19 minute read
Photo provided with the compliments of Geelong Baptist College For further information refer to pages 2, 3, 14
The challenges faced by the community in recent years have strengthened Geelong High School’s resolve to prepare students for whatever life throws at them. This is reflected in the school’s motto “vitae nos parat “ or “It Prepares Us for life” and in the school vision statement that “Geelong High School is a positive and creative learning community that embraces its history and prepares students for life.” About 110 staff, including 75 teachers, encourage the school’s 975 students to develop respectful relationships and strive to achieve their full academic and personal potential. In 2013 Geelong High School introduced Positive Education, based on the elements of positive psychology, to build a strong culture of optimism, gratitude and a growth mindset. Teachers support students to strive for their best through innovative and engaging teaching programs such as the Geelong Positive Engagement Program (GPEP), Respectful Relationships and a range of literacy, numeracy, wellbeing and inclusion interventions. Student leadership, voice and agency are an integral part of the school culture, with opportunities to lead as school captains, in sports, performing arts, sustainability and more. Leadership is actively encouraged and celebrated at all levels with students taking the opportunity to influence and be involved in the decision-making processes of the school, within and outside the classroom, and in taking responsibility for their learning.
Principal: Glenn Davey • First and oldest government secondary school in Geelong since 1910 • Calm and orderly school environment conducive to learning • Broad and engaging curriculum including
Positive Education, music, performing arts • Leading school dance program in Geelong • Home of the Shenton Theatre Open Day Information Session Please contact the school for further details.
385 Ryrie Street, EAST GEELONG VIC 3219 Telephone (03) 5225 4100 | Facsimile (03) 5229 6702 Email geelong.hs@edumail.vic.gov.au | Web www.geelonghigh.vic.edu.au
Geelong High School
Opportunities for all to reach potential
EXECUTIVE Director of Melbourne Archdiocese Catholic Schools (MACS) Jim Miles says Catholic schools provide a high-quality, faith-based education of the ‘whole person’ that nurtures each child’s unique talents.
‘Catholic schools work in partnership with families to develop young people whose minds and lives are empowered by their Catholic education to be active, responsible and virtuous contributors to the common good’, Mr Miles said.
‘Respecting the dignity, diversity and contribution of each person, Catholic schools seek to be compassionate in all their relationships and strive for excellence in all they do, from serving their communities to being academic leaders.’
Mr Miles said a holistic approach to education enriches the intellectual, physical, spiritual and emotional lives of students.
‘Our emphasis on the whole student has also been endorsed by academic research, with a Curtin University study showing Catholic school graduates enjoy higher levels of life satisfaction.’
Mr Miles said various research partnerships and professional development programs for teachers underpinned contemporary teaching and learning, which has helped drive above state average outcomes in NAPLAN, VCE and VCAL across the sector.
‘Our schools are deeply committed to excellence in teaching and learning, including providing extension programs for talented students’, he said.
In keeping with their Christian ethos and a long tradition of education for the disadvantaged, Mr Miles said Catholic schools also aim to be inclusive by keeping fees low and remaining accessible to all who seek their values. He said that 15% of Victorian Catholic school students are identified as eligible for Australian government disability funding, 15% are from lowincome families and around 25% of students have a language background other than English (LBOTE).
‘In an important indication of the inclusive character of our schools, a Melbourne Institute study shows that Catholic school students are far less likely to be bullied than those attending government schools.
‘As part of this, Catholic schools not only aim to create zero-bullying environments based on a genuine concern for others, but also strive to be leaders in child safety.
Mr Miles said Catholic schools encourage parents to become involved in their children’s learning and engage in school life.
Agatha Scandizzo and Angela Cremona are the St Vincent de Paul student program leaders at Nazareth College, Noble Park North, in 2021. They say the Vinnies program helps bring their school community together and makes a difference in people’s lives. 18
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Kolbe Catholic College, Greenvale Lakes, has launched a sporting academy program in 2021 to assist talented athletes to achieve at the highest levels and help them with their personal education, vocational development and sporting aspirations.
10 reasons to visit Geelong & the Bellarine
Reason 1: Dining with a capital D FACT: This region is home to some of Australia’s best regional dining. You should definitely try IGNI (you really should), the place that’s ignited Geelong’s dining scene. Hot on its heels is The Greek Customs House, raising the stakes for waterfront dining and leaving everyone wanting more. Further proof is found beyond Geelong at a cluster of tantalising winery restaurants – Jack Rabbit Restaurant, Oakdene Vineyards Restaurant, The Shed Restaurant at Terindah Estate and Provenance Wines. Reason 2: Too cool for school The best part about Geelong’s manufacturing past is that the converted industrial spaces are perfect for hip cafes, bars, restaurants, accommodation and galleries. The old tech school is now swish apartments, while the former woollen mills are now milling with ale lovers at Little Creatures Brewery and White Rabbit Brewery & Barrel Hall. On the Barwon River, the Old Paper Mills is now a bustling art and culture precinct, and Boom Gallery occupies another wool mill. Reason 3: Laneway culture comes to the Big G Geelong’s Little Malop Street is the new ‘it’ address, home to coffee spots, cellar doors and hip food joints. Bringing it to Little Malop is the always-buzzing Pakington Street, where you’ll find King of the Castle, Zigfrids Dining Hall & Bar and Geelong Fresh Foods.
Reason 4: Life’s a beach Sand between your toes, salt on your skin. They’re the sensations memories are made of, and they don’t get much more memorable than summer days on the Bellarine Peninsula. Surfers vie for the waves at Thirteenth Beach or Raffs Beach in Barwon Heads, and beginners get the lowdown on hanging 10 at Ocean Grove with Great Ocean Road Surf Tours, Go Ride A Wave or Sea Earth Adventures. Ocean Grove and its pristine beach is also one of the best spots for good old-fashioned family beach fun, but then again there’s the mouth of the Barwon River in Barwon Heads for a bit of that, too. Plus the rock pools at Point Lonsdale and Portarlington. Don’t forget to Slip Slop Slap.
Reason 5: All about the bounty If the wines are anything to go by, the soil in this part of the world sure knows how to grow good food. So do the farmers and gardeners, of course. So grab a copy of the Bellarine Taste Trail map and embark on a lip-smacking gastronomic journey throughout the region. Reason 6: Nothing to wine about Moorabool Valley is where it’s at for wine. More than the quaint villages, rolling hills and beautiful scenery, it’s the cluster of cool-climate wineries making fine drops from the vines first planted by Swiss immigrants in 1842. Don’t miss Clyde Park Vineyard and Bistro, Lethbridge Wines, Moorabool Ridge Vineyard and Austins & Co. Reason 7: Watery paradise With all that spectacular coastline as the backdrop to your Geelong and Bellarine days, there’s no surprise that lots of the fun is water-based. Join Scubabo Dive Victoria on a dive down to the ex HMAS Canberra, or splash about where the dolphins do with See All Dolphin Swims. Cruise between the Bellarine and Mornington Peninsula aboard Searoad Ferries, or catch a bite with Gone Fishing Charters. Reason Fore! Well, Reason 8 really, and it’s golf. Why not, when four of Australia’s best golf courses are found on the Bellarine? Tee off at Curlewis Golf Club, Barwon Heads Golf Club and the two courses at Thirteenth Beach Golf Links. Venture over to Queenscliff, Portarlington and Point Lonsdale for more golfing action. Reason 9: Wheely exciting adventures Off-road or training wheels, Geelong and the Bellarine have you covered for cycling fun. The 50 kilometres of track makes You Yangs the go-to spot for mountain biking, while the 35-kilometre Bellarine Rail Trail is a more gentle family ride between South Geelong and Queenscliff. For the more serious cyclist there’s the Cadel Evans Great Ocean Road Race in Geelong every January. Reason 10: All about the family There’s all ages fun to be found all around Geelong and the Bellarine, starting with Geelong’s thrilling waterfront. Kids adore the restored Geelong Carousel and the diving boards at the historic Eastern Beach promenade, and there’s endless delight in meeting the characters on the Geelong Waterfront Bollard Trail. Further afield is the wildly popular Adventure Park, and holiday and caravan parks abound to prove that old-school, no-frills family holidays are timeless and magical.
Lara Secondary College
LARA Secondary College is a great school for many reasons. 1. Common instructional teaching model All teachers at the College deliver their lessons via our agreed Teaching and Learning Framework which is based on the implementation of 9 evidence based High Yield Teaching strategies. Such teaching strategies are implemented in order to gain high level achievement growth for all students across Years 7 - 12. Teaching staff regularly collaborate to ensure high quality teaching strategies are implemented across every class within the College. 2. Student Engagement Policy The College implements very clear guidelines in relation to student management and health and wellbeing. Such clear and concise documentation enables all people involved with our College to develop a real sense of pride and belonging to the College. Respect of oneself and each other is a strong focus of the College. 3. School Improvement Policy We believe that all students learn at different rates. It is for this reason that all students from Year 7 - 10 have the opportunity to improve their first result on a Common Assessment Task, if they believe with an extra week of study and more effort, they will fully understand the topic being studied and therefore obtain a better grade. We provide opportunities for all students to understand that the amount of effort they place into their studies will ultimately determine their level of academic success. ‘Attitude not Aptitude, will determine your Altitude’ 4. Academic Scholarships at Year 7 and Year 10 The College offers Academic Scholarships at Year 7 and Year 10 to the value of $500 each year for 3 years duration. The Academic Scholarships help support those students who are academically talented and ensure they are financially supported in reaching their high academic potential throughout their years in secondary school. Such students are also able to access our Year 7 - 9 Enrichment Classes where they will undertake more challenging curriculum work, amongst students of similar abilities.
5. Extra - Curricula Programs The College offers a wide range of Extra -Curricula Programs including Performing Arts Evenings, Senior and Junior Music Evenings, Inter School Sports, Youth Parliament, Homework Club, SRC Leadership Involvement, School for Student Leadership Program, Year 9 Connections Program, International Exchange Programs, Upstart Business Ideas Program and many more.
The College implements a Professional Learning Community framework, to enable us to closely monitor individual student learning and ensure students understand where and how they can continue to improve. Our vision and direction is guided by our values of EXCELLENCE, TEAMWORK, COMMITMENT AND RESPECT which is centred on our College Motto - Realise Your Potential.
At Lara Secondary College every student is supported to be their best and learn to their full potential in an environment where teachers are passionate about their work and their students.
We know that relationships between students and teachers have a large impact on student learning and our work. We understand that students learn best when they relate well to their teachers, when they feel safe and secure.
We have developed a strong academic focus across the school which has seen significant growth in student learning across Years 7 – 12. We emphasize to students the importance of effort in relation to the achievement of high academic results.
Our intensive pastoral care curriculum across Years 7 - 12 includes a structured program to support the development of academic success, individual self-esteem, learning confidence, resilience and persistence, as well as the essential ability to relate positively to others. We pride ourselves on strong and positive relationships between staff and students and work with passion and enthusiasm to ensure that every student gains the maximum benefit from their secondary education at Lara Secondary College.
College Tours are available any time throughout the week, however parents are encouraged to make contact with the College and make arrangements for a mutually convenient time during the day. The College phone number is 5282 8988 Mr. Wayne Terrill, Principal
STEM is more than just Science and Maths
NEW research says that to prepare students for the real world, schools need to break down the barriers between individual subjects and enable students to solve complex problems using knowledge from a range of curriculum areas. Lightning-speed learning on circuitry for a light festival; sleuthing water samples from the local river to measure the effect of pollution; controlling a chain reaction with a Rube Goldberg machine to grasp Newton’s Laws of Motion – these are just a few of the school projects discussed in a new Routledge book.
The author, Dr Jane Hunter of the University of Technology Sydney, says such projects enable students to bring together knowledge from multiple subjects, understand how school is relevant to life, and gain vital problem-solving and teamwork skills.
Her book combines over 4 years of research across 14 Australian primary schools and 59 teachers with a cohort of 1,500 students using “Integrated STEM” methods. Findings are based on large data sets from interviews, classroom observations, focus groups with students, surveys of the teachers, and the author’s knowledge of teaching and learning from her work as a teacher, policy advisor, and education researcher.
STEM stands for science, technology, engineering and maths, and it’s often used as a fancy word for science and maths education. But this is a big mistake, says Dr Hunter. She argues the whole point of STEM is to integrate these subjects: to bring them together to solve complex problems. Her research found that often teachers used the arts and humanities too, adding an A to make “STEAM”.
Four years ago, Dr Hunter was invited by school leaders to work with teachers in their schools to build professional confidence and capacity in STEM subjects, to set up integrated teaching and learning opportunities, provide elbow-to elbow support in classrooms, and then set about understanding what happened. The findings of the research provide the basis for the book.
Students and teachers from diverse schools loved Integrated STEM, says Dr Hunter. “They were enthusiastic about participating in authentic and meaningful learning instead of being more passive and experiencing each subject as separate from the other.”
“It was a real eye opener to trust the students and give them more ownership over complexity in their learning in multiple curriculum areas,” said one teacher.
“When the students learned how a machine works, they had to make up their own questions. It gave them more agency and took them to content in areas they wanted to explore. It was great. The students changed the way I teach. They led the way, and it really surprised them and me.”
According to another teacher, “The Year 5 girls in my class said … they have never done this before but now I really love teaching this way … we talked about famous female scientists, and the girls are experimenting more in maths, writing to scientists, and reflecting on their work.”
Integrated STEM is something all schools can do, says Dr Hunter. Teaching across subjects means wisely using the resources at hand. Many of the students came from economically disadvantaged families, spoke languages other than English at home, or had severe learning challenges.
“I really like using my hands to create and make things change,” said one young student in a special needs support unit. “We can ask lots and lots of questions and now we also find answers by ourselves. It’s good. I love this class.”
Dr Hunter mentioned a group of 8-year-olds at another school who worked out how to make a fully functioning hydraulic pump during a project on water and conservation. Applying engineering and physics principles, hands-on-skills, and perseverance, they built the pump out of milk cartons, rulers, tubes and syringes.
Yet Dr Hunter says it was frustrating to see certain students missing out on STEM learning opportunities due to a lack of material resources.
“At some of the schools, there wasn’t enough equipment to go around,” she said. “Teachers would, for example, have to decide who could use the scarce hardware resources. Students would dismantle what they were doing to provide parts for students in other classrooms. It’d really help if industry and philanthropists would invest more in school-level STEM education and do it long-term.
“Many teachers said they needed much more professional learning in Integrated STEM to ensure they could grow and develop their practice of bringing content areas together.”
Dr Hunter believes her research in STEM has implications for how integration is approached in primary schools.
“I want politicians, education regulators and parents to know that teachers and schools are doing highly relevant learning that is preparing young people for the world, but they’re slowed down by loud voices outside of education that have limited understanding of the field.
“Principals, teachers and schools are caught in this tension, and are stifled from doing what they’ve been trained to do because they have to get through piles of paperwork that take them away from their real work: teaching and student learning.
“It’s not just about getting students excited about what they are learning,” says Dr Hunter. “It’s also about teaching them the skills they’ll need to survive in a complex, rapidly changing world.
“Firstly, workplaces beyond school expect teamwork where individuals contribute their expertise. Secondly, in a world of complexity issues like COVID-19, climate change, and ethical tech don’t always fit into a single subject.”
“To address the current pandemic, for instance, epidemiologists, mathematicians, education experts, economists, social workers, communications creatives and a whole range of other disciplines have had to work together – while the arts have also been vital to making lockdown more bearable.
“We need an education shake up. The research in this book shows how powerful and meaningful learning can be. It’s time to get cracking. We’ve been talking about education transformations for a long time and these classrooms show what’s possible. Now we must trust principals, trust teachers – and give them more time and autonomy to get on with it.”
Dr Hunter says there are simple ways parents too can help their child’s learning in Integrated STEM. “The main thing is to spark your child’s curiosity. Lots of families are time poor. But there’s still so much you can do just by encouraging interest in the outside world – spending time in nature, asking questions and reading … but not always on a screen. If there’s any positives to come out of COVID, it’s that it’s given some families more time to talk, learn and discover together.”
Jane Hunter. (2021). High Possibility STEM Classrooms: Integrated STEM Learning in Research and Practice. New York: Routledge.
For more information or an interview, please contact Associate Professor Jane Hunter at the University of Technology Sydney at jane.hunter@uts.edu.au
Multi award-winning classroom destination THE National Wool Museum is Geelong’s multi award-winning classroom destination – with recently upgraded galleries that tell the stories of the Geelong Region, Wadawurrung Country and the Australian wool industry. Focusing on a wide range of subject areas, including history, geography, sustainability, economics, textiles, fashion, design and technology. The Museum offers high quality educator-led tours and workshops as well as funfilled school holiday programs. Bookings are now open for schools to register for facilitated National Wool Museum programs in 2022. Visit our website for more information www.nwm.vic.gov.au Stitch in Time Focus Area: Australian History | Prep – 6 | History + Geography Follow the threads of time through the museum’s unique collection items to reveal how daily life has changed. Discover the stories of human invention and resourcefulness connected to these historical sources. Students will build stitching and fabric printing skills and create a textile tapestry resembling the museum’s unique collection of wagga rugs. Weaving the Land Focus Area: Environment + Land Management | years 3 – 8 | History + Geography Explore farming and industrial practices over time. Students will use weaving looms to create a woven piece that represents land regeneration practices with repurposed fabrics, fleece and yarn. Woollen Wonder Focus Area: Fibres, Textiles, Manufacturing and Design | years 3 – 8 | History + Design and Technologies How does wool get from a sheep’s back to the clothing rack? Go on a sensory journey and follow the processes that turn wool from fleece to fabric. Students will experiment with and explore the properties of wool and get ‘hands- on’ creating woolly pieces with knitting tools and yarn. Industrial Innovations Focus Area: Technology + Industrial Revolutions | years 7 – 10 | History + Design and Technologies Explore the revolutionary innovation-the punch card programming system- through a ‘hands-on’ coding activity. Students will decode a unique program designed for the National Wool Museum’s 1910 Axminster Loom and create a collective design.
