Distinction - February 2017 by Star News Group

Distinction

ISSUE 1 â&#x20AC;˘ 2017

A guide to Independent Schools

Featuring schools and activities in the Geelong region Refer to pages 26-46

MACKILLOP

Open Day

Monday 13 February 2017: 2-6pm Final Tour at 5:15pm

Enrolments close for Year 7 2018 Friday 17 February 2017 celebrating all life G challenging G all people G dreaming the new day 12324067-CB6-17

DISTINCTION â&#x20AC;&#x201C; A GUIDE TO INDEPENDENT SCHOOLS

WHAT DO PARENTS WANT? What do you consider when choosing a school for your child? Choosing the right school for their child is one of the most important decisions parents can make. It can also be one of the hardest. Often, the choice will be based on multiple factors,

some of them intangible. Surveys by Independent Schools Victoria, in which parents are asked their reasons for choosing a school, shed interesting light on some of those factors – and on parental preferences. In surveys carried out over the past four years, 9,183 parents have given an indication of why they chose an Independent school, selecting from 22 options. You might find the results surprising. A school’s academic results and facilities, for instance, are well down the list of the top ten factors parents took into account. At the top of the list are the school’s emphasis on sound moral values, beliefs and attitudes. The second most common reason was a patent’s belief that the school best suited their child’s needs.

What’s clear from both surveys is that parents not only make choices, they embrace choice. And in making a decision, academic results, though important, are not the only factors they take into account. The Queensland results also confirm what many of us know from person experience: that, when looking for a school, our friends, family and colleagues remain influential sources of advice. So are school visits and school websites.

For many parents, the My School website is an important starting point in their search for a school.

Other factors were the school’s reputation, its education philosophy and the quality of its education programs. Some were attracted by the atmosphere of the school. Academic results were eighth on the list. The school’s facilities and resources were rated ninth, with the size of the school at number 10. ISV’s research is mirrored by a survey published last year by Independent Schools Queensland. In the What Parents Want survey, 1000 parents from 67 independent schools gave their top 10 selection attributes for primary and secondary independent schools.

For many parents, the My School website is an important starting point in their search for a school, and the NAPLAN test results published on the site will be one of the resources that influence their decision.

But it’s clear that parents are discerning enough to know that the value and definition of an excellent education – one that best suits their child – can’t be simply reduced to crude tables of standardised school test results. Nor can parental decisions be simplified to fit a stereotype – just as independent schools don’t fit a stereotype. There are more than 200 independent schools in Victoria, spread across the state. They are small and large, single sex and co-ed, with a range of fees. They follow 22 different educational, religious and philosophical approaches. Their diversity, and the range of factors parents consider when deciding which school best meets their child’s needs, recognise

For primary schools, parents ranked academic performance at tenth place, behind factors like education and teacher quality, class sizes, school environment and values.

the fact that each child is different.

For secondary schools, academic results had moved up the list to fourth place, behind education quality, a disciplined environment and career pathways.

Michelle Green Chief Executive Independent Schools Victoria

The Parenting website www.independentschools.vic.edu.au You will ﬁnd more information on our associated website at: www.independentschoolparents.com.au DISTINCTION – A GUIDE TO INDEPENDENT SCHOOLS

MacKillop College WERRIBEE MacKillop endeavours to provide outstanding education . . . Celebrating all life. Challenging all people. Dreaming the new day. This is the vision that helps MacKillop Catholic Regional College open its doors to invite the community to jointly live out our Gospel values. It then aims to help students realise their potential in school and ultimately in their lives. Established in 1970 with an initial enrolment of 102 girls, MacKillop is a Catholic Co-educational Secondary College named after Saint Mary of the Cross MacKillop, co-founder of the congregation of the Sisters of St. Joseph of the Sacred Heart. Since then, the College has educated a large portion of the Catholic Community and is proud of its current status. Principal, Rory Kennedy, says the College is committed to each student’s intellectual, emotional, spiritual, physical and psychological growth by fostering leadership and empowering them as faith filled, discerning citizens of its school community. “With a comprehensive and well-balanced curriculum, programs have been designed to prepare students with the tools and skills needed to effectively problem solve, research and channel inner creation,” continues Mr Kennedy. Our curriculum incorporates intensive learning within a positive, dynamic and adaptive learning and teaching environment. This promotes a culture of enquiry and the creative exploration of ideas.

Stimulated by innovative, challenging and collaborative lessons, students from Year 7 to 10 study subjects across all learning areas including, Religious Education, Creative and Performing Arts, Design and Technology, English, Health and Physical Education, Humanities, Digital Technologies, Languages, Mathematics and Science. Students in Years 10, 11 and 12 have the option of choosing their subjects from VCE and/or VET courses. Senior pathways offered at the College include VCAL and VCE. MacKillop endeavours to provide outstanding education that integrates faith, life and culture and Mr Kennedy emphasises that our actions strive to ensure that the College’s leadership remains true to the mission of the Church. We acknowledge the gifts and achievements of all through the school liturgies, assemblies and numerous celebrations. He clearly articulates that “The College pursues excellence in learning and teaching to support the vision of Catholic education in the development of the whole person, founded upon Gospel values. The College supports wellbeing by affirming the intrinsic dignity of each individual embracing diversity and empowering active citizenship”. The MacKillop community strives to follow in the footsteps of St Mary of the Cross MacKillop and in his word he concludes with “We are so proud of who she was and still is to us.”

Elias Anton made a striking television debut in the lead role as Danny Kelly in the title role of ‘Barracuda’. He has deservedly been nominated for a Logie Award in the category of ‘Best New Talent’.

Dux, Top Designs and Logie Awards Nominee for ‘Best New Talent’ MacKillop College continues its success in the academic arena with recent achievements - one of which includes last year’s Dux of the College Andrew Montalto. Andrew hopes to study Commerce at Melbourne University with a view to complete a Masters in Engineering upon completion of his Commerce Degree. We congratulate Andrew on achieving a perfect score of 50 in Further Mathematics, in fact he will be acknowledged and awarded at the Victorian Premier’s Awards for this significant achievement. This provides Andrew with a fantastic opportunity to help launch his future career. We wish Andrew every success in the future. Other successes at the college include that of 2016 Year 12 Media students, Jaya Abela, Jacqueline Lake and Zachary Taylor who have been admitted into this year’s Top Designs 2016 to be held at Melbourne Museum. Top Designs showcases the very cream of VCE students’ work from across the state. Congratulations to these students whose media photographic sequence was chosen to be part of Top Designs 2016 — Seasons of Excellence. Their folio work will be on display at the Melbourne Museum exhibition from March to July 2017 amongst the work of other students who achieved excellence in Top Designs. We also celebrate the success of Elias Anton, a standout actor in the title role of ‘Barracuda’, who made a striking television debut in the lead role as Danny Kelly. He has been described as a gifted actor, who, while completing his final year of VCE as a student of MacKillop’s Theatre & Media Studies, has thrived so far in the Australian film and television industry. Elias received rave reviews ahead of this professional acting debut as Danny in this new ABC drama which screened in July of 2016 and more recently has deservedly been nominated for a Logie Award in the category of ‘Best New Talent’. We wish Elias every success for his future accomplishments and look forward to seeing his on the big screen. MacKillop College would like to congratulate Andrew Montalto, Jaya Abela, Jacqueline Lake, Zachary Taylor, Elias Anton and all of the 2016 graduating students for their outstanding achievements and we wish them all the very best in their future endeavours. We invite you to visit MacKillop College during its Open Day on Monday 13 February between 2.00pm and 6.00pm with a final tour commencing at 5.15pm or simply call the College Registrar for further information.

ABOVE: Congratulations to Dux Andrew Montalto who achieved a perfect score of 50 in Further Mathematics.

ABOVE (left to right): Jaya Abela, Jacqueline Lake and Award winning work by Zachary Taylor, who have all been admitted into this year’s Top Designs exhibition.

DISTINCTION – A GUIDE TO INDEPENDENT SCHOOLS

CO-EDUCATION AT ITS BEST

12335837-CB6-17

T: 9409 8800 | F: 9408 7531 | www.stmonicas-epping.com Junior Campus Years 7 - 9 | 400 Dalton Road, EPPING VIC 3076 Senior Campus Years 10 - 12 | 16 Davisson Street, EPPING VIC 3076 12335178-CB6-17

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Saturday 18 March 2017 9am - 1pm Family Fun Day

Wednesday 22 February 2017 9am - 10am

Saturday 27 May 2017

Wednesday 2 August 2017 9am - 4pm

Wednesday 24 May 2017 9am - 10am Wednesday 16 August 2017 9am - 10am

Saturday 26 August 2017 Please contact the Registrar for more information.

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For a Prospectus, College tour booking or enquiry, please contact our Registrar Lakeside College Phone: 03 5941 7544

2 Portobello Road, Pakenham VIC 3810 lakeside.vic.edu.au 12334661-CB6-17

DISTINCTION – A GUIDE TO INDEPENDENT SCHOOLS

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APPLY FOR THE PROGRAM NOW St Monica’s College, Epping www.stmonicas-epping.com (03) 9409 8800 – 16 Davisson St, Epping VIC, 3076 admin@stmonicas-epping.com 10

DISTINCTION – A GUIDE TO INDEPENDENT SCHOOLS

OPEN DAY Wednesday 8 March 2017 from 10am to 12noon Speak with Senior Staff, take a College tour and listen to the Principalâ&#x20AC;&#x2122;s address.

Limited places are available at some year levels in 2017. Early application for Prep and Year 7 entry in 2018, 2019 and beyond is advised as waiting lists apply. Please Contact the Registrar on 9333 1866 for enrolment information.

Aitken College is a Prep to Year 12 co-educational independent school providing a quality education in a caring and supportive community, emphasising academic achievement, creativity, environmental responsibility and service. The early years emphasise literacy and numeracy, leading to core studies in English, Mathematics, Science, Humanities, Technology (Design, Digital and Food), Physical Education and Indonesian and an elective program including Performing Arts, Visual Art and Commerce. Senior students undertake VCE or VCAL programs, study skills and personalised careers education. Most Year 12 graduates move on to a broad range of University courses. Religion & Values Education is complemented by a weekly Chapel Service. Students can access welfare support, the Learning Centre for special needs and a wide range of co-curricular activities including sport and performing arts.

1010 Mickleham Road, Greenvale 3059 Telephone 9333 1866 W: www.aitkencollege.edu.au E: admin@aitkencollege.edu.au 1204802-LB27-16

A Uniting Church School

ACADEMY OF MARY IMMACULATE The City School for Girls Celebrating our 160th anniversary in 2017, the Academy of Mary Immaculate is the oldest girls’ secondary school in Melbourne. We are proud of our unique school character embedded in the heart of the city of Melbourne. With a dedication to each individual learning experience, we have built the Academy’s warm school community on a strong commitment to our Mercy values. DISCOVER transitional education From the beginning of the secondary journey, our structured Year 7 immersion program builds a sense of belonging and supports girls to grow their independence and take responsibility for their learning. During the middle and senior years, our extensive range of VCE and VET programs ensure students can follow their chosen paths. Selected VCE units (1&2) are offered in Year 10, and close connections with universities offer enhancements and scholarship opportunities. Academy girls put their knowledge into real-world practice through our careers development program. Starting in Year 9 though to Year 12, careers at the Academy focuses on securing the place of young women in the workforce by showing them how to transfer and utilise their skillset. DISCOVER accessible opportunities The College’s central location extends class work into Melbourne’s great cultural and learning centres in the arts, sports and civic life. We also balance academia with cocurricular activities. The Academy competes at an elite level in volleyball, and participation is high in other team and individual sports. Clubs and teams from debating to environmental action are student-initiated and led, while music, visual and performing arts give students the opportunity to creatively express themselves.

DISCOVER an international classroom The internet and ease of travel interlink our modern world. To understand it, students explore long-standing cultural elements through immersion experiences, like Year 7 music where students attend MSO events. Year 8 students examine our heritage though the local Indigenous community and Indigenous art to understand the effect art has on spirituality and its cultural place in Australia. To complement this local knowledge, our language programs teach Italian, French and Japanese through to VCE level. Strong relationships with sister schools in Japan and Italy allow students to undertake biennial study tours, including to France, to make the most of their cultural studies. DISCOVER innovative learning Our classrooms integrate technology so that learning is both experiential and engaging. In Year 7, students use coding programs in mathematics and in Year 8, apply and develop their coding skills to create and control robot actions. Students can elect to continue coding right through to Year 12, testing their knowledge at National Computer Science Challenges. During their Academy years, students can participate in Budding Biochemists undertaking challenging experiments using research-grade equipment in our new science centre. While in the Year 9 Synergy program, students work on an inquiry-based project that takes full advantage of our city location with access to Melbourne’s best. Discover the Academy difference for yourself by joining us for a Talk and Tour. Enquiries and bookings are welcome on 03 9412 7100 or www.academy.vic.edu.au

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THE CITY SCHOOL FOR GIRLS

Celebrating In the heart of Melbourneâ&#x20AC;&#x2122;s cultural and educational precincts the Academy of Mary Immaculate offers an education that goes well beyond the classroom.

Please join us for a Talk & Tour. Call or book online.

88 Nicholson Street Fitzroy VIC opposite Melbourne Museum A Ministry of Mercy Education Limited ABN 69 154 531 870

61 3 9412 7100 academy.vic.edu.au 12322387-CB6-17

CORNISH COLLEGE The school views education as a journey . . . Cornish College is a vibrant co-educational school community, with a commitment to excellence in teaching and learning. We recognise the importance of academic rigour, creativity and developing strong foundation skills for learning. Located in 100 acres of natural parkland, our students enjoy learning, playing and exploring in nature’s classroom. We educate for a sustainable future, embedding sustainability in our curriculum and co-curricular activities. Cornish College’s motto is Make a Difference and at its core is the development of independence, compassion and personal excellence in order for students to make a positive contribution within their community and globally. The Learning Journey The journey from ELC to Year 12 provides everything you would expect from a rigorous academic program and rich curriculum, and so much more. Powerful learning milestones across the years have a lasting impact on students. Many unique milestones at Cornish College help students to discover their passions and a love for learning that stays with them for the rest of their lives. Academic rigour exists in authenticity and depth. Our reputation for developing the ‘whole child’ comes from a passionate and creative teaching team that guides and challenges each individual. Through inquiry learning we combine subjectspecific knowledge with valuable skills that enable students to learn beyond the classroom. The students develop a deep understanding of important concepts and conduct research into issues of significance. Students make connections through learning about life in school, life at home and life in their local and global communities.

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Enrichment and Enhancement With 700 students from ELC to Year 12 our teachers know every child very well, allowing learning to be personalised and engaging. Opportunities for enrichment are provided through critical and creative thinking activities designed to develop higher order thinking skills and extend each child’s questioning capacity. The Imagine… Program brings together a variety of extension initiatives and activities across all year levels. A unique golf leadership program A unique part of the Cornish College campus is the Cornish Links golf course specifically designed for children. Girls and boys from the age of three to 17 can participate in the golf program, led by Mr Sean Kirschenberg, Certified PGA Golf Professional, Mrs Nadina Light, Golf Professional, and Cornish College’s Chaplain, Mr Jarrod Davies. In addition to golf, Cornish College offers a broad co-curricular program including equestrian, performing arts, instrumental music, swimming, gymnastics and sport climbing. With our passionate and skilled teachers, well-rounded and able students and a wider community that truly supports and cares for each other, Cornish College can be the difference for your child. Open Morning - Wednesday 8 March 2017, 10.00am to 1.00pm A: 65 Riverend Road, Bangholme, VIC 3175 T: +61 3 9781 9000 E: enrolments@cornishcollege.vic.edu.au <mailto:enrolments@ cornishcollege.vic.edu.au> W: www.cornishcollege.vic.edu.au

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Lifelong learners. Unique environment. All children are natural inquirers and powerful learners. We nurture their sense of inquiry and aim to inspire a quest for learning throughout life.

Baysid Penins e and ula C bus ser ollege vice availab s le.

Our dynamic curriculum and rigorous academic program encourages students to achieve and to make a difference in their local and global communities.

Open Morning Wednesday 8 March 2017 from 10.00am to 1.00pm

Located on 100 acres of natural parkland, our students enjoy a natural environment with plenty of time outdoors. Our unique golf leadership program utilises the Cornish 0MROW SR GEQTYW WTIGMÂ˝GEPP] HIWMKRIH JSV GLMPHVIR

For all 2017 School Tour dates, and to book online please visit our website: www.cornishcollege.vic.edu.au

ELC to Year 12 Cornish College is a co-educational independent Uniting Church School. Cornish College | 65 Riverend Road, Bangholme, VIC 3175. Telephone +61 3 9781 9000 12334642-CB6-17

MacKillop College WERRIBEE Our College features outstanding facilities Earlier last year we gathered as a college community to commemorate the Eucharistic Celebration and blessing of ‘The Chapel of Saint Mary of the Cross.’ The Chapel has been a labour of love for the College community and has become the heart and soul of the school. The Chapel enables us to nurture our education in faith and has many significant features including stained glass windows designed by Josephite Sister, Therese Quinn. The windows symbolically explore MacKillop College’s connection to the local area, as well those individuals significant to the development of Saint Mary of the Cross MacKillop’s spirituality. Two bronze statues by Chris Sage feature prominently at the chapel. The ‘Triumphant Jesus’ hangs over the altar and is a focal point for all liturgy. In the forecourt a bronze of Mary MacKillop engaging with two playful children welcomes all. The Chapel precinct also includes an outdoor ‘Stations of the Cross’, which incorporate contemporary photography in an attempt to engage students in the message of Christ’s passion. In front of the Chapel a prayer labyrinth has been designed to allow students and staff to reflect on the message of Jesus’ crucifixion and to reinterpret it for themselves. In addition to our Chapel, our College recently opened a new building called ‘La Merci’ which boasts an innovative and contemporary learning environment with open spaces and classrooms. These digitally rich General Purpose Learning Areas (GPLAs) will support our students with appropriate learning to assist them in becoming ICT proficient and productive community members in this 21st Century. The GPLAs will also support a valuable contemporary education for our students who upon leaving school will be expected to participate in our Digital Knowledge Society. Our students’ worlds are increasingly being shaped by their abilities to acquire, communicate, access and manipulate information using ICT and to respond creatively to emerging technologies. We believe that this careful design of these learning spaces will support and energise the individual and

collaborative learning experiences, boost standards, improve educational opportunities and enrich pathways. Our College features outstanding facilities that are complimented by beautifully maintained gardens, sporting fields and recreational areas. Our emphasis on contemporary learning strategies is supported by up-to-date and extensive digital infrastructure. This includes a comprehensive wireless and hard wire network in all classrooms throughout the College and a dedicated ICCT centre which provides students and staff with specialised video and podcasting studios including green-screen animation workspace. MacKillop boasts innovative and technologically rich state-of-theart learning areas including a unique Science wing, a 400 seat Auditorium, an outstanding Sports Centre with gymnasium and an exceptional Creative Arts Centre. MacKillop College offers a broad and comprehensive curriculum, including a Gifted and Talented program and support to students who experience learning difficulties. We have established successful policies that support student wellbeing. The pathways available continues to diversify with MacKillop offering VCE, VCAL and VET subjects as well as the SEDA Sport Development Partnership Program. The College introduced the Trade Training Development Program Certificate II in Engineering Studies Mechanical and Fabrication Streams as another pathway for our senior students. From Years 7 – 10 a strong core and elective program establishes good learning and study practices. MacKillop promotes excellence in the programs offered which include our unique and dedicated Year 9 Campus providing experiences that have been designed to foster close links with the local community and to raise awareness of local, national and international citizenship and responsibility.

ALIA COLLEGE The school views education as a journey . . . Alia College is a small, alternative, independent, co-ed, non-religious secondary school, with an environment very different from the mainstream. Students enjoy the more relaxed ‘university’ style of learning. The school views education as a journey which is built around such values as tolerance, creativity, self-expression, integrity and intellectual inquiry. Alia College seeks to develop students who are reflective and creative thinkers, encouraged and supported by a team of educators who are passionate, good humoured, and collaborative - well, mostly they are. Students feel respected and connected with staff, and are more likely to be engaged in learning. This is one of our great strengths - we are a relational community. At Alia College, there are no rules, but rather an understanding of personal and community safety; there are no bells, no uniforms, students are free to come and go as they wish, and teachers are addressed by their first names. Alia College is a school which is run on the premise of mutual

respect, and students are listened to. Alia College seeks to empower students by creating multiple opportunities to take responsibility and be involved in decision making and problem solving. This supportive school culture encourages open communication, which in turn supports a sense of connectedness within the school. This is achieved through a commitment to and emphasis on group meetings and community activities. Among other activities, Alia students participate in debating teams, the school band, individual music tuition, theatre performances and musicals, work experience, lunchtime sports programs, annual snow camp, twiceannual school camps, Year 10 Country Experience, Year 9 City Experience, blood-donor programs, and there exist other opportunities for students to initiate their own extracurricular programs. We encourage students to try out at the school prior to enrolment, to ensure they and their families are happy to be part of our school community.

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ALIA COLLEGE

Alia College is a small, alternative, independent, co-educational, non-denominational secondary school, with an environment very different from the mainstream. Students enjoy the more relaxed â&#x20AC;&#x2DC;universityâ&#x20AC;&#x2122; style of learning. The school views education as a journey which is built around such values as tolerance, creativity, self-expression, integrity and intellectual inquiry. Alia College seeks to develop students who are re ective and creative thinkers encouraged and supported by a p team of educators who are passionate, good humoured, and collaborative well, mostly they are. Students generally report feeling much more respected and connected with staff and with each other. This seems to be one of our great strengths - we are a relational community. Alia College seeks to empower students by creating multiple opportunities to take responsibility and be involved in decision making and problem solving. This supportive school culture encourages open communication, which in turn supports a sense of connectedness within the school. This is achieved through a commitment and emphasis on group meetings and community activities. We encourage students to try out at the school prior to enrolment to ensure they and their families are happy to be part of our school community. Alia College fosters a sense of openness and respect, in communication, through student-run homeroom meetings, and small classes that enable students to speak productively with teachers, all of which creates a respectful and tolerant social community.

info@alia.vic.edu.au www.alia.vic.edu.au 03 9822 9622 12326832-CB6-17

Bacchus Marsh GRAMMAR Commitment to the core development of numeracy and literacy skills At Bacchus Marsh Grammar we believe that one of the important features of a school is the range of choice that can be offered to senior students. At Years 9 and 10 students are able to pursue a range of options to complement a commitment to the core development of numeracy and literacy skills. Some of the exciting new options available for students at Year 9 next year include: The Rise of the Machines - 3D Printing, Bioinformatics - Cloning our Future, Introduction to Permaculture and PhotoQuest. The school treats Year 10 to 12 as a block for the purposes of curriculum. This means that students have considerable control and choice over the curriculum they choose at Year 10 and also the ability to undertake accelerated VCE studies with ease. At Years 11 and 12 the school offers an extremely wide range of VCE, VET and VCAL options. It has made the conscious decision to specialise in the provision of the VCE and provide as many options within that framework as possible. This sees it offer over 40 different subjects at both Year 11 and 12. This variety gives students a real chance to tailor subject choices towards post school careers and pathways. The school believes that the VCE is a robust certificate ideal for entry to Australian Universities but equally well recognised overseas for those who may have aspirations to study outside of Australia. The size of the school’s VCE cohort also means that multiple classes of many subjects are available, removing many of the

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issues of timetabling clashes that can reduce choice in smaller schools and cohorts. In 2017 Bacchus Marsh Grammar will have approximately 310 in the final two years of school. This size of senior community is almost ideal for providing the best mix of choice for students but also maintaining appropriate pastoral care and support for all students. Our more academic students perform at the very highest levels, but the School is exceptionally proud of the way in which our ‘middle’ students achieve outcomes greater than that which they originally expected. Our students overwhelmingly move into tertiary education on the completion of their secondary schooling, with over 90% being offered their first choice through VTAC. They are to be found in almost all Universities and TAFE Colleges in Victoria, and increasingly interstate and overseas, as well as in numerous private and more specialised tertiary providers. Every year upon graduation, the lasting impressions left by the departing students is that they have had a great and varied time at school, have been taught well and supported well through their good and bad times, and now they move on with hope and confidence, as well as being in possession of the skills, knowledge and habits they will need as they move into a future of their own making.

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MARYMEDE CATHOLIC COLLEGE ‘A Complete Education’ Marymede Catholic College is a Catholic co-educational, Prep to Year 12 Archdiocesan school located in the northern suburb of South Morang. Founded in 2006 our College has been providing outstanding opportunities for our students, ensuring that we cater for the diverse educational, physical, social and spiritual needs of each young person in our care. Marymede Catholic College is a young and vibrant school with outstanding facilities and vast opportunities. As a Prep to Year 12 College we are in a unique position to provide your son or daughter with a COMPLETE education. An education that reinforces your family values in a dynamic, supportive and caring environment. An education that incorporates the latest technology, delivered by teachers who truly care about student learning and an education that stimulates and actively encourages excellence. Coupled with outstanding College facilities, Marymede’s most tangible strength is its strong community. Our teaching and support staff are committed to working together with each

individual student through all stages of their academic journey as they work to discover new pathways and aspire to achieve excellence. At Marymede Catholic College, we believe that we can only seek to get the best from our students by working together in an open and co-operative partnership with parents. However, undoubtedly the most important feature of Marymede is its students - our young men and women seeking to make a difference in the world and who enter adulthood with confidence, self-esteem and the knowledge to successfully tackle life’s challenges. At a time when educational choices are becoming increasingly important, we welcome your enquiry and invite you to visit us and experience our College first hand. Monthly tours are conducted on a regular basis. For tour dates or more information please contact our College Registrar or alternatively, visit our website at www.marymede.vic.edu.au.

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ENROL NOW FOR 2018 OPEN DAY - SUNDAY MARCH 26, 2017 11.00am - 2.00pm Discover new ambitions and aspire to achieve excellence at Marymede Catholic College in 2018. Monthly tours are conducted on a regular basis. For tour dates or more information please contact our College Registrar or visit www.marymede.vic.edu.au 60 Williamsons Road, South Morang VIC 3752 | T: +61 3 9407 9000 | F: +61 3 9407 9010 | www.marymede.vic.edu.au 12331621-CB6-17

DISTINCTION â&#x20AC;&#x201C; A GUIDE TO INDEPENDENT SCHOOLS

RED ROCK CHRISTIAN COLLEGE ‘Preparing Students to Influence their World with Integrity’ We believe the culture of the school embodies the beliefs, teaching and learning, wellbeing and discipline philosophies of the College. None of these can operate effectively in isolation from the others, and each should equally and consistently reflect our core beliefs. At the heart of what we believe is that all people are created ‘fearfully and wonderfully’ by our loving God. That God is the source of all knowledge, wisdom and wellbeing. Research has shown that student wellbeing is integral not just incidental to learning. In addressing a whole school approach to wellbeing, we also address behaviour and learning outcomes. Firstly, wellbeing isn’t a neutral position; it isn’t just the absence of mental health issues. Wellbeing is linked to the positive resources we have for living life well, for actually thriving within our world. We believe that God has created us in His image, and He has given us everything we need for life and godliness. We believe He has created us to be joyful, optimistic, loving, resilient, strong, courageous, generous and happy. Scientific evidence suggests that character strengths such as the qualities the Bible refers to as ‘The Fruits of the Spirit’: Joy, Peace, Patience, Generosity, Faithfulness, Gentleness and Self-Control are all critical contributors to our wellbeing. The research shows a high correlation between character strengths (The Fruit) and life satisfaction, engagement, pleasure, ability to deal well with stress and trauma and to negate aggression, anxiety and depression. Therefore, our wellbeing framework is about releasing and building in our students the strengths that are already there. Rather than focus on what is ‘wrong’ with people, our wellbeing framework focuses on what is ‘right’ with people enabling them to flourish. And we believe it is God’s intention that people flourish, living abundant lives. We are a Positive Education school, and the three core areas of focus of our wellbeing approach are developing a strong positive identity, positive relationships and a positive sense of belonging and connectedness.

One of the significant keys to this approach is enabling students to ‘Be Transformed by the Renewing of Your Mind’ a biblical phrase that really emphasises the critical nature of being aware of our thoughts, taking control of them and developing healthy, life-giving thinking habits. In all classrooms, we teach students Habits of Mind including Growth Mind Set and Mindfulness strategies so they have actual tools to apply. Another significant key is identifying and building on character strengths - this is about enabling students to take responsibility for their learning and their relationships with others. The school psychologist works with staff and students to build on the learning dispositions and motivating character strengths to enable the students to be fully who they are created to be. We also work with students through a restorative process when relationship is broken through behaviour and attitudes. Again we want to focus on what is ‘right’ with people and not what is ‘wrong’ with people. This doesn’t mean we ignore problems we are just intentional in the way we respond to them. At Red Rock, we want to be authentic in the way in which we reach our vision of ‘Preparing Students to Influence their World with Integrity’. We know it is a process and each year we build on what was developed in the previous year. This is why we are very excited that we can offer secondary from 2018. 2018 will see the launch of our secondary program beginning with year 7, subsequent year levels will be added each year. Stage 1 of our building program has begun with 3 additional general purpose classrooms, a science room and an art room. We are looking forward to embarking on the journey with young people through their secondary education; assisting them to discover the breadth of abilities they have and to walk confidently in who they are.

Preparing students to inďŹ&#x201A;uence their world with integrity To ďŹ nd out more go to www.redrock.vic.au 12331586-CB6-17

Geelong COLLEGE THE Geelong College is a Uniting Church coeducational school, with 1,325 students from Early Learning to Year 12, and boarders from Year 7. We are an innovative and caring community of learners committed to making a positive difference to an ever changing world. The College is well known as one of Victoriaâ&#x20AC;&#x2122;s finest schools, and is highly respected interstate and overseas for its student academic achievements, and its broad and innovative learning opportunities. This open and inclusive learning community serves the needs of young people and their families through a diverse range of pathways and experiences. Each student is encouraged and helped to achieve their best, and to explore their passions which helps them to prepare for a changing future. The College is passionately coeducational, and believes that girls and boys learn and lead best together. With significant and rapid changes in industry, leadership and community and social structures, the College focuses on relevant learning for a future that will be very different to life as we know it. Research suggests that most students at school now will work in jobs that donâ&#x20AC;&#x2122;t currently exist, will live and work in three different countries and have six career changes. To thrive, they will need to be good decision-makers, strong communicators, be able to think through major issues, to inquire and solve problems, and be ready to show the world what they have to offer. The new College Vision for Learning identifies and integrates a series of capabilities into all learning experiences, projects and cocurricular opportunities. Identity, Creating, Communicating, Enterprise, Creativity, Thinking and Contributing are the capabilities young people need to develop to become independent and informed global citizens, and to learn how to learn. Diverse, challenging and nurturing programs at all levels of the school encourage and inspire our whole community to be positive

contributors to the world. From the Reggio Emilia inspired Junior School, the Middle School, which includes the Enviro Garden immersion in Year 4, the Year 5 Designing the future program and the Year 6 Media program, and at the Senior School, with approximately 40 VCE subjects available and a rich co-curricular program including APS sport, Drama, Music, Expeditions, Debating and Public Speaking opportunities, there is something to inspire everyone. Geelong College students are well cared for at every stage of their development by experienced, committed and dynamic teachers. The TripleR wellbeing program works hand in hand with other learning programs to create a nurturing environment through which young people develop resilience, confidence, personal responsibility and the desire to make a difference. Diversity is highly valued at the College and students and staff from across the state, the country and the globe are welcomed. We share cultures, languages, faiths and values, to make our school community a dynamic, interesting and exciting place to learn. Because people learn at different paces and in different ways, individual needs are identified and an engaging and supportive environment is created through a variety of approaches to learning. Students receive the help they need to accomplish set tasks and are given opportunities to extend and challenge themselves, in and out of class, and through a range of interest groups and learning programs. Independent project works further extends, challenges and supports students to explore and develop passions, to collaborate with group members or mentors, and to be responsible and resilient throughout the process. Based on two city campuses, but linked to the beautiful surrounds of Geelong and the Surf Coast, southwest of Melbourne, the College learning spaces and facilities bring together history and modern design. The Keith Humble Centre for Music and the

DISTINCTION â&#x20AC;&#x201C; A GUIDE TO INDEPENDENT SCHOOLS

Performing Arts, home to Music, Drama and Dance, the dynamic Middle School learning spaces and the renowned Enviro precinct, are examples of outstanding facilities that support exciting and innovative programs. The state-of-the-art Recreation Centre, and the surrounding ovals and green areas, foster fitness and wellbeing in the whole school community.

learn of Mark’s result while traveling in the United States. "Mark has worked very hard to achieve his academic results, but also to be deeply involved in the school community through sport and music. Mark is a talented mathematician and scientist, and I feel sure that he will go on to make a real difference in whatever field he chooses.”

Scholarship applications are welcomed from students who believe they can make a positive contribution to our learning community. Academic, Music and Boarding Scholarships are offered from Years 7 to 11. Scholarship exams and auditions are conducted in February for entry into the following year.

Mark was relieved to find that his result had exceeded his own high expectations. “I was hoping for something high” Mark said. “But 99.70 was slightly higher than I thought I would get so it was a good result.”

Find out more! Tours with our Registrar can be arranged at a time and day that suits your family. Open Days are held each term and include an opportunity to meet the Principal and teaching staff, and to experience our school, classes and activities guided by students. Visit www.geelongcollege.vic.edu.au or phone (03) 5226 3156 to arrange a tour. Congratulations to the VCE Class of 2016 at The Geelong College Dux of the College, Mark Kovacev, achieved an outstanding ATAR score of 99.70, placing him in approximately the top 0.3 percent in Australia. Mark studied two VCE 3 and 4 units in Year 11 and achieved a perfect study score for Further Mathematics. This year he studied Chemistry, English, Specialist Mathematics, Mathematical Methods and Physics. Mark is also an outstanding soccer and badminton player, captaining both first teams in 2016 and winning the fairest and best award for soccer this season. Mark also contributed to the College broadly through music as a drummer for the Musical Production, the Stage Band and the Concert Band, and leading McArthur house as their Co-captain. Principal of The Geelong College, Dr Peter Miller was thrilled to

“I was particularly happy with my English score because English isn’t really my strength. I knew I had to work hard at it because English is always counted and I didn’t want to let myself down. I’m so pleased I did that.” Mark is hoping to go on to study Medicine at Monash in 2017. “With a median ATAR of 81.50, 27.9% of ATARS over 90 and 17.8% of Study Scores over 40, the College is pleased with the overall results, while we continue to strive to better support and encourage our students to achieve outstanding VCE Results and to be involved in a wide range of other learning opportunities” Dr Miller said. The three top College performers, Mark, Hamish Bulford and Melis Layik studied very different subjects, with Mark taking primarily maths and sciences, Hamish studying both French and Latin in addition to Chemisty and maths, and Melis focusing on Drama, Theatre Studies, Media, Legal Studies and French. “I cannot stress enough how important it is to continue on with subjects you enjoy and are good at” Dr Miller said. “Our top achievers have all achieved outstanding results and remained true to their own interests and passions. This is what we hope to achieve for every student at Geelong College”.

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GEELONG BAPTIST COLLEGE We believe students have a right to learn and that teachers have a right to teach The College caters for students from Prep to Year 12 and provides a learning environment that has been developed within a Christian framework of values and beliefs. Our Motto, 'Live the Truth', encompasses our core values: respect, integrity, initiative, resilience, positive work ethic, compassion and teamwork. The College offers: ■ an open enrolment policy, allowing all families the opportunity to attend ■ strong pastoral care and strong discipline ■ a secure, harmonious environment ■ opportunities to foster each student’s individual potential Teachers encourage and challenge students to: ■ take responsibility for their own learning ■ develop independent and group learning skills ■ engage, explore, explain, elaborate and evaluate ■ take risks without fear of failure ■ pursue excellence, high academic achievement and genuine ambition ■ put into practice those things that they have learned We believe students have a right to learn and that teachers have a right to teach, and strive to offer all students justice, acceptance, learning and safety, creating a positive learning environment for all students. Through open communication, we aim to create a harmonious partnership with families and have established a community of purpose where parents are informed, interested and involved.

THE PURSUIT OF EXCELLENCE

F â&#x20AC;&#x201C; Year 12 on ONE Campus Open Enrolment

OPEN EVENING Friday 17th March, 4.00 â&#x20AC;&#x201C; 6.30 pm )NFO 3ESSION PM s 4OURS AND ACTIVITIES s A growing school s A nurturing environment s Dynamic, motivated staff s Extensive bus service

590 Anakie Road Lovely Banks VIC 3213 Phone: 5276 1674 E: enquiries@gbc.vic.edu.au www.gbc.vic.edu.au

s Only 10km from Geelong CBD s Low fees with sibling discounts

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St Joseph's College GEELONG Teaching and learning at St Joseph's is focused on the pursuit of excellence The Past St Joseph’s had its beginnings in the establishment of St Augustine’s Orphanage in 1854. The Christian Brothers arrived in 1878 and took over the operation of the school and the orphanage. St Joseph’s reopened in 1935 and has operated on the Newtown site ever since, providing a comprehensive education for boys within the Geelong Region. The Present Teaching and learning at St Joseph’s is focused on the pursuit of excellence. Striving for academic achievement has a strong emphasis, and is promoted via a rich array of programs, technology and support activities. Literacy and numeracy are prominent at all year levels. All courses and their delivery challenge students to reach their highest possible achievement. St Joseph’s College caters for all young men irrespective of their academic ability. We have a proud tradition of students achieving excellent VCE results. Our VCAL, VET in Schools and School Based Apprenticeship programs provide similar results for those interested in pursuing apprenticeships and traineeships, the Joseph Innovation Trade Training Centre on site at our Newtown Campus allows for a number of these courses to be undertaken on site. Year 9 students study at our separate Westcourt Campus in Minerva Road. Year 9 students enjoy a challenging and rich suite of subjects that prepare them not just academically for the rigour of senior school, but also recognise their worth as young men.

The Future

In 2016 the College introduced Project Based Learning (PBL) in Year 8 classes. Based on the Victorian and Australian Curriculum Standards, PBL focuses on challenging students to investigate a real world problem connected to the curriculum. Students use 21st century skills to collaborate, investigate and communicate in order to create authentic and rigorous learning products that are publicly presented. This innovative new approach to learning will be introduced at the Westcourt campus in 2017, with other year levels to follow.

DISTINCTION – A GUIDE TO INDEPENDENT SCHOOLS

Kardinia INTERNATIONAL COLLEGE KARDINIA International College is one of Australia’s high achieving world schools. It is a private co-educational, non-denominational school located in Geelong, one hour’s drive from Melbourne. There are approximately 1900 students from Kindergarten to year 12. The vast majority come from the local region, with just approximately 58 students coming from various overseas countries. ■ The main campus on Bell Post Hill, has a beautiful learning environment of 52 acres of gardens, first class buildings and sporting facilities. A new state-of-theart indoor Aquatic Centre was opened in 2016.

International Baccalaureate Primary Years Programme. ■ The vertical curriculum for Years 7 - 10 is a very modern, flexible and broad curriculum, where each student studies according to their abilities, not necessarily their age. ■ Year 12 students are able to choose to study either the International Baccalaureate Diploma (IBDP) or the Victorian Certificate of Education (VCE) for year 11 and 12 students. ■ The extremely dedicated teachers are always ready to help students at any time.

■ Kardinia Grove, a year 5 campus will open in 2017. All Year 5 students will study here daily. It is a rural campus with many paddocks and animals such as sheep, goats, cows and alpacas.

■ Outstanding academic results each year are achieved in both the VCE and IB. Our IB results are always well above the world average and our VCE results are often the best in the whole region.

■ Kardinia Sum Pun, a campus in Chiang Mai Northern Thailand, is where Year 9 students go for an eight week programme of self-discovery and reflection in a different culture. Students apply to go on this journey, it is not compulsory.

■ Many extra-curricular activities are on offer in the musical, cultural and sporting programmes.

■ Kindergarten, Pre-School and Junior School children study the

Kardinia International College prides itself as having a very friendly and safe environment allowing students to achieve high academic results.

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APPLY

NOW

christiancollege.vic.edu.au (applications close 15/03/17)

Nurturing Confident Learners MINI MAESTROS, Australia’s leading music education program, has been teaching babies, toddlers and pre-schoolers for almost 30 years and is just as popular with adults as it is with children. Liz Davis and Kate Rice, who commenced classes in Geelong in 2014, are excited at the prospect of sharing the program with new families in 2017. “We love music and know that children love music too.” Liz believes “The classes are a special time for parents and carers to have with their little ones. For many, it’s the highlight of their week. It is so rewarding to share in the experiences children have through music exploration.” Liz has studied piano and ballet and pursued singing and drama through musicals. Kate learned classical piano from age 7 and went on to study a range of musical styles before becoming a qualified primary teacher specialising in drama. She says, “Music is such a powerful learning medium. Being actively involved in a structured music program enhances development in all areas of learning including speech development, listening skills, social awareness and physical skills. Although Mini Maestros is an educational program, it is based on the philosophy of ‘learning through play’, so children have fun as they learn.” Kate and Liz have seen firsthand how Mini Maestros enhances all areas of development. “Our classes offer so much more than musical knowledge; the aim of the program is to create self-reliant, confident and well-rounded learners. Seeing this happen with our own children has made us all the more passionate about bringing the program to others.”

Mini Maestros offer FREE come and try classes providing families the opportunity to trial the program. They also visit playgroups and mother’s groups to run interactive demonstration classes. Further details: Mini Maestros – Geelong 0424 047 822 mm.geelong@minimaestros.com.au www.minimaestros.com.au

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Nurturing Conﬁdent Learners Mini Maestros offers music classes for children 6 months to 5 years of age. Though music and movement we create self-reliant, conﬁdent and well-rounded learners. New students are welcome to join at any point in the teaching term, subject to availability.

• Build Conﬁdence • Nurture Whole Brain Development • Provide Social Interaction for Parent and Child • Are Age-Speciﬁc to Cater for Children’s Developmental Stages • Provide Classroom Experience in Preparation for Kinder and School

12333915-RC06-17

Mini Maestros Classes

Music + Joyful Discovery = Conﬁdent Happy Learners

www.minimaestros.com

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Geelong’s Award Winning Aboriginal Cultural Centre is a significant attraction situated on Wathaurong Country on Victoria’s Great Ocean Road, offering visitors programs. Narana means ‘listening & learning’, but it is a deep, deep listening in which you take in and live out. It’s a listening and learning for life. We seek to build understanding of Aboriginal history and culture in a welcoming, friendly and relaxed atmosphere, through personal interaction with groups, and individuals from all community backgrounds. Nestled amongst native trees, walkways & gardens Narana’s Cultural Display & Performance building, Art Gallery, Café Narana & Retail Outlet provide the perfect learning environment. Cultural Education programs are delivered by Aboriginal staff who will fill your mind with the wonders of Australia’s Indigenous Culture, connection to the land, spirituality, laws, cultural designs, Dreaming stories and more. Programs can be developed to suit the interests of visitors to the centre, whether they are primary school children attending our popular School Holiday programs or business people on ‘time out’ from a conference. Cultural programs are delivered to a widely varied client base as a

specialist destination for School Excursion groups onsite at Narana or via our popular Incursion Program into schools. The cultural program experience includes plenty of ‘hands on participation’, and is not just viewing, but actually sharing in the richness of the Australian Aboriginal cultural background. Activities are designed to promote group participation, develop social interaction as well as learning in an engaging and creative environment in both classroom & outdoor settings; taking advantage of Narana’s immersive native gardens, walkways, playground and resident emus & wallabies. • Narana is a non-profit organisation dedicated to developing better community awareness of Aboriginal culture • Programs run from Monday to Friday between 9am – 5pm (or Saturday by prior arrangement ) • Programs can be tailored to suit large groups, however a minimum of 15 people is preferable. • Group bookings are essential. • Please contact us to discuss your program requirements so we can tailor a program to suit your group’s educational needs & objectives.

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“LISTEN & LEARN” EXCURSIONS Book your school group into Narana today to immerse in the full Narana Experience! Programs are tailored to suit speciﬁc age groups from Kindergarten, Primary & Secondary school to meet speciﬁc learning objectives. All Presentations compliment AusVELS F-10 Victorian Curriculum by all grade levels.

INCURSIONS Why not let Narana’s Cultural Educators visit your school to deliver Cultural Education programs in a familiar class room based learning environment All Presentations compliment AusVELS F-10 Victorian Curriculum by all grade levels.

PROFESSIONAL DEVELOPMENT Narana offers Teachers & Businesses professional development & training opportunities focusing on Aboriginal Culture including workshops covering Diversity & Cultural Appropriateness in the workplace.

SCHOOL HOLIDAY PROGRAMS

Group Bookings are essential For more information please contact:

Amelia Livesey – Narana Cultural Interpreter amelia@narana.com.au

12334659-CB6-17

New “Experience Narana” Guided Cultural Tours running during school holidays. Listen & Learn about The World’s Oldest Living Culture from Narana’s expert Cultural Interpreters. Indigenous Artefacts Talk. Native Garden Walk - Learn about Bush Tucker & Medicine Plants Meet Narana’s Emu’s & Wallabies Learn How To Throw a Boomerang Paint Your Own Boomerang Activity

NARANA ABORIGINAL CULTURAL CENTRE 410 Surfcoast Hwy, Grovedale VIC 3216 Ph: 5241 5700 www.narana.com.au

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More Family Magic at GPAC in 2017 It’s never too early to introduce children to the exciting world of live theatre, where anything can happen. GPAC’s Love Central Geelong Family Magic Program returns in 2017 with six fantastic family productions.

chaos in the lives of the humans around her. Doormats, bins and washing lines are no match for this mischievous marsupial. Between a packed schedule of scratching, sleeping and eating Mothball discovers that with a bit of persistence, humans are quite easily trained! The magic of puppetry and live music help bring this delightful story to life for ages 3-plus.

Each production comes to GPAC for two performances on one action-packed day. Mark the dates in your diary and set aside some time for some fun and lively entertainment for the whole family.

Then on September 23, it’s Horrible Harriet, a play by Maryam Master adapted from the books by Leigh Hobbs.

David Walliams’ award-winning book Mr Stink comes to life on stage for children 6-12 and their adults on March 25.

Look out! Here comes Horrible Harriet. She’s wicked, wild and wonderful! Horrible Harriet lives in the roof of her school and keeps teachers chained in the cellar to do her homework. Harriet and the other children don’t see eye to eye - but all Harriet really wants is a friend.

It all starts when Chloe, just about the loneliest girl in the world, makes friends with Mr Stink, the local tramp. Sure he smells a bit, but he’s the only person who’s ever been nice to her. So, when Mr Stink needs a place to stay, Chloe decides to hide him in the garden shed. Now Chloe’s got to make sure no one finds out her secret, but she’s about to learn that some secrets have a way of leading to disaster. And speaking of secrets, there just might be more to Mr Stink than meets the eye… or the nose… The team behind The 13- 26- and 52-Storey Treehouses live on stage returns with this touching, twisted and hilarious, and very smelly tale… hold on to your nose!

When Athol Egghead lands in his hot air balloon, Harriet finally meets someone who understands her. Then Mr Chicken arrives to disrupt the whole show! Fortunately Horrible Harriet knows how to handle him... or does she? Join Harriet’s search for identity and friendship, with songs, laughs, mischievous fun - and not least Mr Chicken himself! The final show in GPAC’s Family Magic series is Grug and the Rainbow on October 21.

Get ready because Australia’s most sought after kids’ comedians The Listies are on the road with their award winning show 6D (*It’s Twice as Good as 3D) , a sketch comedy show all about the movies.

Grug began his life as the grassy top of a Burrawang tree. Fascinated by the world around him and never short of an adventure, now he’s back by popular demand.

Expect haunted backpacks, ninja nans, toilet paper guns and an actual movie made at every performance when The Listies come to GPAC on April 1.

Embarking on his own epic journey to find a rainbow, it always seems just beyond his grasp. But Grug is full of determination and his adventures are always full of surprises.

Then on June 26, We’re Going on a Bear Hunt! It’s the wonderful story of a family out for walk and on the lookout for a growling bear - they have to march through long swishy grass, wade through thick gloopy mud and even battle a snow storm before entering a big dark cave where maybe they will finally spot the glinty wet eyes of a slobbering, gigantic bear winking at them through the blackness.

Featuring exquisite puppetry and more of the gentle storytelling that has delighted audiences around the world, this brand new show has been especially created for the next generation of our littlest theatregoers (and those who just love Grug).

This 55 minute mini-musical captures the fun and frolics of a father who is clearly still a child at heart, his three children including a tiny intrepid bear hunter in the making - baby is strapped to dad’s back, plus the family dog and of course....a BIG BROWN CUDDLY BEAR!

Tickets for all Family Magic performances are $22 each or $20 for groups of 4-plus. For bookings, go to www.gpac.org.au or phone Box Office on 5225 1200.

Millions of young people around the world have adored the multi award-winning picture book, Diary of a Wombat. Now finally this iconic work by Australian Children’s Laureate (2014/15), Jackie French and Bruce Whatley comes to the stage at GPAC on August 12. Meet Mothball, the naughtiest wombat in Australia. Bored with her daily routine, Mothball goes in search of shelter and food, creating

DISTINCTION – A GUIDE TO INDEPENDENT SCHOOLS

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DISTINCTION â&#x20AC;&#x201C; A GUIDE TO INDEPENDENT SCHOOLS

A PASSION FOR SWIMMING One of the world’s most effective learn to swim programs THE Paul Sadler Swimland story starts with a boy from Ballarat who simply had a passion for swimming. In his teenage years Paul was an accomplished junior and high school swimmer. In a situation that was not uncommon in his era he turned his hand to teaching swimming to supplement his family’s income. Paul’s passion for teaching children influenced his choice of career and he was soon qualified to teach Physical Education and Special Needs in the state primary school system. As an educator Paul embraced skills and knowledge about the psychology of teaching and value of structured programs. He soon applied this to the teaching of swimming and commenced the development of what is arguably one of the world’s most effective learn to swim programs. Paul Sadler Swimland was formed in 1972, when Paul established what is probably swimming’s first public and private partnership, by renting the pool at his first school, Moorabbin West Special School. The success of this business, in which he was earning more money over the weekend teaching swimming than he was during the week as a teacher, fired an entrepreneurial spark that lead to the construction of his first pool in Brighton in 1976. This is where the clear focus on water safety survival skills (rather than just teaching how to swim) emerged. Paul Sadler Swimland progressed slowly through the 1970s and 1980s while much was being learnt, developed and established. The mid 1990’s saw growth accelerate when Paul realised that he could ‘duplicate’ himself. The strength of his methodology came to the fore as multiple sites taught lessons that looked the same, whether Paul was there or not Today Paul Sadler Swimland operates out of 14 sites with operations in Australia, Canada and Vietnam. It has a leadership team of more than 20 managers overseeing more than 650 employees teaching 30,000 swimming lessons per week. Paul Sadler Swimland has been the recipient of more than 25 industry awards in Australia and USA. Its most significant award was the recent induction of Paul Sadler into the Australian Swim Coaches and Teachers Association Hall of Fame. Recognition reserved for the luminaries of swimming in Australia. Brightness of future is a key mantra for everyone at Swimland. Starting with the key relationship between a teacher and a child, fun and positive relationships across the business underpin its culture. The Paul Sadler Swimland belief system is that it’s the ‘Small Successes’ that lead to the ‘Proudest Moments’.

Children begin their journey in the Swordy Tot program. It is a great, fun way to introduce the little ones, aged four months to three years, to all the exciting adventures they can experience in the water. The classes are full of fun activities that focus on water awareness, mobility, safety and survival. The children have so much fun, they won’t even notice that they are tackling new and challenging things every lesson! As a parent (or carer) you get to be in the water with your little one enjoying this bonding experience together and sharing some special one-on-one time. You will also take home some tips on things you can do at home to help your child’s development and how to extend their learning from land into water through the use of colours, shapes, sounds and touch. Research shows that children who participate in water activities from a very young age benefit in many ways, and we like to think we are helping to make our swimmers smarter and more confident in all aspects of their lives! All swimmers in the Swordy Tot program take home an interactive development chart which allows you to celebrate your child’s small successes with stickers as they gain new skills along the way. The Swordy Tot program is the first step in your child’s Swimland journey and the beginning of many proud moments you’ll get to share together. From around three years and above the children get to swim on their own, without their parents. The Learner program provides great opportunities for children to develop life-saving survival skills and become competent swimmers in a tension free, fun and exciting environment. All our swimmers receive incentives along their Swimland Journey that celebrate their small successes throughout their Swimland Journey, such as t-shirts, tattoos, certificates, medals and trophies. The program consists of 14 levels, encompassing all abilities; from beginners who are just learning to love the water through to competent swimmers who are able to achieve amazing things like open water swims, 1 km medals and their Swimland Diploma. Our aim is to make our swimmers’ day, and for swimming to be the highlight of their week!

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www.paulsadlerswimland.com

Providing the Learning THAT MATTERS Christian College Geelong has over 35 years’ experience of providing a quality, Christian education to our students. Our College has an excellent reputation for delivering a balance of care and curriculum throughout Geelong and surrounding areas. The College has grown to over 2,000 students across 4 campuses with our Surf Coast Campus in Torquay scheduled to open in 2018. These conveniently situated campuses are structured to allow for smaller environments to care for individual students whilst providing vast opportunities that exist in a large College community. Our program encompasses the development of our student’s abilities to think for themselves, take responsibility for their growth as individuals and to think about and care for others. Embracing 21st century learning through the extensive use of technologies and with an emphasis on thinking, the teaching and learning program aims to provide for the future needs of our students. Christian College has excellent, dedicated teaching staff who provide engaging, well-structured educational programs from PreKinder through to Year 12. Offering musical, artistic, sporting and many other specialist and co-curricula programs, Christian College provides something to inspire every student to develop a sense of purpose and worth. The College motto ‘Seek ye first the Kingdom of God’ provides a clear focus for our community as we strive to reflect the person and will of Christ through our core values of Grace, Truth, Faith Hope and Love. The extensive care and pastoral programs together with opportunities to serve our local, national and global community develops students who endeavour to make a positive difference to the lives others.

An Education Worth Having - From the Principal Our College is proud of the point of difference that we offer families in the choice of education for their children. Over recent years, we have had a strong focus on new initiatives and programs to enhance and improve the learning for our students. In taking this journey we know that there are many key areas that an education 'worth having' or 'one that matters' includes. Our strategic focus equips Christian College to offer our students the very best education possible. I take every opportunity to share how proud I am of our students’ character qualities and kindness that they willingly display throughout the College. This does not imply that they are perfect, but it certainly identifies how they, in the majority, are open to take on and demonstrate the Christian values of Faith, Hope, Love, Peace and Grace, in their daily living. The ways in which our students generously embrace community and service opportunities to help others and contribute to a better world are clearly demonstrated. In our endeavor to provide the 'learning that matters', we understand the importance of knowledge and skills. This is schooling. However, an ‘education that matters’ equips young people with much more. It gives them the opportunity to be thinkers, wise decision makers, good leaders and citizens who are globally aware, competent adults and good stewards of God’s creation. I believe that good schools can educate students to be smart but great schools educate them to be wise. The culture of our College community, based on our solid Christian foundations, together with the values and rich learning that takes place every day, truly provides an education that matters. We strive to be a College that has strong values and high expectations as we seek to focus on developing the elements of our strategic framework for educational improvement.

DISTINCTION – A GUIDE TO INDEPENDENT SCHOOLS

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

Mr Glen McKeeman Christian College Principal

Points of Difference Teaching & Learning

To nurture, encourage and model Christian faith. To build the capacity for our students to learn. To provide quality, effective teaching.

Christian College is a safe, compassionate and supportive environment in which students learn from skilled teaching staff who are highly respected in their field. Each classroom is dynamic, innovative, collaborative and based on real-world learning.

Academic Excellence We strive to cater for all students and help them find their individual gifts and strengths through new and exciting programs and facilities. Through new and exciting programs and facilities our students are encouraged to wonder, question and become adventurous in their thinking.

Music and Drama Our vibrant music performance and studies program aims to enhance the personal

skills in the life of our students, encouraging them to develop self-confidence across the wide and rigorous academic program from Kindergarten to Year 12.

Community Service Through our Christian Values, we guide the students to have empathy and real life experiences actively assisting the community beyond the walls of the College, along with recognising that it is more satisfying to ‘give’ than ‘receive’. Character Development

A Christian College education strives to develop the spiritual, intellectual, physical and emotional capacity of students, and to enable them, through example and positive mentoring to become fine citizens with integrity compassion and social responsibility.

Outdoor Education In the Outdoor Education program students from Years 9 to 12 experience at first hand, a variety of environments from coastal to mountain areas. They develop a real understanding of effective ways to manage and protect our natural environment. Christian College VCE Outdoor and Environmental ATAR scores have consistently been at the top state levels.

HERITAGE TRAIN SERVICE A great day out for the whole family ●

Scenic steam and diesel train trips from Queenscliff and Drysdale Stations.

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Private carriage hire (pre-booked) is ideal for children’s parties or groups of 20+

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Locomotive cab rides (14 yrs+) are available as an upgrade to the normal Heritage train ticket, offering the chance to travel with the Driver and Fireman and witness the action first hand. Please check availability at the booking office on the day of your visit. During school holidays, passengers can include a visit to the Marine & Fisheries Discovery Centre (MFDC) for some interactive fun. The Centre features a marine-life touch tank and information on the importance of the Swan Bay to migrating birds and marine life. Trains will stop opposite the centre, to drop off and collect passengers. Visits between trains around 1 hour and 20 minutes (can vary) and can include time to enjoy a BYO lunch along the board walk overlooking Swan Bay. Please note the centre does not have food or drinks for sale. Please call 5258 2069 for details and dates.

Please refer to the website, or call during office hours for information on when the Heritage Service operates over this period. The heritage timetable does not apply on event days including our Day out with Thomas events or the Queenscliff Music Festival.

Also available on event days at Queenscliff Station ●

Thomas and Friends merchandise and Bellarine Railway souvenirs

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BBQ by the Clifton Springs Lions Club

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Snacks, hot/cold drinks and ice-creams

Personlised gift vouchers are available and perfect for the Thomas fan in your life! Enquires welcome on 5258 2069 or send email to info@ bellarinerailway.com.au

Timetable

General Event Information

Queenscliff to Drysdale – 11.00am & 3.00pm

Please note that bookings are recommended to avoid disappointment – Tickets may be purchased at the gate on event days, unless sold out prior.

Queenscliff to Lakers Siding – 1.30pm Drysdale to Queenscliff – 12.10pm & 4.10pm Heritage Service tickets may be pre-purchased on-line until 1.00am the morning of the day of travel. Tickets will be available from both Queenscliff and Drysdale Stations – please see the Booking Officer to check availability of your preferred service on arrival. BOOK HERITAGE SERVICE TICKETS HERE & SAVE 10%: www.trybooking.com/book/event?eid=247612 To view timetable information: http://bellarinerailway.com.au/events/timetable.

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We suggest arriving 1 to 2 hours prior to the departure time to fully enjoy the event.

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If a 3.30pm train trip is booked, please arrive at least 2 hours prior, as the event will be finished on your return.

All activities are held at the Queenscliff Station (20 Symonds St, Queenscliff, VIC) and the 45 minute train ride goes from Queenscliff to Lakers Siding and return. Please note there will be no services to/from Drysdale on Thomas event days

To view our operating calendar: http://bellarinerailway.com.au/events. Trains run on Sundays throughout the year, most public holidays, as well as Tuesday and Thursday during the Easter, July and September school holidays. During the summer holidays, extra train running days will be scheduled.

Event tickets are valid from 10am to 4pm and families are welcome to take advantage of the unlimited rides and activities both before and after their train ride with the exception of the 3.30pm train ride.

Free parking is available around the station site (first come first served basis) as well as on nearby streets. Children are encouraged to ask a question, send a message or a drawing before the event to Sir Topham Hatt c/o – The Bellarine Railway PO Box 166 Queenscliff VIC 3226.

DISTINCTION – A GUIDE TO INDEPENDENT SCHOOLS

Marcus Oldham COLLEGE International Focus at Marcus Oldham Attracting students from across Australia, Marcus Oldham also welcomes international students who wish to study at the business management college at Waurn Ponds. Courses include degree or diploma programs in agriculture and agribusiness, as well as the one-year Diploma of Equine Management which teaches the business skills, training and horse husbandry knowledge needed to excel in the equine industry whether equestrian or racing and breeding. Principal, Dr Simon Livingstone, said, “Our Equine Program is recognised by the equine industry as one of the best. Lecture room tuition is balanced with local, interstate and international study tours which expose students to the many facets of the equestrian and racing businesses. Through these tours, students build a valuable network of industry contacts which prepares them well for their career progression.” Marcus Oldham graduate, Dom Rhoden from St Arnaud Victoria, started a Civil Engineering degree but stopped after a year to follow his racing industry dream. He won the $10,000 Australian Stud Book Scholarship to study in 2014, and was awarded the Marcus Oldham International Stud Management Award (UK) to work at the historic Lanwades Stud at Newmarket in Cambridgeshire England and at St Simon Stud at Staffordstown in County Meath Ireland in 2015. He worked in all departments including broodmares, foals, covering barn, yearling preparation, attending Goff and Tattersalls yearlings’ sales, Fairyhouse Racecourse and enjoyed many more career enhancing opportunities.

Thrilled with his overseas experiences, Dom said, “It wouldn’t have been possible without my tertiary qualification and studying at Marcus Oldham. Education gives you knowledge, skills and an advantage when applying for the good jobs. The Marcus Oldham course is so good if you enjoy horse racing, as you get the chance to learn about your passion.”

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DISTINCTION – A GUIDE TO INDEPENDENT SCHOOLS

NATIONAL WOOL MUSEUM The school views education as a journey . . . The National Wool Museum is a bluestone jewel box tucked between Geelong’s iconic waterfront and vibrant CBD. A line from their brochure says it all: “… a hands-on cultural destination with a national presence and a local heart.” An outing to the NWM is a full-on sensory adventure. From pirates and dinosaurs of Victoria (that’s right, local Australian dinosaurs) to icky, sticky fun with wool and the story of Geelong this museum is part hands-on adventure, part learning experience.

Bollards. Or venture in the other direction and visit the Geelong Library & Heritage Centre or Geelong Gallery. Details and schedules on-line: www.nwm.vic.gov.au. Contact the NWM on (03) 5272 4701. Open Monday-Friday 9.30am-5.00pm, Saturday and Sunday 10.00am-5.00pm.

Their exhibitions such as Horrible Histories: Pirates - The Exhibition! or Wildlife Photographer of the Year (the best wildlife photography in the world) and Scarf Festival 2017 are awe inspiring excitement for the entire family. The NWM’s Crafty Kids: Pre-School Art Classes (up to 5 years old) are Saturday morning gold. There are different themes each week such as ‘Jazz’ or ‘Outer Space’ where kids explore, play and create; there is even a left-handers day! Looking for school holiday fun? The regular schedule of drop-in workshops such as felting, knitting and drawing will have the family learning and creating together. Programs on offer change regularly, be sure to check ahead and see what is happening and the cost. Of course, self-guided adventures are always available. Here is a great tip: make a day of it. After exploring the NWM refresh yourself at Denny’s Café, just next to the Museum Shop. Then stroll Geelong’s spectacular waterfront and famed Bay Walk

Image: Geelong After Dark 2016, Courtesy of National Wool Museum.

Discover more than wool...

• Come for an hour, come for the day • Exclusive hands-on interactive experiences • Active engaged learning for the entire family • Craft and art classes, school holiday fun and self-guided activities • Just minutes away from Geelong’s spectacular waterfront and bollards

national wool museum 26 Moorabool St Geelong 03 5272 4701 nwm.vic.gov.au

For more information visit nwm.vic.gov.au 12334774-CB6-17

DISTINCTION – A GUIDE TO INDEPENDENT SCHOOLS

MELBOURNE FOOT, ANKLE AND walking CLINIC Special interest in growth and development of children AT THE Melbourne Foot, Ankle and Walking Clinics, we specialise in treating conditions of the lower limb, with a special interest in the growth and development of children. With children we assess for flat feet, pigeon toeing, out toeing, growing pains, heel pain (Sever’s disease), knee pain, including OsgoodShlatter disease and walking anomalies that can lead to clumsiness and tripping over.

ensure the feet, ankles, knees, hips and lower back are positioned and aligned correctly. This examination will include measurements using specialised instruments which form the basis for comparison as things improve. They/you will be assessed lying, standing and walking, giving us the best chance of finding and treating the cause of their or your pain. If the feet are not aligned correctly it can put excessive strain on other joints of the body.

We use a range of different modalities to treat these conditions. We are not limited to children and treat adults and elite sporting people with similar conditions of the feet, ankles, shins, knees, hips and lower back.

Helping children, adults and the elite, we treat conditions such as Plantar fasciitis (pain in the arch of the foot), heel spurs, metatarsalgia (pain in the ball of the foot), growing pains in children, knock knees, pigeon toed, out toed, shin splints, knee pain, chronic hip and lower back pain.

Lauren Jackson, WNBA’s Most Valuable player in the American Woman’s basketball league who has been flying to Melbourne for treatment. She led the Australian OAPLS to win their first World Championship in Women’s Basketball.

To make an appointment today please phone our head office in Blackburn on 9878 4566.

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During your first assessment you will experience a thorough examination of you or your child’s alignment. We will assess to

DISTINCTION – A GUIDE TO INDEPENDENT SCHOOLS

INTACT AUSTRALIA For more information on this topic visit: www.intactaus.org AT Intact Australia, you will find all you need to know about Routine Infant Circumcision (RIC) and the male prepuce a.k.a. the foreskin. We provide researched based information and are part of a growing global society that believe all sexes have the right to their own body; female, male and intersex; infants, children and adults. We all have our own rights to bodily integrity and they should be respected by everyone. Although we are against Routine Infant Circumcision, we are not against medically necessary circumcision where all other options have been exhausted and we are not against an informed adult who might want it done for himself. We keep our website as up to date as possible, relevant and have regular blogs on all things foreskin and RIC related. Here you will find information on structure, purpose and function of the foreskin, the history of circumcision and why it was introduced into the western industrialised world, various religious aspects, as well as care of an intact penis, which is basically, never retract, just leave it alone. We discuss the alleged health benefits of circumcision and put these arguments into perspective, when we are presented with the facts and dismiss the myths, we can see that circumcision has no real health benefit. This is confirmed by statements from medical organisations across the world: Australia “The foreskin has a functional role, circumcision is non-therapeutic and the infant is unable to consent. After reviewing the current available evidence, the RACP believes that the frequency of diseases modifiable by circumcision and the complication rates do not warrant routine infant circumcision in Australia and New Zealand.” – The Royal Australasian College of Physicians, 2010. Finland “There are no medical reasons to perform circumcision on healthy infants. Circumcision is not a disease treatment or health promotion and is therefore not part of the Finnish health care system.” – Finnish Medical Association, 2004 Holland “Non-therapeutic circumcision of male minors is a violation of children’s rights to autonomy and physical integrity. Circumcision can cause complications – bleeding, infection, urethral stricture and panic attacks are particularly common. KNMG is therefore urging a strong policy of deterrence to circumcision.” – Royal Dutch Medical Association, 2010 Statements from more medical organisations can be seen on our website.

When it comes to circumcision, many people know very little about the body part being excised. The male foreskin is the flexible double layered sheath of specialised skin that covers and protects the glans (or head) of the penis. The foreskin is an integral and important part of the skin system of the penis and is more than just skin. It is a complex and sophisticated structure with many unique properties, it is a highly mobile and an amazingly designed organ composed of an intricate web of blood vessels, muscle and nerves. In fact the foreskin contains about 240 feet of nerve fibres and tens of thousands of specialised erotogenic nerve endings, it is the primary sensory organ of the body. The foreskin also has many functions that include protection of the glans, keeping it sensitive and protecting the urethral opening from contaminants. The foreskin has self-cleaning functions much like the eyelids that keep the eyes moist and self cleaned, the foreskin of a child is self cleaning, meaning that it is not necessary to clean underneath the foreskin, in fact this will do a great deal of harm. The foreskin provides immunological protection, glands in the foreskin produce antibacterial and antiviral proteins such as Lysozyme. Plasma cells in the foreskin’s mucosal lining secrete immunoglobulins, antibodies that defend against infection. This natural protective function has been destroyed in circumcised males. The foreskin has erogenous sensitivity, the five most sensitive, erogenous and pleasurable areas of the penis are on the foreskin. The most sensitive areas being the ridged band at the very tip of the foreskin, the frenulum and the frenulum delta area. Circumcision diminishes sexual sensation and pleasure by up to eighty percent. Many sensitivity studies have shown how great a loss there is when one is circumcised. We must respect our children’s right to their whole body, the foreskin is a natural and integral part of the penis. It is neither moral or ethical to cut off a part of someone else’s genitals without that person’s competent and fully informed consent. Since it is the child who must bear the consequences, circumcision violates his right to genital autonomy. We all have a right to decide what happens to our bodies, including our genitals. Please let your child decide for himself when he is older if he wants to modify his body or not. It’s his body. For more information on this topic, please visit our website: intactaus.org or message us at intactaus@gmail.com or on facebook.com/IntactAus

DISTINCTION – A GUIDE TO INDEPENDENT SCHOOLS

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DISTINCTION â&#x20AC;&#x201C; A GUIDE TO INDEPENDENT SCHOOLS

GENAZZANO A lesson in giving back at the 2016 GLS Breakfast On a beautiful spring morning in Melbourne, the students and alumnae of Genazzano FCJ College, Loreto Mandeville and Sacré Cœur, came together on September 7 2016 at the 14th Annual GLS Breakfast, in celebration of three inspirational women. Held in the hallowed grounds of the MCG in the Members’ Dining room, the event was attended by almost 300 women and a handful of men! Although an early start, we were treated to amazing speakers, each with a different story to tell. The first was Dee Madigan (Loreto), Creative Director and owner of Campaign Edge advertising. Dee began her professional career as a teacher and joined the world of advertising in 1996. Next to speak was Libby Lyons (Sacré Cœur), the new Director of the Workplace Gender Equality Agency, responsible for driving change through working with employees and Government to improve women’s workforce participation, and reduce the gender pay gap. Libby has worked in both female and male dominated industries, heading up BHP Billiton’s Corporate Affairs for its Olympic Dam project! Libby is a passionate advocate for equality, however her enduring message was the call for all women to be champions for each other and provide ongoing support. Monique Van den Boom (Genazzano), while the youngest of the

trio had her own unique story. Monique takes us back to her school days, when she didn’t know what she wanted to be when she “grew up”, and while recognising some people fall naturally into a career, others don’t choose their pathway; it chooses them. For Monique Van den Boom (1997), it was the insight of Genazzano Careers Counsellor, Ms Lele, that opened her mind to the allied health sector and gave clarity to a year 10 student who was unsure about where life would take her. “I had the vague idea of medicine but I didn’t really want to be a doctor or a nurse,” says Van den Boom. “I also enjoyed making things, doing craft and taking a hands-on approach. The way Ms Lele walked me through the things I liked doing. She was fantastic, and the reason I discovered prosthetics and orthotics. I always say to my dad it was because of her and Genazzano that I’m doing what I doing. I owe her a massive thank you.” Van den Boom went on to complete a Bachelor of Prosthetics & Orthotics with honours at LaTrobe University, and for the past 13 years has worked in the UK and Australia along with several volunteer stints as Prosthetic Director for a not-for-profit organisation in Haiti. Of this work, Van den Boom displays both optimism at the progress being made and a delight in her ability to make a difference.

Pictured L-R: Madeleine Meehan (College Co-Captain), Monique Van den Boom, Karen Jebb (Principal), Lorena Stents (College Co-Captain) and Catherine Etty-Leal (Alumnae Assoc President).

Guest speaker Monique Van den Boom with senior students from Genazzano FCJ College. “I’ve been to Haiti three times, where we provide a prosthetic service to people. I first went there just after the big earthquake and it’s been one of the best experiences career-wise and personally. I’ve made some fantastic friends and when you’re there you realise you are surrounded by people who are there for the same reason. “We barely scratch the surface (of the need), but the goal is to establish a sustainable clinic, train the locals and have it going when we’re not there as well. It’s a very important personal achievement for me, and it’s nice being in a job where people are grateful!” Van den Boom began her Genazzano journey in Year 7, and was one of only three girls from her local primary school to join the College. “Year 7 was a big year. Not just attending a school that was much bigger (than the local primary school) but also the independence that came with travelling on public transport by myself. I lived in East Doncaster so it was a fair commute.” However, her early worries were quickly eased. “I have three older brothers and no sisters. Being surrounded by girls was

important for my parents and I absolutely loved it. I do recall being apprehensive going into Year 7 but very quickly I felt supported. “Prior to me, no one in my family had gone to Gen. I think my parents just wanted a school that provided a solid curriculum. I was into music at the time and the school had an excellent reputation in that area.” Reflecting now, Van den Boom strongly credits the College with her adventurous spirit. “Genazzano encourages driven, motivated, independent women. The school was supportive, you didn’t have limits. It allowed for an exploration of what you might like to do, and it built your confidence. While I find myself being very driven, Genazzano definitely drew it out of me. It’s a big part of my personality now, taking risks and being fully involved.”

30 years ago, it would have been all males. But that’s mainly because the profession originated from boot makers, it was like a trade. The demographics now reflect more females and a much younger group. Clinically, the focus has changed where there are the patient-oriented assessments. You now see more females in those (higher management) positions.” In finishing, Van den Boom described the way she helps her clients achieve their goals and accept their new self-image. As she explained, it’s not just about providing a device for a missing limb, it’s listening and helping them adapt and achieve their goals. Taking on the world has led Van den Boom into what she describes as an incredibly rewarding career, and she encourages all current students to challenge themselves and be their best.

With the education sector’s recent emphasis on encouraging girls to consider STEM careers as viable pathways, Van den Boom is happy to report that females are very well represented in her profession.

“Try and take any opportunity you can. Don’t sit back, get out there and explore. You don’t have to be the bright, bubbly clown - I wasn’t - but there was a lot more to gain by putting your hand up and trying everything the school had to offer.”

“If you took a snapshot of prosthetics, say,

www.genazzano.vic.edu.au

OVERNEWTON COLLEGE Together, we can make football dreams come true. Overnewton Anglican Community College is leading the way as part of Melbourne City Colleges of Football with our enviable, best practice school football program. Melbourne City Football Club is working together with Overnewton Anglican Community College to deliver a first class program for our students. Principal, James Laussen explains that “the affiliation with Melbourne City will add another dimension to our football program”, and believes it will encourage and inspire aspirational students, families and coaches. “From our beginners to those on an elite pathway, Overnewton students and coaches are motivates to learn and grow with Melbourne City.”

· Design programs to support players of varying age, skill and experience · Provide representative learning and training opportunities beyond the existing inter-school structure · Respect the importance of the academic and wider Co-curricular program · Respect the College’s commitment to the Association of Coeducational Schools (ACS) and School Sport Victoria (SSV) and ensure the programs align with seasonal commitments Undertake selected sessions before-school which will not conflict with after-school commitments (including club training)

As an affiliate school, Melbourne City provides students at Overnewton with high quality talent identification and elite training opportunities at a variety of venues, including the City Football Academy, the home of Melbourne City. The Melbourne City College of Football Program at Overnewton Anglican Community College provides a range of options for students in Years 4 - 12. The program aims to: · Appoint leading Melbourne City FC coaches to oversee football programming and elite stream management, applying world’s best practice and methodology · Deliver elite, development and community football programs for talented male and female players

DISTINCTION – A GUIDE TO INDEPENDENT SCHOOLS

Prep them well for VCE

Prep and Year 5 Vacancies Available We have limited vacancies available for Prep and Year 5 school start in 2018 and beyond.

‘SCHOOL ALIVE’ Tour dates for 2017 I TUESDAY 14 MAR I TUESDAY 16 MAY I FRIDAY 18 AUG I FRIDAY 13 OCT I We are happiest when prospective parents and students pay us a visit. Come and chat to our staff and students at one of our School Alive Tours. Experience the vibrant learning atmosphere of a normal school day. Can’t make it? Then book into one of our weekly scheduled tours. To confirm your attendance on a tour please call Shirley Seit on 9334 0140.

Five dedicated student bus services in 2017 Coburg: Glenroy, Hadfield, Coburg North, Coburg, Pascoe Vale South, Strathmore, Essendon Derrimut: Delahey, Taylors Hill, Caroline Springs, Burnside, Deer Park, Derrimut Moonee Ponds: Kensington, Newmarket, Ascot Vale, Moonee Ponds, Essendon, Aberfeldie, Niddrie Tarneit: Truganina, Hoppers Crossing, Tarneit, Cairnlea, Albanvale, St Albans Williamstown: Williamstown, Newport, Spotswood, Yarraville, Footscray, Maribyrnong, Avondale Heights

Dual Campus: Keilor and Taylors Lakes www.overnewton.vic.edu.au A Prep to Year 12 co-educational college providing a quality education in Melbourne’s North West. 12332826-CB6-17

WISEONES What do you mean by gifted? WHAT DO YOU MEAN BY GIFTED?

I’ve seen too many psychiatrists and I know what they mean and how they manipulate you. I’m smarter than you know. When you use that language I know you are trying to manipulate me straight away. If I do what you want I have no autonomy. I WILL NOT co-operate in your self styled rescue plan for me. I’d rather stay a non reader, non speller, non cooperative than do what YOU want. Anyway it is habit now – it’s who I am. TYPE 4

■ Do you mean potential or talented? ■ How do you tell? ■ What tests work? What factors do you take into account? WHY DO I NEED TO KNOW THIS? ■ Why don’t IQ tests done by psychologists work well for all the gifted? ■ What if they can’t read or spell or they never do what you tell them? 1. There is a lot of pain in being an unrecognized gifted person. 2. Being different is not so socially acceptable. 3. It is very lonely when no-one else thinks or learns like you. 4. Multi ability classes bore you stiff and eventually you do something. 5. It is very difficult to find out who you are as you are pretending so much to be accepted. “ I’m not so smart but I’m quite good at sport.” “ I’m a fashion plate so I don’t have brains for you to be scared of.” YES, at the OK World Conference I found that that is the base of resentment, bullying, put downs, fear, jealousy, even laws. TYPE 1 A level student. Does homework and lovely projects. Polite and well mannered Clean and wholesome looking Parents involved in homework and school activities Goes to camp and excursions Helps others and is kind. UNDERACHIEVER go up a grade.

So, I’m dumb. At least your actions tell me that I’m dumb. Every year it is the same = remedial reading, remedial spelling, remedial maths, don’t go in any competitions. Maybe even stay home for NAPLAN. Am I only a weakness? Can’t you see anything else. I handle the ball better and use better strategies than all the other boys. I learn from videos and know a LOT – just not your kind of knowledge TYPE 5 Well, OK I did not come to school yesterday. OK so I did not hand in my homework on time. Yes it seemed I was cheeky to the teacher but she was wrong in her science. Her teaching was so out of date. It’s not like that now. Well, yes I am playing in a world junior chess championship and it was in our daytime as it is based in the USA. The time zones are different. If you had not asked and just blamed me, then I could not have explained to you that I have other priorities than school. You know I know all this stuff anyway. Have known it for years. SELF MANAGING ACHIEVER – JUST NEEDS A GOOD COACH

TYPE 2 Divergent Cheeky maybe rude or Manipulative Escapes from class when possible – it is not a weak bladder Sits outside Principals office often – where is the knowledge base? Maybe a graffiti artist? What is this child’s art like? Maybe class clown or is it a divergent sense of humour? Good at distracting teacher off the point – that is the point. GET DIVERGENT YOURSELF - link art to lessons. TYPE 3 You are not going to get me doing what you want.

DISTINCTION – A GUIDE TO INDEPENDENT SCHOOLS

GOOD NEWS LUTHERAN COLLEGE Celebrating its 20th birthday this year, the College has developed rapidly Good News Lutheran College is a Christ-centred learning environment in which teachers, students and families are nurtured to grow in their gifts and abilities.

from Junior, Middle and Senior School. This structure allows for a seamless education from Prep. to Year 12. A holistic approach allows students to grow academically, emotionally, physically, socially and spiritually in a supportive atmosphere.

Celebrating its 20th birthday this year, the College has developed rapidly to encompass Prep. to Year 12, with the initial graduating cohort completing ng its studies in 2016. Starting with just 24 students ents in 1997, the College has grown significantly, y, now boasting 875 pupils.

Junior Sc School The Junior Ju School provides a nurturing and vibra vibrant learning environment for students fro Prep to Year 5. Classrooms are set from a around attractive grounds with extensive landscaped and open play areas.

Already on site, the College has specialist rooms including Food Technology and an indoor gymnasium, together with newly built facilities for Science, Art, Design and Manual Construction, including Woodwork and Metalwork.

Literacy and numeracy are key areas of focus, while each classroom has computers and iPads available for student use. Students learn that technology is a tool for learning. Computers and iPads are used by s students to demonstrate learning, to d design final projects and to learn coding and other technology-related skills.

The Middle and Senior Schools’ Science Centre, and Materials and Technology gy Centre are the most recent developments. s. In 2017 developments will include a two-storey wo-storey Middle School building, along with a two-storey Senior t S i School building, containing a resource centre. Good News Lutheran College has a distinctive sub-school structure which embraces the specific needs of each age group,

N Good News recognises the importance of student dev development as a whole person. In addition h l i d to helping students achieve high academic standards, staff work, in partnership with parents, to nurture students’ emotional and spiritual growth. Volunteers are welcomed into the classrooms and are valued for their contribution, supporting a strong sense of community within the Junior School.

DISTINCTION – A GUIDE TO INDEPENDENT SCHOOLS

Christian Studies encourage students to develop an understanding of Christian Beliefs and values. Students participate in a weekly chapel service and morning devotions.

Middle School (Years 6 to 9) is an important time for building positive relationships with peers and adults as young people seek to define their identity, beliefs and place within the broader community. The College believes in a holistic approach to the education of these young people and ensures that it not only caters to their academic needs but also their emotional, spiritual, physical and social needs.

The Junior School has Specialist Teachers for Music, Art, Physical Education, and LOTE (German). Musical productions and choir offer students the opportunity to develop skills in the performing arts. Swimming lessons, swimming carnivals, cross country and athletic carnivals encourage them to push themselves physically. Throughout the junior years, the students are encouraged to become independent learners through structured independent and group learning activities. They are challenged to extend themselves academically and creatively, through participation in Reading, Maths, Science, Spelling, Writing, Art and German competitions. The College has attained a high level of success in inter-school competitions. Middle School Middle School at Good News Lutheran College is a place where students become Independent Learners through a curriculum that is both ‘Challenging and Rewarding’ and ‘Vibrant and Energetic’. Teachers create a safe environment that allows for ‘Relevant and Thought Provoking’ discussions that provide opportunities for the students to become Critical Thinkers. Through ‘Engaging and Interactive’ curriculum and pedagogy, it’s hoped that students will ultimately become ‘Responsible Citizens’ who will go on to be ‘Authentic Leaders’ of tomorrow.

With this knowledge and understanding of Middle Schooling, the Pastoral Care and Camp Programmes within each year level are tailored to best cater for their specific, age-appropriate needs. The College appreciates that each child is a unique gift from God and is committed to helping parents nurture their children’s growth and development. The College’s Pastoral Care programmes emphasise the partnership between God, parents, staff and the children entrusted to its care. The aim within the programmes is to present the students with opportunities to develop resiliency and responsibility, build on and strengthen relationships and selfconfidence, and grow in their sense of identity and how they fit in with their surroundings. It is through these programmes that the students are able to feel safe and develop a strong sense of self belief that will enable them to work towards setting rigorous academic goals and achieving personal success. The Middle School curriculum is designed to create diversity and differentiation within the classroom. Academically, it provides opportunities for all students to meet their individual needs. Support is provided for those students who may need extra help, while continuing to challenge those who require a more rigorous approach. This diverse curriculum allows the students to develop new skills and talents, while exploring further learning opportunities that will enhance their overall learning experience, through practical and engaging programmes.

DISTINCTION – A GUIDE TO INDEPENDENT SCHOOLS

Senior School The Senior School caters for students from Years 10 to 12. Students can pursue studies in Mathematics, Science, Physical Education, Information Technology, Commerce, Humanities, Music, LOTE (German), Art, Design and Manual Construction which includes Woodwork and Metalwork, Food Technology and Outdoor Education. While the College provides a safe and happy environment that supports the students’ social and emotional growth, the emphasis in Senior School is on preparing students for their entry into further study or work, and for life as responsible and contributing citizens. A variety of pathways open up to students upon completion of their studies. The College provides information, guidance and support to ensure a smooth transition into tertiary studies, employment or community enterprises. Specialist staff exist who are able to provide professional assistance to the students to help them make important transitional decisions. Students in Senior School obtain additional skills training to help them: •

Set personal goals and evaluate their own progress

• Enthusiastically embrace and take responsibility for their own learning and learning pathway • Use initiative, be flexible, work independently and contribute as part of a team •

Develop a broad perspective on all aspects of life

• Develop effective communication skills, including the use of Information and Communication Technologies •

Apply College Values in their lives and in service of others.

Please feel free to contact the College on: 03 8742 9000. W: goodnews.vic.edu.au 580 Tarneit rd Tarneit Vic 3029

DISTINCTION – A GUIDE TO INDEPENDENT SCHOOLS

RENAISSANCE SCHOOLS An Erasmus education offers an ambitious and creative curriculum Erasmus Primary School is one of eleven Renaissance Schools located in England, Ireland, Australia, New Zealand, South Africa and Trinidad. These schools were founded in the belief that spiritual values should be placed at the heart of education, and that children need to be inspired with good and true principles for living. The children are nourished with the finest materials; effectively, they receive a classical education designed to nourish every aspect of their being. Why Erasmus? Erasmus Primary School is consistently ranked in the top 10 primary schools in Victoria, and is currently ranked at number 6. At Erasmus we aim to educate the whole child - body, mind, heart and spirit. The overriding principle behind all that we do at Erasmus is that every human being shares the same essence, which is full of knowledge, vitality and happiness.

We use simple mindfulness exercises to help focus the mind and enable children to develop an inner quiet, strength and steadiness. They are then able to attend with greater application to the task at hand. For example, the children learn to pause and be still and quiet for a few moments before and after each activity. Visual and performing arts programmes include Art, Music, Drama, Dance and Craft. To help monitor academic progress, all children regularly participate in class tests and recognised standardised tests for literacy and numeracy, as well as NAPLAN.

An Erasmus education offers an ambitious and creative curriculum, designed to give each pupil the opportunity to thrive and flourish according to his or her own unique talents.

HEART All children regularly sing songs of praise, enjoy fine music, learn prayers, read and recite the fine literature and participate in plays, assemblies and sacred celebrations. Throughout their studies, children delight in hearing time honoured myths and legends from around the world. Incursions and excursions enable them to meet inspiring role models. Student wellbeing is an integral part of child development and the learning environment.

Children benefit from an environment where curiosity and a spirit of enquiry is encouraged and developed. Truthfulness, generosity, kindness, courage, self control and willingness to serve are seen as strengths.

SPIRIT We enjoy short periods of quiet reflection and stillness throughout the day; a connection with something peaceful and unchanging in today’s busy world.

Erasmus is a non-denominational school drawing on the wisdom of ancient traditions. Our philosophical approach demonstrates that the wisdom at the heart of these traditions unites us all. Our pupils come from a variety of spiritual traditions and none; this cultural diversity adds to the richness of our community.

Philosophy aims at the cultivation of wisdom and helps the students to develop spiritually, morally, socially and culturally. The philosophy lessons foster an atmosphere of trust and respect in which the children may express themselves freely.

We aim to provide an education that seeks to promote and support the spirit of unity so that everyone may be happy and enjoy wellbeing at every level - body, mind, heart and spirit. We aim to provide an environment in which each child may: •

appreciate stillness and spiritual awareness

•

discover the power of attention and creativity

•

flourish academically

•

connect with the wonder of each subject

•

discover and develop his or her own talents

•

grow in awareness and consideration of the needs of others

The approach taken enhances the capacity of the children to become independent learners. It develops their ability to understand and respect the opinions of others, to be helpful and tolerant and to distinguish right from wrong. It enables good progress in listening, speaking and thinking, and develops the ability to ask questions.

BODY Health and Physical Education is an integral part of each day at Erasmus. Each week every child participates for two to three hours in sport and dance suitable to their age and stage of development. We provide a healthy, wholesome, organic, lacto-vegetarian morning tea and lunch every day for children and staff. Meals are prepared with love and care in our own kitchen. Everyone sits down together to enjoy the good company and serve each other. MIND Our curriculum provides a thorough, systematic grounding in English and Mathematics. Other subjects include Scripture and Philosophy, Science, Social Studies, History and Geography. We take a classical approach to languages including studies in Sanskrit and Latin.

DISTINCTION – A GUIDE TO INDEPENDENT SCHOOLS

Erasmus Primary. One of eleven Renaissance schools in the world. Nourish your child with Renaissance art, classical music and

high Naplan scores, and a low student/teacher ratio.

languages, spiritual philosophy, meditation and the

Please call us on (03) 9819 1266 to book a school tour,

community experience of whole school dining.

or visit our website: www.erasmus.vic.edu.au

Erasmus has an academic focus with consistently

Erasmus Primary. 40 Lisson Grove, Hawthorn, Victoria.

Establish truth, beauty and goodness in the early years. 12333871-CB6-17

DISTINCTION â&#x20AC;&#x201C; A GUIDE TO INDEPENDENT SCHOOLS

REFINING THE ROLE OF CAREERS GUIDANCE Careers Practitioner Amanda Siva on The Academy of Mary Immaculate’s careers program The Academy of Mary Immaculate educates young women about careers of the future, giving them the information and resources they need to develop their enterprise skills. The core of the Academy careers program, run by Careers Practitioner Amanda Siva, is to recognise how each student can work hard during her schooling years to open up as many opportunities for her post-school life. Ms Siva’s belief is that each result a girl achieves academic and extra-curricular - is a checkpoint along the way to somewhere else. ‘Results should be a springboard to the next step - and that’s not always score-related,’ Ms Siva says. This is especially important as new and digital technologies begin to shape the near-future international workforce. To help girls adapt to the changing workplace, the Academy careers program continues the longpracticed face-to-face meetings, which add a personal touch to ensure each girl has all she needs in place to meet her career ambitions.

“The Academy career program is skill-based – it shows girls where to find information, how to make decisions and gives them the confidence to action their plan and adapt.” A well-connected work experience program compliments this careers approach. Academy girls have completed work experience at diverse workplaces, such as Museums Australia, Supernormal, the NGV and Sunshine Hospital. The community action program supports careers at the Academy, and is well integrated in the student wellbeing program, of which Ms Siva is a part. ‘As girls progress through to the Senior School, the careers program becomes much more fluid in responding to the girls needs rather than repeating what we did the previous year,’ Ms Siva explains.

‘Our program is skill-based - not just a career practitioner telling girls what they should do in the future, but showing them where to find information, how to make decisions and giving them the confidence to action their plan and adapt if necessary.’

‘In Year 10 we lay the foundations for understanding the tertiary system and post-school options. In Year 11, we focus more on the technical aspects, such as how the ATAR will be calculated and the various ways to fund further education, gap years and applying for international exchange programs.’

When providing careers advice to the young women at the Academy, Ms Siva acknowledges that success is not a number, rather it’s about leaving school with a plan, a goal and the skills to navigate the changing nature of the workforce.

The final year of the careers program, Year 12, prepares Academy girls for life after school by providing them with a clear understanding of what the year can mean for their future. It sets the necessary direction and focus for girls to achieve their goals.

‘Fluidity is the key to our approach,’ Ms Siva says, ‘as is teaching the girls how to up-skill in order to better traverse the future career market.’ The careers program at the Academy works to develop each girl’s career progress - from when they leave school, to managing their career choices, to responding to change.

“The careers program responds to the girls’ needs rather than repeat what they did the previous year.”

DISTINCTION – A GUIDE TO INDEPENDENT SCHOOLS

‘In Year 12, my role becomes more about facilitating their transition from school into the next phase of life,’ Ms Siva says. ‘My sessions revolve around the process of applying, how the system works and what will happen afterwards. I hope by Year 12 that we have developed a good relationship so that the girls feel supported in their decision-making.’ Overall, the careers experience at the Academy of Mary Immaculate offers the young women of tomorrow’s workforce a unique foundation based on one-on-one career coaching and strong connections with organisations in the greater community.

‘Our relationship with the local council’s youth services means that our students get invited to local career development events and workshops,’ Ms Siva says. ‘In 2017, the career program will begin to engage more actively with Alumnae in order to strengthen a mentoring program and build up a bank of great speakers who can complement what we already do. ‘We’ll also be offering more after-school seminars, which have a practical focus, like setting up a LinkedIn profile using the right language and tone to engage prospective employers.’

DISTINCTION – A GUIDE TO INDEPENDENT SCHOOLS

JOIN US… t rnmen GoveSch ools Guide ISSUE 1 • 2016

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provided with the For furt complim her info ents of rmation The Kno refer x Scho to pag ol. es 2 & 3.

provided For furth with the er infor complimen mation ts refer to of St Monica’s pages 2, 3 & College. 66.

Crossing Secondary College compliments of Hoppers Photo provided with the 30. refer to pages 2, 3 & For further information

Victoria’ s • 2016 Issue 12

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2015

Schools Gu FEATURIN

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ies social activit career s & trainin g, Educa tion, specia l needs duals with for indivi pages 1-37 s Guide – Special School pages 38-60 Services – Products &

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School. of Nepean 5. compliments 4 and d with the to pages 2, Photo provide information refer For further

……..ON OUR NEW VICTORIAN SCHOOL GUIDES WEBSITE www.victoriaschoolguides.starcommunity.com.au Whether you are seeking information about a particular school in your area or are looking for a school for your child, then this site is for you. Several frequently asked questions have been answered and if you have a question that hasn’t been addressed then send it to our team for their input. Check out the many interesting stories on students and their achievements, while many other educational issues have also been featured. E magazines are also available for your perusal on the website. For further information regarding our range of education magazines and to provide us with your questions please contact: Katrina Mihai on katrina.mihai@starnewsgroup.com.au or 03 5945 0693

DISTINCTION – A GUIDE TO INDEPENDENT SCHOOLS

Equipping Students for Life

2017 Open Day Saturday April 29, 10am-1pm Kindergarten to Year 12 Please call 9738 6000 to book a tour mecs.vic.edu.au 135 York Road Mount Evelyn

Equipping Students for a Trade Future

2017 Open Campus Saturday May 27, 1-4pm Years 10, 11 and 12 Please call 9738 7100 to book a tour rangestec.vic.edu.au 1/9 Hightech Place Lilydale 12335195-CB6-17

DISTINCTION â&#x20AC;&#x201C; A GUIDE TO INDEPENDENT SCHOOLS

CRC Sydenham Syrian refugee graduates dux of one of Australia’s largest Catholic schools A Syrian refugee who only started learning English in 2014 after fleeing the embattled city of Homs has graduated as dux of one of Australia’s largest secondary Catholic schools.

Saad’s English skills made it difficult for him to enrol in a school in Australia but he persisted and after four months he was getting great results.

In 2013, Saad Al-Kassab and his family managed to escape the bloody civil war in Syria which has claimed hundreds of thousands of lives.

“I think the hardest part was getting into school. The community was lovely with me,” he said.

Just three years later, he has been celebrated as dux of Catholic Regional College Sydenham, in Melbourne’s north-west, after earning an Australian Tertiary Admission Rank (ATAR) of 96.65.

“I’m really grateful for being given the opportunity to be able to come to Australia and study here. Despite all the difficulties, I was given a new life.

“To be honest, I was expecting a high score, but it felt so good to see it,” he said.

“I really wish I can pay it back one day.”

Before leaving Syria, Saad studied at home with his mother while sheltering from mortars and airstrikes.

Saad, who has also been working at the school as a gardener, was one of 49,765 students across Victoria to receive their Victorian Certificate of Education (VCE) in 2016.

With schools closed, he travelled kilometres through checkpoints to makeshift exam centres in cinemas and sports grounds.

State Education Minister James Merlino said a record 97.9 per cent of Year 12 students completed their VCE this year.

Saad started learning English after arriving in Australia in June 2014, watching Question Time in Parliament with his brother Omar and joining the Scouts to develop his comprehension.

“Completing VCE is a significant achievement and I congratulate all of our Year 12 students — you should be very proud of what you have achieved,” he said.

“The way they speak, they speak proper English. They speak slowly, so you can catch words,” he said.

For Open day, Tour and enrolment information at CRC St Albans, contact their office on 9366 2544 or www.crcstalbans.catholic.edu.au for years 7 – 10

“I felt really happy. I was just overwhelmed.”

He has already been offered a scholarship at Monash University, and hopes to study biomedicine or medicine. ‘I was given a new life’

For years 11 & 12 contact CRC Sydenham on 9361 0000 or www.crcsydenham.net

DISTINCTION – A GUIDE TO INDEPENDENT SCHOOLS

Choice like nowhere else

Catholic Regional College â&#x20AC;&#x201C; Comprehensive Catholic education St Albans Years 7-10 college Catholic Regional College pathway of continuous education

12335370-PB06-17

Catholic Regional College â&#x20AC;&#x201C; Sydenham Years 11-12 college A college of achievement, a college that cares

St Class Creator Tim HE'S a world class educator brimming with ideas - and they are anything but rudimentary. Teacher Tim Bowman talks on the future of edtech, and shares his dream for student education in the Casey-Cardinia region. Aneeka Simonis reports. BY ANEEKA SIMONIS MEET Tim Bowman. He’s one to watch. Having shaken up the global education industry with his techforward concepts, the Berwick teacher hopes to drive his innovative learning concepts locally for the benefit of students in the Casey-Cardinia region. The 37-year-old Berwick Primary School teacher, co-creator of a global edtech software and highly acclaimed author has made such an impact to classrooms around the world - but there was a time his teaching reality seemed out of reach. “When I applied to study teaching...I didn’t get in. My marks weren’t good enough. As a result, I spent the next year volunteering and getting references. I applied again the following year and thankfully was accepted,” Tim said. The teacher of 13 years has spent time working at Beaconsfield Primary School, Berwick Primary School and schools in Hong Kong. In 2015, Tim ruptured his Achilles tendon and had to take time off work at Berwick Primary School. But it was not time wasted. He and his wife Corinne Bowman spent the next two years creating

education software, Class Creator. The innovative program helps teachers structure their classes, and has so far reached 200,000 students worldwide. “Class Creator helps educators by collecting student data from teachers via online surveys. Class Creator’s “teacher logic" algorithm then uses this data to create balanced classes instantly,” Tim said. “It’s been an amazing process teaching a computer to 'think like a teacher', I had no idea how many calculations we (teachers) make automatically when creating classes.” Through the software, classes can be balanced with considerations to individual student needs, social dynamics, academic requirements, student and family history or parent requests, and can be edited based on real-time feedback. Tim spent the last few years of his teaching career jotting down bits and pieces about common sense teaching which he didn’t learn at university. After sharing his notes with a few graduate teachers, it was suggested his notes would be useful to new teachers. Tim ended up turning his ideas into Amazon best-selling book, 88 Ideas to Teach More Effectively: Forget being the favourite!, which was endorsed by world-renowned education expert Professor John Hattie.

DISTINCTION – A GUIDE TO INDEPENDENT SCHOOLS

The book was downloaded 3735 in five days after launching online. “I received “thank you" emails from all over the world from teachers and principals. As a teacher, it feels great when your ideas are useful to others,” Tim said. Tim and his wife are also in the process of launching another app, Yardy. It reminds teachers when they have yard duty, and allows schools to report and track playground incidents. “The catalyst for Yardy was the fact that I’d sometimes forget my yard duty,” Tim said. Tim is also currently working away at another book which applies the lessons and concepts of the start-up world to teaching. But it may just be that Tim’s biggest educational contributions are yet to come. “My dream is to establish an education experience centre in Casey-Cardinia to complement our education system (not to mention the home life of many kids). The centre would focus on teaching real life skills, motivating and inspiring the youth of Casey-Cardinia and hopefully Victoria,” he said. He said the centre would be focused on hands-on, experiencebased learning - and would hopefully include learning through simulation. Lessons in resilience, respect, empathy, leadership, self-discipline

and goal setting would be a focus at the centre, in addition to education around road safety, drugs, body image, stranger danger and anger management. “These workshops could be all on the one site and facilitated by specialist presenters from a variety of organisations like REACH, beyondblue, Butterfly Foundation, Big Brothers Big Sisters, Victoria Police, Family Life, CFA, the TAC and more,” Tim explained. “The centre would also provide lessons and resources that would follow on from the experiences kids have had.” Tim hopes the education sector will continue to embrace and drive forward with technology. “I’m a firm believer that the best solutions in education come “from the trenches". With edtech becoming more popular, I hope we see more teachers turning their ideas into reality,” he said. Asked for some advice for teachers struggling in the classroom, Tim said: “Eat a block of chocolate. Vent to a friend. Then get back on the horse!” Tim will return to teach at Berwick Primary School next year. He is excited to announce his daughter will also begin school in 2017. “For as long as I can remember, I’ve dreamed about having my own kids at the school I’m working at ,” he said. If you wish to contact Tim about his education concepts, email him at tim@classcreator.io.

Tim says: "The book was downloaded 3735 in five days after launching online. “I received “thank you" emails from all over the world from teachers and principals. As a teacher, it feels great when your ideas are useful to others."

DISTINCTION – A GUIDE TO INDEPENDENT SCHOOLS

GROWING GREAT MEN

3DVW VWXGHQW DQG KHUR )LUHČ´JKWHU $QGUHZ :RRG UHOLYHV WKH QLJKW RQ WKH MRE WKDW FKDQJHG KLV OLIH 3RVW WKLV H[SHULHQFH $QGUHZ LV FDOOLQJ IRU D ODZ WR EH SDVVHG WR VXSSRUW Č´UHČ´JKWHUV FRQWUDFWLQJ ZRUN UHODWHG FDQFHU DQG VWDWHV WKDW VKHGGLQJ OLJKW RQ PHQWDO LOOQHVV LV KLV SULRULW\ On January 4, 2014, Andrew was called out to a job where a man was threatening selfharm in a building. A policeman found an empty gas cylinder in the building, but before emergency services could react, the building ZDV HQJXOIHG LQ ČľDPHV â&#x20AC;&#x153;All I recall from that instant was an incredible wave of heat coming over me. Thankfully my back was to it and I had all my protective gear on, including my helmet and neck protector, but I do remember my face starting to burn.

Î&#x2013; UHJLVWHUHG KHDULQJ KRUULILF VFUHDPLQJ IURP WKH WKUHH SROLFH RÉ?FHUV EHKLQG PH â&#x20AC;&#x201C; death screams. They were in agonising pain.â&#x20AC;&#x153; Andrew helped the two female police RÉ?FHUV FOLPE GRZQ IURP WKH VHFRQG ČľRRU to safety. â&#x20AC;&#x153;I became very focused on looking after WKHVH RÉ?FHUV Î&#x2013;W JDYH PH SXUSRVH Î&#x2013;W UHDOO\ helped me with my own burnsâ&#x20AC;Ś I was registering a bit of pain at that point, but there was a lot of adrenaline. But these two women, they were touch and go.â&#x20AC;? I said to them, â&#x20AC;&#x153;youâ&#x20AC;&#x2122;ve got blisters, but donâ&#x20AC;&#x2122;t worry about that, youâ&#x20AC;&#x2122;re breathingâ&#x20AC;Ś youâ&#x20AC;&#x2122;re aliveâ&#x20AC;Ś youâ&#x20AC;&#x2122;re out of thereâ&#x20AC;Ś youâ&#x20AC;&#x2122;re not burning anymore, donâ&#x20AC;&#x2122;t worry about your face; youâ&#x20AC;&#x2122;re alive.â&#x20AC;? Post this experience, Andrew has called for Presumptive Legislation to be passed WR VXSSRUW ČÚHČ´JKWHUV FRQWUDFWLQJ ZRUN UHODWHG FDQFHU ZKHUHE\ LI D ČÚH Č´JKWHU contracts a cancer, it is presumed that they FRQWUDFWHG LW ČÚHČ´JKWLQJ GXH WR WKH KLJKHU incident of cancer in the industry. â&#x20AC;&#x153;It breaks my heart to say that I know a KDQGIXO RI ČÚHČ´JKWHUV ZKR DUH FXUUHQWO\ battling cancer.â&#x20AC;? â&#x20AC;&#x153;There are people dying, who are not getting the funding for medical help that they need to live out their last days.â&#x20AC;? â&#x20AC;&#x153;This is a topic that I am incredibly passionate about. To watch these guys, who started out as healthy people and now who are skin and bone, breaks your heart, it really does, knowing that theyâ&#x20AC;&#x2122;ve contracted this because theyâ&#x20AC;&#x2122;ve gone into situations to help others. Î&#x2013;I SHRSOH DUH GRLQJ WKDW NLQG RI VHOČľHVV DFW then they should be looked after.â&#x20AC;? $QGUHZ UHČľHFWV RQ KRZ OLIH DV KH NQHZ it changed after the explosion, and his passion for advocating for menâ&#x20AC;&#x2122;s mental health awareness. 12335835-CB6-17

â&#x20AC;&#x153;Iâ&#x20AC;&#x2122;m trying to get programs up and running WR PDNH Č´UHČ´JKWHUV D ORW PRUH DZDUH of how to deal with people with mental health issues. For me, itâ&#x20AC;&#x2122;s a huge issue in our society. I read a lot and see so many sad stories that are attributed to mental health issues. This experience has certainly changed my life, and I suppose thatâ&#x20AC;&#x2122;s why I have a real focus on itâ&#x20AC;Ś Iâ&#x20AC;&#x2122;m passionate that as Emergency Services and as a society and in Government, we need to be looking into better ways of prevention, educating people and dealing with these tough topics.â&#x20AC;? Andrew acknowledges that he often UHČľHFWV RQ KLV WLPH DW 6DOHVLDQ &ROOHJH DQG KRZ WKLV KDV LQČľXHQFHG WKH SHUVRQ KH KDV become today. â&#x20AC;&#x153;I feel very fortunate that my generation of family members have always had a VWURQJ FRPPLWPHQW WR 6DOHVLDQ &ROOHJH &KDGVWRQH DQG SDUWLFXODUO\ WKH 6DOHVLDQ family, who have such a focus on social justice. 2I ODWH Î&#x2013; KDYH EHHQ UHDGLQJ VSHFLČ´FDOO\ about depression in men, and the research is attributing levels to a lack of male friendships and the ability to open up emotionally. With men between the ages of 26 and 48, the risk of depression is higher, simply because they just donâ&#x20AC;&#x2122;t have that male outlet/support network. :KHQ Î&#x2013; UHČľHFW RQ P\ WLPH DW 6DOHVLDQ &ROOHJH &KDGVWRQH WKH EHQHČ´WV UHDOO\ come to mind. Thinking back to the male friendships that I made at school and still have today (and the same for my brother), we were so fortunate that we went to a school that provided such solid male bonding opportunities and mateship. The brotherhood and mateship from Salesian has been a valued connection for me and my brother. I regularly read about mental health issues, in particular male depression, and one of the key themes IRU VXÎ?HUHUV LV DERXW KDYLQJ DQ RXWOHW WR speak.

I feel fortunate that I have been in that position where I have been able to help Salesian mates that I have had since my time at the school, because I myself have learnt the value of having that outlet, they too have given me that outlet support. Having that connection is invaluable and it canâ&#x20AC;&#x2122;t be underestimated.â&#x20AC;?

ÂłWe were so fortunate that we went to a school that provided such solid male bonding opportunities and mateship. - Andrew Wood, Class of 1995 graduate

Â´

12335836-CB6-17

LOCALITY LISTING WEST – NORTH WEST

GEELONG REGION – FEATURING ACTIVITIES & SCHOOLS BELLARINE RAILWAY

BACCHUS MARSH GRAMMAR

PAGES 20 & 21

CRC ST ALBANS

PAGES 64 & 65

CRC SYDENHAM

PAGES 64 & 65

PAGE 44

CHRISTIAN COLLEGE GEELONG

PAGES 32, 33, 42 & 43

GEELONG BAPTIST COLLEGE

PAGES 28 & 29

GEELONG PERFORMING ARTS CENTRE

PAGES 38 & 39

GOOD NEWS LUTHERAN COLLEGE

KARDINIA INTERNATIONAL COLLEGE

PAGE 31

MACKILLOP COLLEGE

MARCUS OLDHAM COLLEGE

PAGE 45

OVERNEWTON COLLEGE

MINI MAESTROS GEELONG

PAGES 34 & 35

NARANA – ABORIGINAL CULTURAL CENTRE

PAGES 36 & 37

PAGES 55, 56 & 57 PAGES 2, 4, 5, 16 & 17 PAGES 52 & 53

WEST – NORTH EAST

ST JOSEPH’S COLLEGE GEELONG

PAGE 30

AITKEN COLLEGE

THE NATIONAL WOOL MUSEUM

PAGE 46

MARYMEDE CATHOLIC COLLEGE

PAGES 22 & 23

RED ROCK CHRISTIAN COLLEGE

PAGES 24 & 25

ST MONICA’S COLLEGE EPPING

PAGES 6, 7 & 10

THE GEELONG COLLEGE

PAGES 26, 27 & Back Cover

EAST – SOUTH EAST ALIA COLLEGE

PAGES 18 & 19

CORNISH COLLEGE

PAGES 14 & 15

ERASMUS PRIMARY SCHOOL

PAGES 58 & 59

GENAZZANO COLLEGE – ALUMNI AWARDS

PAGES 50 & 51

LAKESIDE COLLEGE

PAGE 8

TIM BOWMAN STORY

PAGES 66 & 67

SALESIAN COLLEGE CHADSTONE

PAGES 68 & 69

OUTER EAST MOUNT EVELYN CHRISTIAN SCHOOL

PAGE 63

PAGE 11

MELBOURNE INTACT AUSTRALIA

PAGE 48 & 49

INDEPENDENT SCHOOLS VICTORIA

PAGE 3

NOONE IMAGEWEAR

PAGE 9

PAUL SADLER SWIMLAND

PAGES 40 & 41

THE ACADEMY OF MARY IMMACULATE PAGES 12, 13, 60 & 61 WILSON MEDICAL

PAGE 47

WISEONES

PAGE 54 Tim Bowman is a world class educator and has put all of his ideas into an Amazon Best-selling book titled 88 Ideas to Teach More Effectively. You can read all about this on pages 66 & 67.

DISTINCTION – A GUIDE TO INDEPENDENT SCHOOLS

CONTENTS AITKEN COLLEGE

PAGE 11

MARYMEDE CATHOLIC COLLEGE

PAGES 22 & 23 PAGES 34 & 35

ALIA COLLEGE

PAGES 18 & 19

MINI MAESTROS – GEELONG

BACCHUS MARSH GRAMMAR

PAGES 20 & 21

MOUNT EVELYN CHRISTIAN SCHOOL

BELLARINE RAILWAY

PAGE 44

CHRISTIAN COLLEGE GEELONG

PAGE 63

NARANA – ABORIGINAL CULTURAL CENTRE

PAGES 36 & 37

PAGES 32, 33, 42 & 43 NOONE IMAGEWEAR

CORNISH COLLEGE

PAGES 14 & 15

CRC SYDENHAM

PAGES 64 & 65

ERASMUS PRIMARY SCHOOL

PAGES 58 & 59

GEELONG BAPTIST COLLEGE

PAGES 28 & 29

GEELONG PERFORMING ARTS CENTRE

PAGES 38 & 39

GENAZZANO COLLEGE – ALUMNI AWARDS

PAGES 50 & 51

GOOD NEWS LUTHERAN COLLEGE INTACT AUSTRALIA

PAGES 55, 56 & 57 PAGES 48 & 49

PAGE 9

OVERNEWTON COLLEGE

PAGES 52 & 53

PAUL SADLER SWIMLAND

PAGES 40 & 41

RED ROCK CHRISTIAN COLLEGE

PAGES 24 & 25

SALESIAN COLLEGE – CHADSTONE

PAGES 68 & 69

ST JOSEPH’S COLLEGE – GEELONG

PAGE 30

ST MONICA’S COLLEGE, EPPING

PAGES 6, 7 & 10

THE ACADEMY OF MARY IMMACULATE PAGES 12, 13, 60 & 61

INDEPENDENT SCHOOLS VICTORIA

PAGE 3

KARDINIA INTERNATIONAL COLLEGE

PAGE 31

THE GEELONG COLLEGE

LAKESIDE COLLEGE

PAGE 8

LOCALITY LISTING

PAGE 70

MACKILLOP COLLEGE MARCUS OLDHAM COLLEGE

PAGES 2, 4, 5, 16 & 17 PAGE 45

PAGES 26, 27 & BACK COVER

THE NATIONAL WOOL MUSEUM TIM BOWMAN STORY

PAGE 46 PAGES 66 & 67

WILSON MEDICAL

PAGE 47

WISEONES

PAGE 54

Tim Bowman is a world class educator and has put all of his ideas into an Amazon Best-selling book titled 88 Ideas to Teach More Effectively. You can read all about this on pages 66 & 67.

Next edition: February 2018 For bookings please contact: Themes Media on 5945 0666 or Email: katrina.mihai@starnewsgroup.com.au Published by Star News Group Pty Ltd ACN 005 848 108. Publisher/Managing Director, Paul Thomas. All material is copyright to Star News Group Pty Ltd. For our terms and conditions please visit www.starcommunity.com.au

DISTINCTION – A GUIDE TO INDEPENDENT SCHOOLS

“I listen, learn and

share knowledge.”

Geelong College, a leading Victorian day and boarding school.

Find out more at our Open Days Wednesday 8 March, 3 May, 16 August and 25 October. www.geelongcollege.vic.edu.au or phone 5226 3156 12325115-CB6-17

DISTINCTION – A GUIDE TO INDEPENDENT SCHOOLS