Primary Education - July 2017

Public Information Night Tuesday, August 15 at 7pm

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Gilson College History GILSON College is a Christian Co-Educational College providing both primary and secondary education. It is operated by the Seventh-day Adventist Education Department in conjunction with a locally elected Board of Management.

The College is part of a world-wide system of Christian Education which has had a tradition of excellence for over 140 years. The Seventh-day Adventist system of schools, colleges, universities and hospitals is presently found in most countries of the world.

Our College traces its beginnings to the mid 1970s when a primary school was established in the suburb of Pascoe Vale.

At the end of 1987 the Pascoe Vale school was closed and this heralded the beginning of a new educational institution on the current Taylors Road site. Originally known as the ’Keilor School’ its name was officially changed in 1992 to Gilson College.

In 2012 a second campus was purchased and began classes on Bridge Inn Road the following year with Foundation to Year 6 with a view to increase classes each year to graduate VCE students in 2019.

Our Purpose Our Purpose is, through excellence in education, to develop people of integrity and Christian character.

The educational activities of the College are designed to provide opportunities for all student to achieve their maximum development intellectually, spiritually, socially and physically.

The process of education involves the continued development of a set of values upon which all decisions depend. Christian Education seeks to enhance sensitivity to

values that are in harmony with God’s will. The development of character and personality based upon a love for God, unselfish concern for others and personal self-respect, is basic to all curricular objectives. The concept that every child is a candidate for heaven and that education is a preparation not only for life in society today and the future but also for eternity, is implicit in the total curriculum.

PB4L Gilson College community fosters a positive learning culture where respectful, responsible and resilient relationships promote excellence in a Christian environment.

The key elements for our Positive Behaviour for Life (PB4L) program provide systematic, intentional and constant redemptive conversations in class and everywhere to instill in our students, growth and development as welladjusted citizens of society. ‘Gotcha’ cards reinforce the positive behaviours of students as they add to their house totals for recognition.

Quality Adventist Schools Framework The QASF is the initiative of Adventist Schools Australia (ASA) and is ‘based on the world’s best school improvement practice and provides a process for schools to engage in the further strengthening of their professional learning cultures’.

The four domains on which the framework is based are: Adventist Identity; Learning & Teaching; Leading School Improvement; and Community Partnerships. The framework provides a way for the school and its community to have greater ownership of and commitment to the success of the school.

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Nunawading Christian College FROM ELC to Year 12, the learning & teaching at Nunawading Christian College is about educating the ‘whole’ child; a well-balanced approach linking the spiritual, physical and academic needs of each individual student.

Central to our Christian philosophy is the view that every child matters and deserves a high quality education that caters to their own individual learning needs. We aim to provide quality Christian education in a caring, safe and inspiring learning environment. We actively seek to develop in our students a passion for learning, to develop character for life and to engage in the world around them.

Every student is encouraged to embrace their education and the opportunity it affords, to be an independent thinker, to develop productive habits of mind and to engage critically with what they learn so they are prepared for the challenges of our modern world.

Nunawading Christian College Learning Journey – Learning for Living, Character for Life.

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Nunawading Christian College provides values based education from Early Learning to Year 12. Our College achieves fantastic results in VCE and NAPLAN but also in building each student’s character and setting them up for successful living.

Applications Open Foundation 2018 & 2019

161 Central Road Nunawading, VIC 3131 nunawading.vic.edu.au 03 9877 3555

Aitken College EDUCATION is the process of enabling your child to not only develop knowledge and skills, but to also acquire beliefs, habits and values. Education encompasses all experiences encountered that have a formative effect on the way your child thinks, feels or acts, and the school years in the life of a child can be the most influential.

At Aitken College, education is about teaching skills to be life-long learners. We aim to positively influence your child’s personal development, promoting autonomy and helping them acquire skills to establish them in a career or occupation. We encourage our students to develop a love of learning, embrace a wide academic curriculum including the ever-changing technologies creeping into our lives today, as well as developing and nurturing relationships with family and friends which can have a huge impact on their ability to flourish.

Aitken College is a Prep to Year 12 school, divided into four mini-schools for age-appropriate pastoral care. The primary years include an emphasis on literacy and numeracy, complemented by specialist programs in languages, visual arts, performing arts, physical education and technology.

Weekly library programs encourage a love of reading and iPads in each classroom enable students to embrace the learning and creative opportunities offered by the latest educational technology. The Stephanie Alexander Kitchen Garden Program enables primary children to harvest vegetables they have grown in the College’s farm area and use them to make nutritious meals. The children also love to visit the chickens, goats and sheep.

Aitken College is able to expose children to participation in events such as sports carnivals, musical recitals and performances, leadership programs, camp experiences, performing arts, language classes, library activities, agricultural and horticultural programs, food technology, and Chapel services. This ensures that students are exposed

Aitken students benefit from some of the most up to date facilities and resources. to a rich and varied curriculum full of powerful learning experiences, providing amazing opportunities beyond the academic curriculum to grow and develop in many ways.

Aitken students benefit from some of the most up to date facilities and resources available. Students’ creativity is supported with modern tools such as computer aided design (CAD) and 3D printing. In Digital Technology, students construct robots and use computer coding to make their solutions work. All areas of Technology encourage creative thinking that develops adaptable skills for the future. Aitken College has invested in up-to-date technology in areas such as Media, Theatre Production (sound and lighting) and Music Technology. Students have access to industry standard equipment and software which enables them to

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Josie Crisara Principal, Aitken College exercise their creativity and develop products that can be showcased to an audience.

Every school is made up of students with a wide range of abilities and learning styles. Our Learning Centre staff support students with individual learning needs through inclass support and small withdrawal groups. Students with extra ability benefit from a wide range of extension program opportunities.

It is very rare for any community to exist in a vacuum with respect to belief in God or some transcendent power. Belief informs culture, values, ethics and morality; so it is not unsurprising to find Religion and Values Education (RVE) at the heart of the Aitken experience. Students from Prep to Year 10 participate in RVE and all attend a weekly Chapel service. Many primary school parents also enjoy attending their child’s Chapel service.

Sometimes when I am asked what I do and I respond that I am a teacher, it usually follows with a question such as, ‘What do you teach?’ My response to the question is that I teach young people. Sometimes, I teach them Chemistry, Science, Maths or Technology but more importantly it is about teaching skills to be life-long learners, teaching about self and formulating a set of values through which they can make wise choices and decisions in order to make positive contributions to society. Quality teaching and learning at Aitken College encompasses the academic, the social and the emotional learning that provides for a holistic education.

Our College motto ‘In Mind and Spirit’ describes our approach to education. The ‘mind’ reflects the academic facet of all we do and the ‘spirit’ the acquisition of values in the context of the Christian faith.

Aitken College CHOOSING a school is one of the most important decisions you as a parent can make for your child. If parents value school education, and are involved from the early years of school, then it is more likely that this will rub off onto your children.

Development of the child as a whole person where an understanding of right and wrong and a sense of community and service are valued should be high on the agenda.

Being a part of your child’s education has a significant influence on their learning.

A measure of success for schools is young people achieving the goals that they set and being able to follow a pathway that interests and motivates them.

Parents want to see their children happy and confident, making the most of the opportunities provided at school.

Mrs Josie Crisara, Principal.

A measure of success for schools is young people achieving the goals that they set and being able to follow a pathway that interests and motivates them.

Parents look for schools where their children can develop knowledge and skills, where academic endeavour is encouraged and acknowledged, where creativity is nurtured and values such as respect, honesty and kindness are seen as important.

AITKEN COLLEGE OPEN EVENING 31 OCTOBER 2017 AT 4-7PM

Early application is advised for enrolments in 2019 and beyond as waiting lists apply.

Limited places may currently be available at some year levels.

Please contact the Registrar on 9333 1866.

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Aitken College is a Prep to Year 12 co-educational Uniting Church independent school providing a quality education in a caring and supportive community, emphasising academic achievement, creativity, environmental responsibility and service. Primary offerings include an emphasis on literacy and numeracy, peer support, educational and welfare support and strong pastoral care.

1010 Mickleham Road, Greenvale 3059 Email: admin@aitkencollege.edu.au • Website: www.aitkencollege.edu.au ELC - Primary Learning

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Altona North Primary School ALTONA North Primary School prides itself on being an open and friendly school. Parents are always welcome to visit and to take a guided tour of our excellent classroom and specialist programs. These include Art, Music, Performing Arts, Physical Education, Library and ICT. Our outstanding facilities and programs are open for observation all year round.

Our facilities include bright classrooms, a Library, Computer Lab and an Art and Craft Room plus an indoor Physical Education, Performing Arts and Music Facility. The school also offers a before-and-after-care program, a holiday program and a canteen.

Altona North Primary School also prides itself on having excellent staff and a strong focus on having a close working relationship between students, parents and staff. We have environmental education areas, extensive outdoor play areas, adventure playgrounds, a fitness and athletic track along with large shaded areas and spacious gardens.

Our inclusive curriculum aims to develop the whole child academically, socially and emotionally. We challenge students to raise their learning standards in all areas to the highest possible level.

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All members of our school community aspire to our school values – “Respect, Excellence, Acceptance, Community, Honesty.”

Our school has an active Parents and Friends Group, an informed School Council and very experienced staff. Our involvement in curriculum goes well beyond the school: Wakakirri, Interschool Sports, Bike Education, an Intensive Swimming Program, Science and a range of other programs and initiatives.

All members of our school community aspire to our school values – “Respect, Excellence, Acceptance, Community, Honesty”.

The school provides additional programs which enhance skill development and extend learning through participation in Physical Education, Visual Arts, Performing Arts, AUSLAN (LOTE from Prep to Grade 6), Robotics and Library. The use of ICT (e.g. laptops, netbooks and iPads) will continue to be incorporated into everyday learning. Students have the opportunity to experience concepts of community and wellbeing through our wide range of extra-curricular events such as Harmony Day, House Sports Day, Remembrance Day Ceremonies and Multi-Cultural Lunches.

Teachers plan together and undertake meaningful assessment of learning by using a variety of assessment tools to support and guide future teaching and learning. Teachers continue to be involved in ongoing professional development to ensure they keep up to date with current education initiatives,

Altona North Primary School

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building upon their capacity to provide students with the best teaching and learning opportunities.

Altona North Primary School is a place where your child can strive for excellence and feel like they belong. All teachers encourage the students to do their very best at all times.

Everyone is kind, co-operative and supportive of each other.

Our School Motto is ‘Consider Others’. We have safe and separate playgrounds for senior and junior students. Our school grounds are surrounded by beautiful garden beds with high fences to provide improved student safety. We also have a frog pond which provides opportunities for environmental and science based activities. Your child will feel comfortable coming to school because we have teachers, support staff, school captains, house captains and peer leaders who care and are willing to assist at any time. Our student leaders are role models who your child can look up to, learn from and rely upon.

• PE, Performing Arts, Visual Arts, Literacy Support, ICT extension, Robotics and Choir.

• Excursion, incursions, swimming and camping programs.

• Spacious, safe and sunsmart play areas.

• Before and After School Care Program, Holiday Program • We are an Accredited Waste Wise School.

Visit us in person at 51 Cresser St, Altona North Or at our web site www.altonanorthps.vic.edu.au

Cresser Street, Altona North 3025 Telephone (03) 9391 4572 • (03) 9391 4233 • Fax (03) 9391 8680 Email: altona.north.ps@edumail.vic.gov.au

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Altona North Primary School provides students with a wellplanned Victorian Curriculum based on incorporating an Inquiry Model. The school provides programs to engage and support students in their personal and social development, with a strong focus on developing skills in Literacy and Numeracy and the building of self-esteem. Ongoing reviews and assessment of these programs occur to ensure they continue to be relevant and meaningful. The ANPS Vision and Values and the concept of sustainability continues to be embedded into Inquiry Units and daily school life.

Bacchus Marsh Grammar THE Primary years program at Bacchus Marsh Grammar is designed around a few core concepts. At Bacchus Marsh Grammar the belief is that students are explicitly taught the basic skills of reading, writing, spelling and mathematics.

This is achieved through very directed programs in these areas and frequent monitoring of progress and planning for individual development.

Bacchus Marsh Grammar introduces students to the teaching of specialist programs by specialist teachers from the earliest days at school. This gives the students the

Bacchus Marsh Grammar introduces students to the teaching of specialist programs by specialist teachers from the earliest days at school.

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advantage of being taught subjects by specialists with a knowledge and passion for their particular subjects.

The junior years have an extremely strong music and performance program which is not only fun but builds students’ confidence and the ability to work as a team. The junior school program provides opportunities for sport and outdoor education. Another feature is the strong leadership programs in Grades 5 and 6.

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Belgrave South Primary School BELGRAVE South Primary School has been providing excellence in teaching and learning for over 100 years.

Located in the Dandenong Ranges, the school provides well equipped grounds and buildings in a beautiful setting. We are an integral part of the local community and we highly value the support of our parents and community members in our school each day. We work together to facilitate excellent learning opportunities, provide state of the art technology and develop innovative learning spaces. Our Science and Inquiry Learning Centre and Maker Space supports the development of critical and creative thinking. We encourage high achievement and our students achieve excellent results.

incredibly rewarding for both parents and teachers to watch our children grow socially, emotionally and academically during the program and throughout their early years at Belgrave South Primary School.

The program also gives us the opportunity to welcome and involve parents in our Belgrave South Primary School community. We run sessions especially for parents to explore what the early years of school involve and how we can work together to ensure that students make the best start to school.

We are proud of our school and look forward to meeting you for a school tour.

We have strong links with local pre-schools and offer an extensive transition program that commences in July for enrolled students. We offer before and after school care and an exciting program of extra-curricular activities.

Beginning primary school is an exciting time. The right start to school helps children build positive relationships and to develop a strong sense of identity and belonging, both of which are important to their long-term development, learning and wellbeing.

Our school tours give you the opportunity to see learning in action and meet our junior school teaching team. You can see the broad range of exciting learning programs and the many opportunities that are available to our students in Literacy, Numeracy, Science, Digital Technology/ Multimedia, Creative Arts, Physical Education, Japanese, Environmental Education, Hospitality (Plot to Plate Program) and Student Leadership.

Educating with purpose.

Encouraging high achievement. Enriching the development of our children and community.�

Stuart Boyle Principal Belgrave South Primary School

Our Foundation Transition Program helps your child to become familiar with our school through specialist learning activities and play based sessions. Children will be well supported by their new teachers as they build their confidence and increase their readiness to start school. It is

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175 Colby Drive, Belgrave South VIC 3160 Phone 97542505 Email:

belgrave.south.ps@edumail.vic.gov.au

Web:

belgravesouthps.vic.edu.au

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Berwick Lodge Primary School CHANGE is inevitable – it’s a cliché really, yet it’s relevance to schools remains critical in these early years of the 21st century. So what does ‘moving with the times’ really mean at Berwick Lodge Primary School? It means many things, and none more important than ensuring that our students have the best possible opportunities to explore their interests, test their capacity to learn and be as confident as they possibly can, that they can succeed in whatever career directions they choose to follow. In short, they leave Berwick Lodge full of confidence and enthusiasm……..for all the right reasons.

Of course, it is easier to put such lofty ideals on paper than it is to deliver them, unless of course you have an authentic school. That we believe we have here. Over the 26 years of our existence, and I have been privileged to have been the principal of this wonderful school community since day one, we have always embraced change, not for change’s sake but for the benefits that being at the forefront of great new ideas and approaches bring.

Innovation is central to progress and schools should be centres of innovation – innovation that enhances student learning and preparedness for life in general. To that end, we pride ourselves on the innovative ideas and programs that we have implemented at our school.

In terms of school management, we remain the only government school in Australia that holds ISO 9001 Quality Management certification, and have done so for the past 15 years. Our core business is teaching and learning and the way in which we ensure that we do this efficiently and in accord with best organisational practice, is to have in place outstanding operational (management) practices.

Moving with the times.

Noteworthy educational programs we have introduced include our audio eLearning program, led by our radio program whereby via our long standing partnership with our local community radio station, Casey Radio 97.7FM, our students broadcast a weekly one hour program both over the air waves and via streaming to the world from our own stateof-the-art radio studio. Four years ago we added robotics to our curriculum offerings. In July we will be representing Australia at the Asia Pacific First Lego league (FLL) Robotics Championships in Sydney. Two years ago we were members of the Australian FLL Robotics Champions and represented Australia at the European FLL Robotics Championships in Spain.

Our wonderful community garden is a both a haven for all our students and a great educational centre – in fact the produce grown is sold to our families and staff with all profits ploughed (no pun intended) back into the garden. All students Prep to Year 6 participate in our popular LOTE (Mandarin) program. Students interested in the performing

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arts can join our choir or compete in the annual Wakakirri festival. In fact last year our students made it to the state finals and had a ball performing at Hamer Hall at the Victorian Arts Centre. That is just scratching the surface on the many and varied educational opportunities available here – oh, by the way, every alternate year our senior students visit our sister school, Tampines P.S. in Singapore around the time of Singapore’s national day.

In terms of moving on what are we up to now? A major project of which we are really proud is our ‘Bridging Curriculum’ program that we have immersed ourselves in with our local kindergartens for the past 18 months. It is about to culminate with the development of our Bridging Curriculum App (BCA), which we will share with our local kindergartens and parents of pre-school children, irrespective of whether these children will one day attend Berwick Lodge or not. This App will contain a variety of practical features such as examples of Perceptual Motor Program (PMP) activities that are vital for the development of gross and fine motor skills in young children, relaxation activities presented by an expert in mindfulness for children, audio storytelling and drumming activities and songs for children.

Student Agency in their learning is of vital importance to us. To this end we are working with researchers from Auckland University in introducing an exciting learning approach, Learning Maps, whereby students map the people and factors that impact on their learning as the basis of having students located at the centre of their own learning.

There’s so much more that could be written……why not book a personal tour of our school and see for yourself.

Berwick Lodge P

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Principal: Henry Grossek

SCHOOL OF EXCELLENCE • Australian FLL Robotics Champions 2013 and Victorian FLL Robotics Champions 2015 • Radio program and film making • Student coaching program in wellbeing • Whole school robotics program

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• Whole school LOTE Mandarin program

BERWICK LODGE PRIMARY SCHOOL Phone: 9707 1766 Fax: 9796 2198 Email: berwick.lodge.ps@edumail.vic.gov.au Website www.berwicklodgeps.vic.edu.au

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Making a difference Why Cornish College?

ALL children are natural inquirers and powerful learners. We nurture their sense of inquiry and aim to inspire a quest for learning throughout life. We believe passionately in helping each student to reach their potential, and we do this by providing personalised learning from a team of skilled and creative educators.

Our curriculum Our curriculum is powerful with a focus on academic achievement and generating rich understandings and creativity. Through ‘inquiry’ learning we combine subjectspecific knowledge with valuable skills that enable students to learn beyond the classroom.

We offer programs from ELC to Year 12 and understand the importance of flexible teaching to cater for individual learning styles. With a Reggio Emilia influenced ELC, the International Baccalaureate Primary Years Programme and an interdisciplinary, concept-driven middle school curriculum, we provide engaging education with a strong focus on inquiry-based learning.

Our Year 12 VCE program goes ‘beyond boundaries’. The College is committed to offering students a wide range of VCE subjects according to the individual pathways that are identified through its careers program.

Underpinning everything is our vision to educate for a sustainable future. We embed sustainability through our Rings of Sustainability, which focus on natural, personal, socio-cultural, urban and technological sustainability.

Everything we do supports one of our rings, helping students to understand their learning in a local, regional and global context and how they can make a difference to a sustainable world.

Beyond the classroom Our 100 acres of natural parkland provides a landscape that supports a range of innovative teaching and learning opportunities. w

The photo took just half an hour to set up and take using a multicopter drone.

Picture: Melbourne Radio Controlled Helicopter Club.

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Our grounds support a rich sports and cocurricular program too. We are the first school in Australia to have our own 9-hole golf course on site, with a golf professional providing innovative programs for students as young as ELC3. Students can follow their passions at Cornish and take part in a range of programs including Climbing, Swimming, Sailing, Equestrian, Dance and Drama to name a few.

Be part of something bigger Overarching everything we do is our motto ‘Make A Difference’. Students throughout the College learn compassion and empathy, and they are challenged to make choices that will have a positive impact on the world. By developing the whole child, we create problem solvers and leaders who can truly make a difference within their community and globally.

Opportunities to make a difference happen throughout the year but have a focus during Make A Difference Week (or MAD Week). We work as one big community, across year groups, to deliver tangible change for the College and for others.

We live our motto internationally too during a 12 day Make A Difference Experience in Thailand. This empowering program offers Year 9 students a great opportunity for personal growth and the learning continues at home as students reflect on their experience through the Global Sustainability Program when they return.

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.

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Chairo Learning That Lasts a Lifetime • • • • •

Teaching and learning from a Christian worldview perspective Ĵ ȱ ȱ ȱ ȱ ȱ ȱ ȱ ȱ ȱ ¢ ȱ ȱ ȱ ȱ ȱ ȱ ȱūŬ ȱ ȱ ǰȱ ǰȱ ȱ ȱ ȱ ȱ ȱ ȱ ȱ ¢ȱ ȱ ȱ¢ ȱ ¢

ůŲůȱ ȱ ȱ ǰȱ ȱ ȱ ůųŮŬȱůŰŭŬȱ• enrolments@chairo.vic.edu.au

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Dandenong Primary School DANDENONG Primary School has a very rich and proud

adventure playgrounds, asphalted zones and a kitchen

history of excellence in learning and teaching, stretching

garden space. Onsite is the brand new bestchance

from 1874 through to today. Under the new leadership of

Dandenong Primary Kindergarten and Maternal & Child

Principal, Mr. Daniel Riley, Dandenong Primary School

Health service as well as the Dandy Pals playgroup.

provides for outstanding student achievement, engagement and wellbeing.

Children get off to the right start every day at Dandenong Primary School with a free and nutritious community

The school provides a strong focus on the essentials of

breakfast club. Before and after school care is available to

literacy and numeracy while offering specialist classes in

our working families through our friends and neighbours at

physical education and sport, state-of-the-art information

St Mary’s Primary School.

and communication technologies, visual art, library and

We make use of online and social media to provide a

French. The school offers a broad range of extra-curricular

window into the life and learning at Dandenong Primary

activities, ensuring children are highly focused and highly

School. We invite you to share and celebrate the learning

engaged in their learning and development.

with us on our Facebook and Instagram pages.

The school has a specialised English as an Additional

We welcome you to our school community and we look

Language (EAL) class and offers additional language and

forward to learning and teaching together with you to bring

literacy support across all year levels. Our highly dedicated

about the best possible student learning, engagement and

teaching and support staff are almost as diverse as our

wellbeing outcomes for your child.

student population and speak a range of languages including Dari, Hindi, Spanish, French, Serbian, Albanian, Chinese, Greek and English.

To find out more and to secure your child’s place for 2018, contact Principal Daniel Riley on telephone (03) 9792 2743 or simply drop by at 174-182 Foster Street, Dandenong.

A team of highly dedicated wellbeing staff support the health and wellbeing of our children and families. The school has its very own ’Community Hubs Australia’ family space which brings local information and services around education, health, community and settlement into a familiar

Children get off to the right start every day at Dandenong Primary School with a free and nutritious community breakfast club. and friendly environment. Our community hub aims to help families create friendships and support networks, and to develop a sense of welcome and belonging.

School facilities include an impressive blend of old and

Dandenong Primary School Principal Daniel Riley

new. The site’s original building, first opened in March 1881

Tel. (03) 9792 2743

sits proudly before the school’s pair of 21st Century ‘Building

www.dandenongps.vic.edu.au

the Education Revolution’ learning and teaching spaces.

www.facebook.com/dandenongprimaryschool

The schoolyard is made up of a large open sports field,

www.instagram.com/dandenongps

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DANDENONG PRIMARY SCHOOL H;IF;9J EKHI;BL;I Â&#x161; H;IF;9J <EH EJ>;HI H;IF;9J <EH J>; ;DL?HEDC;DJ Dandenong Primary School provides a s 2ICH AND PROUD HISTORY OF EXCELLENCE IN LEARNING AND TEACHING s 7ARM WELCOMING POSITIVE CLIMATE FOR LEARNING s (IGHLY DEDICATED TEACHING AND SUPPORT STAFF mUENT IN $ARI (INDI 3PANISH &RENCH

3ERBIAN !LBANIAN #HINESE AND %NGLISH s #OMMUNITY (UBS !USTRALIA HUB SPACE FOR FAMILIES ONSITE KINDER AND $ANDY 0ALS PLAYGROUP

For a window into the life and learning of our great school, find us online at www.dandenongps.vic.edu.au www.facebook.com/dandenongprimaryschool www.instagram.com/dandenongps

Contact Principal Daniel Riley on (03) 9792 2743 12354755-CG30-17

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Renaissance Schools 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.

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.

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.

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.

We aim to provide an education that seeks to promote and support the spirit of unity so that everyone may be happy and enjoy well-being 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

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, lactovegetarian 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

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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.

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. 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.

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.

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.

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.

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.

12355976-CG30-17

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Bollywood comes to Glendal!

THERE is always something exciting going on at Glendal Primary School to enrich our students’ learning experiences.

Our Performing Arts and Music programs were promoted during Education Week in May this year and were the focus of an outside broadcast by Casey Radio, 97.7FM recently. It was a wonderful opportunity for many of our students to speak, and others to play their musical instrument, live on air to the wider community.

Glendal Primary is well known for academic achievement, it’s strong focus on student wellbeing and a range of innovative programs such as Robotics. We also engage students in a very comprehensive Performing Arts - Music program. Our Year 2 students present an annual stage production for the school community and our school band and choir perform at assemblies. Students have the opportunity to learn a musical instrument after school and many of our students are talented musicians.

The benefits of sustained learning in music are well known and documented in a range of research studies.

Students engaged in making music show improved learning in other curriculum areas such as mathematics, science, the arts and language and improved development of creativity and fine motor skills. In addition, students learn that there are rewards from hard work, practice and discipline.

“If a child studies music constantly over a period of time, they do better in school in all sorts of ways, including academically and socially.” Dr Richard Letts, the executive director of the Music Council of Australia.

Music is an important part of our curriculum with students learning to read, write and compose music. Our well-resourced Music program enables students to

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experience and play many different percussion instruments.

Our Year 3 classes all learn the marimba and Year 4 students learn the ukulele.

This year we have introduced Bollywood dancing to complement our Music and Performing Arts programs and this has proven to be extremely popular and successful. Our lunchtime Bollywood Dancing Club provides many learning opportunities and is great fun. As our Bollywood teacher explains: “It is a great way to boost student commitment to learning, dance technique and cultural exploration.” In addition to helping our students to gain confidence and fitness, they engage with the artistic, social and historical understandings of Indian culture.

Bollywood dancing also assists children to realise the importance of teamwork. Through learning these skills in dance, students are able to transfer and apply these qualities in other aspects of their learning to enhance their experience.

They love dressing in Bollywood costumes and jewellery while dancing to an eclectic mix of traditional and modern Bollywood music. At the end of the day the students, their parents and the school feel a great sense of enjoyment and pride in engaging with this extra-curricular art form that enriches the children’s primary school experience.

Our Bollywood dancers have performed for our community during Education Week and were profiled at an outside radio broadcast for Casey Radio and at our annual Twilight Picnic in March. They have recently accepted an invitation to perform at the Victorian Principals Conference in August. What a fantastic opportunity!

Deborah Grossek Principal

Glendal Primary School OPEN FOR ENROLMENTS

Glendal Primary offers: • State-of-the-art Robotics and Science Facility • Language programs in Mandarin and French • Opportunities and excellence in learning • International networks and exchange programs • Dedicated, professional high quality staff • Happy children who are learning successfully Children flourish and learn at Glendal School tours each Tuesday at 9.30am Principal: Deborah Grossek Address: 55 Nottingham Street Glen Waverley VIC 3150

Phone: 03 9803 1330 Email: glendal.ps@edumail.vic.gov.au Website: glendalps.vic.edu.au 12354086-KC30-17

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Inclusion Rules the Day Grossek’s view COUPLE insensitivity with ignorance and very little good will follow. With a little luck, we will avoid the worst of the damage that could come from Senator Pauline Hanson’s public outburst, in which she argued for the removal of children with autism from mainstream schools. The public outrage her remarks evoked has been encouraging. Distilling the varied sentiment expressed by the public, at the core, most dominant is the view that the default position is that if a child can be part of the mainstream system, then that ought to be the case. Many years in the school system have confirmed for me that this is as it should be.

Experience has also brought the saddest and most frustrating of realisations home to me, and dare I say countless others. That is, we have not only let down children with conditions such as autism, intellectual and physical disabilities, but also their families, teachers and fellow students far too often. To date, the provision of adequate and proper resources to meet the individual needs of these children too often fails to match the administrative paperwork, diagnostic reviews and countless meetings that overwhelm all involved - parents, teachers and dare I say, even the bureaucrats. If it did, more of these children would be doing so much better and we’d all be winners.

Most unhelpful about Senator Hanson’s remarks is the breathtaking simplification that she makes – autism is a complex lifelong condition and the word ‘spectrum’ is used in association with autism for the very fact that the range of difficulties that people on the autism spectrum may experience and the degree to which they may be affected is wide ranging. That alone should have prevented Senator Hanson from lumping all students with autism under the one banner and with that the unhelpful call for the removal of those children from mainstream schools. As is well documented, the main areas of difficulty for those children on the autism spectrum are in social communication, social interaction and restricted or repetitive behaviours and interests. Noteworthy too is the fact that about one per cent of Australians have autism - that’s almost 230,000 people, an awful lot of us to have had to complete our school education in non-mainstream schools. Of what benefit in the majority of cases would that ultimately be? Certainly not the enhancement of an inclusive and integrated society let alone the opportunity for children with autism to develop those social skills with which they have difficulty, in mainstream society.

Undoubtedly there are children for whom a special setting school is their best option and we have come a long way in making these schools the best possible learning environment for these students. Staff to student ratios in special setting schools are the envy of every mainstream school, and they should be. Having visited several most recently built, it is impossible to argue that the facilities and resources are in any way inferior to those of mainstream schools. They are rich and stimulating learning environments with dedicated and highly trained staff who do marvellously well with their

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students. Importantly, as good as they are, and as appropriate as they are for some students, we should not then fall into the trap of wishing away children from mainstream schools based on the simplistic segregationist solutions held by some.

Senator Hanson, it could be argued has plunged in head first, and this is the danger that exists when, for too long, successive governments of all persuasions have shortchanged too many children with special needs that would be best served in their education in a mainstream school. It’s quite fair to say that teacher burn-out, student alienation, classroom disruption and negativity toward some children with special needs in mainstream schools exists. That’s sad and the pity of Senator Hanson’s comments is that they make no distinction between those fewer children for whom a special setting school is appropriate and those many for whom it would be a short cut to a diminished education.

The fact that for some students with extreme challenges, enrolment at schools tailored specifically to meet their individual needs does not make it a solution for all. It’s certainly a simple solution, but in the majority of cases it does nothing but create division amongst us.

… are we not a nation that boldly embraces a ‘choicebased’ school system that it could be argued, enshrines forms of ‘creeping segregation’ of students via religious belief, wealth and ability?

To digress somewhat, are we not a nation that boldly embraces a ‘choice-based’ school system that it could be argued, enshrines forms of ‘creeping segregation’ of students via religious belief, wealth and ability? Interesting then that our policy makers have no problem with the potential for consequences of school segregation based on factors other than disability - inequality, entitlement, ignorance, intolerance and even fear. Did we not witness that not so long ago when some students attending nongovernment schools in Victoria displayed appalling disrespect to their colleagues in poorly resourced government schools?

Much ado has been made of Gonski 2.0 and the Turnbull Government’s claim that it is a uniform, needs-based model and by extension will lead to better learning outcomes for all children. It is certainly not uniform, though it does bring in a measure of fairness not in existence in Gonski 1.0. In the sense that it may disrupt our public/private model of education though, it is a failure to those among us committed to a public model of education provision. The consequence of this being that the ‘segregation’ of children in their school age years based on religious beliefs and socio-economic background will continue.

The future, also, of those select entry government schools will not be jeopardised and property prices of desirable, zoned government schools in Victoria, will continue to ensure the exclusion of anyone other than those who can afford them. There’s a very sad irony to the mantra of choice of schools in our country - it’s hardly a stretch to argue that the cost of choice in school education may well be pricing the average Australian family out of more choice than we care to admit.

Perhaps those of us in schools can be forgiven for believing that we are little more than pawns in the political games our leaders play.

What does all this say for the state of education in our country? Politically speaking, our nation embroils itself in a self-destructive discourse in school education - unsurprising really, given the fiercely competitive landscape we have fashioned over the years across and within our school systems. Given the importance a good education bestows upon the holders, and the influence of powerful stakeholders, it is little wonder then that our major political parties flipflop on policy more than a well-baked pancake ever does.

Populism has never been more rampant. Perhaps those of us in schools can be forgiven for believing that we are little more than pawns in the political games our leaders play.

Who was it, after all, that stated that they had no problem with seeing swimming pools in the grounds of wealthy private schools? It’s hard to believe that that comment came from a Labor leader, yet all the while an embarrassing number of poor government schools couldn’t even find the

funds to fix leaking roofs or replace rotting timbers.

No surprise, however, to hear from a recent Coalition Prime Minister that supporting private schools was in his DNA and that he had no compunction in stripping $30 billion from primarily government schools by discontinuing Gonski 1.0. Surprise, however, that the current Coalition government has reinstated some measure of ‘fairness’ to school funding by reinventing Gonski 1.0 as Gonski 2.0.

Puzzlingly, the Labor Opposition now fiercely opposes Gonski 2.0 partly because they view it as being unfair to the Catholic school sector. Conveniently however, it is forgotten that the Catholic sector were in receipt of a ‘sweetener’ in the first place to support Gonski 1.0. Then there was the promise that no school would be worse off!

Back ending the bulk of Gonski 1.0 funds into the nevernever of years five and six, by the Labor government of the day, might have made short-term economic sense, but it certainly contributed to the short-changing of schools in the longer term that we are now witnessing. That in no way excuses the current Coalition government for reneging on the original Gonski recommendations.

Welcome as the improvements that Gonski 2.0 makes, it still falls far short of the original recommendations of the Gonski Report. Ironic indeed that in the wash-up, The Greens Party who deserved considerable credit for the last minute changes that saw more than $5 billion added to Gonski 2.0 and the time line for the funds to be distributed cut by years, couldn’t, in the end, bring themselves to support the Bill in Parliament. It’s a fair bet that there’s internal turmoil within all the major parties at the moment on education policy. Opportunism and populism are up-andabout so to speak, and it is little wonder then that scepticism remains alive and well in many school communities.

As if that’s not enough, alarm bells continue to ring when discussion on the likely impact of the Gonski 2.0 package of reforms turn to indicators such as the Program for International Student Assessment (PISA) tests and our own NAPLAN tests. There’s so much more to a quality education than PISA and NAPLAN. Given that Australia is one of the leading nations in the world insofar as supporting and promoting a competitive public/private school system, and Gonski 2.0 won’t change that one bit, it is fair to question whether we have the right model of school education in place in the first instance.

What then for our children with special needs? There’s certainly more money under Gonski 2.0 and via the National Disability Insurance Scheme to encourage hope that a better world in education may be beckoning for them. The proof, as always will be in the pudding. In that regard, we must remain vigilant and disavow views that serve to divide and exclude and, even more so, ensure that conditions do not exist that lend themselves to such opportunistic and inappropriate ideas.

Henry Grossek, Berwick Lodge Primary School principal hosts Viewpoints on Casey Radio 97.7FM on Fridays between 9.00am and 11.00pm www.caseyradio.com.au

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Good News Lutheran College GOOD News Lutheran College is a vibrant co-educational Christian College catering for students from Prep to Year 12.

The College has a proud, albeit short history, having started with just 26 students in 1997. Located in the rapidly developing Tarneit area, Good News comprises 884 students and in excess of 100 staff members, consisting of teachers and an extensive panel of aids.

Building sites and workman’s sheds have become commonplace at Good News Lutheran College in recent times, as the Tarneit educational facility grows from strength to strength. However, with the construction of an 11-classroom, double-storey specialist Middle School building scheduled to be finished within months, it’s clear the numerical growth of the College will continue for some time yet.

Specialist educational buildings provide the platform for diverse and high-quality tuition, although Good News Lutheran College places equal importance on the development of the whole individual with character growth among the most valued outcomes. The College pastoral team facilitates weekly Chapel services that help the students reflect on the ‘value’ of the week. Good News also offers strong pastoral care in line with the Christian faith that underpins every decision at the College.

Good News Lutheran College is known for innovative and progressive educational methods. The Information and Communications Technology department is just one area in which this priority is realised with students introduced to modern technological methods at an early age with a view to equipping them for the years ahead.

The College prides itself on having a broad range of technology for student use with a ratio of 1.5 devices per student. The equipment includes university-level design

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desktops, Window Surfaces, Ipads and modern laptops. A fast-speed backbone ensures that the very best opportunities are made of the ICT equipment, with students enjoying 3-D printing capacity, along with state-of-the-art physical design technology.

An extension of the ICT program is the use of Bee Bots at junior levels enabling the students to develop programming skills, while lego robotics are used in the Middle and Senior School.

The College offers a range of sporting opportunities for students with strong representation beyond inter-school competition. An oval, with a centre wicket and cricket nets, is a new feature among the numerous sporting facilities.

The College has a distinctive sub-school structure which embraces the specific needs of each age group, from Junior, Middle and Senior School. This structure allows for a seamless education from Prep. to Year 12. A holistic approach provides for student growth academically, emotionally, physically, socially and spiritually in a supportive atmosphere.

The College aims to work in partnership with families to develop, independent, motivated, Godly young people who are equipped to provide positive influences in this everchanging world.

Good News Lutheran College invites you to attend its Open Day/Evening from 4pm on Wednesday, 23 August.

The College is currently taking Prep. enrolments for 2021, and has vacancies at some year levels. Families are welcome to enquire about the opportunity to join the Good News family.

To make contact: E: frontdesk@goodnews.vic.edu.au P: 8742 9000 W: goodnews.vic.edu.au

S W E N D O GO AN LUTHERG COLLE E E

FUTUR â&#x20AC;&#x2122;S D L I H C R U O BUILDING Y D U C AT IO N R IS T- C E N Q U A L IT Y, C H

TRED E

OPEN DAY WHEN: Wednesday, 23 August @ 4pm WHERE: 580 Tarneit Road, Tarneit, 3029 For further information or to obtain a prospectus or enrolment pack, please feel free to contact the College on 03 8742 9000 W: goodnews.vic.edu.au 580 Tarneit Rd, Tarneit, Vic 3029 E: frontdesk@goodnews.vic.edu.au

20 Ye a r s

Celebrating the Past... ...by Forming the Future 12355297-JV30-17

Harkaway Hills College I HAVE been involved in school education for 40 years. My wife, Virginia, and I worked in State schools, Catholic systemic schools and independent schools in our first years of teaching but we both saw that a key ingredient, that was often missing, was always parents. Early on, we had the opportunity to work in schools in Europe that put parents first and so began our lifes’ work in schools of the PARED Foundation in Sydney.

There we, together with parents and other educators, have established 4 Foundation to Year 12 schools. I have been privileged to be the foundational Principal at two of them. In 2012, we were jointly given Life Membership of the Australian Parents Council for service to parents. This was the same year that I lost Virginia. That loss made me available for the next great adventure - a return to my home city to be foundational Principal one more time.

A School that puts parents first.

For some time, young parents had been lobbying the PARED Foundation in Sydney to start a school in Melbourne.

A company was formed, PARED Victoria, and Harkaway Hills College opened last year with just 13 students. We have established the school in a beautiful site in Narre Warren North that has plenty of room for expansion.

Our Mentor system is an mechanism to have home and school working together for each child. So, it is individualised and integrated. Mentors chat one on one with each child frequently and mentors meet a minimum of every term with

We began with Foundation and Year 1. This year, we added Year 2 and we now have 30 students. We will be adding one year grouping each year up to Year 12. So, next year we will be Foundation to Year 3 with over 50 students.

the child’s parents. Usually a mentor would work with any

The school is open to children of all faiths but the founders desired a catholic environment and chaplaincy.

and a goal setting exercise. For example, at school a child

This school is built around parents using a mentor system.

Each child is allocated from the staff a mentor and I like to think of that educator being the parents’ agent in the school.

Parents are responsible for the development and education of the whole child through to adulthood and school can cooperate most effectively in that process if the parents take their role seriously.

books to start work quickly and at home to do their chores

All authority of schools and teachers is delegated by parents. Schools can help parents in their educational role.

Academic development is delegated by parents substantially but in all other areas of development, physical, psychological, spiritual, growth in virtues and character, growth in the affections etc., the task rests with parents and schools can support and reinforce what parents are doing at home. When the whole child is considered and not just the academics, one can see that schools can scarcely make up for what parents don’t put in, no matter how hard they try.

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siblings at the school also. Both the mentoring session and the termly meetings with parents could be seen as a friendly exchange of information about progress at home and school might be encouraged to get to class on time, to get out their and homework on time without being reminded. The goals can vary widely depending of each child from learning to do up shoelaces or reading the home reader up to how many hours study a night are needed for the VCE. This has been my calling in life - to help parents be the best parents they can be and to invest in our country’s future by helping parents build strength of character and virtue in their children.

The catch cries we use in marketing: “Educating for Character” and “Partnering with Parents” summarise it nicely.

Principal profile Mr Frank Monagle

Wednesday, 26th July 2017 Tuesday, 22nd August g 2017

Come build with us!

9am Meet & Greet with NEW Principal, Mr Terry Gardiner followed by guided tours

HOLY EUCHARIST PARISH PRIMARY SCHOOL IB Candidate School for the Primary Years Programme (PYP)

‘Where Everyone Knows You” 1241 Dandenong Rd, Malvern East 9571 8007 www.hemalverneast.catholic.edu.au 1235795-KC30-17

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Milgate Primary School LEARNING at Milgate Primary School is a journey of discovery, exploration, challenge and success. Our learning program provides students with a wide range of opportunities to develop real life skills including selfmanagement, critical-thinking, collaboration and communication skills. We offer learning experiences for students that are connected to their local community and promote intercultural understanding through global connections and international mindedness.

The school cultivates an innovative and progressive learning environment that helps students to develop imagination, open-mindedness and confidence. Through high expectations and individualised learning, each child is nurtured and encouraged to achieve their highest educational potential. All students have access to a sophisticated learning technology network including a 1-1 iPad program for Years 3-6. Milgate is an accredited Maths Active School once again highlighting its exceptional learning program.

Studentsâ&#x20AC;&#x2122; learning is enriched through an exciting range

of specialist programs that include Visual Art, Performing Art, Physical Education and Mandarin Language.

Milgate develops caring and responsible students who are curious about the world.

International Baccalaureate (IB) World School Primary Years Program (PYP)

MILGATE PRIMARY SCHOOL East Doncaster

IB Primary Years Programme Maths Active School High expectations High academic achievement Learning environment that is: Stimulating Challenging Engaging

IB WORLD SCHOOL s WWW MILGATEPS VIC EDU AU 12355293-HM30-17

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OPEN MORNING Early learning & junior school AUGUST 4TH Junior school, Doveton & Junior school, OfямБcer 9.30am - 12pm To register call Cathie Waters: 9709 7310 OR Janet De Jong: 9709 7217 WWW.MARANATHA.VIC.EDU.AU

Junior School 62 Rix Road, OFFICER 3809 Junior School 146 Rix Road, DOVETON 3177 12356065-PB30-17

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Great Results Start At The Beginning

By Ann Mathers, Head Of Junior School AS TODAY’S young learners are faced with a myriad of traditional and digital literacies, it is essential, that as teachers, we teach them the foundation skills of reading, writing and spelling, in their early years. At Mentone Girls’ Grammar School we have the advantage of having small classes devoted completely to the education of girls focused on how girls learn and the results we are seeing highlight the benefits to this approach.

The power of spelling lies not just in the ability to read and write, but rather in our student’s capacity to apply these skills to effectively connect, interpret and comprehend the world around them.

We have focussed on developing our spelling curriculum that aims to make meaningful connections between our Units of Inquiry, as well as giving us powerful strategies to teach the girls spelling patterns.

In Prep - Year 2, our teachers work with students to build their phonological knowledge, which helps them break words into syllables and individual sounds, whereas our Years 3 - 6 students focus predominantly on morphographic knowledge, which involves choosing the correct letters that make a sound in a word.

Consistent across all year levels, our spelling program isn’t just an approach to spelling, it’s an approach to literacy.

It proves that early intervention is best when developing those literacy foundation skills in our youngest students. Of course, learning to spell ‘clicks’ with our students at different ages and stages of their life. For some students, it could be clear in Prep, whereas for others, it might take 2 - 3 years to fully grasp the concept of spelling and its relevancy to reading and writing.

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Our Preps learnt ten new words in their very first week at Mentone Girls' Grammar which is a tremendous result! By the end of the year the girls are one to two years ahead of the national Benchmark for Prep students in reading and writing.

Along with our teaching approaches to literacy we have ensured our classrooms cater to the learning requirements young children have.

An example of this is that auditory learning accounts for as much as 75 percent of a child’s school day. The teacher uses his or her voice to convey instructions, information, and other messages. The students must effectively receive and comprehend these auditory signals to carry out tasks and learn. As basic as this transaction sounds, children often miss up to one-third of what their teacher says.

The five levels of auditory skill development, from lowest to highest level, are detection, discrimination, recognition, identification, and comprehension. Comprehension is achieved when one can answer a question, follow directions, or hold a conversation. Each level is built upon the prior one, and the latter four levels are dependent upon the brain’s processing of auditory signals. In other words, you cannot comprehend if you have not detected and discriminated, or identified, a sound. Therefore, all children need to attend to auditory stimuli in order to develop the next level of auditory maturation.

All of our Prep to Year 2 classrooms are fitted with A Plus Auditory Processing Units where teachers wear a device around the neck during group teaching times, which delivers their voice clearly to the students in surround sound through speakers placed around the classroom. This enables all instructions to be clearly heard by all of the students, therefore giving them more opportunity to develop their auditory skills.

Creating Enterprising Women AT MENTONE Girlsâ&#x20AC;&#x2122; Grammar, we are experts in girlsâ&#x20AC;&#x2122; education. We understand how girls think, learn and interact.

Our curriculum is specifically designed to engage girls at each age and stage from the Early Learning Centre (ELC) to Year 12.

As an open-entry school, we accept students of all talents and abilities, faiths and cultures. We are consistently ranked among the top schools in Melbourne, and the best for girls in Bayside, and our students regularly win prizes for sporting, artistic and academic endeavour. We also have an impressive track record of VCE success and university entry. This is why since 1899 generations of students, staff and parents have been proud to be part of our vibrant learning community.

Our beautiful beachfront location has inspired our WAVES priorities - key principles which guide the way we meet the particular learning needs of girls by contributing to their Wellbeing, Achievement, positive Values, Enterprising nature and Success. These priorities contribute to the unique culture and success of our School, as well as our personalised approach to learning.

Our distinctive style of education provides an environment which explicitly aims to develop an enterprising mindset, coupled with critical 21st century skills and attributes. This focus is enhanced by our Enterprise Academy where the students explore real world projects and opportunities. Our aim is to develop digitally-literate, financially-savvy, innovative and flexible young women who can navigate the complex careers of the future with confidence. In increasingly new and different ways, we provide our students with important skills to manage their lives, to make informed choices and take calculated risks and the self-belief to manage challenges and maximise opportunities.

We are often benchmarked against some of the best schools in the world. Our curriculum challenges and inspires our students to learn, lead and live with a global focus. We have active international and language programs in Chinese, Japanese, French and German. The curriculum also includes a diverse range of curricular and co-curricular activities, coupled with advanced technologies including coding and virtual reality.

In the Junior School, at the heart of the Primary Years Programme (PYP) philosophy is a commitment to developing inquiring, knowledgeable and caring young people who help to create a better and more peaceful world through intercultural understanding and respect. Every aspect of the curriculum is designed to engage students with these key concepts. We also have strong programs in STEAM (Science, Technology, Engineering, Arts & Mathematics), enterprise and financial literacy and align these initiatives within our Programme of Inquiry, delivered through an inquiry mode of instruction.

In the Senior School, along with languages and our extensive Arts/Humanities offerings that form a significant component of our global learning program, the school also caters heavily to those interested in Accounting and Economics to Business Management, Geography, History, Digital We aim to give our students an international education, one which will empower them to, as global citizens, meet the challenges of their times. Mentone Girlsâ&#x20AC;&#x2122; Grammar is filled with staff and students who have passion, dedication and perseverance. We have high expectations and take great pride and joy in exceeding them.

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Why choose a Catholic school?

CATHOLIC Education Melbourne Executive Director Stephen Elder says the greatest compliment he has ever received was overhearing one parent tell another: “If you want your child to be truly happy, then you should send them to a Catholic school.”

Our schools encourage students to learn through enquiry.

“Our schools encourage students to learn through enquiry, and teachers are encouraged to support students in their search for understanding and meaning,” Mr Elder explains.

“We want our students to explore the big questions in life with a clear vision of what is good about themselves, their relationships and the world in which they live.”

Catholic school parents say their children are genuinely cared for and understood by their teachers.

system that your child is a real individual, not just a name on a roll, and that you’re part of a far broader community, a real family.”

Teacher Liam Buckley explains this approach well. “The thing I like about working in the Catholic school environment is that we genuinely put the student’s wellbeing at the heart of everything we do,” he says.

“School for our students is not just about the learning of content but the development of the person as a whole, which underpins what a Catholic education should be about.”

Mr Elder says Catholic schools work hard to discover what matters to each student and identify what they want from life and what will give them joy.

This emphasis on the whole student is what sets Catholic schools apart.

Catholic school parents say their children are genuinely cared for and understood by their teachers, creating a sense of belonging that enables them to discover the gifts they have been given and develop them to the best of their abilities.

Sarah, whose daughter moved from the government system last year, says “You get the feeling in the Catholic

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“Without a strong sense of self, successful learning and achievement is difficult to attain. Self-regard and self-esteem are powerful motivators in all walks of life and it’s no different when it comes to education,” he explains.

“Understanding who you are, what you want and how best to get there is part of a contemporary education. With every choice we nurture a love of learning and a desire for knowledge because it’s from that starting point that the best results follow.”

Mother Of God School Ardeer MOTHER of God School (MOGS) remains a small school where the individual and the community are equally valued.

We proudly operate in the Brigidine tradition of being faithful to our Catholic heritage; welcoming all, especially the most vulnerable; celebrating all that is good with joy and gratitude; engendering a love of learning and imaging and practicing justice and service. With our focus on learning and teaching, student wellbeing, the Arts and a vibrant kitchen garden program, we work to ensure that all students can experience success.

Schools are challenging places to work, but they are also inspiring places to be every day. Like all schools, we are challenged with providing a comprehensive learning program that will enable all of our young people to fully participate in society in the 21st century. We know we do a very good job at that.

We dream a school where straight rows of desks will give way to circles of learners. Where everyone will be welcomed into the circle so that, seeing one another, we shall see there are other ways to learn.

Ours is a small school with big expectations. We are a school community where everyone is known by name. We highly value the learning partnership between school and home and actively work to engage our families in a shared conversation about learning. You are invited to come and see, we are sure you will not be disappointed.

12354282-KC30-17

Mother of God School Ardeer

Contemporary Catholic Education for people of all faiths.

All are welcome in this place.

Principal: Gerard Broadfoot principal@mogardeer.catholic.edu.au

67 Blanche Street Ardeer Tel: 9363 1734 www.mogardeer.catholic.edu.au ELC - Primary Learning

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Oakleigh Grammar LOCATED just off Warrigal Road in the heart of Melbourne’s south east, Oakleigh Grammar offers excellence in coeducational learning from Early Learning through to Year 12. We are an International Baccalaureate World School offering internationally renowned learning programs, including the Reggio Emilia philosophy in our state-of-theart Early Learning Centre, The Leader in Me process from Prep to Year 12, the International Baccalaureate Middle Years Programme, the Arrowsmith Program, our unique 9ways program and e-learning initiatives.

Further to a strong academic curriculum, Oakleigh Grammar students are exposed to a range of social experiences within both Oakleigh and the broader community. Character-developing programs such as the SRC, The Leader in Me and the International Baccalaureate give students the capacity to grow socially during their school life.

Beyond the classroom, students can choose to take part in private or group music tuition, ensembles, choirs and sporting teams. They can also participate in various Learning Enhancement programs such as Chess Club, Games Room, Art Club, Robotics Club, Tournament of Minds, GATEWAYS and Debating. Students link their classroom learning with the outside world through The Leader in Me process, as well as camps and excursions throughout the school year.

In the Junior Years at Oakleigh Grammar we introduce our students to the success mindset of the ‘7 habits of highly effective people’. By teaching our students the 7 Habits from Prep, they have the mindset from a young age for a successful education.

Oakleigh Grammar is a school that wholeheartedly embraces its students by cultivating a very unique,

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... every effort is made to encourage student participation in activities and programs that are both authentic and meaningful. internationally minded learning community. In fact, parents often remark that the young people at our School are more like members of an extended family such is the individual care and attention they receive. We are confident that we provide a truly welcoming environment with opportunities for all students to achieve their personal best.

At Oakleigh Grammar, we value each and every student.

We offer a genuine commitment to ensure your child will be engaged through a range of contemporary learning programs.

There is truly something for everyone and every effort is made to encourage student participation in activities and programs that are both authentic and meaningful. Oakleigh Grammar is rapidly becoming a school with an international focus including regular acknowledgment and exploration of cultural diversity through various aspects of daily life at the School. We believe that supporting internationalism at our school is not only a true representation of Melbourne’s multiculturalism but a critical mindset for our young people to absorb as they move into a rapidly changing internationally minded society.

PREP PLACES AVAILABLE 2018 / 2019 / 2020 REGISTER FOR A TOUR TODAY AT WWW.OAKLEIGHGRAMMAR.VIC.EDU.AU/TOUR

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Discover the Oakleigh Grammar advantage.

Why a Girl’s School?

PARENTS often face conflicting advice when deciding whether to send their child to a single-sex or coeducational school.

There are more single-sex schools for girls than for boys in each of the three Australian educational sectors: government, Catholic and independent.

As a consequence, more boys than girls are enrolled in some coeducational schools.

So as a parent, how do you decide which school is best for your child? And, importantly, what do you actually want out of a school? For example, is the focus on achieving good grades, or about making sure your child fits in and feels accepted?

There is no straightforward answer, but research has revealed there are some key things to consider when choosing a school which might help determine where to send your child.

Single-sex schools Most of Australia’s single-sex schools are found in the feepaying non-government sector. This means that financially secure parents have a wider choice of schools open to them.

Of the small number of single-sex schools in the government sector, many are academically selective.

Research <http://www.aare.edu.au/datapublications/ 2007/for07148.pdf> suggests that girls who attend single-sex schools are more confident about themselves as learners in subjects such as mathematics and physics than in coeducational schools. In the absence of boys, the girls also feel less constrained in engaging in classroom discussions.

For boys attending single-sex or coeducational schools, their confidence levels in physics and mathematics are found to be equally high, and they boisterously engage in classroom discourse.

Picture courtesy of Lauriston Girls’ School.

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Girls’ schools provide a fantastic opportunity to educate, inspire and nurture the girls of today, who will be the leaders of tomorrow. In a single sex school, every girl is able to be heard. The curriculum is tailored to the needs of girls, which provides the opportunity to develop and excel. In a coeducational environment, girls can be “drowned out by the boys”, whereas in single-sex schools can captain the debating team, choose to study physics or be part of a cricket team.

Highlighted below are some of the many benefits of choosing a single-sex school for your daughter.

Role models and leadership Every single leadership role in the school is filled by girls, including the SRC representatives, class captains, sports captains, school captains. The girls learn about various influential women and the roles that they have played in History.

Academic advantages Research has consistently shown that girls perform better academically in all girls environments. Without the burden of subject stereotyping, girls are free to pursue academic excellence.

A tailored curriculum Girls learn differently from boys. In most girls school the teachers receive special training so that they are able to tailor their classes and curriculum to the needs of the students. This means that the students are more likely to be engaged during class and therefore are able to achieve to their potential.

References: http://theconversation.com/single-sex-vscoeducational-schools

St. Paul Apostle North Primary - Endeavour Hills

On

e Family

Tours by Appointment ENROL NOW FOR 2018 Outstanding Facilities We create a stimulating and nurturing environment that contributes to a sense of fun and love of learning.

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s An active and inclusive Catholic faith community s ! RICH CURRICULUM THAT SUPPORTS INDIVIDUAL LEARNING NEEDS s ! COMMITMENT TO +IDSMATTER WHERE EVERY FACE HAS A PLACE AND FAMILY PARTNERSHIPS ARE VALUED s 3TIMULATING mEXIBLE AND AIR CONDITIONED LEARNING SPACES s %XCELLENT OPPORTUNITIES FOR )#4 INC I0AD PROGRAM FOR SENIORS s ! FABULOUS OUTSIDE SCHOOL CARE PROGRAM AVAILABLE ONSITE AM n PM s 3PACIOUS SAFE AND ATTRACTIVE GROUNDS s %XCEPTIONAL SPECIALIST PROGRAM INCLUDING -USIC !RT 0% AND -ANDARIN s 3TEPHANIE !LEXANDER KITCHEN GARDEN PROGRAM

76 Mossgiel Park Drive ENDEAVOUR HILLS Phone 9700 6068 Principal Christine White Email principal@spanhills.catholic.edu.au Website www.spanhills.catholic.edu.au Twitter @spanhills ELC - Primary Learning

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Rangebank Primary School RANGEBANK Primary is a proud Cranbourne school that has as its motto, “Dream, Believe, Strive, and Achieve”. This describes precisely Rangebank’s aim. Our vision is – “Rangebank - Teach, Learn and Lead.”

Rangebank is an acknowledged forward thinking school where students are well equipped to be productive global citizens and lifelong learners. We take the idea of global citizenship very seriously as we look beyond the boundaries of our ‘fence’ to the wider world. Our aim is to prepare our students to face this wider world with the skills to be comfortable and thrive. We value our multi-culturalism and have a wide range of ethnic background children attending our school. At Rangebank, we currently have over 25 different cultures and proudly acknowledge the differences and similarities.

Rangebank is the first government school in Australia to teach the Hindi language from Foundation to Year 6. We value teaching our students a second language and endeavour to equip our students with an understanding and language of India. Together with weekly videoconference sessions with our sister-school in Delhi, student exchanges, participation in cultural events, and our students are provided with many opportunities to experience other cultures.

How does it work? Children have regular assessments that determine student’s strengths and areas of need. Students are grouped then with other students who have similar needs.

Our numeracy and oral language programs have recently been reviewed and strengthened. Reporting to parents/ guardians is progressive throughout the year. Our students set goals for themselves to aspire too. This is beginning with the end in mind, a Leader in Me habit.

School productions, Nelson Mandela Day, Mothers/ Fathers/Grandparents Days, Dream Days, Diwali festival, Harmony Day, Education week, Parent information nights, form a strong basis for community involvement.

Our school is focused on the whole child in all years of learning with ‘The Leader in Me’ program highlighting each child’s leadership capabilities. This program based on Stephen Covey’s, Seven Habits of Highly Effective People. A world-renowned program of personal development. The seven habits are - Be proactive; Begin with the end in mind; Put first things first; Think win-win; Seek first to understand then to be understood; Synergise; and Sharpen the saw (reflect, relax, re-energise). Every child can be a leader in different ways and at different tasks.

Rangebank has a well-established successful transition program for new Foundation (Prep) students. The program caters for all students. Through this wonderful introduction, children feel well prepared for entry into Rangebank and school life.

Rangebank is a cooperative learning school. Cooperative learning is a technique that allows students to learn from each other and gain important interpersonal skills. This is an important skill for our students as they move through their schooling years and beyond. Our experienced teachers and teacher aides have been trained in the use of cooperative learning, which is practised in each grade.

Student’s abilities vary, so our programs have been structured to allow for learning to occur on a personalised basis. This is so each child can achieve their highest level of success, particularly in Reading, Writing and Mathematics.

We believe that learning should be engaging, purposeful and challenging. We aim to develop confident learners, who take ownership of their learning and are proud of their achievements.

Why? Because we believe that every child can achieve!

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s #OOPERATIVE ,EARNING s 0ERSONALISED ,EARNING s 3TUDENT 7ELLBEING SUPPORT s (INDI TAUGHT THROUGHOUT THE SCHOOL s h4HE ,EADER IN -E 0ROGRAMv BASED ON THE (ABITS

Rangebank Primary Lesdon Avenue, Cranbourne

03 5996 8900 12355330-RC28-17

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Ruyton Girlsâ&#x20AC;&#x2122; School We Believe in Girls At Ruyton we foster the individuality of each girl in a caring and safe environment, nurturing her intellectual, physical, social and emotional qualities essential to flourish.

Powerful learning is central to the Ruyton culture, building on our strong academic reputation. We focus on advancing the learning of every girl through the engagement of intellectual curiosity, building knowledge and skills about how to learn and supporting them to achieve their personal best and be exemplary citizens. We believe in real world learning beyond the classroom, collaborating with the wider community to promote growth, discovery and sustainability.

We empower our girls to lead lives of purpose with courage, character and compassion. Through the development of values and actionfocused learning they are inspired to pursue equity and justice for self and others. By embracing diversity and

raising their voices our girls effect positive change and make a difference.

One Campus.

Endless Opportunities.

Our Early Learning Centre, Junior School and Senior School are situated on one campus, emphasising our strength as a connected learning community and enabling many opportunities for collaboration, mentoring and role modelling. The size of Ruyton enables us to know our girls individually and support them in achieving personal best.

Our strong connection with Trinity Grammar School provides unique educational opportunities for students across the two schools, particularly through our Year 11 and 12 Co-ordinate Programme.

There is no better way to understand the spirit of Ruyton than to visit us on one of our Open Mornings, one of our School Snapshot sessions, or attend a Principalâ&#x20AC;&#x2122;s Conversation to experience Ruyton for yourself.

ruyton@ruyton.vic.edu.au www.ruyton.vic.edu.au cricos 00336J 12355451-KC30-17

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Ruyton Playgroup Commencing Friday 28 July 9am-10.30am, then every Friday of Terms 3 & 4 2017 Open Morning Thursday 31 August 2017 Contact The Registrar for details.

Ruyton Girlsâ&#x20AC;&#x2122; School 12 Selbourne Road Kew 3101 Victoria AustraliaTel +61 3 9819 2422

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St Mary's Parish Primary, St Kilda East I RECOMMEND to you our school Vision, Mission and Values Statement that has been developed over the last two years.

It will inspire us in our future endeavours at St Mary’s: Our Story St Mary’s is a Catholic parish primary school educating children from Foundation to Year 6 in the parish of St Kilda East. We are inspired by the person and teachings of Jesus Christ and we hold a special affiliation to Mary, Jesus' mother, who was his first teacher in love and compassion, and his first disciple.

Our Values Faithful to our mission, we hold the following values to be central to our identity, relationships and endeavours: ■ Respect ■ Integrity ■ Compassion ■ Justice.

Our Mission St Mary’s is an inclusive community where children are respected, cared for and have a strong sense of belonging.

They are enriched in their faith and learning by the relationships nurtured with the parish of St Mary's, the Presentation Sisters and the neighbouring Catholic schools.

Our Vision We aspire to being and building a community of faith and learning that honours and upholds our core commitments.

These are: ■ The school’s Catholic identity will be authentic and meaningful for all members of the school community.

■ Children will be engaged in contemporary learning where they are assisted to become curious, creative, reflective and independent thinkers.

■ Children will be supported by strong family, school and wider community relationships and collaboration.

■ Staff will be highly attuned to each child’s distinctive wellbeing and learning needs.

■ All members of our diverse school community will affirm, challenge, support and learn from each other.

We continue the mission of living, loving and serving in the way of Christ, caring for God's creation, and keeping our hearts and minds open in education and service.

School Motto: Finding the light within.

Please come and visit St Mary’s and be inspired by the work of our students.

The Presentation Sisters and their founder, Nano Nagle, have been a significant part of our 160-year history and identity. Their work in educating children and young people in the rich heritage of the Catholic tradition are both enduring and inspiring.

St. Mary’s Parish Primary School St Kilda East

Finding the Light Within School S ch tours by appointment ent 214 Da 21 214 Dandenong Road, St Kildaa Eastt Phone: 9510 7420 Website: www.smstkildaeast.catholic.edu.au 44

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E Enrolments for 2018 are open

St Margaret’s School ELC Play Morning THE Early Learning Centre at St Margaret’s School provides a caring, structured and stimulating environment for students between the ages of 3 and 5 years.

The principles of the Primary Years Programme (PYP) of the International Baccalaureate are implemented in the Early Learning Centre through a play-based program which builds upon the existing skills and experiences of each child.

Each child is encouraged to be an active participant and we aim to provide an engaging, inspiring and safe environment that encourages inquiry, scaffolds development and creates a love of learning.

We acknowledge that each child is a unique individual and our program fosters their independence, confidence and sense of wellbeing so that they may achieve their full potential.

Nurturing, respectful and meaningful relationships are considered essential and we recognise and value the importance of the child, teacher, family and community partnerships. Parents and families are acknowledged as crucial and integral to the children’s development.

Our warm and welcoming ELC is a great place to begin the important journey of education.

We invite all families who are considering enrolling in the ELC for 2018 and 2019 to join us at our upcoming Play Morning on Saturday 19 August. On the day, your child will have the opportunity to experience the play-based learning that our ELC is renowned for, whilst parents can enjoy a friendly chat with our experienced teachers.

To register for the Play Morning, please visit our website at www.stmargarets.vic.edu.au.

ELC PLAY MORNING 10am, Saturday 19 August 2017 register at www.stmargarets.vic.edu.au

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Principal’s Message As the Principal, I am proud that the school is positioned at the centre of such a talented, supportive and involved community. Solway’s QSXXS ³3YV &IWX %P[E]W´ I\IQTPM½IW XLI WGLSSP´W work ethic and permeates the entire school community.

The school’s core values of Respect, Responsibility and Integrity are embedded into the school culture. Developing resilience and social competence are priorities, with a whole school approach to student learning and wellbeing.

Teachers have high expectations for students and support them to strive to reach their potential. Our commitment to academic excellence sits alongside the development of creativity in our students.

Solway is committed to the development of globally aware, civically minded life-long learners and the importance of educating the ‘whole child’ through: • High expectations of student achievement in Literacy and Numeracy • Encouraging students to create and innovate through a rich curriculum • Quality specialist programs A strong emphasis is given to educating our students to live healthy, balanced lifestyles through the promotion of healthy eating, exercise, leisure pursuits, respectful relationships and active citizenship.

Coordinated programs and practices educate our students and their families about environmental awareness and responsibility.

As a 5 Star Sustainable School, our students are involved in environmental studies, which encourage our students to develop their social awareness and decision-making skills.

As an eSmart Accredited School we have a strong commitment to safe use of digital technologies. We implement a 1:1 iPad program from Years 1-6. These devices enable the individualising and personalising of the curriculum, and foster the development of communication skills.

School facilities include Performing and Visual Arts Centres, Science Centre, school hall, Library and Out of School Hours Care hall.

7XMQYPEXMRK ERH WTEGMSYW GPEWWVSSQW TVSZMHI ¾I\MFPI PIEVRMRK WTEGIW that promote collaborative learning and team teaching.

Our well maintained grounds comprise a balance of landscaped areas and green space which allow students the freedom to run, encourages creative outdoor play and provides for participation in a variety of organised sports. The well-tended school Kitchen Garden is an integral part of the Prep curriculum, made possible only through the active involvement and support from parents.

-X MW HMJ½GYPX XS TVSZMHI E JYPP TMGXYVI SJ EPP XLEX 7SP[E] LEW XS SJJIV so I encourage new families to visit the school, and join us for a XSYV 'SRXEGX XLI 3J½GI XS FSSO E TPEGI - PSSO JSV[EVH XS QIIXMRK with you.

Julie Wilkinson Principal 12356071-KC30-17

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Strong community partnerships • •

School Council and its Sub-Committees Parent Helpers Program Dads Group

Health and Physical Education • Running Club • Sport • Life Education • Perceptual Motor Program

Performing Arts

Cultural Education

• • • • •

•

Junior and Senior Choir Band Recital Nights Showcase Concert Instrumental Music Tuition

Japanese Language

Wellbeing • • •

Resilience You Can Do It Mindfulness

Visual Arts • •

Digital Technologies

Art Show Extension program

• •

Tech Club Junior and Senior Robotics

Science • • •

Science Club, Science Fair Kitchen Garden Science Talent Search

Student Leadership • • •

SRC, Public Speaking Debating

‘Our Best Always’

Jason Edwards/Newspix Contact details: Phone: 9885 2421 Address: Winton Road, Ashburton

Web: www.solwayps.vic.edu.au Email: solway.ps@edumail.vic.gov.au 12354264-KC30-17

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St Columba’s Primary School ST COLUMBA’S is a unique Catholic co-ed primary school situated in the heart of Elwood. This small community school has a warm, friendly, family environment, where we have a strong community sense between school, parents and the Sacred Heart & St Columba Catholic Parish, with our motto being, ‘A little school with a big heart’.

With our focus on contemporary learning and strong relationships, we support and enable each child to be the best they can possibly be - academically, socially, emotionally, physically and spiritually.

We believe that through the feeling of belonging to a school, where everyone knows your name a child learns to value community and to show compassion and care toward others in this diverse world.

Come along and feel the strong sense of community and partnerships that exist between the parents, staff and children of St Columba’s.

We would love to show you around.

e l t t i l e h T th i w l o o h c s t r a e h g i ab

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Come along and feel the strong sense of community.

Toorak College TOORAK College, in Mount Eliza, provides the best educational start for your child. We inspire all of our students to dream big and aim high; we have quality teachers that develop our students’ passions wherever they may lie. We welcome girls and boys from 3-year-old pre-school to Year 4, with an all-girls’ approach from Years 5 to 12.

In the early years, we value exploration, curiosity and social development. Our Early Learning Centre exceeds the national standard, with an emphasis on a child's holistic development as influenced by Reggio Emilia practices and the PYP-IB curriculum and a focus on the development of core skills. We encourage each student’s sense of wonder and inquiry, placing importance on his or her emotional and social development.

Wardle House, our Junior School, is so much more than a primary school. Acclaimed for its International Baccalaureate Primary Years Program (PYP), Wardle House develops creative, competent and independent thinkers. Small class sizes, personalised learning programs and extensive cocurricular offerings allow our students to find their own pathway to be brilliant.

Principal Mrs Kristy Kendall says, “We instil in our students a sense of confidence, and give them the belief that they can try anything; our students know that making mistakes is how they grow and improve. We develop creative thinkers and encourage our students to be self-reflective and self-motivated.”

Our all-girl approach from Years 5 to 12 provides every girl with opportunities for leadership, participation and voice. We provide innovative learning opportunities that encourage self-reflection, risk taking and confidence building. Girls’ schools are ideally positioned to educate, inspire and nurture the young women of today who will be the leaders of tomorrow. Girls excel in a girls’ school.

Throughout the Senior Years, our students develop analytical, innovative, entrepreneurial and creative skills required for life-long learning. We foster each individual's self-belief, passion, pride and integrity.

“At Toorak we expect our graduates to be aspirational and push themselves - with the right encouragement and confidence in their own abilities, our students will leave the school believing that they can do anything. We encourage all students to find their passions, identify their strengths and to make the most of their Toorak College experience”, says Mrs Kendall.

Some of our benefits include: ■ A dedicated approach to ensuring that every child reaches their potential, socially, emotionally and academically ■

A commitment to developing proud, strong and confident young people

■

Quality teachers, placing your child at the centre of all we do

■

Personalised learning with small class sizes

■

140+ years of academic excellence

■

Outstanding facilities.

Toorak College graduates stand out. They are spirited, well-rounded and resilient young women. As adults, they continue to strive for their personal best and pursue their ambitions with confidence.

2019 Scholarships - Years 4 to 9 Applications open: Monday 10 July, 2017 Applications close: Friday 20 October, 2017 Testing: Saturday 28 October, 2017 Discover Toorak at our open mornings: Wednesday 2 August, 2017 Wednesday 18 October, 2017 Tours at 9:00am and 10:00am.

Visit our website to book your tour.

Call 9788 7234 for enrolment enquiries.

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Intact Australia 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 nontherapeutic 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

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Cathy-Lea – Experts in Entertainment Education CATHY-LEA – Experts in Entertainment Education Since 1991, Cathy-Lea has been training students in performing arts including Ballet, Jazz, Tap, Contemporary Dance, Hip Hop, Drama, Singing, Musical Theatre and Instrumental Music. Many have gone onto careers on the stage in Australia and abroad and thousands have gained confidence, co-ordination, fitness, friendships and a love of performing arts from their experience at Cathy-Lea. Cathy-Lea is committed to providing students with performance opportunities of all dimensions including concerts, cabarets, eisteddfods and community events. In 2017 Cathy-Lea students will travel to New York to take classes in some of the world’s best dance studios as well as perform at Disney World and Universal Studios in Orlando.

Cathy-Lea students achieve excellence in all disciplines.

Three students achieved 100% for their Cecchetti Classical Ballet examinations in 2016, with 3 students gaining medals at the Cecchetti Encouragement Awards and two being selected for the prestigious Cecchetti Scholars’ program.

Students also achieved top marks in ATOD Jazz, Tap and Hip Hop examinations and won many awards at competitions and eisteddfods.

The studios produced Victorian ATOD champions in Jazz and Tap as well as Australian champions in Jazz and Hip Hop in 2016! Cathy-Lea troupes won the age group aggregate awards for under 9, under 11 under 13 and under 17 as well as the overall aggregate award at the Southern Dance Festival for the second consecutive year.

Cathy-Lea graduates are currently studying at the Australian Ballet School, the Victorian College of the Arts Secondary School, Patrick Studios Australia, Melbourne City Ballet Company, Ministry of Dance, Kelly Aykers Studios and Dance Spectrum as well as performing professionally in Australia and overseas.

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Renowned for its high standards, disciplined classes, and friendly, qualified, expert staff, Cathy-Lea encourages students of all abilities to shine, training through recognised syllabi and affiliated with professional associations including Cecchetti Ballet International, The Australian Teachers of Dancing, AMEB and Trinity Guildhall.

The Elite Training Program at Cathy-Lea features tuition by professional performing artists, highly qualified coaches and master teachers from around the world. Over a hundred young dancers and performers engage in this program each year experiencing the highest standards of conditioning, technique and performance training, producing outstanding dancers who are well-equipped to pursue careers in dance and performance.

Recreational classes are offered in all styles including Hip Hop, Contemporary Dance, Musical Theatre and Acrobatics for those seeking confidence, fun and fitness. Students of all ages and abilities are welcome!

Our popular Pre-school Program offers age-appropriate, educationally-informed tuition to children aged 2-6 in a 3-step program, at a very reasonable cost.

Boys’ only classes and Special Needs classes (for children and adults with disabilities) are featured in the academy’s all-abilities curriculum.

All students have the opportunity to perform in concerts and soirees with exams and eisteddfod work optional.

With close to 150 classes per week on offer in Dance, Music and Drama Cathy-Lea is sure to have a class that meets your needs. Please contact Cathy on cathy-lea@ cathy-lea.com or 9704-7324 or visit the website www.cathylea.com to find out more.

Experts in Entertainment Education since 1993

All Ages All Abilities All Styles

www.cathy-lea.com

9704 7324

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Coal Creek Community Park and Museum COAL Creek Community and Museum Park Education Programs offer quality experiential learning for schools, kindergartens, family and community groups in line with current curriculum. Coal Creek is a heritage village that depicts the history of Korumburra; from everyday life, the coalfields and the early agricultural development of the area.

Every building and object at Coal Creek has a story to tell and immerses you in rural life from the 1870’s to 1920’s.

Our professional teams deliver a range of programs with something to offer for all primary aged students. We have several carefully designed packages to suit different learning requirements.

Focusing on how life has changed over time, students can experience the “3 R’s” in our old school room. In the home of an early settler, students can cook damper around the fire and learn about family life in the 1890’s. As part of Pioneer Timber Skills students can discover the technology that was used to build homes. In old fashioned craft students make peg dolls and discover how free time was spent without electricity!

Our new program, Rub a Dub Dub is a truly hands on experience. Students experience past technology and the life of women in the late1800’s by collecting water from a hand pump, using a washboard to scrub and then wringing out their newly laundered clothes.

A visit to the General Store is a must; find out what shopping was like over 100 years ago. Here confectionary and souvenirs are available. Groups have the option of adding a trip around the park in our diesel tram to see more of our 30 acres of enclosed bush lane. We are an all-weather site offering undercover eating on our old train carriages as a lunch zone.

Our accredited museum has many original historic buildings. You can choose our interactive self-guided tour

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which uses touch screen tablets to tell the story of how Korumburra’s coal lit up Melbourne. This is a perfect option for smaller groups.

We also offer professional development sessions to support teachers in their strategies and approaches to teaching the current curriculum, check out our Facebook page for more information. https://www.facebook.com/ coalcreekeducationprograms Situated just 90 minutes from Melbourne and on the direct route to Wilsons Promontory, Coal Creek is an easy day’s excursion.

Excursions for Primary Students.

For further information contact education@southgippsland.vic.gov.au 03 5655 1811 coalcreekcommunityparkandmuseum.com

Experience life as a child in 1901! ͻ ,ĞƌŝƚĂŐĞ ǀŝůůĂŐĞ ƐĞƚ ďĞƚǁĞĞŶ ƚŚĞ ϭϴϳϬƐ ĂŶĚ ϭϵϮϬƐ͘ ͻ ƵƌƌŝĐƵůƵŵ ůŝŶŬĞĚ ůĞĂƌŶŝŶŐ ĞdžƉĞƌŝĞŶĐĞƐ ĨŽƌ Ăůů ĂŐĞƐ͕ ĚĞůŝǀĞƌĞĚ ďLJ ƉƌŽĨĞƐƐŝŽŶĂů ĞĚƵĐĂƚŽƌƐ͘ ͻ ^ƚƵĚĞŶƚƐ ĐĂŶ ĚŝƐĐŽǀĞƌ ƚŚĞ ϯZ͛Ɛ ŝŶ Ă sŝĐƚŽƌŝĂŶ ĞƌĂ ĐůĂƐƐƌŽŽŵ͕ ĐŽŽŬ ĚĂŵƉĞƌ ŝŶ Ă ƐĞƩůĞƌ͛Ɛ ŚŽŵĞ Žƌ ƵƐĞ ƚŚĞ ǁĂƐŚ ƚƵď ĂŶĚ ƐĐƌƵďďŝŶŐ ďŽĂƌĚ ƚŽ ĚŽ ƚŚĞ ůĂƵŶĚƌLJ͘ ͻ >ŽĐĂƚĞĚ ǁŝƚŚŝŶ ϵϬ ŵŝŶƵƚĞƐ ŽĨ DĞůďŽƵƌŶĞ͕ ƐŽ LJŽƵƌ ǀŝƐŝƚ ĐĂŶ ďĞ ƉůĂŶŶĞĚ ƚŽ Įƚ ŝŶƚŽ ƚŚĞ ƐĐŚŽŽů ĚĂLJ͘ ͻ ůĞĐƚƌŽŶŝĐ ƐĞůĨͲŐƵŝĚĞĚ ŝŶƚĞƌƉƌĞƚĂƟǀĞ ƚŽƵƌƐ ĂƌĞ ĂŶ ĞdžĐĞůůĞŶƚ ĂůƚĞƌŶĂƟǀĞ ĨŽƌ ƐŵĂůů ŐƌŽƵƉƐ͘

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South Gippsland Highway, Korumburra, Vic Book now: (03) 5655 1811 ĞĚƵĐĂƟŽŶΛƐŽƵƚŚŐŝƉƉƐůĂŶĚ͘ǀŝĐ͘ŐŽǀ͘ĂƵ ŚƩƉƐ͗ͬ​ͬĐŽĂůĐƌĞĞŬĐŽŵŵƵŶŝƚLJƉĂƌŬĂŶĚŵƵƐĞƵŵ͘ĐŽŵͬ

1179956-DJ19-15

Coal Creek Community Park and Museum

Playgroup Victoria Subtle Growth

By Sinead Halliday MANY seasons ago, a young Mother watched on from the distance as her firstborn played outside on the back verandah. Beside the arching plain tree, below the dappled shade, it was there that he took his first wobbly footsteps.

As summer traversed into autumn, the boy was walking independently, exploring as he went. He made his way across the yard and plonked himself down in the sandpit.

There he remained happily for some time, tinkering with toys. It was in the sandpit, alongside his playgroup friends, that he began to learn the art of language.

Books were what followed. Many afternoons and evenings were spent sharing stories. At playgroup he grew very fond of Benjamin Bunny. Storytime often centred around the imaginative world of Beatrix Potter. The Tale of Mrs TiggyWinkle and The Tale of Jemima Puddle-Duck were a favourite and both the boy’s. His Mother and Father marvelled at his diction as he started to read parts of the book aloud to them.

The family bond grew, subtly but surely.

The following morning the Father was made proud once more as his son raced by him, kicking the football high into the goals. He had been practicing with his friend while at playgroup.

Tears sprang into the Father’s eyes as he turned to see his son put an arm gently around a young girl crying after she had fallen and scraped her knee. He admired his son, showing empathy and generosity, to somebody he did not even know.

Photos by Sylvia Dardha

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Enjoyment and play are two of the most vital parts of becoming a wellrounded and balanced person. The intricacies of growth are fine and complex.

The richness of play cannot be undervalued. Intellectual, social, emotional and physical development are all at work while at play. Play is a vital part of learning, especially when young. Complex webs are woven during play; each strand adding to the boy’s knowledge, awareness and skill set.

“We are never more fully alive, more completely ourselves or more deeply engrossed in anything than when we are playing,’’ said Charles Schaefer, Psychologist and Author of Play Therapy.

Twenty years later, the boy still fondly remembers the stories of Beatrix Potter; her tales still capture his imagination. He remains friends with members of his playgroup and he loves to read; a gift that he carries with him.

Playgroup became a home away from home for the boy and shaped him in many ways. Such is the power of play and playgroups, dating back through time.

To learn a child needs to move Piaget was interested in investigating how infants and children learn to think. He determined that moving plays an important role in learning. His work has been followed up by many investigators, including Esther Thelen. Thelen’s studies give much credibility to the argument that movement experiences lay important neurological (brain) pathways that form the foundations on which higher learning skills are built.

Young infants think by moving their bodies. Newborn babies move as a result of involuntary, automatic reflexes.

These reflexive actions help them explore through movement, and facilitate the development of intellectual behaviour.

Piaget believed that these reflex-based movements could be the basis for all future intellectual development. It is certainly well known that infants who are born with weak or slow reflex responses are likely to have developmental difficulties.

Quite a number of studies have also found that children with learning, physical and/or behavioural difficulties in the classroom have these infant reflexes still active and

Learning is child’s play at GymbaROO. controlling their motor and intellectual development.

Moving allows the young infant and child to interact with their environment.

Not only does moving stimulate learning, but learning stimulates the next level of moving, as the brain matures and is able to tackle a more difficult movement task. For example, a creeping baby will repeatedly climb up a set of stairs (much to the chagrin of the parents).

Once that learning task is accomplished successfully the infant will repeatedly attempt to go down the stairs. Once the brain pathways for the first movement are successfully “locked in” the next level of movement is attempted.

It’s important that children have every opportunity to move in their early years. GymbaROO programs provide the appropriate developmental movement activities for infant from 6 weeks of age until early school years.

Find a centre near you, visit the GymbaROO website at www.gymbaroo.com.au

By Dr Jane Williams, Toddler Kindy GymbaROO

Learning ABCs, 123s, reading and writing IS CHILD’S PLAY when the learning pathways of the brain are stimulated to optimize the course of natural development.

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DO YOU know that to learn well a child needs to move? Jean Piaget is a famous developmentalist whose work has informed the study of infant and child development for many years.

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Mini Maestros MINI Maestros, Australia’s leading music education program, has been teaching babies, toddlers and preschoolers for almost 30 years, and is just as popular with grandparents as it is with children and parents.

Hundreds of grandparents attend Mini Maestros with their grandchildren each week, enjoying time together in a fun and nurturing setting.

Mini Maestros’ Marketing Manager, Esther Bertram, has recently produced a short film interviewing some of the grandparents who attend Mini Maestros classes. (A link to the film can be found below.) Esther chose to feature grandparents as she believes, “Grandparents, with their wisdom, understand the value of early childhood education.

They also truly enjoy the bonding time they get to have with their grandchildren in a structured and enjoyable setting. I made this film because I wanted other grandparents to see what a wonderful experience it is for the grandparents and grandchildren who attend Mini Maestros classes together.”

Shirley is a grandmother who attends Mini Maestros with her 2 year old granddaughter, Lily. Shirley says, “At the start Lily was very shy and for the first two or three sessions she would just sit on my knee and watch everybody. Then suddenly, overnight, she was participating.”

Being actively involved in Mini Maestros’ structured music program enhances development in all areas of learning including speech development, listening skills, social awareness and physical skills.

Georgina attended Mini Maestros with her granddaughter Olivia for 4 years and now attends with her 3 year old grandson, Charlie. She says, “I think children these days are exposed so much to screens. There is a lot of visual stimulation, but auditory stimulation is also important. I see music as being very much a part of overall education because music is in everything, such as language and maths.”

Mini Maestros is an educational program based on the philosophy of ‘learning through play’ so children have fun as they learn.

Grandparents’ role in Nurturing Confident Young Learners.

Robert attends Mini Maestros with his 3 year old grandson, Nate. Robert says, “I think Mini Maestros is different from other activities we do as it provides content and structure. What I love about attending is being part of the children’s enthusiasm. I also love their joyful expressions as they participate and develop their skills.”

Mini Maestros classes teach children more than musical

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PHOTO: Grandfather Robert with Grandson Nate. skills. The sequential program helps to create self-reliant, confident and well-rounded learners.

Eunice and Rob attend classes with their 2 year old grandson, Benji, and were also interviewed for the short film.

“A memorable Mini Maestros moment for us was participating in the end of year concert. Benji really enjoyed dressing up as a bee. He and I performed on stage together and it was just terrific being there as a grandfather and a grandson with all the other children”, Rob says.

Anne attends Mini Maestros with her grandson Harry, aged 2. “I have found going to Mini Maestros is different. We have tried other things, which I found were just far too heavy with too much lifting. As Harry gets older I’m just not able to do that. I find Mini Maestros is a lot easier and it’s great we can do an activity together which doesn’t take too much hard work and energy. It’s just really enjoyable”, says Anne.

The Mini Maestros program has been developed by early childhood music education experts and meets the Early Years Learning Framework guidelines. Mini Maestros’ aim is to continue empowering generations of confident and engaged learners, who are best placed to succeed in their chosen endeavours.

If you have a child or grandchild that is aged between 6 months and 5 years, why not enrol in a Mini Maestros class and give the gift of education in a nurturing environment whilst creating some lasting memories together.

Mini Maestros offers classes across Melbourne and surrounds.

Visit the Mini Maestros website to find a class near you: http://www.minimaestros.com.au/find Watch the Mini Maestros “Grandparents” Film Here: http://bit.ly/MMGrandparentsFilm

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Myuna Farm – The City Farm WHAT a surprise – 50 acres of farm! This City of Casey facility is located only three kilometres from the centre of Dandenong at 182 Kidds Rd, Doveton (Mel 90H7).

Open seven days a week, Myuna Farm is an excellent example of farming life with plenty of activities for the whole family.

Top customer service ensures that Myuna Farm is “the city farm”, resulting in an average of 4.6/5 stars on Facebook, Tripadvisor and Google reviews.

Activities can be structured for pre-school, school, playgroup and other groups. Family visits are a more relaxed affair with the children able to experience hands-on contact with diverse animals and ample opportunity to feed paddock animals.

Train trip to the wetlands and pony rides are a real highlight, tickets cost $3 per person.

Entry to Myuna Farm is just $28 per family (of four) or $8.00 per person – cash and eftpos accepted. Free barbecue and picnic facilities are also available, as well as an onsite Café.

Educational groups are GST exempt and the cost is between $8 and $15 per student, depending on the program selected.

From education through to relaxation, Myuna Farm is ideal for all ages and abilities with informative educational exhibits and displays. You can also book a birthday party or event in one of the many function rooms that can be hired out year round.

Education Programs Experience real farm life at Myuna Farm. The farm is a fun learning environment where students will participate in a range of hands-on activities. Friendly, knowledgably and

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I liked the interactive nature at each session.

The staff were friendly and knowledgeable.

Teacher May 2017 welcoming Myuna Farm staff will organise all activities on the day. Each school group will have a room or sheltered area with tables and chairs reserved for their exclusive use throughout the day.

A Myuna Farm staff member will greet you when you arrive and show you to your allocated area, a schedule will be provided to each teacher. Buses can drop your group at the front door as there is plenty of turning space.

If you wish to make a booking or discuss the program, contact Myuna Farm on 9706 9944 or myunafarm@casey.vic. gov.au.

Myuna Farm is also wheelchair accessible.

See you at the farm!

Telephone: 9706 9944 Open every day of the year 10am – 4pm www.casey.vic.gov.au/myunafarm Follow Myuna Farm on Facebook!

MYUNA FARM Things to do at myuna farm

s 6ISIT THE !NIMAL $ISPLAY #ENTRE AND CUDDLE A RABBIT PAT A LAMB OR CALF AND TALK TO THE COCKATOO s 7ALK DOWN OR CATCH A TRAIN RIDE TO THE WETLANDS TO SEE THE DUCKS AND BATS s &EED THE KANGAROOS EMUS DEER

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Education Programs Available

Living things on the Farm Pre-school to grade two: Experience real â&#x20AC;&#x2DC;farm lifeâ&#x20AC;&#x2122; in a fun learning environment.

Students will participate in a range of activities, including hand feeding animals throughout the farm and a train ride to the wetlands.

Education for Sustainability Grade three to four: Students are introduced to the concept of a sustainable environment through interactive learning. Topics include waste management, produce gardening, energy and climate change and wetland biodiversity.

ELC - Primary Learning

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A passion for swimming 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.

belief system is that it’s the ‘Small Successes’ that lead to the ‘Proudest Moments’.

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.

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!

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

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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.

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 childrento 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

Sport and your child ONLY six out of 10 children aged between five and 14 years participate in sport outside of school, according to the Australian Bureau of Statistics. The Australian Health Survey conducted in April 2012 found that 25 per cent of Australian children and teenagers, aged five to 17 years, are overweight or obese, indicating that we need to foster a more sports-minded culture that encourages children to be physically active.

People who are active dramatically reduce their risk of many diseases, including heart disease and osteoporosis.

Regular exercise is also known to reduce the risk of emotional problems such as anxiety and depression. Habits are established early in life and evidence suggests that physically active children are more likely to mature into physically active adults.

Benefits of sport for children Some of the many benefits of sport participation for children include: ■

reduced risk of obesity increased cardiovascular fitness

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healthy growth of bones, muscles, ligaments and tendons

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improved coordination and balance

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a greater ability to physically relax and, therefore, avoid the complications of chronic muscular tension (such as headache or back ache)

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improved sleep

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mental health benefits, such as greater confidence

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improved social skills

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improved personal skills, including cooperation and leadership.

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Reducing inactivity may be more effective in achieving overall increases in energy levels in young children than putting the emphasis on increasing involvement in sporting activities. Taking steps to reduce children’s sedentary time is important.

Sedentary pursuits and children Around 40 per cent of Australian children don’t participate in sport at all. Common sedentary activities that compete with physical activity include:

Participation amongst boys (949,000) exceeded that of girls (727,000), both overall and within each age group category. Children aged 9 to 11 years were most likely to participate in sport (66 per cent).

The three most popular organised sports for boys in 2011 to 2012 were soccer (22 per cent of total), swimming and Australian rules football. For girls, swimming/diving (19 per cent of total) and netball were predominant.

Encourage your child to be physically active Parents can help their children to be physically active in a number of ways, including: Lead by example - be physically active yourself.

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Make sure that some family outings offer opportunities for physical activity, such as playing sport together.

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Encourage your child to walk or ride their bicycle for short trips, rather than rely on you to drive them.

The Australian Government recommends that:

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‘Children and young people should participate in at least 60 minutes (and up to several hours) of moderate to vigorous-intensity physical activity every day.’

Support your child’s efforts in sport. Make sure you’re there at each match, cheering them on from the sidelines.

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Set time limits on sedentary activities like computer games and television.

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Consult with your child’s school on ways to encourage greater participation in sports and physical activity.

homework

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computer games

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internet use

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television.

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According to the Bureau of Statistics, over the 12 months prior to April 2012 in Australia, 1.7 million or 60 per cent of children aged 5 to 14 years participated in at least one sport outside of school hours that had been organised by a school, club or association.

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■

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These recommendations are a guide to the minimum level of physical activity required for good health.

‘Children and young people should not spend more than two hours a day using electronic media for entertainment (such as computer games, internet, TV), particularly during daylight hours.’

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Reference - Better Health Channel Website.

Melbourne Foot, Ankle and Walking Clinic 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 Osgood-Shlatter disease and walking anomalies that can lead to clumsiness and tripping over.

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.

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.

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.

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.

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 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.

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Contents Activites & Entertainment Guide ..........................51

Playgroup Victoria......................................................... 56

Adventist Schools Victoria ................................4 & 5

PSW Quality Apparel ...................................................67

Aitken College ............................................................6 & 7

Rangebank Primary School ...........................40 & 41

Altona North Primary School ........................... 8 & 9

Ruyton Girls’ School.......................................... 42 & 43

Bacchus Marsh Grammar ................................10 & 11

Solway Primary School .................................... 46 & 47

Belgrave South Primary School .................. 12 & 13

Sport & Your Child......................................................... 64

Berwick Lodge Primary School ................... 14 & 15 Cathy –Lea Academy .........................................52 & 53 Chairo Christian College ........................................... 17 Coal Creek Historical Park .............................54 & 55 Cornish College ...............................................................16 Dandenong Primary School .......................... 18 & 19 Erasmus Primary School .................................20 & 21

St Columba’s Primary School ................................. 48 St Margaret’s School......................................................45 St Mary’s Parish Primary – St Kilda East ......... 44 St Paul Apostle North Primary School ............. 39 Toorak College................................................................. 49 Why a Girl’s School....................................................... 38

Gilson College – Mernda Campus..................2 & 3

Why Choose a Catholic School? .......................... 34

Glendal Primary School ...................................22 & 23

Wilson Medical................................................................ 65

Good News Lutheran College ......................26 & 27 Grossek’s View .......................................................24 & 25 Gymbaroo ............................................................................57 Harkaway Hills College.............................................. 28 Holy Eucarist Parish Primary School................. 29 Intact Australia ................................................................ 50 Maranatha Christian School ....................................31 Mentone Girls’ Grammar ................. 32, 33 & Back Milgate Primary School .............................................30 Mini Maestros ....................................................... 58 & 59 Mother Of God School – Ardeer ........................... 35 Myuna Farm............................................................ 60 & 61 Oakleigh Grammar ............................................ 36 & 37 Paul Sadler Swimland ....................................... 62 & 63 Next edition: May 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

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THE UNIFORM SPECIALISTS At PSW we aim not only to put smiles on the faces of students wearing our clothes, but to make the whole school community proud when they see their students in our schoolwear.

PSW offers dedicated retail stores, on-campus retail, wholesale and online solutions.

â&#x20AC;&#x153;PSW care about the Quality, Design, Durability, Product Range, Safety, and the Service we provideâ&#x20AC;?

For more information and to tailor a uniform solution, contact our PSW team on

PH: 03 9768 0333 or 1800 337 396 or Email: salesonline@psw.com.au

Uniforms to smile about 12355484-KC30-17

www.psw.com.au