM ALLEN – DIRECTOR 5

FEATURE SCHOOL PRAISE I would like to thank the team at SCRIBE for producing such a professional and engaging magazine. I thoroughly enjoy reading SCRIBE and find the articles interesting and relevant to the issues in education today. I was fortunate enough to be offered the opportunity to promote the Disability Services Commission’s ‘Count Me In School Short Film Competition’ in the magazine alongside an article on the transition process from school to employment for students with a disability. The article was extremely well written and effectively captured the experience from the perspective of a parent of a student with a disability. As a result of the article, I received an increase in enquiries about the competition from schools and the public. I look forward to continuing to work with the team at SCRIBE. MEGAN JONES – DISABILITY SERVICES COMMISSION

MATURE LEARNING ENVIRONMENT

than ethical responsibility”. I’m all for freedom of the press but letting girls think being a size 0 is healthy is irresponsible as is the media’s idolisation of singer/ songwriters that beat up women, therefore inadvertently condoning that type of violence.

FRANSESCA – WAIKIKI

Please share this with your readers!

SPECIAL NEEDS Congratulations on your magazine, it is a most enjoyable read, jam-packed with lots of very interesting articles. As the parent of a Primary School child with special needs, I particularly loved the article ‘Beyond the Cocoon’. It was very informative, but more importantly for me it was comforting to know that there are many services in place for my child and me to choose from when he finishes school life. It was also refreshing to read about the range of emotions the writer had in moving into a new phase of life for her daughter – such a candid piece that I personally could relate to.

FIONA – KARRINYUP

Your article on Cyril Jackson Senior Campus, ‘Engage, Achieve, Flourish’ was nothing short of inspirational. What a fantastic, forward-thinking school!! I was particularly impressed by its mature learning environment and I also think that the online learning management system is a wonderful concept. Keep up the good work spreading the word about these little gems of schools in our community.

ANDREW – MT LAWLEY

MASS EROSION Hear hear! To your article ‘Mass Erosion’, kids today don’t know whether they are coming or going because of the mixed messages they constantly receive. The writer hit the nail on the head when he said “Society’s values are being increasingly eroded by declining standards in pop culture and an unscrupulous mass media which cares more about monetary profit

now feel more comfortable about raising concerns and negotiating solutions with staff if problems do arise (which they often do!) and the ‘parent/teacher’ night is now becoming more of an accurate assessment of our children’s progress rather than a 20-minute assessment of the teacher!

PARENTS AS BACKUP TEACHERS? I now firmly believe that children perform better at school when their parents are involved in their education and that they definitely DO settle better into school programs when their Mums and Dads are directly involved.

My husband and I have started taking more of an active role in our kids’ learning, particularly over the last 18 months. Our youngest son started Year 7 in a 7-12 Catholic School this year (2011) and we can see a remarkable difference in his enthusiasm and overall achievement across the board. We are now actively looking at what our children are learning, and try to understand it so we can ask them questions...they love it when they stump us and take great pride in knowing more about a topic than what we do. Now they are testing us!!!

As parents who are now semi-familiar with what our children are learning about, we

GILL – WARWICK

PRINCIPALS’ SUPPER SUCCESS I would like to congratulate the SCRIBE team for promoting education and the connection between all who ‘make it happen’ in WA. It’s nice to see educators with the passion to connect us all in true SCRIBE style, I’m happy to say, I enjoyed giving my time and will do so in the future.

SAUL FRANK (Director) – CAMERA ELECTRONIC Thank you for a beautifully organised evening, you guys do it so wellcongratulations!

BRIGITTE SIEGER – SALES EXECUTIVE, SPECIAL LIFT OUTS – THE WEST AUSTRALIAN Thank you for the opportunity to network and hear from the vendors. I have passed on the camera information to our Head of Photography and Media and we will look at your suppliers who featured at the Principals’ Supper for 2012. SCRIBE magazine looks great. It is inspiring to read about success in education.

NICOLE BLYTH – DEAN OF TEACHING & LEARNING, PENRHOS COLLEGE The SCRIBE team welcomes your feedback, letters and emails and we will endeavour to publish all opinions expressed. Send your feedback to; scribe@scribemagazine.com.au

Study C oaching

Study Habits to help your student succeed: Time • Sleep • Nutrition • Goals • Stress • Focus Go to www.peakhabits.com.au for more information on the programs available.

Studying was never meant to be difficult...

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PHOTOGRAPHY COMPETITION NOW OPEN FOR WA STUDENTS! Create an original digital photograph which represents SCRIBE Magazine’s motto:

“Inspire, Connect, Celebrate...”

Download the subscription form from the SCRIBE website, get your school to subscribe to SCRIBE Magazine and simply send us your submission. Once subscribed, all students at YOUR school can enter as many times as they like!

All entries MUST be received no later than 5.00pm FRIDAY 27 APRIL 2012.

(Winners notified by phone on Friday 1 May 2012)

FIRST PRIZE The WINNING entry will receive a personal $3000 CAMERA VOUCHER to Camera Electronic. The winning photograph will also be published as a feature in SCRIBE Magazine, Issue 3, July 2012, PLUS the representing School will receive a DOUBLE PAGE ADVERTORIAL which includes a 1.5 hour photo shoot and feature article (Valued at $4000).

SECOND AND THIRD PRIZE The Second and Third prize winners will each receive a personal $500 CAMERA VOUCHER to Camera Electronic PLUS a SINGLE FULL PAGE ADVERTORIAL for their school in SCRIBE Magazine, Issue 3, July 2012 which includes a 1 hour photo shoot & feature article (Valued at $2200).

This competition is subject to SCRIBE Magazine’s terms and conditions.

Go to www.scribemagazine.com.au for more details.

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Campion Education State Manager, Mike Ellis addressing the guests at the inaugural Principals’ Supper.

SCRIBE Magazine Welcomes WA Educators O

n an unusually chilly and rainy spring evening, SCRIBE magazine hosted their inaugural Principals’ Supper at Moore and Moore Cafe, Fremantle on Wednesday 27 September 2011.

With an ongoing committment to connect WA Schools and supporting businesses in Education, the SCRIBE team served up an intimate evening of warm food and engaging presentations.

Three of SCRIBE Magazine’s major supporters, Winthrop Australia (represented

by Jeremy Hurst, Daniel Franco and Jamie Sgherza), Camera Electronic (represented

by Director, Saul and wife Farrah Frank) and Campion Education (State Manager, Mike Ellis) presented to the invited guests, which included a mixture of School Principals and Executive staff from various sectors of WA Education.

With a long-term goal of creating an ‘Educational Entity with a Difference’ in Western Australia, SCRIBE Director Cam Allen commented, “This type of gathering is extremely important for SCRIBE and what it represents. Schools are heavily reliant on suppliers and service providers who, will not only deliver exceptional service, but who are also flexible to suit a school’s individual requirements. The purpose of this event, which we plan to hold twice a year, is to give WA Principals an opportunity to listen to the businesses that support SCRIBE in a very relaxed and informal environment, giving our supporters an opportunity to

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show school representatives what they have to offer Education.

We are particularly selective in the businesses that are associated with the magazine, and fully endorse all they have to offer. If we can provide a connection between them and WA Schools, not only are we creating a healthy network of likeminded people, but we are building an exciting diversity within schools.”

The gathering was an intimate affair upstairs in one of Moore and Moore’s Gallery rooms, with SCRIBE Event Sponsors, Willoughby Park Winery, providing a wonderful selection of their Jamie & Charli wines, and Moore and Moore Cafe creating a delicious supper selection.

SCRIBE Magazine has an eventful calendar planned in 2012 with details of an Education Conference to be released in March 2012. The conference will be a ONE DAY ticketed event entitled, The SCRIBE “Out of the Bubble” Experience.

All WA Educators are invited to be a part of this special event, with some amazing Keynote speakers, thought-provoking presentations and talented educators on display. The event will also be a rare opportunity for Businesses in Education to sponsor the event and secure space in order to display and showcase their products and services to over 500 educators thirsty for knowledge and inspiration!

If you are a WA educator in a school, an educational institute or a business looking to inspire and connect with WA Schools,

email: scribe@scribemagazine.com.au and we will place you on our reserve list. Tickets will go very quickly for this event so register your interest early! The official Media Release will be published in March 2012 in your school notices and also via e-SCRIBE, our bi-monthly online newsletter. www.scribemagazine.com.au

PHOTOS OPPOSITE 1.

Shaun Kenny (CBC Fremantle Headmaster), Mike Ellis (Campion Education State Manager) and Marriann O’Neill (CBC Fremantle Deputy Headmaster – Studies).

2.

Georgia Allen (SCRIBE Magazine Director) and Karen Reid (SCRIBE Magazine Editor).

3.

Jeremy Hurst and Daniel Franco (Winthrop Australia Education Team)

4.

Phillipa Berkhout (Canning Vale Primary School Principal) and Brigitte Sieger (Sales Executive, Special Lift Outs – The West Australian)

5.

Nicole Blyth (Dean of Teaching & Learning – Penrhos College), Gary Anderson (Principal, Lynwood Senior High School), Karen Woods (Principal, Cyril Jackson Senior College), Donna McDonald (Principal, Hamilton Senior High School), Jamie Sgherza (Winthrop Australia Education Team), Betty McNeil (Principal, Melville Primary School)

BRINGING 30 YEARS EXPERIENCE WORKING FOR SCHOOLS TO WA

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PROFESSIONAL COMPLETION OF YOUR BACK TO SCHOOL PROGRAM PROVIDING CURRICULUM, LIBRARY AND CLASSROOM RESOURCES DIRECT TO YOUR SCHOOL

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RETAIL EDUCATIONAL SHOWROOM Family-owned National Company with experienced West Australian Staff Email: salesperth@campion.com.au 7 Oxleigh Drive, Malaga, WA 6090 Phone: 08 6240 2700 Fax: 08 6240 2799

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THERE IS AN EXCEPTIONAL SCHOOL IN PERTH’S NORTHERN SUBURBS THAT IS CREATING BRIGHT FUTURES FOR THEIR DIVERSE, MULTICULTURAL STUDENT POPULATION. THIS “SCHOOL OF OPPORTUNITY,” URGES STUDENTS TO “CHOOSE YOUR PATHWAY, CHOOSE YOUR FUTURE” AND TO BE GUIDED BY THEIR MOTTO “STRENGTH IN UNITY.” WHAT’S THE NAME OF THIS IMPRESSIVE SECONDARY SCHOOL? BALGA SENIOR HIGH SCHOOL (BSHS). SCRIBE MAGAZINE IS EXCITED TO FEATURE THIS INNOVATIVE EDUCATIONAL INSTITUTE AND SHOWCASE THE AMAZING PROGRAMS ON OFFER THAT ARE MAKING A DIFFERENCE TO THE LIVES OF THEIR STUDENTS….

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alga Senior High School was established in 1970 to cater for an expanding multicultural population in the northern suburbs. The school provides a broad educational program which allows students to work in a collaborative and multicultural environment at the same time as meeting the demands of a constantly changing world.

Mr Geoff Harris, Principal of this innovative school, said Balga Senior High School “celebrates diversity, with all cultures coming together.”

A defining attribute of Middle School at BSHS is the astounding 35 different nationalities that encompass Years 8, 9 and 10. The program – comprising of mainstream students as well as those transitioning from the Intensive English Centre – provides a model through which the individual literacy and numeracy needs of students are targeted across the curriculum. Students are exposed to a range of exciting learning areas and are provided with opportunities to develop their skills in Language, Mathematics, Science, The Arts, Technology and Enterprise as well as Health and Physical Education.

All Middle School students are encouraged to strive to achieve their best in a values-rich environment and are supported by their classroom teachers, who effectively cater for their individual differences – as well as plan for the targeting of key skills and understanding for individual students. The main focus is student engagement and well-being so that they feel motivated and valued at all times; the building of successful relationships between staff, students and their caregivers is central to Balga Senior High School’s working philosophy.

Senior School students are also offered the chance to create a bright future for themselves with the option to complete their senior school studies through a number of literacy supported programs.

The school offers these students both academic and vocational pathways, including traineeships, School Apprentice

Link, TAFE, Curriculum Council subjects and various school-based subjects. They can also complete Certificates in Training through a range of nationally accredited courses.

For Year 12 students wishing to access entrance into Edith Cowan University there is the option to complete a University Preparation Course which provides students with an alternate pathway to gain entry to university.

The University of Western Australia’s ‘Aspire’ program is also available for participation by Years 9 and 10 students in order to familiarise them with university experiences.

Listed below are various innovative educational, sporting and career initiative programs on offer which ensure the most favourable future outcomes for all participating students: The New North Education Initiative (NNEI) is increasing opportunities for many students in the north metropolitan education region. A collaborative partnership between Balga Senior High School, Eastern Hills, Girrawheen, Mirrabooka and Morley Senior High Schools, the purpose of the NNEI is to allow students at these schools to access a wider breadth of Senior School curriculum choices with specialist teachers.

The Intensive English Centre (IEC) runs two programs: the first program caters for students who arrive in Australia having received a normal/formal education in their country-of-birth. This twelve-month program is designed to provide students with the skills required to transition successfully into a mainstream classroom using Australian Curriculum.

The second program caters for students with a limited schooling/ interrupted schooling background. It is a two-year program that is designed to provide students with basic literacy and numeracy skills as well as the social and communicative skills required to function successfully in Australian schools.

Extensive on-going ESL support is provided for these students as they graduate from the IEC into mainstream schooling.

The Education Support Program’s focus is to teach literacy and numeracy in a functional context, as well as the social skills required to integrate students into society. Individual Education Plans are developed that reflect the abilities of each student. Developing the skills required for employment is a major focus with links established with Disability Employment Providers.

The Swan Nyungar Sports Education Program (SNSEP) caters for Aboriginal students in the Swan Education District.

The goal of the program is to improve educational outcomes, particularly literacy and numeracy, by using Aboriginal culture, language and sport (Australian Rules Football for boys; Netball for girls) as the conduit to engagement and achievement.

Students are able to maintain a strong identity with their culture whilst also integrating with all students in the school in learning through The Arts, Technology & Enterprise and Physical Education.

Students meet daily with their cultural mentors to ensure they remain focused and have immediate access to support during each school day. The school strives to produce confident leaders who can make a significant contribution to society.

This foundation was established out of “a mutual desire to assist and develop young people through education and building self-esteem while promoting healthy lifestyle and role models to young aboriginal people.”

The SNSEP Program has been supported since its foundation by the Smith Family originally through financial support and today in the Parent and Community Engagement Project (PACE).

Narelda Jacobs, Channel 10 newsreader, is the school’s advocate for this outstanding Program.

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The Polish Program – is a dynamic course that helps young people prepare for their careers through personal presentation and communication training.

These skills give students the ability to conduct themselves appropriately when entering the world of work and throughout their employment.

Business Events – these activities include Business Breakfasts, Business Blackboards and other forums which are designed to enable students to actively connect with the community.

Career Snapshots – Speed Careering, Mock Interviews and Industry Visits enable students to obtain up-to-date, first-hand information about their future options and support work readiness skill development.

Charter Signing – Beacon’s signature event where Year 10 students publicly make a pledge that by March of the following year they will be in further education, employment or training.

curricula at Balga SHS. The course has been designed to rapidly improve the spelling, writing and reading of students. Legible handwriting, accurate pronunciation and the guiding principles of Standard Australian English are taught from the very first video lesson to ensure dramatic progress in literacy levels.

F1 Challenge in Schools is a business competition based on engineering, design, marketing and performance.

Students work collaboratively as a team to design and make a model racing car, present and market their business brand, demonstrate their engineering process and race the car in competition at the State final.

The Youth On Health Festival (Yoh Fest) is Western Australia’s largest Youth Performing and Visual Arts Festival.

Participating students create their own drama, dance, art piece or short film around a relevant health theme. The festival offers a creative platform for young people to express themselves while learning about relevant social issues.

Students from Balga SHS participate in this festival annually and have been successful in winning the Drama category in both 2009 and 2010.

The Sound Way Program is an interactive training program that supplements the English and literacy

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Sporting Foundation Development Programs are delivered in Soccer, Netball and AFL Football to elite levels. These well-established programs are supported in partnership with local and state level clubs providing sustainable pathways for students to fulfill their sporting goals.

Other sports offered include swimming, basketball, badminton and table tennis.

Careers – Balga Senior High School works cooperatively with the Beacon Foundation to inspire and motivate students to either stay in school and increase their educational engagement and attainment or choose a positive pathway that enables successful transition to employment, further education or training.

Career Development Programs – where students engage in a range of formal and informal career-focused programs. These include the provision of career-based certificate courses through the West Coast Institute of Technology, participation in career expos and schoolbased career activities.

Balga Senior High School has a ‘whole school for the whole student’ approach to improving the long-term personal and social outcomes for students, their families and their community. Through the provision of this structured and caring environment, they strive to maximize educational achievement for all students by providing supported, accelerated and academically rigorous curriculum opportunities.

As a Mind Matters School, they focus on developing the whole student where learning opportunities are fostered not just within school time, but in the student’s community time. Importantly, they address the physical and mental health well-being of the students. This commitment to personal understanding and connection enables BSHS students to overcome challenges and engage in successful learning.

Having developed the ‘Balga Way’ to optimise the learning journey for students, their progression is achieved through knowledge of, and interest in each individual student and is founded on the following approaches to learning: connection; engagement; care; a sense of humour; ‘having a go’; cultural respect; sharing of culture; and recognition of family support.

On 21 October, 2011 BALGA Senior High School welcomed the Western Australian Premier, Mr Colin Barnett, and the Australian Diamonds’, the New Zealand Silver Ferns’, the South African Proteas’ and the Malawi Queens’ Netball Test Captains to the school ahead of the Holden Netball Test Series. The Test Series is one of many events that was held in the lead-up to the Commonwealth Heads of Government Meeting (CHOGM) late 2011, and the Captains visited the school to conduct a skills session with the school’s Specialist Netball Program students.

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Through their Aboriginal Community Partnership, regular migrant forums and partnerships with Government agencies, not-for-profit organisations and corporate supporters, Balga Senior High School is also a leader in connecting with their community. Principal Mr Geoff Harris proudly stated “The school has just been named an Aboriginal Innovation School, which will create more flexibility being a specialized school and giving the school an identity.”

This ground-breaking educational community also offers a Young Parents Program – The Teen Family Centre which assists pregnant and parenting teenagers to continue, or to return to, their secondary education by providing three areas of support: childcare, education and parent support. Most students range in age from 14-19 years, however there is now a lower age limit.

In Student Services there is a vibrant, active team committed to ensuring that all students feel safe in a supportive setting, with the student’s social, emotional and physical needs being met.

This team is supported by Psychologists,

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Community Youth Workers, School Nurse, School Chaplains and Pastoral Care Coordinators. Every staff member is a teacher of well-being.

It is unmistakable that Balga Senior High School cares about their students beyond the classroom, cares enough to ensure their students will become successful, responsible, active members of their communities. This pioneering, positive approach will undoubtedly be perpetuated with current students in turn acting as role models to their peers, encouraging education, respect and a ‘have a go’ attitude. With such an enduring local contribution, Balga Senior High School is, without a doubt, a leading educational light within its community.

PH:

(08) 9247 0222

FAX:

(08) 9342 0944

WEB: www.balgashs.det.wa.edu.au EMAIL: geoff.harris@det.wa.edu.au ADD:

2 Markham Way,

Balga WA 6061

IF YOUR SCHOOL IS CONSIDERING A 1-TO-1 IMPLEMENTATION, THIS TECHNOLOGY INITIATIVE CAN ALLOW AND INSPIRE STUDENTS TO USE A WHOLE RANGE OF COGNITIVE TOOLS, FROM PROGRAMMING LANGUAGES TO SOCIAL MEDIA.

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WINTHROP AUSTRALIA IS ENGAGING WITH WESTERN AUSTRALIAN SCHOOLS, BRINGING THEM THE ULTIMATE 1-TO-1 EXPERIENCE IN 2012. ON WEDNESDAY 9 NOVEMBER 2011, SACRED HEART COLLEGE, SORRENTO HOSTED WINTHROP AUSTRALIA’S FREE INAUGURAL PRESENTATION IN THEIR NEW STATE-OF-THE-ART RNDM PERFORMING ARTS CENTRE.

James Maitland (Head of ICT at Sacred Heart College) commenced the session with a dramatized example of today’s modern classroom and the coexisting teacher/student dialogue, followed by a Q&A session with the participants giving students on stage the chance to voice their opinions on their particular classroom experiences.

Paul Newhouse (ICT Lecturer at Edith Cowan University) spoke at length on how digital technology is not a new way of teaching, but a way of supporting ‘better’ teaching.

Winthrop Australia Business Development Manager, Jeremy Hurst.

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-to-1 programs are an important element in an international move towards individualizing classroom learning; it can increase independence and self-initiated learning in students while extending their learning beyond the classroom. Students who have their own laptop computers/tablet devices have been found to take greater pride and ownership over the knowledge they create, with a flow-on to more flexible forms of schooling. 1-to-1 Programs are also extending formal learning communities to include parents, teachers and siblings, as well as other people important in students’ lives; concurrently they also provide the potential to initiate global communication, collaboration and the development of greater creative expression.

With a dedicated, enthusiastic group of guests driving up the coast for this 3-hour presentation delivered by an array of diverse and knowledgeable speakers, Winthrop Australia dispensed a highly detailed focus on 1-to-1 implementation in schools with specific focus on the important roles of students, teachers and parents in making such a program successful. Organiser and host, Jeremy Hurst and the Winthrop Education team welcomed guests and introduced the program for the evening.

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“With a 1-to-1 Program, the student has ownership of the technology which they can access at any time. Prior to this technology required a special room, allocated time slots and a specialised teacher. Most of the valuable time was spent in preparation for the class.

However, now that students have their own device with them at all times, this ‘portability’ has changed the dynamics so that in class there is less of a focus on technology and more on learning. Their devices can be put away when they are not required and because the student owns the technology it allows them to personalise it to an extent; it becomes an extension of themselves, an extension of their day-to-day learning and thought processes.”

Mr Newhouse continued stating that, “with a 1-to-1 program, schools have a greater opportunity to make use of new technology, doing things better than they were done in the past; we have added access to faster information and we are able to communicate more creatively.”

Des Mitchell (Principal at Maranatha Christian College) took a more unorthodox approach to his presentation, walking onto the stage with a high-powered motorised long-board skateboard that had elaborate steering capabilities. He used this visual analogy to show that although technology is FUN, there are precautions that need to be in place before you fully engage in its use.

Much like wearing a helmet on the highpowered skateboard, protecting against a fall; when a school adopts a 1-to-1 Program, safeguards must be put in place. The information that students will be accessing will need to be determined by pre-planned management and effective policies.

Mr Mitchell emphasised, “By engaging in the technology available to us, it creates an opportunity to do more good, with the added possibility of making an exceptional difference in education.”

Adam Pims (Design and Technology teacher from Rockingham Senior

Marantha Christian College Principal, Des Mitchell delivering an animated and thoughtprovoking presentation.

BECAUSE THE STUDENTS NOW HAVE THEIR DEVICE WITH THEM AT ALL TIMES, THIS ‘PORTABILITY’ CHANGES THE DYNAMICS SO THAT IN CLASS THERE IS LESS OF A TECHNOLOGY FOCUS AND MORE OF A LEARNING FOCUS.

High School) spoke regarding the responsibilities allocated to him when rolling over a 1-to-1 Notebook Program for more than 550 students at his school.

Mr Pims emphasized that the success of such a program is determined by a solid school infrastructure with suitable server setups that can accommodate the heavy traffic and sheer volume of students accessing the internet.

Mr Pims believes that as co-ordinator of this program within his school community, it is important for him to become fully aware of the device capabilities as they are updated, to find out what software the school has available and what students will be using on their own devices.

He stated “as teachers using these devices in the classroom, establishing your own classroom management procedures is crucial to ensure you are getting the most out of the students as well as the new technology”.

Throughout the evening, outstanding speakers covered many relevant topics such as Marina Cicciarelli’s approach to good posture, including the wise use of computers by children in the classroom and at home.

Heath Nankivell from Aquinas College shared his own innovative experiences teaching in a 1-to-1 environment, offering creative strategies for maximizing the technology available for more productive learning experiences.

Laura Allison, Sacred Heart College Counsellor, delivered a thoughtprovoking and detailed approach to

Cyber Safety and humourously detailed some possible strategies for parents and students.

job harder. You could also say it makes it more challenging, more interesting and more autonomous.

The evening concluded with selected Sacred Heart College parents speaking openly about their own experiences with 1-to-1 and how it has impacted not only their children’s academic life but also their family life. All chosen speakers were open and honest, which encapsulated Winthrop Australia’s hands-on, personal approach in delivering information that is relevant, while focusing primarily on three key elements: students, parents and teachers.

As Winthrop Australia suggests, the ultimate question for school communities that are thinking about implementing a 1-to-1 program is: “How do we create a 21st century teaching and learning environment for OUR school?”

If your school is considering a 1-to1 implementation, this technology initiative can inspire and allow students to use a whole range of cognitive tools, from programming languages to social media. To make this happen, teachers and parents are essential elements, providing guidance; steering our students in productive directions.

The tough part is that this makes the teacher more important than ever – the job changes. You could say it makes the

BY CAM ALLEN CONTRIBUTORS: Jeremy Hurst (Winthrop Australia Business Development Manager) PHOTOGRAPHY: Solace Design

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CBC Fremantle is a Catholic leadership school in the Edmund Rice tradition for boys in Years 7-12.

Prospective parents and interested members of the community are welcome to explore the grounds, enjoy the talents of the young men of CBC Fremantle and view the opportunities offered to each of them.

For more information about tours and activities on the day please contact the College on 9336 2700 or visit the College Website: www.cbcfremantle.wa.edu.au

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Are your primary school students our next generation of budding authors?

Selected Carpet Court stores in Western Australia are asking students in Years One to Four from local schools to submit an illustrated story that shares what they love about their community for the chance to win:

• $1,000 in books and colourful reading mats for their classrooms • AND $250 in books for themselves Entry is only open to students at participating primary schools. To find out if your school is eligible, download entry forms or view the shortlisted entries, visit facebook.com/CarpetCourt or email storybook@carpetcourt.com.au.

Eligible entries will be displayed on facebook.com/CarpetCourt where the public can vote to determine the top five finalists.

Entries opened on 1 February 2012 and close on 30 March 2012. The winning entry will be chosen by a panel at Carpet Court including a successful children’s author, with winners for each participating store announced from 16 April 2012.

The Storybook Challenge is part of a wider community initiative called the Carpet Court Learning Network aimed at fostering literacy skills among Australia’s youth. Under this initiative, 2012 will see Carpet Court support the Young Australian Writing & Art Awards and run a book-giving program, Carpet Court Book Drop for Kids.

Terms and conditions apply – see website for details.

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A second chance...

BANKSIA HILL IS AN AUSTRALIAN DETENTION FACILITY FOR YOUNG PEOPLE AGED 10-18 YEARS. LOCATED IN CANNING VALE, WESTERN AUSTRALIA, IT WAS OPENED IN SEPTEMBER 1997 TO REPLACE LONGMORE DETENTION CENTRE IN BENTLEY.

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oon, Banksia Hill will become the sole Detention and Remand Centre for youth in Western Australia.

Currently undergoing an upgrade to their facilities, they will increase their residential capacity in order to house all WA youth detainees. This expansion will free Rangeview Remand Centre in Bibra Lake for use as a Young Adults Facility for young men aged 18-24.

The young boys to men behind these walls have, undoubtedly, lost their way in life at some point and made wrong choices which subsequently resulted in detention within this rehabilitation facility. However, in life there are always

second chances. On offer inside this remarkable facility are opportunities for these young men to change their current circumstances and to re-evaluate their lives through a variety of well-designed educational programs.

As well as access to the educational programs and a range of other activities, individual “case management plans” are developed that map out education, training, employment, counselling and any other activity they may undertake whilst in the centre. These programs and opportunities all contribute towards their rehabilitation and eventual return to the community.

One such avenue of rehabilitation has been the creation of the ‘Banksia Roos Football Program’. There are many benefits for these boys undertaking a regular sports program; it brings a physical ‘release’, improves fitness and general well-being, as well as ‘teaching’ them to be a team member. They lead a much-disciplined routine inside the centre, with no exposure to drugs and alcohol, sleep early and are engaged in a variety of sporting activities every day.

In a recent interview, Nathan Corunna, Banksia Hill Roos Coach and Youth Custodial Officer commented:

Nathan Corunna discusses defensive tactics with his Roos during an intensive training session.

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“A high majority of these young men have incredible sporting talents and desperately need incentives to refocus their lives in order to set some realistic and achievable goals…the Banksia Roos Football Program is just one of those second chances in life.”

The Banksia Hills Football Program, with the assistance of Reclink* have created opportunities for other teams such as Halo, the Balga and Midland Programmes, to visit the centre for football games, as well as other regular sports competitions e.g. basketball. Prior to this, the team enjoyed competing against school teams e.g. Pinjarra, Mater Dei and Sevenoaks and in the last two years they have also played against the Peel Development Squad. The Roos won by 2 goals in 2010, then by 34 points in 2011. With winning margins of 116, 34, 58, 174, 100 & 92 over the course of the year, 2011 was considered a very successful one! This is an extremely

talented and competitive group of young men with a fierce hunger for competition.

However, the Banksia Roos are now rapidly outgrowing the Program and there is a definite need to create heightened awareness of this within the local community. Opening the doors for visiting football teams to compete means huge benefits gained for the young men inside: not only does it maintain healthy competition but it unquestionably streamlines their football skills. With new jumpers and a healthy squad of approximately 26 talented footballers aged 15-18 years (98% of the squad are indigenous youth) – the Banskia Roos are ripe for alignment and promotion to WAFL football, clubs, football development squads and High School Football Programs. Obviously the benefits of such an arrangement would be the creation of opportunity for the boys to showcase their natural talents at the same time as giving them a realistic incentive to rehabilitate and set future goals.

WA footy legend and Aboriginal affairs advocate Barry Cable visited the centre in January 2011, delivering a motivational speech to the boys about trying their hardest in all aspects of life.

Mr Cable said: “It doesn’t matter where you’re from or what your background is.

I was born in Narrogin and grew up in a poor family, but I didn’t let that stop me. I just made sure I trained harder than everyone else. If you want to succeed, you’ve got have commitment, dedication and passion.”

Fremantle Dockers players Antony Grover, Jon Griffin and Michael Walters

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also visited the Banksia Hill boys in May last year. The players talked about their progressive careers, discussing the challenges they faced when growing up and how football has changed their lives.

They also ran invaluable training sessions.

During the Fremantle Dockers’ visit, Banksia Roos coach Nathan Corunna commented: “I have built a good rapport with the team and have been impressed with their commitment to training. The boys know they have to be on their best behaviour if they want to get on, or stay on the team, so it’s a great incentive. The boys also get a lot out of the visits from professional athletes; especially from Aboriginal players as a lot of the boys on the team are Aboriginal. It’s great for them to get up close to role models they can relate to.”

Mr Corunna also said “this program started as a small ‘ripple’ and has developed at a fast pace over the last few years. We are extremely proud of the program’s development but we need to take the next step to sustain its success.”

Collingwood player Leon Davis ran a similar event in August in 2011. He is the older brother of one of the Centre’s Youth Custodial Officers – a fantastic role model for the boys.

The Banksia Roos thrive and are constantly on the lookout for ‘support networks’ for their young men through WAFL and other football clubs in order to gain exposure to talented footballers, as well as have the chance to play football at a higher level. Historically, boys who have served their time are often released from the detention centre towards the

Award. Five thousand dollars (to be used for professional development) was awarded due to “their tireless efforts in establishing an outstanding Football Program at Banksia Hill Detention Centre.

This group of officers established a sporting group which has seen detainees leave the centre to play for various teams in the community. The staff teach players to take a full-circle approach to football, cleverly linking football to unit living, education and general behaviour.” end of the year when pre-season activity with football clubs commence. This is a positive and effective incentive when transitioning back into the community, as a professional football team can offer the opportunity for ‘buddy systems’ and even provide ‘mentors’ for the young men. However, more importantly, football gives them a focus; it helps the boys set realistic goals and instills accountability for other team members who, in turn, assist with their transition back into the community.

In 2010 the Youth Custodial Officers at Banksia Hill Detention Centre received the WA Corrective Services

With the merging of the Banksia Hill and Rangeview Detention Centre, Mr Corunna foresees additional growth in the Football Program and the possibility of an additional second-tier team. This is a long-term goal and plan that will depend upon the timing and successful amalgamation of the two facilities in the near future. He further stated: “We are also very interested in involving Western Australian schools with established football programs to make contact with us in the hope of arranging exhibition matches with our boys. It is a very rewarding process, not only for our boys playing a variety of different teams, but there is mutual respect between

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our boys and visiting teams. Only good things come from this type of contact from both sides.” *Reclink Australia is an Australianbased and operated not-for-profit foundation committed to serve its member organisations through the provision of sport and arts programs which help to rebuild the lives of disadvantaged Australians – this includes all forms of socio-economic disadvantage, including, but not limited to, homelessness, addiction, poor mental health, domestic violence, unemployment and social isolation.

THE EDITORS CONTRIBUTORS: Craig Chiswell (Recreation/Activities Officer: Banksia Hill Youth Detention Centre), Kim Smee (Department of Corrective Services – Media & Public Affairs), Nathan Corunna (Youth Custodial Officer: Banksia Hill Youth Detention Centre) PHOTOGRAPHY: Courtesy of the Department of Corrective Services (Photographer: Craig Chiswell)

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The Spirit across the water THE ICEA WAVES PROGRAM WAS ESTABLISHED IN RECOGNITION AND APPRECIATION OF THE STRONG LINK BETWEEN THE OCEAN AND ABORIGINAL PEOPLE THROUGHOUT AUSTRALIA. UNDER THIS BANNER THE FIRST ICEA CLASSIC WAS HELD IN 2010 AND HOSTED 40 UP-AND-COMING YOUNG SURFERS FROM ALL OVER WESTERN AUSTRALIA WITH NEARLY 600 SPECTATORS.

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he 2nd Annual ICEA Classic was held on 22 July 2011 at Cottesloe Reefs with 60 up-and-coming local surfers from around the metropolitan area, as well as some eager competitors from the South-West surfing community.

With sponsorship and generosity from Shell, the ICEA Classic rocked out in style hosting over 600 spectators, which got the surfers frothing.

The event kicked off at sunrise where competitors and spectators were welcomed to country and told dreamtime stories of the ocean by local Noongar elder Noel Nannup. This was undoubtedly a memorable undertaking for all involved.

Thanks to a partnership with Millennium Kids Inc (a youth sustainability organisation), this was followed with various workshops throughout the day based upon raising awareness and educating the ICEA Classic crowd on Aboriginal culture and their strong link with the environment. This included waste management activities; clean-up before and after the event; a didgeridoo demonstration and Rusty team rider Jay Davies holding a snake.

Dunsborough surfer Shay Maclean knew the trip would be worth it. “I entered the event because I knew it would be a great thing to get involved in, not only surfing and having fun but encouraging Aboriginals, the traditional

custodians of this land, to get out in the water too and have a go!

“I really love surfing and I think it’s a great way to connect with the ocean whilst having fun at the same time! We all had a rad time out there during our heats and it was really good to see some of the local girls having a crack. ICEA encouraged everyone to just surf and have fun no matter what age, gender or background you were from, that’s why the day was such a success”.

involved with ICEA.” And on surfing with the boys, “Yes, the girls love it; it’s really great having a fun competition with such a great community spirit for a good cause.”

New to the ICEA Classic this year was the introduction of the “Expression Session”, which saw all competitors enter the line-up and surf with some local Western Australian surfing professionals including Jay Davies, Paul Patterson and Brett Hardy.

Despite the wintry weather, the surfers couldn’t wait to get into the water and the crowd was treated to some sensationally ridiculous surfing throughout the various boys and girls divisions and the infamous ICEA Classic tag-team event. Jeremy Andrew won a Freedom Dolly skateboard for the biggest trick award.

Local young DJs kept the tunes spinning and the crowd pumping throughout the day and night at the very popular ICEA Classic After-Party, which was a success in itself with 280 attendees.

In fact the line for the tickets during the day was so long not everyone managed to get one!

Jeremy said, “I love competing in the ICEA classic. It’s a great fun event that everyone comes down to. There was a really good vibe going round this year with music, dancing and the Aboriginal man welcoming us onto their land. It’s also fun surfing in the event because you meet new people and it’s not taken really seriously. The party is also sick! “

The competition strives to highlight the important link between the Aboriginal people and the ocean, as well as educate the young Western Australian surfing community about the many educational disparities faced by Aboriginal children.

This year saw the girls having a go as well and at times they were showing the boys how to do it. U/18 competitor Mathilda Lipscombe said, “It’s such a great day and it’s really fun to get

In 2011 the ICEA Waves Program expanded its reach on the young Western Australian surfing and Aboriginal communities. The establishment of the ICEA Waves Committee, comprising young leaders from schools around the metropolitan area, has provided a strong foundation for the program and an exciting future. Furthermore the program aims to integrate local young Aboriginals into the surfing community by providing a series of surf workshops, enabling these children and young adults to learn and experience the joys of surfing.

You only had to look at Dion Wood to see this joy first-hand. Dion won the “froth monster” award for just being the biggest frothing grommet down there. His mum spent every day of the school holidays driving him in from the

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THE PROGRAM AIMS TO INTEGRATE LOCAL YOUNG ABORIGINALS INTO THE SURFING COMMUNITY

BY PROVIDING A SERIES OF SURF WORKSHOPS, ENABLING THESE CHILDREN AND YOUNG ADULTS TO LEARN AND EXPERIENCE THE JOYS OF SURFING.

Perth Hills to the Cott Reefs so he could surf. Because of his endless energy and sticking of Ocean Zone stickers all over his body he took home a signed Jay Davies Rusty surfboard.

None of this would be possible without the help of major sponsor Shell and supporting sponsors Quicksilver, Brownies, Odyssey 20/10, Ocean Zone, Millennium Kids, North Cottesloe Surf Life Saving Club, PMAC Shapes, Tamara Yoga and Pro Choice Safety Gear.

Founder and head designer of Ocean Zone (Oz), Reif Myers, says it was such a good event to be involved with and he was more than happy to put his brand out there. “I’ve been involved in a couple of ICEA charity events now, so when the idea was raised of a junior surf comp I was more than happy to help.

One of my passions is surfing and I’ve competed in a few contests myself growing up, but I have always wanted to be able to help organise one. An event like this is perfect for a sponsor like Ocean Zone. The contest is held at my home break and at Oz’s home base in Cottesloe. We have a huge following amongst kids and teenagers in the Western Suburbs so it couldn’t be more perfect to sponsor a junior event like the ICEA classic down there”.

For more information and to keep updated visit www.iceafondation.com.au or www.facebook.com/iceafoundation.

Article/Photography:

BY TEGAN MAFFESCIONI

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schools are paramount

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Kidz Bodz provides nutrition education within schools across Australia. We help you inspire your kids to a healthier lifestyle, whilst helping schools meet health curriculum requirements.

WE OFFER: •

Fun, interactive and healthy lifestyle incursions with dynamic educators.

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A 10 week Healthy Eating Challenge Diary for every participant – versions available for junior, middle and senior primary students.

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Access to web-based downloadable nutrition education activities and lesson plans, written by teachers for teachers.

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Parent nutrition education sessions available.

Contact: Fiona Stocks T: 0417 955 377 or E: fiona@kidzbodz.com.au www.kidzbodz.com.au

Edmund Rice Camps for Kids WA (ERCKWA) Edmund Rice Camps for Kids WA (ERCKWA) is a not-for-profit community-based organisation that serves the needs of kids (aged 7-16yrs) and their families. We provide camps and other recreational and developmental opportunities for kids who would not otherwise have such opportunities, supporting kids who are ‘at risk’ or experiencing some form of disadvantage.

Given the nature of the service provided, the kids that attend the programmes come from all areas of WA, a wide variety of cultural and religious backgrounds and whose life experiences differ greatly. Currently Edmund Rice Camps for Kids WA offers a range of programmes to meet the needs of West Australian kids and families including (but not limited to) Mega Camps, Mini Camps (weekend camps), FUN FEST (non-residential activities), Group Mentoring (Eddie Friends) and Regional Kids & Volunteer Programmes (Eddie on the Road).

Edmund Rice Camps for Kids WA also promotes and encourages the development of young adult volunteers. A typical camp sees about 30 kids living and working alongside 30 volunteer leaders. The role of a leader on these camps is more than purely recreation; leaders need to serve as a friend and mentor to the young people.

If you and your school would like more information about Edmund Rice Camps for Kids WA, the School Sponsorship Programme, or other ways to assist please contact Ashley Little, Chief Executive Officer on 08 9365 2811, amlittle@edmundrice.org

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THE AUSTRALIAN CONSORTIUM FOR ‘IN-COUNTRY’ INDONESIAN STUDIES (OTHERWISE KNOWN AS ACICIS – PRONOUNCED THE INDONESIAN WAY (AH-CHEE-CHIS), BASED AT MURDOCH UNIVERSITY, WA – HAS BEEN AWARDED NEARLY $400,000 BY THE DEPARTMENT OF EDUCATION, EMPLOYMENT AND WORKPLACE RELATIONS (DEEWR) UNDER THE NATIONAL ASIAN LANGUAGES AND STUDIES IN SCHOOLS PROGRAM (NALSSP) TO DEVELOP THE INDONESIA FROM THE GROUND UP! PROGRAM; A 12-DAY STUDY TOUR IN INDONESIA. TO FIND OUT MORE ABOUT THIS EXCITING EDUCATIONAL OPPORTUNITY, READ ON....

I

ndonesia from the ground up! will provide Australian teachers (including pre-service teachers) with a comprehensive educational experience of Indonesia: its history, its society, and its culture. The experience has been designed to inspire participants to serve as ‘Asia-advocates’ within their school and discipline communities. It will increase and maintain the supply of quality teachers of studies of Asia, providing participants with direct personal knowledge and experience of Indonesia to be incorporated into the teaching of Humanities and Social Science subjects.

ACICIS is an innovative, non-profit, national educational consortium of 24 universities, with an impeccable pedigree, that for 16 years has conducted a range of

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study options in Indonesia for university students in Australia. There are currently 10 study options available across 7 Indonesian universities. ACICIS has sent over 1,300 students to Indonesia to study since 1995. Initially, ACICIS primarily offered Indonesian language semester study options, but have now branched out to other areas. ACICIS offers incountry study options in the areas of Journalism, International Relations, Development Studies, Islamic Studies and Teacher Training. ACICIS has a Perthbased Secretariat at Murdoch University and also an office in Yogyakarta. ACICIS prides itself on providing in-country study with the best possible education experiences for students/teachers, in a safe, secure and supportive environment.

In 2010 ACICIS received a NALSSP grant to establish the Indonesian Language Teacher Immersion (ILTI) programs (both a semester program and a short course). Seventeen teachers from around Australia attended the ILTI Short Course pilot which ran in January 2011, at Sanata Dharma University in Yogyakarta. Some of their comments about the program are below: “I was amazed at the quality of the ILTI program” “If you want a truly unique experience with study and culture, the ILTI short course is your best bet.”

“This has been one of the best PDs I have ever done as it has given both my teaching and my language skills a welcome boost!”

INDONESIA FROM THE GROUND UP! WILL PROVIDE AUSTRALIAN TEACHERS (INCLUDING PRE-SERVICE TEACHERS) WITH A COMPREHENSIVE EDUCATIONAL EXPERIENCE OF INDONESIA: ITS HISTORY, ITS SOCIETY, AND ITS CULTURE.

to attract a broad range of teachers, and offer an experience of Indonesia that is often concealed by negative stereotypes and popular holiday destinations.

ACICIS Founder and Director Professor David T Hill, who is Chair of South East Asian Studies at Murdoch University, said the program would give teachers the chance to immerse themselves in Indonesian culture on a 12-day study tour to the country.

“We know that if students are to have the best chance of learning a language, language instruction needs to be supported across all curriculum areas, with the involvement of non-language teaching staff,” he said.

These teachers will become ‘Asia advocates’ who can incorporate their new knowledge of Indonesia into their teaching and inspire their students.

They will have a dramatic impact on the teaching of Asian studies and make a substantial contribution to supporting language learning.”

“What a difference 3 weeks can make to your language skills and understanding of Indonesian culture!”

ACICIS hopes that it can continue to create high quality teacher training programs, including the development of the Indonesia from the ground up!

Program. It will provide a unique balance of academic and ‘hands-on’ experiences, bringing scholarly analysis alive through practical engagement.

The 12-day educational experience in Indonesia will be open for any Australian teachers. It will give participating teachers the enhanced skills required to incorporate Asia-related materials into the Humanities and Social Science learning areas. The program is not intended for language teachers – it is designed for the teachers of history, geography, arts, business, environment,

media, and citizenship – those who have little or no Indonesian language skills.

All program activities are designed to provide experiences and skills relevant to future classroom integration of studies of Asia, across the range of curricula, bringing Indonesia out of the textbook and into teachers’ lived experience.

The two pilot tours will be fully funded

by NALSSP to ensure the bedding down of the program and to establish its popularity and benefits in the target community of teachers and across educational jurisdictions. The first pilot program will run in July 2012 and the second will run in January 2013. The teachers will travel around the islands of Java and Bali, visiting a range of significant landmarks, various organisations and educational institutes. The mix of theoretical and practical activities provided on this tour will be designed

To find out more about ACICIS, please see our website: www.acicis.murdoch.edu.au CONTRIBUTORS: Director Professor David Hill, ACICIS Founder, Chair of South East Asian Studies (Murdoch University) PHOTOGRAPHY: Courtesy of James Walsh, Ingrid Colman (Mt Nelson Primary School, Tasmania)

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Scitech...fostering Aboriginal Learning...

TO FORMER NT TEACHER, MICHELLE PROCTER, DEVELOPING AN INDIGENOUS WORK EXPERIENCE PROGRAM FOR SCITECH WAS A NATURAL STEP IN FOSTERING POSITIVE LEARNING OPPORTUNITIES FOR ABORIGINAL STUDENTS. READ BELOW ABOUT MICHELLE’S INVOLVEMENT IN THE DEVELOPMENT OF SCITECH’S INVALUABLE WORK PLACEMENT PROGRAM...

M

ichelle Procter has strong ties to the Indigenous community, growing up in the Northern Territory and marrying into an Indigenous Torres Strait Island family.

“In the Northern Territory, the percentage of Aboriginal kids in schools is roughly the same as non-Aboriginal children so I have always been surrounded by the Indigenous culture and way of life,” she explains.

“I always wanted to be a teacher, and spent 18 years teaching in areas with high Indigenous populations, so my role in developing this program has been a very natural progression, both personally and professionally.”

30

After joining Scitech in 2009 as their Aboriginal Education Consultant, Michelle was keen to look at ways to reward and engage young Indigenous students and foster a positive habit of learning.

“I sought out one of my relatives, Brad Collard, who is the Director of the Clontarf Football Academy at Gilmore College, and we discussed the idea of a Scitech Work Placement Program,” Michelle continues.

“The primary aim was to develop an opportunity for students to be able to explore future career options and through this instil in them an interest and love for science.”

Michelle developed the program in between her long stints on dirt roads travelling to the State’s most remote rural communities which she visits regularly as part of her role at Scitech to provide professional development to the local school teachers, principals and administrative staff.

Following months of consultation, planning and development, the Scitech Indigenous Work Experience program was rolled out in March and is specifically designed for Years 11 and 12 Aboriginal students. The program aims to demystify science and prove that it is not as daunting or difficult as they may think.

Sydney Hart prepares to go on a Scitech Outreach tour.

At the induction session, 13 students from Gilmore Academy explored Scitech’s exhibits, watched a show in Horizon – the Planetarium and undertook science experiments.

“It is a great opportunity for the students as well as the Scitech staff who mentor them,” she explains.

“Two students from the Academy take part in a weekly program where they experience many aspects of Scitech including working on the main exhibition floor with our science communicators, taking part in programs in the CSIRO Lab, and in the Digital Studio, as well as going out on the road with our Outreach team.”

Clontarf student, Sydney Hart, was the first student to participate in the 10week program and said his highlight was developing and building exhibits in the Scitech workshop.

“The work placement at Scitech was really hands-on, so I got to see how

much time and effort goes into building exhibits.”

“The program aims to help students like Sydney become familiar with the workplace environment,” says Michelle.

“And the experience has really made a difference in Sydney’s confidence while reinforcing his interest in Science and Technology.”

After completing the program, Sydney was offered an Aboriginal school-based traineeship with BHP Billiton Nickel West in Kwinana which he hopes will lead to a trade in fitting and boilermaking.

Since the program began, 24 Aboriginal male students have taken part, and a female students’ component is currently under development.

CONTRIBUTORS: Sarah Bassham (Scitech Communications Manager), Michelle Procter (Professional Learning Consultant/Aboriginal Education Officer Scitech) michelle.procter@scitech.org.au PHOTOGRAPHY: Courtesy of Scitech

Brad, who assists the students with the transition between the Academy and the workplace environment, is full of praise for the program.

“Scitech is an amazing organisation which is prepared to take a punt on helping out our Clontarf boys. We fully commend them for assisting our young men.”

31

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E H E R I T A G

113

Inter-Form 112

Swimming

commenced with the pre-carnival he Inter-Form Athletics Carnival events a week before the official Hurdles, High Jump and 1500m the perfect platform sunny conditions provided Carnival day. The warm and of t and competition. The spirit for a day of enthusiasm, encouragemen officiating or whether they were competing, all students was exceptional, students sight to have over one thousand spectating. It is a truly wonderful on the College oval. and staff interacting positively the following with high, was competition Once again the standard of on the day. students breaking records Callum Corbett, Kieren Pollard Year 7 (Male) Taylor Lawler, Danielle Zaninovich, Year 7 (Female) Gemma Devitt James Miotti Year 9 (Male) Emilee Salleo, Lauren Plati Year 10 (Female) Brendan Collins Year 12 (Male) Jessica Mondello, Ellie Naisbitt Year 12 (Female)

T

previous year.

ns, the standard Despite the trying conditio was participation of swimming was high as part in both the with most students taking events. novelty and g traditional swimmin The was held at Challenge Stadium.

The Years 10, 11 and 12 Carnival our preparation for s are an important part of Swimming Championship outstanding Carnival. There were many the ACC ‘A’ Division Swimming

NS INDIVIDUAL CHAMPIO Year 7 (Female) Year 7 (Male) Year 8 (Female) Year 8 (Male) Year 9 (Female) Year 9 (Male) Year 10 (Female) Year 10 (Male) Year 11 (Female) Year 11 (Male) Year 12 (Female) Year 12 (Male)

performers on the day.

NS INDIVIDUAL CHAMPIO Grace Hull George Harley Caitlin Maughan Bailey Russell Maddelyn Rimmer Bradley Whyte Elise Smith Kyle Robinson Demi-Lee Russell Conor McGuire Nastassia Hogan Mackenzie Morgan

Year 7 (Female) Year 7 (Male) Year 8 (Female) Year 8 (Male) Year 9 (Female) Year 9 (Male) Year 10 (Female) Year 10 (Male) Year 11 (Female) Year 11 (Male) Year 12 (Female) Year 12 (Male)

8

The College

Jorja Artaud Kieren Pollard Ruby Warne George McColgan Lucy Cockman Matthew Franken Georgia Meyers Marcus Zimoch Lizzy Hull James MacLean Julia Moore Lachlan Farmer

Year 7G, Year 8C, Year 9C

CHAMPION Gemma Devitt Callum Corbett Kelly Stevens Tristan Salleo Tessa Stewart Gregory Clark Emilee Salleo Torren Diletti Maddison Fairburn Julian Salleo Ellie Naisbitt Paul Clark

OPEN DAY

The Ministry Team has been involved in several major fundraising events this year. Term One was largely taken up with Project Compassion and the team worked hard selling small Easter gifts that students could purchase for their friends and have them delivered to their Homerooms by the ‘Easter Bunny’. In Term Two the Ministry team worked at organising and running the ‘MCC’s Got Talent’ competition, which raised funds for Mandurah Catholic College’s Nairobi Mission and St Vincent de Paul. The Ministry team members have also been involved in their own House fundraising events and of course the Patrons’ Day Fete.

Mass is an essential part of the Catholic faith life and at school we endeavour to provide the students with Eucharistic celebrations that are meaningful and uplifting. As always Fr Gerald has assisted us with this in 2011. Our two Parish Mass celebrations, where parishioners are invited to celebrate with the students, were celebrated on Ash Wednesday and the Feast of the Assumption, and it was great to see so many parishioners attend. A huge thank you needs to be extended to Fr Jay for saying Mass on the Feast of the Assumption as it was daunting with over 1200 people there.

our website for more Last Tour 11.20am, visit Avenue) (Parking off John XXIII

Faith in Educat

ENROLMENTS YEAR 7 2013

the most important your child is one of secondary school for Choosing the right Catholic make. decisions you will ever

Year 7 2013. accepting enrolments for The College is currently Year 7 2012. number of vacancies for There are also a limited through any year level can be arranged Enquiries and tours for 998 894 0407 Mobile Pizzo Del Mr Ric

Should you select:

RUNNER-UP Taylor Lawler Jamie Bevan Michaela Scamaton George McColgan Anna Watt Matthew de Lima Lauren Plati Zac Plakakis Meg Burns Conor McGuire Sarah Brooke Brendan Collins

• • •

g academic through rich and challengin an education for life A school that provides and boys? ds, interests experiences for both girls of different backgroun community where students A vibrant, friendly school on equally?

School with an emphasis and abilities are welcomed Middle the in e al programm dness, and An innovative education thought, international-minde ent critical and creative

promoting independ citizenship? espousing responsible joining a connected Christi College you are son or daughter at Corpus When you enrol your reach their potential. supporting students to community inspiring and the 2011 WACE a General Exhibition in lations also Dux Annabel Price on achieving College ate congratul We for Religion and Life. Congratu received a Certificate of Distinction Kane Tomasevich, who 38 and Examinations, along with Sport, in 90, the receiving a VET Exhibition an ATAR greater than to Clare O’Meara on With 39 students achieving Sport. for students. to a Certificate of Distinction and vocational pathways both university entrance College is proud to offer 15 March 2012.

13 March and Thursday the public on Tuesday to open be will The College us.wa.edu.au/onlinebookings RSVP now at www.corp

THE FREMANTLE PUBLIC SCHOOLS PARTNERSHIP

12D Year 10H, Year 11B, Year Year 7D, Year 8E, Year 9C,9 for their contribution to another I would like to thank everybody put in a huge amount staff and Maintenance staff successful carnival. The PE rest of the staff and on the day, whilst the of effort prior to the carnival A big thank and supervising spectators. perform valuable roles as officials of the staff and students for the provision Support Education the you to official duties.

Heart Café and assisting with Luke Skerratt Education Head of Health & Physical Learning Area

these values are reflected in so many of the things we do. As part of this focus on the Holy Family, it was decided that the College should have a new prayer that would be said by all students from Kindergarten to Year Twelve. Several people put forth ideas and eventually a prayer written by a Year Eight student, Emily Ferraro was chosen and slightly adapted to create the Mandurah Catholic College School Prayer. It was so wonderful to have a student write the prayer and to hear it said for the first time at our Patrons’ Day Mass. Emily has left a lasting legacy at MCC already and she still has four more years to go!

M - 12.00PM 26TH MARCH 2011 • 9.00A information.

ISTI COLLEGE CORPUS CHR ion Creates a Bright Future

CHAMPION FORMS

I

t has been another busy year at Mandurah Catholic College for the Ministry Team and myself and it is hard to believe that it is all about to end. I with official assistedlike to thank the Ministry Captains, staff and students whowould I would like to thank all the run the events Rebekah Weller, Tabitha Wilkie, Abigail as the competitors for helping duties at the carnivals, as well along to support came who O’Loughlin, Jesse Walker, Ashana Wicks to thank the parents smoothly. I would also like and Olivia Mullen for their support and the students and provide assistance.

Skerratt Luke in assistance 2011. A special thank Education you needs to go to my Ministry Prefect, Physical & Head of Health Area who went above Learning Christine Le Tessier, and beyond in many of the things she did.

CHAMPION FORMS

ISSUE 1

2011

BALI’S GREEN SCHOOL Pioneering Sustainability Within s.wa.edu.au www.corpu

Education

Phone: 08 6332 2500

.edu.au or Email: enquiries@corpus.wa

WA PREMIER’S ANZAC TOUR Our Students Pay Tribute

Thank you to everyone who has helped me this year with retreats, Mass, liturgies, prayers and prayer services. It is all of you, who model what Christianity

COLLEGE MUSICAL

F

or the 2011 musical Seussical, Kolbe Catholic College went to back to childhood, reliving the works of the brilliant Dr Seuss.

The musical was presented at the Mandurah Performing Arts Centre and we played two shows to nearly sell out crowds. is. I pray that all our Mandurah Catholic College family; staff, students, parents and friends, have a safe and happy summer holiday.

The musical involved over 100 students from Years 7 to 12. These students worked extremely hard, rehearsing since Term 4 2010, to make this a professional and entertaining show and I believe they were completely successful in this endeavour. All the students involved in this process demonstrated their talent and commitment to the production.

As I said to them at the cast party after the show, their extraordinary dedication made this an enjoyable endeavour for all concerned. I would like to congratulate the students in the cast, band and backstage crew for the astonishing time and effort they have all put in for the duration of the project.

God Bless.

Susan Macdonald Coordinator of Ministry

This year the College has placed a focus on our Patron, The Holy Family. The Holy Family is a symbol of faith, love, hope and peace and I feel that at MCC SCRIBE MAGAZINE

PH: FAX: EMAIL: WEB:

been built upon the of John XXIII College has The uniqueness and excellence of developing people of care, and its Ignatian tradition Catholic ethos of individual located in Mt Claremont, compassion. Conveniently competence, conscience and from Kindy to Year 12. onal environment for students the College offers a co-educati

T

was held 9 Inter-Form Swimming Carnival he College Years 7, 8 and standard of and humid conditions. The at Arena Joondalup in hot taking part in participation with most students swimming was high as was students George and novelty events. Year 7 both the traditional swimming days, breaking a Pollard had very successful Harley, Grace Hull and Kieren number of records set the

• 2011 Number 28 • November

Athletics

Inter-Form

Many staff members also worked tirelessly on this undertaking. In particular the Performing Arts staff involved, Mrs Sally Shanassy, Mr Nick Fielding, Mrs Helen

08 9433 5493 08 9264 8230 info@scribemagazine.com.au www.scribemagazine.com.au

Metcalfe, Miss Marie Cole, Mrs Olivia Venables and Mrs Louise Vincent, who put in a huge amount of work on the project. Countless other staff members and parents were also involved in various backstage and onstage roles and without these people the show would not have been the huge success that it was.

Seussical was a grand sensation with over 1000 people coming to see it over the two performances.

My personal thanks goes out to all the families and friends of Kolbe Catholic College for your support in this event and your consistent encouragement of the Arts at Kolbe Catholic College.

Without this support it would not be possible to provide these opportunities for our students.

This has been a great experience for all involved. I know that like me, most of the students have many memories and new friendships that have come out of this time together, some that will stay with them for years to come.

“I DO NOT LIKE GREEN EGGS AND HAM I DO NOT LIKE THEM, SAM-I-AM DO NOT LIKE THEM HERE OR THERE I DO NOT LIKE THEM ANYWHERE. “

Ms Katherine Gauci Drama & Productions Coordinator

PO BOX 3072 MYAREE LPO WA 6154 MINISTRY STUDENT COUNCIL 2011

2010

9

12

89%

88%

91%

93%

89%

2007

87%

84%

84%

91%

86%

2008

88%

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2009

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I and II qualifications.

School participated in The 11 Year 11 students West and WA program at Polytechnic Apprenticeship Link

Indicators (low score preferrable)

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GRADUATION OVER

98

92 90 2005

2006

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2008

State 2010

2010

2009

Australia, University of Western than state and significantly higher 2 subjects achieved expected levels, Award 2010 a Top Public School Lynwood SHS received

•

orti

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2008

99

Year 10

Year 9

GRAPH 10. PERCENTAGE 100

LOWER SCHOOL achievement achievement academic Student Lower School across all Learning distribution of grades is measured by the of A – E grades. normality in the proportion Areas and indicates are being met. Firstly two specific targets class It is pleasing to see This reflects again Assessed grades. the reduction of Not • of assessable work. in the submission attendance and increase for Year 12 Achievement. corresponding increase in D grade with a indicates Secondly a reduction data collected that This is in line with in C achievement. relationships that and Training are building quality Vocational Education in students and teachers 12 were successful achievement. The in Years 10, 11 and engagement and better In 2010, 61 students rigour are resulting in more academic real a of VET pathways: B grades indicate pursuing a variety distribution of A and and expectations. completed by 16 again in line with targets I qualifications were with • 21 Certificate arrangement ACHIEVEMENT through an auspice LOWER SCHOOL Year 12 students GRAPH 11. STUDENT Polytechnic West.

Certificate II achieved a partial • 8 Year 11 students with National 35 an auspice arrangement qualification through 30 with Corporate Training.

Profile in courses through 25 • 20 students participated achieving a Certificate III, 6 students 1 student achieving I Pre20 achieving Certificate Certificate II, 4 students partial Certificate 15 9 students achieving Apprenticeship and •

•

Affi

ial

Year 8

People

Structures

des

1

86

Mo

2

of Education (WACE) West Australian Certificate their WACE and 12 students achieved in • 100% of Year and the first time higher than 2009 graduation, 2.3% Lynwood’s history, an ATAR, • 54 students achieved 67.85 • Median ATAR an offer to enter were eligible to receive • 85% of students a University course, of WA Certificate a Curriculum Council • 4 students achieved of Excellence, Alumni Club to the 95+ ATAR admitted was from the • Alif Sajam Fogarty Scholarship and received a prestigious

Academy of Beauty.

Apprenticeship started a School Based 1 Year 11 student School-Based started an Aboriginal and 1 Year 11 student Traineeship.

Certificate I in students achieved 4 Year 10 Aboriginal Business.

10 5 A

B

E

D

C 2008

2009

NA

2010

STUDENT SUCCESS

SATISFACTION PARENT AND STUDENT was commissioned SENIOR SCHOOL Satisfaction Survey” continued as an the of students was During 2009 a “Parent directions on which Mentoring and monitoring indication that the their potential in students reaching resulting in a strong parent expectations. was maintained on were in line with The consistent the emphasis school was embarking post school destinations. positive attitude to part of the achieving their desired were highlighted in is now becoming Significant increases learning, care of students, application of these processes to approach to student and is supplementary schools ethos and the school’s behaviour established Senior School culture are being and support for will In this way students and understanding in 2011 a new survey timetabled courses. success. and strategies. Later on student’s management policy skills required for ongoing the Australian Council trained in the essential in accordance with be commissioned This survey will be and Assessment (ACARA).

Academic Reporting satisfaction. parent of a standardised measure

5

4

Court.

Ningaloo

World Challenge

4

r Outdoo Education

Leeman

Harmony Day Congratulations to the World Challenge Team 2010 for a truly memorable and inspiring month spent in Vietnam and Cambodia. The team consisted of Nadia Sharpe, Eden Short, Jordan Baynes, Josh Cant, Kalem Burside, Liam Bickerton, Olivia Barber,

Shoalwater

Lynwood Senior High School

Jon Manietta, Zac Saratlija, Nina Kelly, Kester Ting and Ms Harris.

Throughout the month the team was faced with many challenges. Negotiating the chaotic traffic when crossing the roads was a feat in itself!

Buying food from street stalls, finding accommodation and restaurants, sourcing transport to get from one venue or town to another, trekking for days in the mountains of Vietnam and learning about the rich and colourful culture of these ancient and proud

people, were all masterfully accomplished by the Team even with the language barrier that existed.

The Team also learnt of the recent tragic history of Cambodia under the murderous and ruthless rule of the Khumer Rouge. These lessons no doubt gave the

Team inspiration for the hard work that lay ahead of them.

The Team travelled to the north of Cambodia to a small underprivileged village called Makak. There they lived for a week with the locals - no electricity, running water or telephone service. They helped the local community build two classrooms for the children in

the area. Our students were marvellous ambassadors for not only their own families but for our school, and indeed for the youth of Australia.

Lynwood Senior High School

by Mr Barry u . acertificate d uhis a . ewith

Score

3

88

Rep

% Attendence

4

90

82

A

1

Not Assessed

SATISFACTION

GRAPH 9. STUDENT Feeling Welcome

SHS effort of Hamilton continued the great to be nthony Cantali Impillino a state wide completion was selected from students when he Sir Charles Court leadership to participate in the holiday break. one of only 30 students during the July school program held at UWA to and he had the opportunity skills week was “inspiring said “the leadership Anthony said the Most importantly he the time”. make lots of new friends”. of value for the future and fun at if offered to taught was both they were is a great opportunity 9310 5648 that this program 61 8 Anthony suggests skills.

Facsimile: 2500 important Telephone: 61 8 6332 is presented to learn and develop students next year Willetton WA 6955 Anthony Cantali Impillino

w w w. c o r p u s . w

TREND 2008-2010

92

84

Celebrating 279, WA 6150 PO BOX

Seldom

Sometimes

Often

Consistent

94

Garry Ruddick Environment HOLA Society and

Murdoch Drive, Bateman

10

GRAPH 7. ATTENDANCE

and an opportunity “Great memories aim for” were all student should on what was a Jessica’s parting words wonderful life experience.

NAIDOC Week

10

8

11

YEAR

Affi

selected by essica Cardoso was club to be its the Cockburn Rotary to attend the student representative in Citizenship week-long Adventure Jessica recently camp in Canberra. meeting where attended a Rotary to thank the she had the opportunity club and also give Cockburn Rotary away. Jessica’s talk details of her week by the Rotarians. was well received week was full of Jessica said “the and learning. great adventures a budget debate From attending to visiting in Parliament house, Museum and War Australian the College, each day Duntroon Military Jessica also held something new”. had a great met some new friends, some very host family and survived cold days.

Science Week

30

Curtin University and a partnership with In 2009 we also began Data generated Education Centre. the Science Mathematics across the school in various classes of from a survey of students rigour and quality of the care, academic reflected their view In all criteria 2010 occurring in the classroom. care, teaching and learning 88% 86% State learning, social development, 86% 87% 90% including: individualised levels and actual 2010 and relevance; preferred student management In essence students insignificantly different.

AND BEHAVIOUR levels of delivery were Validation of this ATTITUDE EFFORT student a quality education. been to maximise they are receiving has of testing believe target program Our Lower School measure this engagement data has been achieved via a comprehensive allowed learning process. We reliable. 2010 also engagement in the of Consistently, Often, and re-testing and has proved most and its holistic and Behaviour ratings on the whole school

by Attitude, Effort Assessed. Our reflect Not to and student an opportunity positive), Seldom to every aspect of the us Sometimes (most safety with respect the percentage of climate of care and has been to increase measures were achieved improvement target the greatest proportion development. Significantly the highest and the Consistently being and social development first three ratings with proportion. Clearly in: inclusivity, community the instances Assessed the smallest environment; whilst and Seldom and Not most positive ratings of a safe and caring low. in 2010 with the were measured as of development this has been achieved bullying and racism in as a direct result for a sample of unresolved conflict, Assessed has reduced indicates these results at over 90%. Not understanding of attendance and better Graph 9. Student Satisfaction increased Lower School of over 500 students. each of these criteria.

J

Sir Charles Court m Leadership Progra

2010

40

20

YEAR GROUP

in Rotary Adventure Citizenship

98

EFFORT AND BEHAVIOUR:

50

Un

ANNUAL REPORT

6 • October 2011

higher than state means.

Soc

Newsletter ISSUE

STUDENT ATTENDANCE followthe monitoring and the improvement in in A clear indication of vast improvement to students is the up procedures pertaining rate is significantly groups the attendance attendance. In all Year

% Students

GRAPH 8. ATTITUDE

ge

Corpus Christi Colle

47

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34

I

n the last issue of SCRIBE we ran an article on Green School in Bali, the world’s first ‘green’ school which has a unique approach to education: an inspiring environment, world class teaching methods and connection to nature combined in a revolutionary way to help create future leaders and stewards of our planet. Green School have again contacted us wishing to share with you information on their new Green SuperCamps which they to plan to hold each year. Read on to find out more about these academic, life skills camps that you or your school may be interested in attending…

The first Green SuperCamp was held for 11 to 13 year olds in July 2011 with great success. This has now led to the muchanticipated, inaugural, Senior Green SuperCamp for 14 to 18 year olds which was recently held 16-23 December 2011.

Based in the USA, SuperCamp has built a reputation after 30 years as the world leader in summer enrichment camps.

SuperCamp uses proven research from the fields of education, neuroscience, cognitive and behavioral psychology, and adolescent development to create an environment of engaged, joyful, successful learning. This is the first time that a partnership like this has focused on educating young leaders in environmental leadership.

SuperCamp Founder co-founder, Bobbi DePorter, commented on the first Green SuperCamp, “Our partnership with Green School comes at an important time, when students are already seeking ways to be more globally aware and environmentally responsible. What better way to spend the summer than in the heart of Bali,

at a school that has built a name as the world’s first green school.”

Cynthia Hardy, co-founder of the Green School, added “Our Green School Curriculum has so much in common with the SuperCamp ethos of responsibility, learning by doing and putting the unique needs of each child first. This SuperCamp is unique in combining many, fun and engaging activities from nature with SuperCamp’s proven formula for results.”

The Senior Green SuperCamp brought together young leaders, aged 14 to 18, from around the world for an inspiring, interactive seven days. The camp equips them with a far greater awareness of the impact they can have on their community, environment and the future of the planet.

The result of a partnership between two pioneers in education, the Green School and SuperCamp, the first Green SuperCamp attracted 70 students and facilitators from Asia Pacific, Australia, New Zealand, China, South Africa and as far afield as Canada and USA. The seven-day camp brought together accelerated learning skills with an immersive experience in nature. Students were involved in activities such as ropes courses, traditional martial arts, the mud pit, interactive games and natural art, as well as speed reading skills, memory, Maths, and the eight keys of excellence.

The unique location allowed students to stay on campus in a traditional village and camp fire setting, with fresh food grown on the grounds of the Green School.

35

Green School also runs Green Camp school retreats for school classes to visit for an immersive experience as part of their environmental studies program. You can learn more about these opportunities at www.greensupercamp.com SuperCamp is the original academic and life skills camp. Started in 1982, it was the first camp of its kind in the United States. Now, they have become the trusted worldwide leader in enhancing academic, leadership, communication and relationship

skills for students. Co-founder, Bobbi DePorter, is acknowledged as a leading authority on effective learning and youth development.

SuperCamp’s impressive results have gained the attention of top educators in the United States. This recognition led Bobbi and husband, Joe Chapon, to develop Quantum Learning Education school programs for students, teachers and school administrators. To date, over 70,000 teachers in thousands of schools and districts across the nation have been

trained in the same Quantum Learning methods that are used so successfully at SuperCamp. You can learn more about them at www.supercamp.com or contact Green SuperCamp at; info@greensupercamp.com http://www.facebook.com/pages/ Green-SuperCamp/195144683861887 http://www.greensupercamp.com

AT JUST $20, THE NEW ISSUE OF KIDZABUZZ IS OUT NOW AND VALID UNTIL NOVEMBER 2012 – THAT’S 14 MONTHS OF VALUE. IT COMES IN REALLY HANDY DURING SCHOOL HOLIDAYS AND MAKES A TERRIFIC GIFT FOR FAMILY AND FRIENDS. If you’re looking for a unique and healthy fundraising idea, KidzaBuzz offers generous returns of up to 25%. This year we’ve got a record number of schools on board, preparing to fundraise during Term 4. We’ve got an easy to follow ordering system and supply fundraising coordinators with forms, flyers and a sample book, plus all the support you need to maximise returns for your school.

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EXPRESSIONS OF INTEREST

‘HELP to HOPE’ QUEST 2013

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n the Launch Issue and Issue 1 of SCRIBE Magazine, we introduced our readers to The Mama Paulina School of Hope, a small remote school in the village of Mukuro, in the South Nyanza province of Kenya, Africa.

The team at SCRIBE have adopted the school as one of our major charity projects and we have a long-term goal and vision to assist in the development and education of these disadvantaged children and their school.

We are seeking interest from WA educators who would be interested in being part of a team of 20 to spend 3 weeks at the school in the school holidays January 2013.

The ‘HELP TO HOPE’ Quest will involve a selected group of WA Educators collectively fundraising in their respective school communities throughout this school year, 2012.

In conjunction with the Mama Paulina School of Hope, we have developed a list of requirements including materials for completion of the existing school block and the erection of an extended block which both include building

supplies, labour, classroom supplies, water storage facilities and elecricity to name a few. We will be breaking these requirements into ‘fundraising modules’ for each selected Quest member. In conjunction with key educational and travel companies, SCRIBE Director Cam Allen will be travelling to Kenya in April 2012 to meet with the school and fine-tune the Quest arrangements.

Our aim is to do as much as we can throughout 2012 in raising the necessary funds and utilise the talents and skills of each selected Quest member in a 3-Week extended trip to the village in January 2013. This is a chance to make a real difference to many young lives and be part of a rewarding ‘personal life experience’.

If you feel this is something that you are ready to do, and are willing to be part of, please email your expressions of interest to scribe@scribemagazine.com.au. We are developing an application form for interested educators to be a part of the journey.

www.scribemagazine.com.au • scribe@scribemagazine.com.au Phone: 0402 234 280 • Find us on Facebook !

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4 Minutes

Orana Catholic Primary School students (L-R) Christopher Daudu (Year 6), Samantha Bozanich (Year 1) and Jean McKinley (Year 2) with School Principal, Mr David Barns. The beautifully presented Willetton-based Primary School staff and students take an enormous amount of pride in their immaculate school grounds and their warm and friendly family-orientated school community.

“MARKETING IS ABOUT VALUES. THIS IS A VERY COMPLICATED WORLD. IT’S A VERY NOISY WORLD. WE’RE NOT GOING TO GET A CHANCE FOR PEOPLE TO REMEMBER A LOT ABOUT US. NO COMPANY IS. SO WE HAVE TO BE REALLY CLEAR ABOUT WHAT WE WANT THEM TO KNOW ABOUT US. OUR CUSTOMERS WANT TO KNOW WHAT WE STAND FOR. WHAT WE’RE ABOUT IS NOT MAKING BOXES FOR PEOPLE TO GET THEIR JOBS DONE - ALTHOUGH WE DO THAT VERY WELL. WE BELIEVE THAT PEOPLE WITH PASSION CAN CHANGE THE WORLD FOR THE BETTER. THAT’S WHAT WE BELIEVE.” STEVE JOBS, APPLE CO-FOUNDER 38

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t takes just a quick glance, maybe three seconds – for someone to evaluate you when you meet for the first time.

In this short time, the other person forms an opinion about you based on your appearance, your body language, your demeanour, your mannerisms, and how you are dressed.

With every new encounter, you are evaluated and yet another person’s impression of you is formed. These first impressions can be nearly impossible to reverse or undo, making those first encounters extremely important as they set the tone for all the relationships that follow.

school; they will walk on to the site, up the pathway, enter the school reception area and have their first encounter with a member of staff. The following abbreviated checklist based on current research has been developed by Mr Edd Black, Principal at Huntingdale Primary School WA and former Judge and Chair of the Customer Service Council of WA and Service Awards. The list is designed to assist schools with improving on that vital “first four minutes”:

POSITIVE IMPRESSIONS CHECKLIST:

The same is applied to schools in general; your clients are prospective parents and students.

ENTERING THE SCHOOL SITE

There is a consensus amongst researchers and practitioners from various industries that the first impressions of an organization are infinitely more powerful than previously thought. People working in the field of Customer Service often talk about the “first four minutes”. Many suggest that the impressions – positive or negative – gained in the first four minutes of entering an organisation set the customer’s view of the organisation.

School sign and signage – Are they clear, fresh, graffiti-free, is it easy to find the office?

Consider what happens in those first four minutes a new parent visits your

School Entrance and verge – Are there weeds, visible litter, and dead plants?

Entry gardens and paths – Are they neat, green, litter-free and safe?

Office entry – Is it clean, are old notices stuck on windows?

Reception area – Are stock and boxes out of sight – not on the floor in full view, is there dated material on pin up boards, are displays tidy and dust-free, are any pot plants there healthy, flowers

at reception, visitors chairs, reading material?

The Greeting at Reception – Staff name badges, receptionist smiling with a positive welcoming greeting, efficient?

The Telephone – Clear greeting with positive tone, staff identify themselves, no boring on-hold chimes, efficient transfer of calls, answering machine message and service available after hours?

While schools can have major demands for capital works and grounds funds to improve their sites, substantial improvement to impressions can be achieved with low resource demands.

Basic signage, a few pot plants, an answering machine, basic garden plants and office display material can entirely change those all important first impressions. This simple yet doable list aims to lift a school’s image with all its stakeholders.

Mr Black stated “customer service research shows that making a good first impression makes such a difference to how a school or any professional organization is viewed by potential and existing customers. School Registrars and Business Managers would be well advised to grasp the checklist in one hand and their Principal in the other (gloves might be required in some

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cases!), then walk out to the entrance of the school and give the checklist a whirl – it could be fun, it could be a sense of accomplishment or it could even be a major wake-up call! Firstly, phone your own school to check out the response, then lead your Principal down the garden path….you will no doubt be surprised at the number of little things that can be improved upon. This requires very little funding, a few discussions with key staff members and with a bit of zip you can give your customer service rating a real lift! No time like the present!”

How are visitors greeted in your school environment, will they remember your school above the rest?

Does your school’s atmosphere shout “Welcome!” to parents, students, and staff?

important to ensure that the parents and students know that your school is a safe place where learning takes place, both for students and staff.

Being visible is part of the job; being visible and approachable go hand in hand. Get out there at the end of the school day, talk to parents and students; this helps create a welcoming atmosphere that keeps you in tune with what’s going on. It’s a win-win situation.

FIRST IMPRESSIONS MATTER Don’t let your parent reception area also be the area where students who are in trouble wait to see the Principal.”

Small placards that say “Hi,” “Hello,” “Welcome,” or “Welcome to Our School” in many different languages is

OFFICE STAFF; YOUR SCHOOL’S PR FIRM Visitors who step onto your school grounds/campus should always be greeted with a friendly ‘hello’. Frequently, the front office is where that friendly first impression is made. Your aim is to have visitors comment that there is a spirit of warmth and friendliness on first entering your school. Office staff, teachers and aides all need to take responsibility for making sure guests feel welcomed at the front office. Saying hello, providing useful information, and having a warm smile make all the difference.

While a Principal can set a welcoming tone for a school, the Receptionist at the front desk is key. He/she has to check ID cards and give guests their visitor badges or nametags, all the while making sure

Huntingdale Primary Year 7 students Abbygail Webb and Luke Tanner with School Officer, Mrs Christine Downey and Principal, Edd Black. Huntingdale Primary School are a WA standout in making visitors to their school feel welcome!

All Principals and Administrators want their schools to feel warm and welcoming. While important, remember that making a school ‘welcoming’ is much more than a list of things we can do. Creating a welcoming atmosphere is more an attitude than anything else – an attitude that starts right at the top.

KERB ENTHUSIASM Where possible, have the Principal or someone else stand in the lobby to welcome students and visitors into the building. (OK, we are all busy, this is totally unrealistic for the majority of schools...the concept is very romantic... but you never know). Some schools could have their Assistant Principal stand at the side entrance to do the same thing. It is

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a great idea and on the reverse side of those signs, print with foreign language expressions that translate to mean “Good-bye,” “Thanks for coming,” or “See you soon.” This can be done on the school photocopier and laminated for longevity!

When parents and visitors reach the school’s front door, the welcome signs on the door can make a big impression too.

A sign that says STOP in big letters or a sign that greets visitors with the words “WARNING! All visitors must first report to the front office” is not very welcoming.

Signs at the front door should provide directions to the office, but ensure the language on those signs is welcoming, not offensive.

they feel welcomed and wanted. He/ she must have that same warm and welcoming presence on the phone. The receptionist is your number one public relations person; therefore it is extremely important that the School Receptionist/ Secretary be calm, pleasant, and professional at all times, you never know who is walking into your school.

The front office in the majority of schools is a busy hub of activity: between visitors, parents registering students, late and early release kids and educational suppliers, staff should always try to be friendly and helpful. Sometimes it isn’t easy, but it is of paramount importance to go out of your way to remain friendly and courteous at all times because the front office operation is the first – and sometimes the only – impression that many visitors will have of your school.

CONSIDER WHAT HAPPENS IN THOSE FIRST FOUR MINUTES A NEW PARENT VISITS YOUR SCHOOL...

If any Principal wants to know how their building “feels” to a visitor or caller and wants to gauge how their first point of contact staff are performing the following ideas may be useful: Send a friend or neighbour into the school, or have them call on the phone.

Then gather feedback about how that person was treated.

Bring in somebody from the outside to review your campus and your school visit protocols. Make sure this third party has no agenda or interest in securing business from the school.

Make an anonymous call to your school’s Admissions Office and see how you are treated. Is your staff courteous, helpful, and empathetic?

Once inside the school’s reception area it’s a good idea to have a small seasonally decorated table providing visitors with easy access to school pamphlets, flyers, newsletters, bumper stickers and more.

Some schools have a plasma screen TV that constantly plays a photo slideshow of students in action. A fantastic tool that can showcase many of the different activities and events that happen in your school year. Some schools often display school images on digital photoframes on the school reception desk – a simple, cheap but effective way of promoting the great things happening at your school!

GROUNDS STAFF A welcoming atmosphere also starts with the school grounds people.

They have a responsibility to give the outside of the school “kerb appeal.” A

mowed lawn, flowers, trimmed bushes and garden beds, and swept sidewalks are among the first things that visitors notice. Signage that welcomes parents, providing information and directions should be clear and graffiti-free.

That all-important positive first meeting and impression your school creates will undoubtedly make a huge difference to your enrolment numbers and to the perception of your school within its community and beyond.

STAFF AS PUBLIC SERVANTS

THE EDITORS

It goes without saying that all school staff are truly public servants. They are there to serve the students by being great educators, but also to serve parents by being approachable, concerned educators at all times. If there were no students there would be no school, therefore it is extremely important to have an attitude of service to your stakeholders.

CONTRIBUTORS: Edd Black, Principal (Huntingdale Primary School)

It is also key for principals to ensure that staff enjoy going to work – providing them with an inviting workplace. If staff enjoy coming to work, they will undoubtedly provide a more inviting environment for the students and parents.

Some schools even provide a translator for their non-English speaking parents. The translator welcomes parents, makes phone calls, translates, offer parents training and ESL classes.

This is an excellent service for schools with a diversity of different cultures.

Today, schools must not only promote to their stakeholders the value of what they have to offer but they must also ensure that they absolutely can deliver what they are offering. Remember happy, satisfied staff, students and parents are your school’s best marketers who can articulate the core values of your school.

PHOTOGRAPHY: Solace Design

Inspiration is great – then it expires. Get good at inspiring yourself. www.drjasonfox.com

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AUTHOR MAGGIE DENT IS A MOTHER, AN EDUCATOR, A SPEAKER, AS WELL AS A PARENTING AND RESILIENCE EXPERT WITH SPECIAL INTEREST IN THE EARLY YEARS AND ADOLESCENCE. SHE IS A PASSIONATE ADVOCATE FOR THE HEALTHY, COMMONSENSE RAISING OF CHILDREN IN ORDER TO STRENGTHEN FAMILIES AND COMMUNITIES. MAGGIE HAS A BROAD PERSPECTIVE AND RANGE OF EXPERIENCE THAT SHAPES HER WORK, A SLIGHTLY IRREVERENT SENSE OF HUMOUR AND A DEPTH OF KNOWLEDGE THAT SHE SHARES PASSIONATELY IN A COMMONSENSE WAY. IN THIS ARTICLE SHE SHARES THE EFFECTS OF PARENTS/TEACHERS’ BELIEFS AND ATTITUDES ON AUSTRALIA’S INDIGENOUS CHILDREN…

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espite our country’s supposed economic strength, modern technology and advances in healthcare and education – Australian children are more stressed and less healthy than they should be. Sadly, Indigenous children are even worse off.

7. Clear boundaries

While this may sound dire, I do feel we have good reason for optimism since Kevin Rudd’s apology opened the door for profound change.

Although teachers may not be able to directly influence some of these building blocks (i.e. positive, healthy pregnancy), they can encourage and be an advocate for their school districts as well as health and community support networks to work together in delivering parenting education that supports families.

With a strong sense of cultural knowledge and pride, strong family/ community connections, good supported parenting and a decent education, we can all build the well-being, resilience and opportunity for Australia’s Indigenous children. I visit many communities where I see these good things happening. I meet teachers, parents and other committed people who are coming together to make a real difference, one step at a time.

Recently, I’ve been working with WANSLEA (a not-for-profit, nongovernment agency that provides services to children and families in WA) on a parent support program for Aboriginal families. This has been incredibly important for me as I was born and raised in Noongar country and I have close links to many Noongar families in Pingelly and Albany. I share their concerns in relation to giving their children the best opportunity to realise their full potential.

In this chaotic world, all parents require greater support in providing their children with the basics to grow up happy, healthy, strong and kind individuals – this needs to start in pregnancy and needs particular emphasis within the first five years of life.

School communities and teachers play a huge role in this support system.

In an effort to support parents in building children’s resilience and selfesteem, I created the 10 resilience building blocks model. Much of this model is based on ancient knowledge from Indigenous cultures while also resting on modern research.

10 RESILIENCE BUILDING BLOCKS FOR CHILDREN 0-12 1. Positive, healthy pregnancy 2. Good nutrition 3. Safe, nurturing care within the family circle 4. Plenty of play 5. Build life skills 6. Meaningful involvement with positive adults

8. Absence of stress 9. Self mastery 10. Strengthen the Spirit Maggie Dent 2006 ©

Guiding and teaching children before they go to school undoubtedly gives them the best start. This includes helping them to do things for themselves, learning how to be a good friend, listening and speaking, taking care of their bodies, and calming themselves down.

This is precisely the type of work WANSLEA and other NGO’s are carrying out – a model that can be used anywhere.

We need early intervention to help get our children ready for school, so that by the time they arrive in our classrooms, they have the best possible chance of thriving.

CHANGING BELIEF A huge challenge for us as a nation in closing the gap between Indigenous and non-Indigenous outcomes is to change our beliefs that, in turn, limit childrens’ lives. Children and adults alike behave in accordance with their beliefs. These have been formed by our experiences, interpretation of those experiences, values, expectations, culture and society and, of course, our history.

an environment where those expectations can be met.

Expectations are driven by beliefs.

One of the best ways to change limiting beliefs is to show and celebrate successful Aboriginal students and adults.

There are numerous examples of Aboriginal people who work as lawyers, doctors, surgeons, scientists, judges, teachers, artists, musicians, nurses and parliamentarians. Accordingly, there is no reason why Aboriginal children cannot realise the same positions if they are provided with healthy, positive beginnings.

The more Indigenous people who expect their children to be capable and clever – the easier it will be for all Indigenous children. An excellent place to start changing old negative beliefs is to nurture the belief that the Aboriginal culture is something to be proud of because it is the longest surviving culture on Earth.

ANCIENT WISDOM AND MODERN KNOWLEDGE Current research into the mind confirms that, for today’s children, their future relies on having a strong, positive vision, built on human connections, social inclusion and environments that allow children to develop healthily and strong.

By three-and-a-half years of age most children have developed ‘mindsets’ that greatly influence their future lives.

The ways we behave and feel, as well as the language we use, are all influenced by our beliefs.

Many Aboriginal people who have experienced racism, discrimination and school failure, may still struggle to believe their children won’t have a similar journey. Educators who, more often than not, have experienced under-achieving Aboriginal students may anticipate the same behaviour across the board of any Aboriginal students they encounter.

The Rosenthal experiment showed the “Pygmalion effect” where a teacher’s expectations have a significant influence on student performance.

To actually give Indigenous children the best opportunity to realise their full potential, they must be surrounded by people who hold positive, realistic expectations of them. We also need classrooms, schools, homes and communities to work together to create 43

Psychologist and researcher Dr Carol Dweck studied preschoolers in order to explore what influences shaped their potential success. Dr Dweck found that rather than success being all about ability, there was more of a correlation regarding what people believed was their reason for failure.

If we believe we fail because we are dumb, we limit our future attempts at growing in ability. If we think, “I failed because I didn’t understand the question or I didn’t work hard enough” then it means there is a solution, we can fix that!

Dweck says we create flexible or fixed mindsets – the more flexible, the better our chances of success in school and life. She also found that young children develop mindsets about goodness – many believing they are either good or bad, while others think they can get better at being good.

Convincing children that learning and growing is the main goal of all human experience – rather than the performance itself – they will have a better chance of success. When Aboriginal children are given support to develop skills that ensure their readiness for starting school, they will have a different mindset towards school and learning.

Another interesting dynamic that influences how well children do at school is social inclusion, something Dr Matthew Lieberman explores in Social Cognitive Neuroscience: The Pains and Pleasure of Social Life.

Using brain imaging he found that when a person experiences rejection or social exclusion, they experience a form of physical pain.

Aboriginal children, who suffer racism or rejection, or a teacher with a negative expectation of them, may tend to avoid school as a result, in order to evade this ‘pain response’.

Another interesting fact Lieberman discovered was that being treated fairly activates the same parts of the brain that are activated when we have our basic needs met: drinking when thirsty, coming in from the cold, or eating chocolate – it triggered the same pleasure response.

These studies indicate students are deeply influenced by the invisible forces driven by human relationships. Schools need to welcome ALL students, to have a strong expectation that with a safe, caring and engaging environment, along with teachers who care and connect with each student, they will unquestionably

increase the students’ opportunity to succeed.

Students are more likely to have the courage to make an effort and make mistakes if they are still valued after they ‘mess up.’ It does not matter what culture you belong to, if children are nurtured, have good parenting and are encouraged to do well; it makes a real difference when they turn up at school.

If we meet our children’s core needs: to know they belong, they matter and that learning and growing is what they are supposed to do, in addition to treating them with kindness and fairness, we could improve every child’s pathway of potential.

Quite simply, every child matters, no matter what.

For Maggie’s bibliography check out her website www.maggiedent.com

BY MAGGIE DENT CONTRIBUTORS: Maggie Dent PHOTOGRAPHY: Courtesy of E.J.Swinhoe

Commonsense

parenting support in a chaotic world Quality parenting in the first five years ensures children are ready to transition to school in a positive way — without it, our kids are starting on the back foot and that gap is hard to make up. That’s why Maggie Dent takes a back-to-basics philosophy in her book Real Kids in an Unreal World and the popular seminar based on the book, which Maggie delivers to schools, parent groups and communities around the county. Real Kids is now available to buy as a book and DVD+CD seminar in a box. This program outlines 10 key building blocks to resilience and authentic self-esteem in children from birth-12. It is a fantastic resource for parents, early years educators, teachers and libraries.

Parenting seminars: If the schools in your district would like to pool their resources and host a parenting seminar with Maggie in your community, email info@maggiedent.com.

Order from maggiedent.com

Book: $27.50 (inc. GST) DVD + CD seminar in a box: $59.95 (inc. GST) or two or more copies for $50 each.

Maggie Dent

quietly improving lives

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“IT HAS BEEN SAID THAT ART IS THE SIGNATURE OF A CIVILIZATION. THE ART CREATED AND DISPLAYED ALL AROUND YOU TODAY IS THE SIGNATURE OF OUR FANTASTIC ARTIST IN RESIDENCE PROJECT” JANE NOLAN – AIR PROJECT COORDINATOR, CURRENT TEACHER AT MELVILLE PRIMARY SCHOOL AND SESSIONAL STAFF MEMBER AT MURDOCH UNIVERSITY.

THE CHILDREN OF MELVILLE PRIMARY SCHOOL (MPS) HAVE RECENTLY EXPERIENCED A JOURNEY OF ARTISTIC KINSHIP AND CULTURAL SIGNIFICANCE THROUGH AN ARTIST IN RESIDENCE PROGRAM (AIR) WHICH WAS JOINTLY COORDINATED BY REPRESENTATIVES FROM THE MURDOCH UNIVERSITY SCHOOL OF EDUCATION TEAM, MELVILLE PRIMARY SCHOOL, ARTIST LOUISE SNOOK, ON-SITE COORDINATOR, CHERYL GUELFI AND JANE NOLAN, WHO ACTED AS A BRIDGE BETWEEN EACH OF THE PROJECT PARTNERS.

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he land where the old Melville Primary School building had previously been housed was originally intended for development of residential housing, however, the local community fought hard to retain this land as a public open space, ensuring it was accessible for all to use. It is this that was the focus of the AIR project – honouring and celebrating the history of saving the site, of its varied changing stories – its Songlines.

The culmination of this inspiring community-based project was celebrated with MPS’s inaugural Spring Festival at Kadidjiny Park on Tuesday 8 September 2011, which showcased the completion of the students’ combined creative journey inspired by the Artist in Residence’ interpretation of the Indigenous history of Kadidjiny Park.

Using this concept, the students worked with textile-artist Louise Snook, to create varieties of textile-related

artworks. This exciting collaboration encompassed the school, its wider community, including local Indigenous Elders, and Murdoch University, whose pre-service education teachers contributed through collaborating with both the school and the artist. It sought to develop and extend the Arts programs at MPS through providing specialised Arts instruction at the school, the first of a series of projects that were developmental and collectively cultivated

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through new-found partnerships.

There are six communities within Melville Primary School: the Kindergarten, Early, Junior, Middle, Oval and Senior Communities. Each cluster explored a different Songline for the old school site, recorded in traditional songs, stories, and dance and depicted in painting which symbolised paths across the land. Each cluster within the school took ownership of one of these stories, which promoted the children’s investment in the project.

During the first two weeks of Term Two in 2011, discussions with the children were held regarding Kadidjiny Park’s alternative stories i.e. an Indigenous spiritual site, natural bushland that children played in, a primary school site and now a community multi-purpose meeting place, demonstrating that the Songlines provide a bridge between the past, the present and glimpses of the future – an excellent tool in creating a new vision of what they are today and what they could be in time to come.

Students worked with the artist in residence, Louise Snook, on a range of textile activities that included feltmaking, puppetry, costume, weaving, natural dyeing, painting and screenprinting, to develop collaborative works of art that represented each story.

Whilst Louise focused on Visual Arts, the Performing Arts Specialist Helen Lowth explored some stories through music and drama.

Classroom teachers very cleverly incorporated their integration of the Songlines within other Learning Areas; particularly the Society and Environment and the Mathematics Learning Areas.

The children also used the AIR website in a variety of useful ways and were able to post comments and upload various media, including videos, photos and voice recordings of interviews they conducted with various staff members, other students and community volunteers.

In this way, the Learning Areas of English (Reading, Writing, Viewing and Speaking and Listening) and Information

and Communication Technology were effectively integrated.

Len Collard (Adjunct Research Fellow, Curtin University Sustainability Policy Institute, Research and Graduate Studies, Faculty of Humanities) conducted the Welcome to Country Ceremony at the Festival at Kadidjiny Park (Place of Learning) and as Traditional Owner, shared stories of the rainbow serpent and its aboriginal significance in the creation of our land. Len is a descendant of the Whadjuck and Balardong Nyungar of the south-west of Western Australia.

Len presented Principal Betty McNeil with the traditional Message stick (a ceremonial activity where the insiders acknowledge the outsiders, saying they are welcome in their country, they then get to know each other for future conversation and engagement).

Nine Murdoch University School of Education students also participated in this project by taking small groups of school children and working in collaboration with the artist.

These

So, you’re known as an inspirational teacher... but are you inspired yourself? www.murdoch.edu.au/School-of-Education

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students were involved throughout the project, bringing a fresh interest and enthusiasm for the Arts. As a consequence, they also personally developed new skills in and knowledge of the Arts while working with young people in a grounded way not normally obtainable via the mentorship of the artist and support staff involved.

All of the participating Murdoch students were Primary/Early Childhood training teachers. This pre-training component (Arts Unit) in the project was weekly during Term Two and then on a

voluntary basis during Term Three. The original plan had been to attach their involvement in the project to an Arts Curriculum unit, however as this proved problematic, their time was integrated with a Mathematics Practicum.

They also participated in the final Spring Community Arts Festival by supervising, directing, choreographing and/or mentoring small groups of students. The pre-service teachers were awarded some beautifully handmade bags by the students and each was presented at the Festival with a custom-

made engraved medal of participation.

We interviewed three of the preservice students for this article who shared what for them were the highlights of their involvement – as you can clearly see from the comments below, they all felt tremendous benefits due to participation in this project: “Whilst we were working on the large papier mache monsters (protectors of the park) the students naturally started delegating collectively, not one person was in charge, all problem-solving in groups and all kids took an active role in fixing problems that arose, making decisions that would affect the whole project. That was the beauty of it for me. As training teachers, we were there supervising and helping where we could, but the students took control…”

KATIE NIEDDA “I have never considered myself to be overly creative – simple as that. Yes, I can make things pretty and encourage creativity amongst the students I teach, although before the AIR project, my faith in my artistic ability was quite low. I took on the AIR project as an opportunity to really unleash the creativity I thought was there, but just didn’t quite know how to find it… I have been amazed at the volume of knowledge and skills I have gained as a direct result of this AIR project – and not only the amazing

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skills taught to me by Louise Snook (the Artist in residence), but the skills and ideas taught to me by the students! Their creativity, imaginations, quirkiness and overall whimsical natures really assisted with my learning and pedagogical practice. The students’ excitement and enthusiasm was contagious and I only wish that current and pre-service teachers all had the opportunity to be a part of this type of project.”

ELISE WILSON “We had a briefing at the beginning with Louise, Jane and the Prac students, discussing a broad overview of what the project and relevant activities would involve, as well as finding out what each class hoped to achieve prior to commencement of their project. We sat them down to discuss what they would be doing and Louise outlined the project but left it completely openended, explaining the basics and asking the students for their suggestions. This opened up some amazing ideas from the students and with Louise’s cheeky sense of humour and her rapport with the kids, she would take all ideas on board, incorporate what she could, then if needed, redirect the kids so that their goals were clear and concise. Louise

never shut an idea down, was always open to suggestions from the children.

At the final festival she thanked the artists of the project (the students); this made the project very special for me.”

RUBY CARROLL The Spring Community Arts Festival in the amphitheatre at the old school site was the finale to this inspired educational community venture. The Festival acted as an umbrella to encompass not only the activities produced through the AIR project, but also the integration of the Performing Arts. The children’s engagement in their learning was manifested clearly with the work they produced and a natural link between the process (textile work) and the product (festival) existed.

At the Festival, Principal Betty McNeil commented that “The journey of the Artist in Residence program has been an exciting one of consultation between parties who had not worked together before – in particular, the very talented artist, Louise Snook, so ably supported

by Jennifer Gaze and the many staff and students from the Education Faculty of Murdoch University.”

Through the Department of Education and the West Australian State Government’s Department of Culture and Arts, Melville Primary School were awarded a $30,000 Grant sponsored by the Australian Council for the Arts for their Artist in Residence Program which they chose to use in the creation of Kadidjiny Park.

This project involved 632 students from K-7, 50+ staff, many mothers, fathers, grandparents and friends of Melville Primary School. A truly rewarding journey of discovery and respect for the Spirit of the Land, the Songlines created and the inspirational artwork produced will be shared in the local Community for generations to come.

THE EDITORS CONTRIBUTORS: Betty McNeil (Principal, Melville Primary School), Jane Nolan, Katie Niedda, Elise Wilson, Ruby Carroll (2011 Pre-Service students, Murdoch University) PHOTOGRAPHY: Solace Design.

At Murdoch College, students make our school At Murdoch College you will find a school that creates a friendly and supportive learning community with all the academic opportunities for your children. Unique to Murdoch College is the opportunity for all Year 11 students to begin university study through our ‘Learning for the Future’ unit of study on campus.

www.murdochcollege.wa.edu.au Tel: 9312 0800 admissions@murdochcollege.wa.edu.au

By Briellen Year 11 & Erin Year 9

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Murdoch College, South Street, Murdoch CRICOS Provider 00429D

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L-R: Year 2 Settlers Primary students; Jacob Hatton, Isabella McLean, Jacob Esmond, Ellie Bennett, Blair Thorogood and Poppy Fortescue, enjoying their learning journey with iPads.

Early Settlers SETTLERS PRIMARY SCHOOL (SPS) IS A DEVELOPING SCHOOL, GROWING ON A TRANQUIL HILLSIDE WITHIN THE ENCLAVE OF SETTLERS HILLS ESTATE APPROXIMATELY 46 KMS FROM PERTH, LOCATED IN THE SOUTHERN SUBURB OF BALDIVIS. IT IS SURROUNDED BY NEW HOMES AND PROGRESSIVE RESIDENTIAL DEVELOPMENT.

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pening its doors in 2005, the school’s inaugural year flourished with an impressive 32 classes: 24 Primary, 5 Pre-Primary and 3 Kindergarten classes. Throughout 2011 the school continued to grow, retaining a full-time Health & Physical Education Specialist, an Art Specialist, a Music Specialist and a Language Specialist focusing on Indonesian.

The school has a strong curriculum focus based on an Outcomes and

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Standards Framework, the Syllabus and First Steps. Specialist programs offered include Languages Other Than English (Indonesian), Art, Music, Physical Education and Science. Their Pastoral Care Program includes the Point Peron Experience and the Kidsmatter Program which incorporates the Quest 4 Value guidelines.

With a sincere commitment to values throughout the curriculum, great importance is placed on providing

opportunities for the growth and development of all Settlers Primary School students. However, it is the growing interest in technology within their classrooms that is putting this southern suburb school on the digital map! Their great vision for the use of ICT has pushed them ahead of the pack in terms of true and authentic ICT integration: they are one of the first Government schools to implement an iPad Program in the early years classrooms...let’s hear about their journey so far…

POWERING UP STUDENTS WITH iPADS Children in Years 1 and 2 at Settlers Primary School, Baldivis are proving that they are not too young to be trailblazers in the use of modern technology within education. Thanks to a ‘Classroom First Innovation Grant’ in 2011 obtained through the hard work of Coordinators Mrs Sarah McCormick and Mrs Pippa Dennerley, these students now have access to a class set of Apple iPads.

After purchasing her own iPad, Mrs McCormick decided to take it into the school and trial it with a group of underachieving boys.

“I instantly recognised the unlimited and exciting possibilities with this technology in the classroom, not only creating opportunities in English but for general learning.”

Following analysis of NAPLAN data in Reading, it was identified that Year 3 boys were not achieving as highly as their female counterparts. To address this frustrating issue, the English coordinators researched current and innovative practices which could be used in alignment with the strong technology

ethos of the school. To that end, the core of their extensive research was new and cutting edge ICT methods that encouraged student engagement and achievement in reading.

This was the launch pad from which both women formed their successful proposal and classroom implementation began.

The iPads are incorporated into daily class routines in order to enhance learning in literacy. Each child uses an iPad at their desk and works through different ‘apps’ that address the identified areas of need.

“The students have taken to these devices like they have used them for years” says Year 2 teacher Miss Columbus. “All of my class are so excited about using them and my identified boys will not stop talking about all the things they can learn on them. The iPads since inception have been recognised predominantly as a high school device for learning. However, innovation and enthusiasm know no bounds with my 6 and 7-year-old students.”

As a result of their successful grant application, the two coordinators were invited to present at the Department of Education’s Innovation and Change

Symposium on Tuesday 27 September 2011. Immediately the Department recognised the uncapped opportunities that these innovative devices possess which enhance student engagement and stimulation. The teachers’ presentation was incredibly successful allowing both to share their journey with over 15 schools that attended the Symposium.

Mrs Dennerley said, “We were able to hand out copies of our school handbook, iPolicy and original grant submission to interested schools. We feel if we can educate other schools and share our experiences with them, more schools will be able to implement similar programs smoothly and successfully.”

Late in 2011, John Leaf, the Director of Finance, invited Settlers Primary School to serve as a ‘Mentor School’ for upcoming schools when implementing iPads for student use. As a result, SPS has already assisted another two state schools with the iPad implementation.

Both coordinators have also been asked to assist John Leaf in preparing a new funding submission for iPads for the Director General for 2012.

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When talking about using iPads in B2, one student said: “They are so much fun! We get to use them twice in rotations to learn and play with time and sums. When you get it wrong it’s funny and it helps you learn. I want to stay in Year Two forever, because we get to use iPads!”

Nicola Jacobs – B3 Classroom Teacher commented on her experience with iPads in her classroom: “iPads are a fun, modern way of engaging students to learn. A teacher can choose apps to suit the lesson being taught and use it to consolidate work taught.

Since implementation, teachers at SPS are progessively being trained in the use and delivery of iPad2 skills and strategies within the classroom. These are evolving with regular professional development sessions for staff. Not only is this iPad program proving to be an innovative way of learning for the students, but it is also proving to be an exciting, alternative method for staff to deliver content in an engaging, interactive way.

Sarah McCormick commented: “We use iPads almost daily now in our Literacy and Maths rotations, as well as for other educational activities. The students are empowered and negotiate the path their learning takes when using iPads, as well as becoming independent thinkers and assessors.”

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Below are a few of the apps we use in my class: Spelling 1-2 – This app helps students revise, memorise and improve their spelling.

Sounder Pro – Students record their reading and replay it to help them improve their clarity, fluency and expression.

Baseball McGraw-Hill – Helps students to learn, memorise and improve their mental maths skills.

Kids Tell Time – Students learn to tell analogue and digital time.

Students learn with enthusiasm independently and cooperatively because they assist each other on how to work the iPad and the apps.

As their teacher, I enjoy using iPads with my children because it is an enjoyable, novel way for students to interact with digital technologies as 21st Century learners.” iPad Coordinator Mrs McCormick saw the need to involve more staff in order to expand the program, so in conjunction with Mrs Dennerley, they established an iCafe at the school. This concept was developed after the iPad team prepared a survey on the iPad initiative where some of the feedback was to have more time to informally talk about the use of different ‘apps’ and to explore new ones together.

“The initial gathering was very successful. We used the collaborative game ‘Popcorn’ and pulled different apps out of a hat. If someone in the group had used it before they shared how they used it, as well as the apps’

positives and negatives. If it was one we hadn’t had time to use we all explored it together and discussed how we could use it. We explored 14 apps altogether in the hour and discovered many new and wonderful apps we can now use with our students. There was hot, fresh pizza enjoyed by all, which helped to make the time fly by, as we discovered and explored the App store together. Future iCafe meetings will involve bringing a friend with the hope of implementing the initiative across the whole school. The iPad team received an iShowbag Holiday Edition to take home over the holidays.

Inside the show bags were a reporter notepad, iPad, pen and chocolate to keep everyone motivated. This idea promotes the exploration of apps in the staff’s own time and ‘reporting’ back in

their notepads to share in the first iCafe of the term.

have given was very positive and left our school inspired and excited.

Now that the program has been in place, iPad use has been travelling along nicely in Years 1 and 2. All classes are using them on a daily basis to teach reading, spelling, phonics and have even moved into Maths and internet research.

Mrs Yang, the Indonesian teacher, has been using an iPad with her students using the oral language capabilities of some of the free apps. The students look forward to their Indonesian lesson!

As the coordinator of this initiative, I am looking forward to seeing where else these amazing iPad devices take us.”

We have had two schools come and visit us (Coolbinia and Harmony Primary Schools) to ‘check out’ what we are doing with iPads and to determine whether this is an investment they would like to make for their school. The feedback they

THE EDITORS CONTRIBUTORS: Sarah McCormick, Pippa Dennerley (Settlers Primary Staff) PHOTOGRAPHY: Solace Design

BELOW: A snapshot of the Settlers Primary School interactive Blog. Check it out here: http://ipad2sps.wordpress.com/

Latest on the iPad initiative Hello fellow iPadders!

Well what a couple of weeks it has been in iPad world at Settlers PS. We had the visit from the Innovation and Reform Unit where Peter Holcz came and saw the iPads in action with our Years 1 and 2 students. He was greatly impressed with what he saw from the teachers and students. Thanks to Kelly Columbus and Brooke Kinnear for allowing them to come and see your classrooms in action.

Rockingham Lakes PS came to visit our school last Tuesday and again we were able to walk them through the key points for successful implementation for their school. We have a visit from Perenjori PS next Tuesday which is a school near Geraldton and I am excited to also share our iPad journey with them.

Pip and I were invited to share our iPad initiative with the Deputy Director General – John Leaf, Glenn Veen – Director Chief Finance Office, Tim Yorke – Director ICT, Bevan Doyle – Chief Information Officer, Alison Ramm – Director Schools Resourcing, Geoffrey Metcalf – Executive Director, Early Childhood, Jan Loftus – E-Schools, Peter Titmanis – Assistant Executive Director Innovation, Performance and Research, Peter Holcz – Director School Innovation and Reform, David Axworthy – Deputy Director General Schools, Lindsay Hale – Executive Director Statewide Planning, Deborah Bevan – Manager E-Schools, Stephen Baxter – Director School Innovation and Reform, Kim Ward – Assistant Executive Director, Statewide Services We are excited to hear what comes of this meeting as we were able to share about our initiative, show a promotional DVD and talk about the improvements they have made for our students. John Leaf will be presenting our findings to Sharon O’Neil and seeking her approval for a larger roll out of iPads across the state.

We had our first “Bring a Friend” iCafe last week. We had nearly 20 people come from Pre-Primary, Year 3, Music and even someone from Tranby Primary School next door. We were able to look at the apps and group them in the 6 domains and build on our app use using apps in higher order thinking domains which ensures it is purposeful and developing independent thinking.

That is all for now!

Take Care.

Sarah McCormick iPad Coordinator Settlers Primary School

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JANETTE PHILP AND MICHELLE FERRY ARE WEST AUSTRALIAN AUTHORS AND PUBLISHERS OF THE LIVE LOVE LAUGH SERIES. THEY ARE EVERYDAY WOMEN, MOTIVATORS AND LIFE COACHES WHO WALK THEIR TALK AND THROUGH THEIR COLLECTIVE EXPERIENCES, ARE ENTHUSIASTICALLY COMMITTED TO IGNITING THE PASSION IN OTHERS AND INSPIRING THE YOUTH OF TODAY.

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heir latest book Warning Signs which discusses the very real issue of teenage depression has been produced in collaboration with Youth Focus. This book aspires to educate teachers, parents, grandparents and any other responsible adults about the warning signs of depression in young people’s lives. To learn more about this debilitating mental health issue, read Janette’s open and honest account of her experiences with depression......

Sadness, low self-esteem and apathy – it is depressing just uttering those words, isn’t it? These are just some of the many adjectives used to describe the feelings a person experiences when in the throes of clinical depression.

Depression is one of the most common of all mental health problems. One in five people will experience depression at some stage of their lives.

I am one of those people. Michelle, my co-author, is another.

Nowadays it seems like everyone is coming out and declaring they have been suffering from depression, which is fabulous because people are now more able to be open and honest about what’s going on in their lives.

However, I also hear many people say they are sick of hearing every second person talk about having depression, when in their opinion, they are simply having a tough day.

I hate to admit that I too used to think just like that. I just wanted people to get over it, and stop complaining. I thought they were all whingers! For many years I had absolutely no understanding of depression, I was extremely judgmental of people who spoke of having depression

and it was not until I personally was diagnosed with clinical depression that my whole perception changed.

So what is depression? We use the term “depressed” loosely in conversation to describe distress or unhappiness following an unpleasant event that we have experienced. While we can all feel sad, moody or low from time to time, this feeling is a perfectly normal response which is usually short-lived, and usually resolves itself without the need for any specific treatment.

Clinical depression however, is more than just a low mood, is more than just the “blues”, being “down in the dumps” or experiencing those temporary feelings of sadness that we all have from time to time. Clinical depression is a common mental disorder and a serious illness that is characterised by sadness, loss of interest or pleasure, feelings of guilt or low selfworth, disturbed sleep or appetite, low energy and poor concentration. People with depression find it hard to function on a daily basis and may be reluctant to participate in activities they previously enjoyed.

Clinical depression is a serious condition that affects a person’s mind and body. It impacts all aspects of everyday life including eating, sleeping, working, relationships and how a person thinks about himself or herself. People who are clinically depressed cannot simply will themselves to feel better or just “snap out of it”. Some people experience these feelings intensely, for long periods of time and often without reason.

Michelle and I have both suffered with depression at different stages and for different reasons throughout our lives. We have also spent the past year living, breathing, reading, researching, interviewing, talking with and listening to teenagers. Most importantly, we are both mothers who have had teenagers who have lived with and without depression. Our teenagers have had friends who have lived with depression and sadly, they have seen friends die as a result of suicide. Michelle is also the mother of two daughters who have suffered with mental health issues that began in their teenage years.

As mothers, caregivers, teachers, coaches, confidants and role models our children’s positive well-being always plays a massive part in our lives. So I guess it’s not just a matter of being entitled to write this book, it’s the fact that Michelle and I care deeply about this issue.

As a community, we all need to care.

We all need to make a difference to the lives of our teenagers. Often they suffer in silence, alone and often without a clue as to what’s going on in their life, let alone how to deal with it.

A great starting place is for us all to become knowledgeable about the warning signs of depression, to know when to seek help, to know where to go for help, to be open to discussing depression and to not be ashamed of it or ignorant about it.

I am not asking you to put your hand up, but I am asking you to think about these questions.

You might be wondering what entitles us to write about teenage depression warning signs?

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to know there is a lot of help available with valuable organisations such as Youth Focus, whom we have had the honour of being associated with in seeing Warning Signs come alive.

Do you know what actual depression warning signs are?

Do you know how to help someone with depression?

When overcome with depression, it is the most debilitating feeling to know that you need help and yet feel that life is just not worth living.

I can tell you from my own experience, the times when I suffered from Depression were not easy putting on the act that I did every day to get through to the other end. I would smile, when all I wanted to do was cry. I laughed when all I wanted to do was die. I would lie in bed at night pleading with God to help me, yet at the same time hoping I wouldn’t wake up in the morning. For years I hid this from almost everyone.

The saddest part is I know how hard it is to live with depression and I’m an adult, not a teenager who has the added stress of those ‘teenage years’, of growing up, having their lives change in this fast moving world, coping with self-image, peer pressure and possibly bullying – to then throw a dose of depression into the mix can actually render a teenager paralysed.

We as a society and community need to learn more about this illness and respect the disease of mental health and its issues. “Just saying no,” does not

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prevent teenage pregnancy, in the same way that “Have a nice day,” does not cure chronic depression.

For too many years Michelle and I have hidden behind our ‘super women’ masks, struggling with clinical depression, ashamed of the stigma attached to depression and the judgment we believed would be attached to us.

I would fill every waking moment keeping busy, afraid that if I stood still for too long, I would be hypnotically drawn to the final conclusion; to steer the car from the road or consume the entire bottle of sleeping tablets.

We know now that learning the warning signs helps to catch depression in the early stages before it grabs a strong hold and becomes too hard to manage.

What if we as a society, as family members, as a parent or grandparents or a carer of teenagers like a footy coach or teacher, knew what the warning signs were? Could we have helped one teenager travel a happier path?

It is time for everyone to become aware of THE WARNING SIGNS!!!!

Depression can touch anyone at any stage of their life and there is NO shame in asking for HELP. Michelle and I recognise how important it is to be understood, respected and helped. It is wonderful

Teenage Depression Warning Signs has a team of people who have all generously given of their personal time and expertise in helping parents, grandparents and the larger community to become more aware of the warning signs for depression. They too wanted to make a difference.

Are our teenagers worth the investment? If ever in doubt, let me leave you with this thought – they may represent only a percentage of our community today, but they are 100% of our future.

This book has been proudly written, designed and printed entirely in Western Australia.

For more information on Teenage Depression Warning Signs go to www.threellls.com.

JANETTE PHILP and MICHELLE FERRY Email SCRIBE Magazine your experiences with depression and how you have overcome the challenges and we will send you a copy of ‘Warning Signs’. We have 5 Copies to give away! scribe@scribemagazine.com.au. All stories will be edited anonymously.

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WALKING THE WALK WHILE TALKING THE TALK, STEPUP4KIDS MAKES FITNESS ACCESSIBLE, GOALS ACHIEVABLE AND CREATES EXCITEMENT ABOUT EXERCISE!

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tepUp4Kids is a fantastic new community fitness initiative that is the innovative creation of three mothers whose morning walk together has ended up inspiring whole communities to attain health and wellness in a simple, enjoyable way.

StepUp4kKids main objective is to get as many students in Perth schools fit over a ten week period in the lead-up to the Perth City to Surf. The students aim to cover the distance of a short marathon, walking around their school oval once a week as an active school community.

Community role models and celebrities are invited to walk with the students – motivating and inspiring them. Student leaders in participating schools are also given the opportunity to organise, motivate and encourage their fellow students and parents unite, walk and assist with the effectiveness of the program, thereby involving the whole school and extended community in this drive for fitness.

StepUp4Kids is also dedicated to building knowledge about healthy eating.

This energizing initiative has gained interest from the ‘City to Surf’ organisers who are rolling out ‘Go the Distance’ in association with StepUp4Kids, supported by the Australian Council for Health, Physical

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and Recreation (ACPHER) and the Department of Education. The Catholic Education Office has also expressed interest in looking at the program.

The founding Mums, Antonette Fazzari (teacher), Lynley Papineau & Catherine Kolomyjec (Soul Gestures, non-profit organisation), are incredibly proud and appreciative of the response from the wider community.

“We believe StepUp4Kids has the power to engage all students and their families, inspiring fitness and well-being for all! We look forward to building new partnerships with the families, companies and government parties who believe in kids’ health as much as we do.”

However, it is the ‘stories’ told by so many school parents who have participated in the program that validate what the founders believed from the beginning; that StepUp4Kids creates achievable goals that make fitness accessible for all children, creating excitement around the idea of fitness rather than compulsion or competition. It is also building community while building health and creating opportunities for parents and community mentors to participate in fitness as role models for their children, embracing fitness through the simple act of walking together.

For more information on this superbly simple health initiative you can contact these inspiring Mums at info@stepup4kids.com.au or you can check out their new website which is still under construction at www.stepup4kids.com.au

BY CAM ALLEN CONTRIBUTORS: Catherine Kolomyjec, Antonette Fazzari, Lynley Papineau (StepUp4Kids Co-founders) PHOTOGRAPHY: StepUp4Kids

StepUp4Kids Founders Catherine Kolomyjec, Antonette Fazzari and Lynley Papineau at the end of the Perth City to Surf 2011.

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JULY 5 2011 SAW A GROUP OF 50 OUTSTANDING OCEAN REEF SENIOR HIGH SCHOOL PERFORMING ARTS STUDENTS REPRESENT THE SCHOOL IN SINGAPORE AT THREE SCHOOLS. STUDENTS WERE SELECTED TO TAKE PART IN THIS UNIQUE EXPERIENCEOF-A-LIFETIME TO EXPLORE A CULTURAL EXCHANGE BOTH IN SCHOOL LIFE AND THE PERFORMING ARTS.

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ingapore was selected as our destination due to it being Southeast Asia’s most modern city and its long-standing history for being one of the safest cities in Asia. The city was of great interest to our exchange as it blends Malay, Chinese, Arab, Indian and English cultures and religions.

Further research saw great opportunities for us to enjoy sightseeing and culinary delights. Singapore also offered great shopping and Universal World, two big drawcards for the students (and staff)!

environment. All major attractions were accessible by tour bus, which made things exceptionally easy for our group, and our hotel was located centrally, which made it possible for us to walk to Bugis Street.

We were given the opportunity to safely discover a wealth of historical treasures from the past, in the beauty of older buildings, values and traditions that have survived in the face of profound social and geographical change. Singapore was a clean, safe place to visit, and its public places are smoke-free and hygienic.

Located at the tip of the Malay Peninsula, Singapore’s tropical climate was going to provide an interesting contrast to our exceptional Perth weather and offer a challenge for students daily. The island republic’s excellent infrastructure also provided students with the chance to enjoy its many sites and attractions in a safe, clean and green

Singapore provided our students with a deeper look into a cosmopolitan society where people live harmoniously and interact among different races daily.

The immigrants of the past have given the place a mixture of Malay, Chinese, Indian and European influences, which provided the students with an incredibly diverse cultural experience. Students

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were exposed to many different styles of food, for example Chinese, Indian, Malay, Indonesian and Western cuisines. Every student happily tried the varied flavours on our trip, however MacDonald’s was sometimes a back up for those who tried but only in very small quantities.

Ocean Reef Senior High School offers a dynamic and multifaceted Performing Arts program that includes a Specialist Contemporary Music program. Students were lucky enough to be given the opportunity to take part in this cultural exchange through the help of Morcombe Travel and Ace 99 and a dedicated group of teachers and parents. Many hours were spent constructing a performance that combined Music and Dance students in a cabaret-style work representing both the genres of focus at Ocean Reef SHS and Australian life.

We had a packed itinerary; here is a brief look into the adventure that was Singapore.

DAY ONE The students arrived at Perth International Airport excited and full of energy, some apprehensive as they had not travelled overseas before and been without their families for such a period of time. Students met with their groups and team leaders, proceeding to a very extended check-in experience – 50 students all at once! Once we cleared check-in and security, the reality set in that they were going to Singapore. The red eye flights saw some asleep as soon as we took off and others up chatting, too excited to sleep. We were mesmerised by the lightning storm as we flew into Singapore.

DAY TWO We arrived at Changi airport at 5:30am, a time of day not many usually see. The airport was enormous, with a big orchid display in the centre. Once we cleared customs, all students gathered outside of the airport to await our transfer. Students were in their travelling uniform of track pants and jumpers, which saw them even more overwhelmed by the instant heat and humidity. Once on the bus students were mesmerised by their surroundings, green everywhere and houses that appeared tiny. To the hotel we went and the fun began, a short time to drop off luggage, change and eat breakfast then straight out to Suntec City. Suntec City was a huge shopping area where we ate our first local meal and then boarded the duck tour. We got a view of Singapore from the water, some of the buildings were incredible. We then moved to the Merlion Park, it was very beautiful. We then went to dinner at a restaurant with different Singaporean cuisine which the students began to appreciate. Ace 99 then surprised us by inviting us to a very prestigious concert involving the top music schools showcasing their ability through a ride range of songs. After the show, we were so exhausted that we were all excited to head off to bed.

and explored this incredible venue.

People were showing their respect to the Gods and seeking solace in the four walls. Nan Hua was the first school we visited, the school was well known for their Maths and Science programs.

We were the first to perform, it was an incredible experience and the students really enjoyed it. They then performed for us, we could not believe how different their performance was from ours, the concert band was very regimented and the dancers very organised in their space.

After our performances Nan Hua kindly put on an afternoon tea so we could indulge in some more cultural cuisine and have the opportunity to get to know one another. We all clicked straight away, so much so that the students exchanged Facebook details so we could stay in touch. It was amazing to learn about their lives and share our own stories. Then the night was spent in Bugis Junction, this was a favourite shopping spot for all of the students. The students walked back to the hotel still very amazed by their surroundings and a little lighter on money, but very content.

DAY FOUR Today we were up and really excited again, off to Regent School for another performance. They were all outside of the school waiting to greet us; it was very sweet. The students were full of energy and very supportive in helping us set up. We also held small workshops in our areas of music and dance. The performance was again incredible; both schools showcasing their hard work over the past weeks and enjoying each other’s work. We spent lunchtime with the students and toured the school. The school was huge, so many different areas and students waving in their classes. Our band actually joined Regent School’s band to learn a piece together which was intense, we had such a short space of time to learn it, but it was fantastic fun to try and put it all together. We then moved to the Ace 99 building to take part in a cultural exchange program. We took part in a number of activities – a Chinese fan dance which kept us all laughing as we concentrated, Malay dance, built traditional wedding decorations, learnt

DAY THREE 8am wake-up call and straight into the day ahead, our first performance was today and we were all nervously excited. First stop, Chinatown, to learn about its history, the way of life appeared so different to ours. We then went into a Chinese temple; we lit incense sticks

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some poetry, a very challenging Indian dance routine but the highlight of the workshop was when we tried our hand at Henna. We were all very tired as we head to a rooftop for dinner, another interesting food experience which saw us all trying things we would usually not even glance at.

DAY FIVE Today everyone woke up super excited it was Universal World Day! We all met for breakfast and we could not wait to get on the bus and head to Sentosa Island.

A whole day in a theme park, wow!! We spent the day on many rides, watching all of the shows we could fit in, Water World was incredible, so too was the Lights Camera Action – we got to be a part of a category five cyclone as seen on a New York street. We ended the day tired and excited at a great restaurant that had the Merlion lit up in front of it.

Gorgeous! We got to eat some Western Food today which was a nice change to rice and noodles.

DAY SIX As if yesterday wasn’t enough fun we had another day to spend on Sentosa Island – we couldn’t wait. This time we were taking a historical adventure in the Images of Singapore tour (we learnt about how Singapore was settled, the history, traditions and celebrations) and hitting the luge. We went on the Sky ride, and viewed Singapore from the Tiger Tower, the place is amazing, so much going on all of the time and a lot of building in process. We then progressed to the Aquarium where we walked through an underwater tunnel, fed stingrays, watched crazy monkeys steal people’s food and enjoyed looking at the pink dolphins – they were so beautiful. The day finished with the Songs of the Sea performance. The show was based on a storyline involving lights, lasers, fire and water fountains all in time to the music.

Oscar the starring fish was so very cute.

DAY SEVEN Today we woke ready for our final performance, we were so excited and ready to meet the students at Serangoon Gardens. We got there to another warm welcome and were performing in front of the whole school, this was the biggest group of people we had performed in front of out of all of the schools. It was nerve-racking in the beginning but even though we were all tired and hot, the performance went really well. We then

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got to experience another temple; we were very privileged to go inside, as we had to be invited to enter the grounds.

It was gigantic, inside had a library, several prayer rooms, and a cafeteria which supplied complimentary food. The most memorable moment was being in an open room with a huge Buddha where everyone was silently praying.

We also got involved with the prayers and self-reflection. Although this is not the religion we practise, we all felt some sort of spiritual experience. We then continued to the Water reservation plant and back to Bugis street.

DAY EIGHT We could not believe that we were going home today, the trip had gone so quickly. To commiserate we conducted a spot of retail therapy on Sentosa Island and headed to the airport. We were all so tired on the return trip but filled with excitement that we were going home to share our stories with our families. We cleared customs at Perth Airport and were so excited to see our families waiting on the other side. The next day was going to be filled with much sleeping.

The eight days spent in Singapore were educational, memorable and most of all enjoyable. The students have now made new friends within their school community and also gained new relationships with the Singaporean students. To be able to open our minds and understand the life and history of another culture has enriched us with the knowledge that could never have occurred if we didn’t experience it first-hand. A big thank you to all involved in making this tour an incredible experience!

Singapore was such an amazing experience, learning about the different cultures and lifestyle was extremely interesting. I learned so much throughout the experience, the children and the schools were welcoming, they had such

respect for their teachers and school, it was truly inspiring. I feel so privileged to have participated in such an amazing experience. Being in Singapore with my friends and learning so much about another culture, whilst extending my performance skills was one of the best times of my life and I am so sad that it is over but I will never forget it.

Brogan Barnett The Performing Arts Tour to Singapore was such an amazing and lifechanging experience. The 8 fun-filled yet exhausting days were filled with cultural exchange, unusual encounters and new food experiences. Everyone enjoyed a day off at Universal World and the night safari; it was pretty scary seeing all these animals in an open space. I loved the food!! Our performances went really well, the Singapore students were impressed with how different our school performances were to their own. The people were so beautiful, amazing and very respectful of their school, teachers and friends. The schools made us feel like superstars taking pictures and making refreshments for us. I have made so many new friends that I keep in contact with via Facebook.

Theresa Hawkins Singapore was an amazing experience!!

We had so much fun; it was so great to go out to schools. Being a part of their school day was an incredible experience.

The students had so much respect and pride in their school and their concert bands were amazing. We had tonnes of fun and we were lucky enough to fit in some shopping, Universal World and Sentosa Island. The food was fantastic but I don’t think I can eat rice again.

Overall it was an amazing experience that I will never forget.

Jessie McKenna

OCEAN REEF SENIOR HIGH SCHOOL

PERFORMING ARTS TOUR – SINGAPORE 2011

TRAVEL ARRANGEMENTS BY MORCOMBE TRAVEL • • •

“Morcombe Travel has run our school ski trip for the past seven years.

Jeff and all his staff are outstanding professionals in their field. They have a level of knowledge that is second to none. Our school trusts only Jeff and his team for all of our travel needs.”

Adrian Pree Head of Physical Education St Mark’s Anglican Community School WA

• • •

PRIMARY SCHOOLS HIGH SCHOOLS COLLEGES

• 45 WA Primary & Secondary Schools travelled on our 6-day Canberra excursions in 2011 • Fully inclusive of airfare & accommodation, meals,

transportation and 1 free of charge staff for every 10 students • Plus booking of ALL venues including Parliament House & Australian War Memorial Note: The Federal Government subsidises each WA student $240.00 when visiting Canberra. Visit www.ncetp.org.au for more information

OTHER TOURS INCLUDE • • • •

“I have had the pleasure of working with Jeff Morcombe on the organisation of school tours for over 20 years . He has expertly developed tours for our students, ensuring that itineraries were rich and relevant while keeping costs to a minimum. His attention to detail is remarkable, with great support both during the lead up to the tour and during the tour itself. “

Wayne Bull Principal – La Salle College WA

SCHOOL GROUP TOUR SPECIALIST WESTERN AUSTRALIAN OWNED AND OPERATED OVER 120 SCHOOL GROUPS BOOKED FOR 2011

History & Arts tours to Europe Soccer tours to Malaysia Music tours to Singapore Cricket tour to England

• • •

Netball tour to Brisbane Football tours to Melbourne Performing Arts tour to New York

“My ten years of association with Morcombe Travel has seen them involved in organising five interstate tours of 50 students on my behalf.

During all of this association, Morcombe Travel has provided me with the highest standards of professionalism required to ensure the ongoing success of these tours. I would unhesitatingly recommend their services to anyone seeking to undertake similar student tours.”

“Aside from the meticulous planning

them is the relationship you build with the

Grant Armstrong Gifted Students Coordinator Kelmscott Senior High School WA

Miss Renee Passell Humanities Teacher Carine Senior High School WA

and organization, the reason why I

absolutely love running my trips with

beautiful staff. It goes beyond excellent

customer service. I actually feel like they

have become my friends and always look forward to emails and phone calls.”

For more information and a costing, please contact JEFF MORCOMBE Tel: (08) 9325 5557 Email: perth@morcombetravel.com Web: www.morcombetravel.com

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WE MAKE MANY DECISIONS ON BEHALF OF OUR CHILDREN THROUGHOUT THEIR LIVES, BUT NONE IS MORE IMPORTANT OR HAS MORE IMPACT THAN THE SCHOOL WE CHOOSE TO SEND THEM TO. SCRIBE TAKES A LOOK AT ONE OF THE MOST IMPORTANT DECISIONS YOU WILL EVER MAKE IN YOUR CHILD’S LIFE ...

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here are numerous factors that come into play when parents are deciding which school to send their child to. For some it’s location – close to home, easy to get to. For others it’s a faith-based education – preferring to send their child to a school that espouses their particular belief system. Then again it could be all about reputation or the fact that all family members throughout generations attended the same school!

Maybe it’s a decision between a co-ed versus single sex education? Or, it could simply be down to whether the school is public/private and whether it’s in your local government area. Regardless what the decision-making process involves for you, you must have the correct information at hand to help make that all-important choice.

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We have formulated a list of points you might like to consider throughout your decision making process: •

• •

•

Facilities – do they have adequate facilities that will support your child’s learning e.g. safe play areas, library, after school activities – sports, sporting teams, clubs, drama/music programs and language support if necessary.

Class size – How many students are enrolled? Are the classes large?

Faith base – What are the expectations on your child if he/she attends a faith-based school?

Parent involvement – Does the school encourage family involvement and open communication between the home and school? Who is

your first point of contact when communicating with the school?

•

Location – travel costs to and from the school, is it close to public transport? Is there a school bus?

•

Public versus Private education – Which is your preference?

•

Local community involvement – Is the school actively involved in your community?

•

Have you considered boarding, or the possibility of home schooling?

•

Academic record and standard of performance in sports/the arts.

•

What school are your child’s friends going to attend?

LEFT: Mel Maria Principal, Mr Greg Stinton and students from the Mel Maria Pignatelli Campus.

Mel Maria is a two-campus, coeducational Primary School catering for 700 children from Pre-Kindergarten to Year Six. The completion of our building program ensures the children enjoy modern facilities on both sites. Providing an environment based on Gospel values, we aim to develop the full potential of every child, promoting a spirit of inquiry and a thirst for knowledge.

The school has a history of academic excellence and is at the forefront of implementing a dynamic curriculum. The ongoing development of numeracy and literacy skills is of a high priority whilst enrichment programs are conducted on both sites for the gifted and talented children and those needing remediation.

A broad range of academic competitions enhance the pastoral and educational programs offered.

Although physically separated, our community endeavours to fulfil the motto of the school, “Unity is Strength”.

PRIMARY SCHOOL Primary School is a ‘big deal’ for parents sending their first child off to school, but remember that, in most cases, within 48 hours of starting school, your child will be enjoying their new environment, making new friends and excited to go to school – after all, sixyear-olds are very social little beings! The following questions may be helpful when thinking about Primary Schools: Will you and your child feel welcome at the school?

Does the school offer a ‘transition into school’ program?

What options are available for before and after school care? What do other parents you know think about the different schools in your area? What are their experiences?

What approach does the school take to behaviour management?

“DEPENDING ON WHAT’S IMPORTANT TO YOU AND YOUR CHILD, YOU MAY BE LOOKING FOR A CURRICULUM WITH A BALANCED SPORTING AND ACADEMIC APPROACH, OR ONE WITH STRENGTHS IN ARTISTIC AND MUSICAL AREAS, OR IN SCIENCE AND MATHEMATICS.”

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LEFT: Year 9 Santa Maria College students Janelle Slape, Ashleigh Evans and Claudia Kirby enjoy the newly landscaped ‘Terrace’, the final stage of a five-year capital development plan, which includes state-of-the-art learning facilities and a multi-purpose gymnasium.

Santa Maria College, nestled in picturesque gardens overlooking the Swan River, offers a unique educational experience that combines academic excellence with the five values of Mercy, Compassion, Justice, Service and Excellence. The College offers a diverse curriculum and incorporates a 1:1 Laptop Program, with a focus on IT integration.

The College Community works in close unity to foster the spiritual, intellectual, emotional, physical, social and cultural development of our students, challenging them to affirm their identity and potential as women and to appreciate their expanding roles in modern society, with a strong emphasis on encouraging independence and lifelong learning.

Photo by Matt Galligan

SECONDARY SCHOOL Secondary school is a ‘big deal’ for a whole host of different reasons, nonetheless, it will still serve you well to carry out detailed research regarding the schools you are considering for your child’s Secondary Education. Check out the list of questions below taken from the following website: http://raisingchildren.net.au/articles/ choosing_school_checklist.html that may help you with your decision.

What are the school’s admission procedures and entrance requirements?

Are the school fees and other costs affordable?

What study paths are available to

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your child at this school – Higher School Certificate, Senior Secondary Certificate of Education, International Baccalaureate (IB), WACE, Vocational and Educational Training (VET) and so on?

How does the culture of the school match your family’s values – for example, uniform policy, attendance, emphasis on academic achievement, compulsory weekend sport and so on?

What does your child want to do – based on Primary School friends, opportunities provided by the school, career aspirations, motivations and so on?

Are there any scholarship programs available to your child, and is your child eligible?

What languages and elective subjects does the school offer? How many subjects are available in the senior years?

What extra-curricular activities – sport, art, music, drama and so on – are available to suit your child’s interests? What are the time and costs associated with these?

Does the school offer extension or accelerated learning programs for children?

Does the school offer extra support where needed – for example, English as a Second Language (ESL) classes, literacy and numeracy support programs, assistance for children with health conditions, special needs and so on?

IMPORTANT FACTS AND FACTORS Remember that every school has its strong points which can improve your child’s school experience – getting to know those particular strengths, and how to support them is only going to benefit your child’s education and your peace of mind!

Class size is also an issue that concerns many parents and while some older research suggests that 16 students to one teacher is optimum, more recent research indicates that teacher quality and work-related conditions are far more important than student numbers.

With regard to single-sex or coeducational (co-ed) schooling, generally the school’s quality of leadership, its teachers and its approach to teaching are more important than a class being all girls, all boys or mixed. Most families will have a personal view regarding this topic, which is linked to their child’s personality and their family values, choosing

what’s best for their own situation.

As far as a school’s philosophy and learning/teaching approach is concerned, most schools make their values clear within their prospectus or handbook, or on their websites. Each school has their own individual, distinct culture and learning and teaching philosophy e.g. some will have a strong sports ethic, some will follow a religious affiliation, and others promote individuality and artistic pursuits. Depending on what’s important to you and your child, you may be looking for a curriculum with a balanced sporting and academic approach, or one with strengths in artistic and musical areas, or in Science and Maths.

With this mountain of information and myriad of considerations at hand, soon the time will come when you will enrol your child in your school of choice. It is completely natural to feel anxious about your final decision; after all this ‘choice of a lifetime’ can have a huge impact either positively or negatively on your child’s future. Just remember to relax in the

knowledge that we all want the best for our children in life and in education, and a well-informed choice made now will undoubtedly benefit them in their future.

All information for this article was sourced from the following excellent websites: http://raisingchildren.net.au/ articles/choosing_school_checklist.html http://www.bellybelly.com.au/child/ choosing-a-school-for-your-child

BY KAREN REID PHOTOGRAPHY: Solace Design, Matt Galligan.

Check out The SCRIBE Forum on Page 88 as we opened up the debate on Facebook to see what people thought about this topic! We received some amazing responses!

Contributors who participated in the forum have each received a 12 month subscription to the Magazine.

Keep checking Facebook for more opportunities to voice your opinions!

www.fotoworks.com.au (08) 9244 8211 wecare@fotoworks.com.au

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Bali Calling

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LIONEL CRANENBURGH IS AN INTERNATIONAL JOURNALIST, CAREER ADVISOR, TRAINER AND MEDIATOR SPECIALISING IN ASIAN SCHOOLS AND UNIVERSITIES. HE IS THE ONLY AUSTRALIAN TO BE INVITED TO SERVE ON THE BOARD OF INDIA’S SOLE NATIONAL EDUCATION MAGAZINE – EDUCATION WORLD, ADVISING ON AUSTRALIAN EDUCATION AND WAS A GUEST FOR RESEARCH AT OXFORD AND CAMBRIDGE UNIVERSTIES IN THE UK. HERE LIONEL SHARES WITH US HIS RESEARCH OUTCOMES ON BUILDING SUPPORT BETWEEN WESTERN AUSTRALIAN EDUCATORS AND BALINESE TEACHERS...

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ali is more than surf, sun and shopping.

There is a new, soft voice that is hard to resist, appealing to WA teachers to build a bridge for support to flow between Balinese schools and WA. It is a call that I heard often in the two research tours that I did to Bali in October 2010 and January 2011.

To help me better understand the call, I invited a WA public school primary teacher, a WA public school secondary Student Services Manager and her primary and secondary-aged children to act as my consultants so that they could share their collective experience in helping me to analyse the Balinese schools’ needs in WA terms. I asked them to mentor me in what was possible in current WA education,

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allow me to observe how two WA school children at different educational stages, from a government and independent school, would react to Balinese culture, as well as hear first-hand what some Balinese teachers needed from us.

With tourism contributing to about 80% of Bali’s GDP and a small amount from agriculture, tourists may overlook that the average Balinese income is around $100 dollars a month, the average expenditure is about $5 a day and the school fees range from $350 a year to $ 10,000 for certain international schools.

The needs of the Balinese teacher can be wide-ranging but several of these needs were repeatedly suggested to me by the public, parents or teachers whilst on my research tours. They were for greater

opportunities to build partnerships with schools that will bring mutual benefits to all sections of the school community in Western Australia and Bali.

The Headmaster of SMA N1 Kuta Bali School, Made Sudra, is a super-fit, highlyrespected former FIFA football referee, who runs his large school with the quiet confidence of a gentle leader. The school has 72 teachers, 926 students, five VicePrincipals and 24 classes from Years 10 to 12.

“I believe that there is a great need for high-quality professional development for our teachers and Australian teachers could share their ideas with Balinese staff,” he said.

English teacher Made Subawa believed that professional development was limited, often organised by the government and too theoretical. “Teachers need professional development that is practical and can be applied in the classroom,” he said, echoing the repeated sentiments that I heard from other staff.

Gede Eka Widana, a teacher who speaks fluent English, said that he was very interested in having Australian teachers demonstrate flexible ways of teaching English so that he could motivate his own students.

“I am very keen to work alongside an Australian teacher and am interested in any scheme which can sponsor me to visit WA,” he said.

observation of the reverse integration by two WA students in Bali showed how naturally they assimilated with Balinese culture admiring wood carvings, Kamasen paintings or Gianyar textiles. They were surprised at the photographs of children from SMP N2 in Tegallanang where students sat on small wooden chairs and desks and played basketball on the field that fronted a mousy canteen of their village school set among jaw-dropping rice terrace views and hills.

What truly amazed them was the disciplined way in which all the children

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Gusti Ketut Atmaja, a Vice-Principal, felt that an inexpensive way for the link to be made with Western Australian schools was to develop on-line networks that would enable WA teachers to share their skills and resources with Balinese teachers.

One of the most significant steps towards building such networks between schools has been done by WA’s Adopt a School Association committee, led by Susan Cromb. These amazing pioneers coordinated a visiting tour of Balinese educators to WA metropolitan schools last year, which was recounted to me as an achievement by the schools involved.

I was so inspired by the Adopt a School Association and what they were achieving, that I too became a member and hosted a visiting Balinese Principal this year.

My need to seek fresh insights through a practical research project in Bali also engaged the services of Kylie Cranenburgh, Student Services Manager from Cyril Jackson Senior Campus in WA, in a weeklong daily de-briefing on what I had observed during my second Bali project, along with seeing how the two WA primary and secondary students had adjusted to the new culture and environment.

Kylie had presented workshops in the Eastern Goldfields district to Aboriginal staff and senior secondary students. Her experience in working with multicultural adults and secondary students in a senior Perth College was information that I needed to make judgements in the context of WA Secondary Schools’ pastoral care for Balinese students visiting WA schools.

Education should be of the students, by the students and for the students. My

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value education. Dadan said that he would welcome the opportunity for Australian teachers to hold a seminar which provided motivational strategies for him to improve.

He believed that Australian teachers had high standards and was happy to help on a cultural support level.

This call from Bali to Australian teachers, I believe, should be heard...

BY LIONEL CRANENBURGH during recess and lunch took brooms and buckets to clean their classrooms – something that Australian school children do not do on a daily basis.

My meeting with Dadan Gunawan, a Balinese Muslim teacher working part-time, revealed that some things are common to all good teachers: passion for teaching, a desire to improve, commitment to teaching and respect for values and standards that he showed.

Balinese treat children like deities and it was surprising to hear that teachers wanted to learn from Australians how to motivate many children that they believed did not

.

1.

English Teacher, Made Subawa, with a colleague working on their school magazine.

2.

Student volunteers clean classrooms during recess daily.

3.

Headmaster, Made Sudra of SMA N1 Kuta Bali School (second from right, seated row) with the author and school staff.

4.

Callan strokes a friendly tiger as he experiences how much Balinese identify with animals.

their

So, you’ve been teaching for a while now... where do you go from here? www.murdoch.edu.au/School-of-Education

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CONTROL IS CERTAINLY SOMETHING WHICH I FEEL PARENTS ARE LOSING A LOT OF WHEN THEIR CHILDREN COME HOME FROM SCHOOL WITH A SHINY NEW COMPUTER. I OFTEN IMAGINE THE GROANS FROM SOME PARENTS AS THEY REALISE THAT YEARS OF DISCIPLINED UPBRINGING, ROUTINE AND CAREFUL SOCIAL SELECTION IS CERTAIN TO COME UNDONE. WA EDUCATOR DOUG LOADER EXPLAINS...

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hose of us using a Windows computer will also know that ‘Control Z’ simply means undo – a quick key combination which has been around for decades that can retract the most horrific of mistakes: perhaps a doodle in Photoshop undone or a passive aggressive paragraph removed from an email. This safety net in recent years has been invaluable for almost all of us.

Today things are very different for Gen Y. This entire generation are literally living in the Cloud. Every sentence written, every picture taken is often published and distributed online almost immediately. Even location data is stored and accessible using a multitude of Apps and websites. The concern is that the user no longer has the luxury of undoing a shared photograph, or flippant comment which is doing the rounds via hundreds or even thousands of ‘friends’. Parents and teachers find themselves with little control and even the student can end up feeling a sense of despair.

This article will discuss two angles.

In this first part I will show you how you can re-gain control of your child’s online activities. You will be able to restrict, monitor and discover all sorts of (perhaps unsavoury) details using two fairly simple methods.

In the second part I will discuss my findings after speaking with many students at my school, as well as teachers who feel the best method of control is simply through guidance and support.

Part 1 – Putting control into the parents’ hands PARENTAL CONTROL A personal computer is fast becoming the first item of true independence that children receive. Back in my day I had to wait until I was 16 before I could even consider receiving driving lessons, let alone get a licence. I got a mobile phone when I was old enough to afford one, and

I was never allowed friends who could ‘poke me’ or tag me in pictures.

In many schools students get their very own MacBook in Year 7. No training, no licence, just a “here you go” – bear in mind this device is more powerful than the computers that took man to the moon, has a built-in camera and a connection to over 2 trillion other users.

Now let’s learn.

Fortunately we can be with our cherished ones every step of the way through an application called Parental Controls. This application is preinstalled and setup is straight forward, however, you will need access to the computer and your son/daughter’s account password.

Once setup is complete you will be able to: •

limit access to certain applications

•

control web-browsing

•

set time limits for computer use

•

review almost all activity on the computer including internet history – even restrict contact with certain email addresses.

For a brief description and guide to Parental Controls go to www.isupport. com.au for step by step instructions.

SELF CONTROL Self-Control is evident throughout our lives – a late Mum on the school run restricting her speed to 50 in a built-up zone, or perhaps keeping one’s opinions to oneself when learning of the pension age increase!

For many children, the first time they feel an overwhelming need to apply selfcontrol is when they realise that their time investment into social networking or computer games is fast becoming an addiction. Expecting your child to simply “apply some self-control” is about as likely as them applying sun cream 10 minutes before they go into the sun.

Fortunately there is an easy solution on the Mac which is suitably entitled ‘Self Control’. Self Control is an application available as a free download. It allows for self-exclusion from certain websites for a period of time at the same time showing a visual clock that counts down. If you set this to run each evening on your child’s computer, you can rest in the knowledge that no Facebook activity will take place.

•

•

Initially you will select a number of internet sites you want to blacklist e.g. facebook.com Next, you will select a period of time, anything from 15 minutes to 24 hours. No matter what you do (even if you uninstall the application) you

will not be able to access the blacklisted sites for the specified period of time.

For a brief description and guide to Self Control go to www.isupport.com.au for step by step instructions.

Part 2 - Putting control into the child’s hands.

Throughout our lives we all exercise self-control. In doing so, we resist temptation, meet deadlines and follow direction. It is an essential skill for becoming successful and one that should be defined and internalised in our children’s education.

The reward for self-regulating is an immense sense of achievement. That feeling of marking items off a check list, completing assignments and homework tasks is one of immense satisfaction.

Instead of rewarding students for such achievements, make it known that they are using their self-control to make themselves feel good.

I have spoken with many students about their online social habits and interestingly enough, each pupil is remarkably open and honest. Some have even given me a snapshot of their computers and indicated that their daily routine is full of distractions (mainly with pop-up windows and other notifications).

In every instance it feels as though the student is looking for a solution and assistance to combat time wasted on Facebook, they may well be playing the victim, but it is clear that most want help.

The truth is that we simply cannot micro-manage each Macbook, mobile phone or tablet device, in the home or at school. As these devices get smaller and even more personal, the challenge is to ensure that the student is experienced enough to do the right thing and has the ability to implement some basic strategies;

SWITCH OFF THE WI-FI CONNECTION I often do this if I need to concentrate fully on the task at hand. Even as I write this, my internet connection is switched off. This ensures that I will not be distracted by any emails or other work/ social commitments. At least for 30 minutes I can simply word process.

SET A COUNTDOWN TIMER Another great technique which is often implemented in the classroom is simply a countdown clock. This is known

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as ‘Time Boxing’ whereby your attention is completely focused on a task for the chosen period of time. So even if you set your virtual egg timer for just 20 minutes, students can get really productive knowing that they can reward themselves with a status update on Facebook.

KEEP THE COMPUTER IN A SHARED HOME SPACE It’s an old one, but possibly the best advice I can give, certainly while your child is just getting used to the internet and social networking. Try to give your child tips on how they can avoid distractions, get work done and ultimately shut down the computer. You may also want to consider making the bedroom a screen free zone, this includes mobile phones too.

TAKE TIME OUT If you are simply flitting around the same websites and not making progress – shut down the computer. Often research and ideas flow better with a pen and paper in the library. Also, outdoor activities should take priority. Research from the Heart Foundation suggests that children need at least 60 minutes (and up

to several hours) of moderate to vigorous physical activity every day.

CONCLUSION “Procrastinating is the art of keeping up with yesterday and avoiding today” - Wayne Dyer The teaching direction of 21st century schooling has a focus on equipping our students with the knowledge to conduct themselves responsibly online and the positive effects are evident. The majority of Australian teenagers whom I have spoken to receive outstanding guidance and support from their schools. I feel that the roll out of modern devices in education has been a huge success thus far, but the journey is just beginning and is one that we are all learning. It is a great privilege for students to have access to leading technology which provides significant educational value. By using any of the tips outlined in this article, we can provide virtual driving lessons and prepare teenagers for a future where the prominent use of technology is unavoidable.

Doug Loader is a technology consultant with a track record of delivering effective and working solutions in education. He is an Apple Distinguished Educator and has worked in education for over five years.

Visit his website for more articles, guides and opinions: www.isupport.com.au.

We will always gravitate to that which is most rewarding. Build reward into your work. www.drjasonfox.com

BY DOUG LOADER

iSupport is the No.1 choice for teachers and schools when seeking direction and support with Apple technologies in the classroom.

Check out the articles, video guides and free resources which focus on up-skilling you as a teacher, so that you are confident incorporating technology into your lesson plans.

iSupport provide independent consultation to WA Schools embracing 21st Century Learning.

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FAMILY VOUCHER BOOK GIVEAWAY

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n this Issue, we are giving away 6 KidzaBuzz Books to teachers and parents! This is an incredible Voucher Book for WA Families. (See Page 36 in this Issue of SCRIBE for more information about KidzaBuzz and how to order your copy online NOW! This is a great resource for teachers and parents to reward your students and children with hundreds of wonderful discount vouchers.

ADVERTISING IN SCRIBE MAGAZINE IS AN EFFECTIVE FORM OF DIRECT MARKETING TO WA SCHOOLS! Contact the Publisher for Rates and Positions for 2012. scribe@scribemagazine.com.au We ALSO have a monthly online e-newsletter (e-SCRIBE) which is distributed to our extensive database of schools (teachers/parents/ students), businesses, and tertiary institutions around the country. www.scribemagazine.com.au/Content/mailing_list ABOVE: Congratulations to the Ignatius Library at John XXIII College who won a new Apple iPad2 in 2011 by entering our Subscription Competition.

Former Library coordinator Angela Cull and 2011 Head Boy and Head Girl, Andrew Pham and Alexandra Bolig, receive the prize from SCRIBE Director, Cam Allen.

The iPad2 was donated by our Design Studio, Solace Design.

By encouraging your departments or Learning Areas to sub-SCRIBE to the magazine, you are always eligible for prizes and promotional giveaways! www.scribemagazine.com.au

If you would like a chance to win one of our 6 on offer, simply email us a creative photo of SCRIBE MAGAZINE in your classroom, school or home!

THE BEST 10 CREATIVE PICS WE RECEIVE WILL BE POSTED A COPY OF KIDZABUZZ! THE BEST PICS WILL ALSO BE PUBLISHED IN ISSUE 3 2012!

Send your entry as a high resolution jpeg image to scribe@scribemagazine.com.au, don’t forget to include your name, address and contact details in the email so we can get your copy out to you if you are one of our winners! Competition closes 1 April 2012.

Good Luck!

The SCRIBE Team!

Sub-SCRIBE to SCRIBE via our Website or via the Magazine (Page 32) to be eligible for Competitions and Monthly Prizes! www.scribemagazine.com.au Join the SCRIBE online mailing list TODAY and receive the monthly e-SCRIBE Newsletter. www.scribemagazine.com.au/Content/mailing_list

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SCRIBE DIRECTOR, CAM ALLEN, RECENTLY CAUGHT UP WITH CHANNEL TEN NEWSREADER, NARELDA JACOBS, TO FIND OUT WHAT INSPIRES HER, DRIVES HER, WHO SUPPORTED HER IN HER CAREER PATH AND HOW IMPORTANT BEING AN INDIGENOUS ROLE MODEL FOR TODAY’S INDIGENOUS STUDENTS IS TO HER.. ENJOY THE FOLLOWING CANDID INTERVIEW WHICH CELEBRATES THIS INSPIRATIONAL WESTERN AUSTRALIAN WOMAN...

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our ambition to become a journalist was realised at a fairly young age. What inspired you to pursue this career path and what steps did you take to get to where you are now?

impress my lecturers and it seems the hard work eventually paid off, because when I graduated 2 years later, I was able to walk into my first TV reporting job at GWN in Bunbury.

News and current affairs dominated the family TV and as a young child, I found myself actually enjoying watching 60 Minutes, 7.30 Report, Four Corners and the evening news. My dad was heavily involved in Aboriginal politics which would see him being interviewed by journalists. I’d watch these interviews take place in amazement.!

Three months later I discovered there was a vacancy at Channel Ten and sent a tape with some stories to the News Director.

To my complete surprise, Channel Ten took me on and I moved back home to Perth.

I was never very good at Maths and Science at school, but I was a pretty good writer, so with a natural interest in news and current affairs and having been exposed to the workings of the media in our own home, it seemed an obvious choice for me as a career. I remember the time when I made the decision. It was in Year 7 when we were asked what we’d like to do as an adult; I declared I wanted to be a journalist!

Having a goal to work towards helped me choose my TEE subjects and investigate University courses, but a major spanner in the works came when I didn’t get the marks to even apply for Uni. I investigated further and discovered the perfect tertiary course for me didn’t require any TEE score at all. It was the Associate Diploma of Broadcasting at WAAPA. (The Western Australian Academy of Performing Arts) I auditioned straight out of school and was knocked back due to youth and life inexperience.

I auditioned the following year and was again rejected. In the meantime I had been doing temp work in admin and was given a job in the public service at the National Native Title Tribunal (NNTT). I started at the reception desk and after a number of years found myself in the media unit of the NNTT. I had put my dream on hold for a few years until my manager encouraged me to audition again. So I did and, third time lucky, I was finally accepted. I like to think that was the beginning of the rest of my working life. I tried extremely hard to

I couldn’t quite believe that everything had fallen into place so soon after leaving WAAPA. They say rookie journos need to spend at least a year in the country before getting a job in Perth, so I was ecstatic.

I’ve been at Channel Ten ever since; that’s more than 11 years! After reporting for 8 years I was given the opportunity to present the news, which is an absolute privilege. I feel honoured to be welcomed into Perth homes to read the news. I never take it for granted and I’m so appreciative of the trust people have placed in Channel Ten’s news service.

Emphasising the importance of presenting yourself in a respectable way; Jade always presents herself well, there have been very few occasions where I’ve had to ask her to change to wear something more appropriate for certain events.

As an indigenous role model to so many young aboriginal Western Australians, what advice can you give students reading this article in order for them to pursue their own goals?

Firstly, set a goal; quite often we have dreams and aspirations, but we need to set goals that are tangible, something that can be ticked off. Whether it is to arrive to school on time, or hand assignments in by the due date, or something bigger like working towards a B or even an A in a certain subject.

You have spoken previously in the media about growing up in a loving and supportive family. In what way has your upbringing affected/influenced your own approach to parenting your daughter?

Sport was always valued highly in our household. I have 4 older sisters and we all played plenty of sport in and out of school: netball, basketball, hockey, swimming and athletics. You can imagine our parents were run off their feet transporting us all over town for training and games. I believe team sports play such an important role in social development. At the earliest opportunity I had my daughter play team sports, netball and basketball. Now 16, Jade values sport very highly as well. She currently has a job as a netball umpire and clinic coach at our local recreation centre.

My parents set boundaries and disciplined us when it was needed; I’ve tried to continue that.

Balga Senior High School SNSEP Program Ambassador, Narelda Jacobs, addresses the Balga students during their 2011 NAIDOC Week Celebrations.

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WIRRPANDA FOUNDATION

The work of the David Wirrpanda Foundation has expanded since I became involved as an ambassador 3 years ago.

The mentors and staff have taught children about healthy lifestyles, including sexual health – sadly the mentors speak of girls in Aboriginal communities as young as 8 years of age who present with sexually transmitted diseases. The Foundation’s work educating and training adults for employment has been a massive success.

BREAST CANCER CARE WA

SCRIBE Director Cam Allen interviews Narelda Jacobs in late 2011 at Cantina Cafe, Mount Lawley.

You don’t have to do it on your own.

There is always someone to help you achieve. If you don’t have anyone to turn to at home, there’s always a support officer at school, a teacher or a coach, even a friend’s parent. I had so much help – from my lecturers at WAAPA and colleagues at Channel Ten who encouraged me to apply for the presenter’s job.

Step outside your comfort zone. If you don’t take the first step into something new you’ll never develop and grow. If I hadn’t stepped outside my comfort zone and had not listened to the encouragement of others, I might never have auditioned a 3rd time for WAAPA, I would never have taken up my first reporting job at GWN and I certainly would not be reading Channel Ten News now.

Balga Senior High School has adopted you as an ambassador for their SNSEP (Swan Nyungar Sports Education Program) How did you become involved with this program and what is your role?

I’m SNSEP’s biggest fan. My daughter Jade started playing netball with West Coasters Netball Club, whose President is Rusty Hazel. Rusty is also the Netball Coordinator and Recruitment Officer for the SNSEP program at the school, however her role goes far beyond that. I initially met Rusty through Jade’s netball, where we formed a close friendship and today I’m a huge supporter of her work at Balga SHS. She has regularly invited me to speak at the school as well as meet with the SNSEP students. I’ve been blown away by SNSEP’s achievements and the pride of the students. Their performances have wowed audiences all over Perth. I often describe these students as the Pride of Perth. Some of the kids come from dysfunctional families, and SNSEP provides

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them with the role models, support and food that may not be provided at home.

Rusty has often told me how she’s had to rescue students from drug dens or relatives engaged in criminal activity.

As a prominent media figure, you have had the rare opportunity to be the voice and advocate for some amazing charities and foundations. Can you give our readers some insight into some of your chosen charities, how you became involved and is this type of work personally rewarding for you?

MOTOR NEURONE DISEASE ASSOCIATION (MNDA)

We didn’t know what Motor Neurone Disease (MND) was until our close friend Robyn was diagnosed with it. The only way to diagnose MND is to eliminate all other possibilities - leaving you with a terminal disease for which there is no effective treatment, no cure and very little research.

MND is a degeneration of the motor neurones which leads to weakness and wasting of muscles, causing increasing loss of mobility in the limbs, and difficulties with speech, swallowing and breathing.

Like many diagnosed with MND, Robyn was fit and active. She’d paid off her mortgage, had finished renovations on her home and was ready to enjoy the life she’d created. She passed away within 2 years.

The MND Association operates on a shoestring budget funded by donations.

With the help of MNDA Robyn was able to live as comfortably as she could with the disease. When I was asked to become a patron, I was honoured and felt it would be a tribute to our close friend who left this world too early.

I care about this charity so much I trekked Kokoda in an effort to raise money.

They provide personalised services to women and men going through breast cancer treatment, from pamper days, to home nurse and counselling visits, as well as arranging transport to and from medical appointments, childcare, cleaning services and mastectomy garments.

FREEDOM CENTRE

I’m fully supportive of a particular program run by the Freedom Centre for Aboriginal LGBTI. It happens on the 3rd Thursday of the month 5.00 – 8.00 pm – a session for all Aboriginal and Torres Strait Islanders who are same sex attracted, sex and/or gender diverse. I often drop in to support and chat to the kids in a safe environment.

Many schools in WA have introduced some outstanding programs in schools that celebrate Indigenous traditions and culture. Many schools also now employ an Aboriginal Liaison Officer to facilitate and educate Indigenous and non-Indigenous staff and students. How important is it for our students in schools to learn about Aboriginal culture from a young age? Is it relevant in our current society?

How cool would it be if every Australian knew how to greet each other using their local Aboriginal language? In Noongar country it’s Kia. Learning the history of white settlement and consequential policies will definitely help explain some of the disadvantages experienced by Aboriginal people today. A lot of our laws and customs have not been practised since they were outlawed; however, thankfully it seems they were not lost for good! It’s fantastic that they are once again reemerging and being taught by our elders.

BY CAM ALLEN CONTRIBUTORS: Narelda Jacobs, Karen Reid.

PHOTOGRAPHY: Brett Canet-Gibson.

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THE MENTAL HEALTH COUNCIL OF AUSTRALIA STATE THAT ONE IN FIVE AUSTRALIANS WILL SUFFER FROM A MENTAL ILLNESS AT SOME POINT IN THEIR LIVES. DI KOSKI, CONSULTANT FOR STUDENTS WITH DISABILITIES, TAKES A LOOK AT THE MUCH MISUNDERSTOOD CONDITION OF MENTAL ILLNESS AND HOPES TO SPREAD MENTAL HEALTH AWARENESS AMONGST OUR SCHOOLS....

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n writing this article I am hoping to help spread mental health awareness amongst our schools and communities in WA, to ask people to talk about mental illness and gain an understanding that we can all make a difference – that we have a responsibility to support each other’s mental health and wellbeing. I also hope to highlight some of the indicators of mental illness so that people can recognise and understand when they or their friends may need help from their GP in order to seek support from mental health professionals.

There are two main reasons for my belief that we need to be doing more for

The Mental Health Council of Australia state that one in five Australians will suffer from a mental illness at some point in their lives. Among young Australians aged between 12-25 years, depression and anxiety are the most common mental health problems. In any given 12 month period one in ten young Australians will experience an anxiety disorder. At least one third of young people have had an episode of mental illness by the age of 25 years.

Mental illnesses are of different types and degrees of severity. Some of the major types are:

our young generation in the area of mental health: if we are unable to support them during school years it becomes increasingly difficult for families to connect to services and appropriate support after Year 12; I also have a family member with schizophrenia therefore fully understand the extreme difficulties and complexities of mental health issues which need early intervention during school years. I believe we can and should be doing so much more! The Government will never distribute enough money to support all the issues that require funding, therefore it is our responsibility to increase our understanding of mental health and wellbeing and the many small ways we can make a difference.

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anxiety

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depression

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post traumatic stress disorder

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eating disorders

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bipolar disorder

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schizophrenia

A mental illness is a health problem that significantly affects how a person thinks, behaves and interacts with other people.

It is diagnosed according to standardised criteria by a Clinical Psychologist or Psychiatrist. Some of the more common symptoms that could indicate mental illness are being unable to sleep, unable to eat and/or emotionally distressed.

Research by World Health Organisation (WHO) compared the amount of disability caused by a mental health problem to the amount of disability caused by a physical health problem. As you can see, the results are outstanding:

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These illnesses may also be referred to as a mental disorder, mental impairment or psychiatric disability.

The Mental Health First Aid say the burden of mental illness is often underestimated. Mental illness can be more disabling for the sufferer than many chronic physical illnesses.

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The disability rendered by moderate depression is similar to the disability from relapsing Multiple Sclerosis, life

threatening asthma, chronic Hepatitis B or deafness; •

Severe post-traumatic stress disorder disability is comparable to disability from paraplegia;

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Severe Schizophrenia is comparable to quadriplegia;

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Mental illness results from complex interactions between the mind, body and environment. Some factors which can contribute to mental illness are:

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Long-term and acute stress

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Biological factors such as genetics, chemistry and hormones;

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Use of alcohol, drugs and other substances;

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Cognitive patterns such as constant negative thoughts and low selfesteem;

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Social factors such as isolation, financial problems, family breakdown or violence.

These factors can be minimised by a strong and supportive school and community environment by understanding some of the indicators that could be part of a student’s anxiety and/or mental health problems, such as: •

Excessive absence, school refusal, truancy or illness related to the anxiety;

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Anxiety or fear about particular school activities (can extend to panic attacks – phobia i.e. leaving home);

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Difficulty keeping scheduled appointments (secondary students);

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Difficulty beginning or completing activities or assessments;

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Inability to think and act (high anxiety can paralyse these functions);

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Physical responses such as becoming ill or highly agitated (sweating palms, palpitations, muscle spasms);

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Physical responses that inhibit learning (material is not absorbed and/or the material is not recalled);

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Responding to perceived stressful situations with either anger, aggression or withdrawal;

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Difficulty participating fully in curriculum activities due to fatigue from being hyper-aware of their surroundings. It is important to remember that emotional energy can be as draining as physical exertion.

The following is a list of successful strategies that have been implemented in some of our schools across WA for students with anxiety and/or mental health problems.

These are strategies that have been recommended by Clinical Psychologists in WA. The mental health professionals have been given permission to release the strategies for Consultants, Visiting Teachers and classroom teachers to use for these students.

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Exit plan (chill-out card);

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Providing structured time-out;

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Assigning buddies to support unstructured time such as lunch breaks;

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Explicit teaching of stress management skills such as relaxation and problem solving skills;

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Identifying high risk activities and times, and developing strategies accordingly e.g. handover or transition at the beginning of the day;

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Programs with strategies tailored to manage anxiety e.g.

MindMatters, PATHS – through School Psychologists, Bounceback, eHeadspace, FRIENDS Program;

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Work with the parents/carers and the clinical care provider to understand how the disorder manifests for this student – regular meetings with School TEAM that work with the student – College Psychologist, Non Government School Psychologist or Clinical Psychologist;

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Access to external agency support (Child and Adolescent Mental Health Services) need regular meetings that are School-based with all stakeholders to decide more specific strategies if needed.

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Develop strategies to reinforce attendance at school, e.g. providing preferred subjects on arrival and a reward schedule;

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Modifying curriculum where necessary by shortening task lengths, alternatives to oral presentations or other assessments which may cause anxiety;

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Recognising small achievements (initially may require recognising very small achievements, such as saying hello to someone on arrival at school, or even the fact that the student arrived at school in the first place.);

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Scaffolding, setting limits of work, particularly around any subjects or topics that cause extreme anxiety – group work to be modified to individual work in Library;

There is an increasing awareness that schools can engage in deliberate strategies to build a secure and supportive school environment and to promote attitudes and behaviours which enhance mental health and wellbeing.

MindMatters adopts a comprehensive, Whole School Approach to mental health and wellbeing, focusing on entire school communities, not just individual students with identified needs. It aims to enhance the development of school environments where young people feel safe, valued, engaged and purposeful.

MindMatters website : www.mindmatters.edu.au KidsMatters website: www.kidsmatters.ed.ua Bounceback Program website : www.bounceback.com.au eHeadspace is an online Counselling site which is available 7 days a week from 1pm – 9pm (WA time) or you can email at anytime. eHeadspace website: www. eheadspace.org.au Mental Illness Fellowship of Western Australia Inc. MIFWA supports families, parents, carers and people with a mental illness. They also deliver a program called Well Ways for better understanding of mental health. For more information call (08) 9228 0200 or visit their website at: www.mifwa.org.au

BY DI KOSKI CONTRIBUTORS: Karen Reid (SCRIBE Magazine) PHOTOGRAPHY: Courtesy of Brett CanetGibson, Feature Image (Page 79) Courtesy of Pimenova.

The MindMatters booklets.

CDROMs and website, together with the accompanying Professional Development, have been widely adopted in Australian Schools. Schools using MindMatters have been described as enabling ‘a new language about student mental health and wellbeing to develop within the school’ requiring staff to develop ‘new ideas and share strategies’ (Hazell 2006).

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TEACHERS DON’T JUST TEACH, THEY MENTOR, BEFRIEND, AND OFFER GUIDANCE AT THE SAME TIME AS IMPARTING SUBJECT KNOWLEDGE AND PEARLS OF WISDOM. LEITH DANIEL SHARES HIS VIEW ON WHAT BEING A TEACHER IS....

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f ever there was one, The Dirt, an “autobiography” by Mötley Crüe, is a book that needs to be sold with disinfectant.

It tells the story of the legendary 80s hellraisers in excruciating detail, detail that made even the Devil want to disinfect his hands, eyes and brain. One particular incident resonated with me.

Nikki Sixx , the bassist with a poet’s soul and a drug dealer’s morality, had just OD’d for the third time and was being rushed to hospital. In the back of the ambulance, he felt himself rising up out of his body and then looking down on the

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paramedics frantically trying to save his life. He had experienced a bona fide outof-body-experience.

Just like the one I once had.

Mine didn’t involve a near-death experience caused by a life of hedonistic depravity that would have made Caligula look down from a moral high-ground.

Instead it was an incident that occurred in my sixth year of teaching at the second school I had taught at. I had a Year Ten English class in front of me. I don’t know exactly what I was teaching nor do I remember why I’d suddenly decided to yell at them, but all at once I realised I

was now looking at me. My spirit had left my body; I could now see and hear me as if I was a spectator. In front of me was... me. Dressed like a professional. Looking like a Greek God. And most importantly, sounding like a teacher.

I was a teacher.

I was no longer a person who taught.

I was a work-marking, student-torturing, chalk-dust-snorting teacher. God help me and everybody I teach.

I like being a teacher but there’s something slightly wrong with me so I can’t really consider that a ringing

endorsement for my state of being. But then the problem becomes defining what a teacher is.

At a recent interview for a new position in a new school, the principal took exception to my flat statement that I was a “teacher”. He told me that when people ask him what he does for a living he says he works in a school. Then from there, the people he’s talking to slowly draw out from him that he occasionally stands in front of a class and imparts wisdom and knowledge. He then became insulted when they made the realisation sound “oh”, before going on to say: “You’re a teacher!” He told me that when you define yourself as a teacher, you suddenly tell the world that you “just teach kids stuff”.

I disagreed immediately. A teacher does so much more than just “teach”.

Sorry. A teacher is supposed to do more than just teach.

On a side note: Don’t you get sick of teachers or union officials getting on TV and telling the world completely straightfaced that all teachers are altruistic Gods, who are more intelligent than any other profession and who work harder than Matt Preston’s colon? We all know at least one teacher who hates kids; complains about all those damn parents who get in their way in the car-park when they’re struggling to leave school within a minute of the afternoon bell ringing; or those teachers who only got into teaching so they could use their holidays to write their novel…wait, not that one.

But those idiotic hagiographers who argue that all teachers are saints who deserve to be honoured as golden calves are doing us educators a disservice rather than actually promoting our cause – which is what they think they are doing. Everybody knows at least one bad teacher, and when these smoke-blowers claim all teachers make Michelle Pfeiffer in Dangerous Minds look like a slacker, the listeners dismiss everything else they say.

But anyway…

My argument was a little bit more like poetry slammer Taylor Mali’s rant on “What a teacher makes”. A teacher doesn’t just teach. Yes, the name therefore is somewhat of a misnomer, but not because we don’t do it. The word “teacher” transcends the denotation of it; people should know this, and therefore “teacher” is a perfectly suitable word to use.

I think my favourite definition of what a teacher is was best exemplified by an incident at my previous school. It was one of the most extraordinary things I have ever experienced.

An ex-student of mine had a breast cancer scare. She’d found a lump and went through the same terror that I can only imagine any woman goes through at that moment. She knew she needed someone to help her, to support her, to drive her to the appointment knowing full well she may not be in any condition to make the drive home. She needed someone she loved and trusted to hold

her hand. And so, in her mind she had no other choice: she came back to school and asked her old home-room teacher to be that someone. That teacher’s answer came immediately. There was no hesitation in her mind that she shouldn’t be helping this student out even though she’d left and was asking her for a favour that was entirely unrelated to school.

That teacher took her, held her hand and gave that ex-student support to get through it all.

This one situation epitomised, for me, the idea that good teachers don’t just teach.

That ex-student will never refer to her homeroom teacher as “someone who works in a school” or “child result improver” or (God forbid) “Pedagogist”.

She’ll refer to her as her “teacher”.

And she’ll say it with a smile.

BY LEITH DANIEL PHOTOGRAPHY: Solace Design.

Web Resources for SCHOOLS! http://www.squidoo.com/topics/education http://www.coolcatteacher.blogspot.com http://www.kidsteachingkids.com.au http://www.openculture.com/free_textbooks http://www.ideaslab.edu.au/theme/bigideas http://www.digitalpromise.org http://www.ted.com http://www.edublogs.org http://www.ipadinschools.com

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SCRIBE GADGET GURU BRAD TYRRELL EXPLORES AND RATES A VARIETY OF TECHNOLOGY SOLUTIONS TO ENHANCE THE TEACHING AND LEARNING EXPERIENCE...

Booq - Viper hardcase 13 O

ne of the most important parts of any technology purchase is the bag that we put it into each night. In the last two years I have tried and tested many different bags with various price tags, straps, zips, fabrics and the list goes on. This year I have been suitably impressed by the Booq range and while originally they have been an expensive brand to purchase, not to mention only really based in the USA, they have started to become more affordable and available in a greater capacity. For me personally I use a Booq backpack, water proof, durable and has A LOT of slots, for me one of the most important aspects. Complementing this has been the choice of hard-shell laptop case

that I have recommended that parents buy for their child’s laptop. The viper hard case is a perfect example of a quality product, and in particular the zips on this case are metal and go all the way around the back of the laptop.

In addition, depending on which one you buy, the basic one comes with just a spot for your laptop, where as others come with sleeves for a diary or notes or a hard drive if needed. In the end the bag is really a personal choice, but if I was a school, I would seriously consider this for any laptop program.

CATEGORY: ACCESSORY COST: $49.95 (FITS 13-Inch MacBook Air, 11-Inch model also available)

http://www.booqbags.com/laptop-backpacks-laptop-bags/Vyper-sleeve-hard-laptop-sleeve/Viper-hardcase-13-black-red

Multi Media Green Screen (Backdrop)

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ith many schools venturing into the area of multimedia to recapture the imagination of students who have become disengaged from the traditional ICT subjects, the question relates to the ability to do this on a budget. Complementing this has been the lack of dedicated space for putting video and photographybased projects together. For green screen and lighting supplies on a budget I recommend the company www.backdropsource.com.au.

http://www.backdropsource.com.au

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With monthly specials and a short but impressive range of green screen products and accessories, schools on a budget can create a green screen environment with three-point lighting for less that $600.

CATEGORY: LIFESTYLE (APP) COST: FREE (IN APP PURCHASES)

Glo Bible

Immersion Digital

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here are many apps covering the content bibles, some expensive, some for free, but not very often are the apps as different as Glo Bible.

The aspect of this bible that makes it different is the user interface. It is this that makes users (students and teachers) want to use and explore this further and helps to visually represent the various readings in both the old and new testaments. From the outset, you get three choices, the Bible, Atlas and Media. Under Bible, the user is presented with the entire

bible in a graphical format. From this you can either tap or pinch and zoom to reading and verse you are looking for as well as atlas to the events in the passage as well as short clips and media. What is important in this app is that there are in app purchase options for greater details that include further details and media to access. While I have not purchased the additional content the basic app surpasses what the paper copy provides hands down.

http://itunes.apple.com/us/app/id403758876?mt=8

Aurasma

CATEGORY: LIFESTYLE (APP) COST: FREE iPAD/IPHONE

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schools or teachers can create channels for each of these videos and associated pictures and use them in many different ways. One example would be to produce videos on a virtual tour for the school or even details about each room before entering. With this emerging technology, the options and creativity are unlimited.

ne of the most interesting developments recently in the area of multimedia has been that of augmented reality.

With the continued penetration of the iPad and other devices, the ability to manipulate what these devices see becomes more realistic. Aurasma is a iPad app that allows the users to hover over objects, pictures or text, and created videos attached to those pictures will play. Individual

http://itunes.apple.com/us/app/aurasma-lite/id432526396?mt=8

Macbook Pro V Macbook V Macbook Air As a School what choice do you make?

Read Brad Tyrell’s Blog below... http://www.tyrrell.net.au/2011/10/11/macbook-vs-macbook-pro-vs-macbook-air/

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he Apple TV is set to finally let teachers become free from the front of the room projection. With a simple set up process, as long as your device and the Apple TV is on the same network, you are able to in iOS5 mirror what is on your iPad to the projector minus cables.

This has great potential and is only limited by your enthusiasm. Firstly, you have the ability to purchase the app, like, show me or explain everything and have an interactive whiteboard that costs $5 and also records the content as you create it for use later. In addition, the ability in common areas for staff to quickly display information to groups and/ or pictures from a recent event.

There are a few critical points to consider though; the Apple TV has one password and if that password

is released to everyone, anyone’s iPad will be able to project and kick you off displaying the information.

Also you cannot track who that is, so the only way of preventing this from continuing is to manually change the password on that particular device.

Notes Plus

CATEGORY: LIFESTYLE (APP) COST: $7.49 iPAD

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COST: $129.00

As a future prediction, I believe that OSX Lion is a transition operating system and it won’t be long before the laptop will be able to wirelessly mirror as simply as the iPad can now. The sooner schools start to experiment with this technology and its application, the easier the transition will be.

hen it comes to taking notes on the iPad the choices of apps are endless. The problem is that at some point you need to make a decision on which suits your needs the most. An app, for me, that I have found very beneficial for taking notes has been Notes Plus.

Now, the primary reason I use this particular app is based on the way it handles drawing. The idea of drawing may not be something that you consider a lot when taking notes but for students in the classroom we are continually giving them diagrams and pictures and (in the cases of the Sciences and Mathematics subjects) graphs. Notes

plus has an advanced recognition capability which detects the drawing of objects and graphs and gives you the ability to then create vector styles images, which in turn, gives you the precision of creation without the need of a stylus. Each line is converted into straight lines and allows for the manipulation of those lines after the object has been drawn. While it suffers from a few issues when trying to use it purely as a writing application, the true value of the app is really in the way it handles notes with diagrams. Well worth a look and has all the features that you would normally expect from a notes-taking application such as folder, files, colours etc…

http://itunes.apple.com/au/app/notes-plus-handwriting-note/id374211477?mt=8

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nlock the world of photography and its accessories to over 70 million iPhone and iPod Touch owners... with Bubo.

professionals looking for an affordable way to enhance the quality and ease of sharing their work.

The camera on the iPhone is better than the vast majority of point and shoot cameras. Before the Bubo, however, there was never a good way to stabilize and accessorize the device. These relatively small additions completely change the experience of using the iPhone by making it much more of a tool than it is in native form.

Includes a wide angle lens and an external microphone. External lighting accessories are also available.

This makes the Bubo a perfect choice for the customer in the market for a new point and shoot as well as artists, musicians, and 86

“iPhone owners LOVE their phones and would much rather buy an accessory to use with it than buy a completely separate device altogether.”

Contact Bubo suppliers Camera Electronic for this amazing device. http://shop.cameraelectronic.com.au/

CATEGORY: ACCESSORY COST: $229 APPLE iPHONES 3 & 4 / APPLE iTOUCH

A LESSON ON BULLYING A teacher was teaching her class about bullying and gave them the following exercise to perform. She had the children take a piece of paper and told them to crumple it up, stomp on it and really mess it up, but do not rip it. Then she had them unfold the paper, smooth it out and look at how scarred and dirty it was. She then told them to tell it they’re sorry. Now even though they said they were sorry and tried to fix the paper, she pointed out all the scars they left behind. And that those scars will never go away no matter how hard they tried to fix it. That is what happens when a child bullies another child, they may say they’re sorry but the scars are there forever. The looks on the faces of the children in the classroom told her the message hit home. This is a great one to share with your class!

DONNA – EMAIL SUBMISSION SCRIBE: Thank you Donna for your submission.

Do you remember the YouTube clip released in 2011 of the young boy who lashed out against his classmate who was tormenting him in the school yard? This was horrible footage, but valuable! Bullying affects so many people negatively, not only kids in schools, but also adults in the workplace.

We hope that teachers reading this submission will keep it handy for when this issue arises in their classroom.

MRS THOMPSON LEARNS TO TEACH There is a story many years ago of an elementary teacher. Her name was Mrs Thompson. And as she stood in front of her 5th grade class on the very first day of school, she told the children a lie. She looked at her students and said that she loved them all the same. But that was impossible, because there in the front row, slumped in his seat, was a little boy named Teddy Stoddard. Mrs Thompson had watched Teddy the year before and noticed that he didn’t play well with the other children, that his clothes were messy and that he constantly needed a bath. And Teddy could be unpleasant. It got to the point where Mrs Thompson would actually take delight in marking his papers with a broad red pen, making bold X’s and then putting a big “F” at the top of his papers.

At the school where Mrs Thompson

taught, she was required to review each child’s past records and she put Teddy’s off until last. However, when she reviewed his file, she was in for a surprise. Teddy’s first grade teacher wrote, “Teddy is a bright child with a ready laugh. He does his work neatly and has good manners… he is a joy to be around.”

A year later, she found a note under he door, from Teddy, telling her that she was still the best teacher he ever had in his whole life. Six years went by before she got another note from Teddy. He then wrote that he had finished high school, second in his class, and she was still the best teacher he ever had in his whole life.

His second grade teacher wrote, “Teddy is an excellent student, well-liked by his classmates, but he is troubled because his mother has a terminal illness and life at home must be a struggle.” His third grade teacher wrote, “His mother’s death has been hard on him. He tries to do his best but his father doesn’t show much interest and his home life will soon affect him if some steps aren’t taken.” Teddy’s fourth grade teacher wrote, “Teddy is withdrawn and doesn’t show much interest in school. He doesn’t have many friends and sometimes sleeps in class.”

Four years after that, she got another letter, saying that while things had been tough at times, he’d stayed in school, had stuck with it, and would soon graduate from College with the highest of honors.

He assured Mrs Thompson that she was still the best and favorite teacher he ever had in his whole life.

By now, Mrs Thompson realized the problem and she was ashamed of herself.

She felt even worse when her students brought her Christmas presents wrapped in beautiful ribbons and bright paper, except for Teddy’s. His present was clumsily wrapped in the heavy, brown paper that he got from a grocery bag.

Mrs Thompson took pains to open it in the middle of the other presents. Some of the children started to laugh when she found a rhinestone bracelet with some of the stones missing and a bottle that was one quarter full of perfume.

But she stifled the children’s’ laughter when she exclaimed how pretty the bracelet was, putting it on, and dabbing some of the perfume on her wrist.

Teddy Stoddard stayed after school that day just long enough to say, “Mrs Thompson, today you smelled just like my Mom used to.” After the children left, she cried for at least an hour. On that very day, she quit teaching reading, writing, and arithmetic. Instead, she began to teach children.

Mrs Thompson paid particular attention to Teddy. As she worked with him, his mind seemed to come alive. The more she encouraged him, the faster he responded. By the end of the year, Teddy had become one of the smartest children in the class and, despite her lie that she would love all the children the same, Teddy became one of her “teacher’s pets.”

Then four more years passed and yet another letter came. This time he explained that after he got his Bachelor’s Degree, he decided to go a little further.

The letter explained that she was still the best and favourite teacher he ever had.

But now his name was little longer. The letter was signed, Theodore F. Stoddard, M.D. The story doesn’t end there. You see, there was yet another letter that spring.

Teddy said he’d met this girl and was going to be married. He explained that his father had died a couple of years and he was wondering if Mrs Thompson might agree to sit in the place at the wedding that was usually reserved for the mother of the groom. Of course, Mrs Thompson did. And guess what? She wore that bracelet, the one with several rhinestones missing. And she made sure she was wearing the perfume that Teddy remembered his mother wearing on their last Christmas together.

They hugged each other and Dr Stoddard whispered in Mrs Thompson’s ear, “Thank you, Mrs Thompson, for believing in me.

Thank you so much for making me feel important and showing me that I could make a difference.” Mrs Thompson, with tears in her eyes, whispered back. She said, “Teddy, you have it all wrong. You were the one who taught me that I could make a difference. I didn’t know how to teach until I met you.”

ELIZABETH SILANCE BALLARD SCRIBE: This story was created over 35 years ago in the mind of a writer named Elizabeth Silance Ballard, a 58-year-old grandmother at the time of writing this fictional piece. The story was written

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and published under the label Fiction in a 1976 issue of ‘Home Life’ magazine and has evolved into an urban legend.

As teachers we have a profound influence on our students whether we like it or not. Although an old fictional story, it is one that encapsulates our role and true worth as teachers. In real life we do not get a chance to check people’s records, therefore you never know what a person has experienced in life or what causes them to behave the way they do. The next time you find yourself passing judgement on a student (or even a colleague), take a moment to consider what might be in their ‘records’ that you don’t know.

THE PRIVATE OR PUBLIC EDUCATION DEBATE From my experiences as a teacher in both government and private schools, and providing I could afford it, I would choose to send my children to private schools. The reasoning behind this comes from the sense of community and social standards a child receives at a private school. This is not to say a government school cannot provide this, however, you need to live in the catchment area to be lucky enough to go to a public school that provides such an important facet of social education.

Seeing as children of school age spend the majority of their time at school and socialisation is such an integral part of their development, I would expect this to be a top priority of any school.

However, as I said, as a teacher, I have found this is something private schools take quite seriously: to have that pride and value in your school, education, appearance and quality of schooling is worth paying more for.

EMMA – FACEBOOK SUBMISSION I personally think it’s hypocritical to send your children to a private school if you are not committed to the religion they worship or their belief system. I don’t attend church and am very anti any religious education that I do not support taking up my children’s education time.

I will argue that discipline is better at private schools, I have heard of plenty of kids being naughty at both public and private schools. Whilst I have the fondest memories of my private primary school education, I don’t believe it educated me about the real world. I was like a fish out of water when I left the

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safety of a small private school for the public high school I attended. I think if the child goes home to a family that encourage them to apply themselves and achieve, the child will excel in whatever environment they are. For me, no matter how much money I have, my kids will always have a public education.

KYLIE – FACEBOOK SUBMISSION A school doesn’t make a child a success or a failure - parents do. No prestigious school can make up for bad parenting.

It seems the norm today, that we place too much pressure on teachers to bring up our kids: as parents, that’s OUR responsibility. That’s my humble opinion. I’m a guy whose parents never finished high school, but who brought me up with a sense of value in myself to challenge and explore the world around me. I’m 43, a university graduate, health professional with four awesome kids – each are different, but all are treasured.

JAMIE – FACEBOOK SUBMISSION Public or private? I asked myself this same question over and over, I looked at all the people I knew, the successful and not so successful, I talked to family members, neighbours, teachers and friends. I was lucky enough to have one child at a public (Pre) Primary while the other was at Kindy in a private school. (I couldn’t get them both into the private school that year.) I’m glad I had that year to see first-hand the difference in the level of commitment and education. The way my son was guided and nurtured shone through. He was well on his way to becoming a little man. My daughter on the other hand didnt seem to have any one-on-one attention and her social and emotional needs went unfulfilled.

She joined her brother the next year at the private school and I am very glad she did. It’s not the education I’m paying for, it’s the sense of pride that comes from wearing the same uniform, having the same beliefs, believing you are special and having this reinforced daily. The majority of the teachers at their school have been there over 10 years. This shows experience and commitment to me. I also know when the kids have had any issues raised, I get a phone call and between the teachers and myself we get to the bottom of the problem.

When I broke up with my partner, the teachers noticed the kids’ vulnerabilities and called me and asked what was

going on at home and when I told them they were so kind and sympathetic and asked if there was any way they could help me. In order for children to get the most out of their educations, family has to be as involved as the school. They were also incredibly supportive and helpful during the time we lost our uncle and nearly lost the kids’ poppy. Going above and beyond the call of duty is sometimes needed. It’s these times that can severely hurt your children (especially when your so caught up in your own grief). And this is why as a single mother who is still studying, and who struggles to make ends meet, pays for a private education. And although I once felt intimidated by all the mums in their big, shiny 4wds and Prada glasses, I no longer do. I know I work my butt off to send my kids there and all the parents that got to know me respect the fact that instead of buying a new car, my kids’ education is more important.

TERRI – FACEBOOK SUBMISSION My wife and I went both went to private (Catholic co-ed). In my case, my parents based their decision primarily on religious reasons. What was interesting was that my older siblings had mixed experiences at different Catholic singlesex schools and this was factored in.

Having worked as a teacher in (only) Catholic/private in a range of socioeconomic areas, I am now a fan of single sex (Catholic) for my own children. Many Catholic schools still do the faith and religion aspects very well. Like society, perhaps the message is not always well considered but I do believe it is there.

I also take the opinion based on John Hattie’s research that ‘it is the teacher that makes the significant difference’ more than any other factor. Perhaps then a school’s ability to attract, retain and grow quality teachers and teaching should be the focus. All schools have dedicated teachers (and a few that should move on to greener pastures), some schools just do a better job at looking after their staff.

DAVID – FACEBOOK SUBMISSION SCRIBE: Wow, some passionate and thought-provoking opinions here. No matter what type of education you prefer for yourself or your family, Western Australia certainly offers diverse quality education to suit a wide variety of children, lifestyles and individual beliefs.

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