Conscientia volume 4 by St Catherine's School

/ k o: n . s k i’e n .t i . a / n . 1 . k n o w l e dg e s h a r e d w it h o t h e r s

S t

C a t h e r i n e ’ s

S c h o o l

2 017

volume four

C O N SC I E N T I A

Mrs Michelle Carroll

Courage is Caring Enough About Your Values

Mr Alex Borlenghi

Digital Learning in 21st Century Education

Mrs Michelle Carroll

Finding Our Scientists in the Classroom

Mr Adrian Puckering

What is a ‘Smart Kid’ in an Increasingly ‘Smart World’?

Mrs Gina Peele

The Art of Debating

Miss Kristina Schrader

Inspiring Learning Through Play

Mrs Elka Gaensler

Lessons from Finland

Ms Loretta Carter

World Challenge Expedition – Nepal

Ms Kimberley Mannix

No More Boring Art Analysis

Ms Mary-Anne Keratiotis

To Speak or Not to Speak

Mrs Melissa Dods

Should the Show Go On?

Ms Sarah Bethune

Preparing Young Children for the Future

Mrs Sue Collister

Life is Like a Puzzle

Mrs Michelle Carroll

The Complexity of the Fast Changing World of Work

Mr Tom Crebbin

Go Play Outside

Mrs Alana Moor

Being School Ready

Mrs Victoria Baldacchino

Escape to Everywhere

Mrs Michelle Carroll

Principals’ Address, 2017 Speech Night

Miss Mackenzie Leyden

Captains’ Addresses, 2017 Speech Night

Miss Georgie Sitch

Captains’ Addresses, 2017 Speech Night

Mr Nick Racina

The Rise of Women’s Sport

64 Mrs Tracey McCallum

Encouraging a Thinking Classroom

68 Ms Merran O’Connor

Raising Confident, Courageous Girls

70 Mrs Melissa Braddy

Engaging Students to Achieve

A Rich Language Environment Strengthens Literacy in the ELC

Ms Fiona Barker

76 Mr Adrian Puckering

Invaluable Lessons Learnt on the Soccer Field

80 Ms Katy Johnson

Unearthing Personal Strengths

82 Miss Alyssa Flint

Breaking Down the Gender Bias

86 Mrs Lisa Cook

AN-TE-LOPES ARE AWE-SOME

90 Mr Tim Tainsh

What will it Take?

94 Ms Merran O’Connor

Raising a Generation of Generosity through Connecting with Community

Stamping out Maths Anxiety

Mr Luke Russell

100 Miss Brigette Carlile

Team Playing Beyond the Sporting Field

102 Miss Sally Wilkinson

Let’s Focus on Employability Skills

106 Mrs Amanda Ladbury-Webb Success in the Australian Mathematics Trust Enrichment Stage

Welcome

St Catherine’s School enhances student learning experiences through the employment of exceptional staff. The School is committed to ensuring effective recruitment and the development of dedicated and well-qualified educators who are passionate about the field of education, girls’ wellbeing and advances in technology and educational practice. The significance of establishing a strong and dedicated community to support our students can never be underestimated. This year, it has been a privilege to witness the growth and development of every St Catherine’s student, all of whom have experienced the opportunity to discover their individual passions, interests and talents in the classroom and co-curricular pursuits, due to the commitment, enthusiasm and skills of our teaching staff.

The articles published within this edition of Conscientia showcase the inspiring efforts of our teachers. Their wisdom, dedication and passion for education allows St Catherine’s to remain enduringly steady and strong to its mission of empowering and nurturing women of the future. Please enjoy the 2017 edition of Conscientia. Mrs Michelle Carroll Principal

Name: Mrs Michelle Carroll Title: Principal Date: 13 February 2017

COURAGE IS CARING ENOUGH A B O U T YO U R VA L U E S

During my Address at the recent Senior School Parent Information Evening, I spoke of the need to inspire young women to embrace the virtue of courage. Below is an extract of my address. I was interested to read over the holidays of research conducted by the Australian Business Magazine, The Deal, in collaboration with Chief Executive Women (CEW). The CEW represents more than 400 of Australia’s most senior and distinguished female leaders. This includes past and present Board members of institutions such as Wesfarmers, Telstra, Sydney University, Macquarie Group, McKinsey and Co, ANU, Westpac and the ABC, to name but a few. The research was conducted in the form of a survey of 250 CEW members. It explored the views of women navigating the workplace, gender balance in the boardroom and issues regarding juggling work/life balance. The survey revealed: • one third of women were unable to muster what it takes to ask for a pay rise; • half the women surveyed said they would need at least 40% of people in the room to be women before they would feel confident to be in the boardroom; • 40% lacked the confidence to apply for a role beyond their expertise, a prevailing sense that they need to have all the knowledge, skills and expertise before applying for a higher role; hence they refrained from applying for promotional positions; • the survey did, however, encouragingly confirm that women were supportive of each other, and celebrated the success of others.

The results reveal somewhat of a crisis of confidence for some of Australia’s most senior female executives. Finding it challenging to navigate their world of employment and needing to exhibit greater courage towards new roles, finding their voice at the board table and, subsequently, an improved level of involvement at the decision making aspects of business. I have encouraged all girls in our Senior School to be courageous, to step outside their comfort zone, to never walk out of a class unsure and silenced by a lack of courage to ask questions and speak up. Young women must be able to negotiate, to speak, to express an opinion in a respectful and thoughtful manner and, above all else, find their voice. One of the most significant books on leadership I have read remains the Seven Heavenly Virtues of Leadership. The seven virtues include: Humility, Courage, Integrity, Compassion, Humour, Passion and Wisdom. Last week, when I addressed our Year 12 cohort, it was the virtue of ‘courage’ that I asked them to take forward into their year. Perhaps a better word to describe this feature in a school context is bravery. This can be defined as the ability to keep going when challenged, to be hopeful and confident with one’s decision. Courage is caring enough about your values, that you uphold these and demonstrate this strength each and every day. I request of our parent community to support me in the ‘encouragement of courage’ with your daughters this year. Mrs Michelle Carroll Principal

Name: Mr Alex Borlenghi Title: Head of Digital Learning and Practice Date: 24 February 2017

DIGI TA L LE A R N ING IN 21ST CEN T U RY EDUC AT ION

It is often tempting as a parent to think back to your own school days when imagining your daughter’s daily life in today’s classrooms, however it is time to rethink everything you know about what school if you want to visualise the daily experiences of school children in 2017. The impact of technology on modern schooling is indisputable. If you stop to consider the emergence of official school policies surrounding high-tech concerns like smartphone usage, cyberbullying and social networks, it becomes obvious that the rules today are different. It is a brave new world out there, but despite the muchpublicised dangers that technology reportedly poses to today’s youth (often unaccompanied by balanced discussion of their equally meaningful upsides), it pays to remember that digital learning is a key concept that needs to be embraced by todays educators. However, it is also worth noting definitions of high-tech, online and distance learning solutions often differ between school and university campuses. For example, digital learning could refer to the use of tablets or laptops in the classroom. It could mean using online sites, services and programs as teaching tools, or as study aids built for at-home use. Alternately, it could refer to the practice of using apps, social networks and communications platforms as tools to create your own digital assignments and agendas. The possibilities are almost endless.

There are five main reasons why digital learning is important in 21st century education, and why, schools such as St Catherine’s must embrace them. 1. Personalisation Digital learning offers us an unprecedented ability to provide educational experiences tailor-made for each student. As pupils advance in programs on English, Mathematics, Science, History, the Arts and their other subjects, teachers can now track their individual progress, identify specific areas of focus for each student with actual data to support it, and present solutions addressing their specific needs. Students thrive most in situations where the educational experience has been tailored to their own unique needs – digital technologies provide teachers with the tools and opportunity to do just this. 2. Accessibility By embracing digital devices and connected learning, classrooms around the globe can connect to one another to share insights and boost learning, experience and communications skills. Furthermore, students can access their classroom materials online using the mystcatherines portal, download the content from lessons they missed and submit work online. As parents, you can access the feedback, marks and comments for your daughter’s assessment tasks as they are marked by their teachers. Details are also available online about the many co-curricular programs and clubs that St Catherine’s offers.

3. Cultural Relevance Nearly every aspect of the real world has become digital, including fields such as manufacturing, science and medicine as well as industries such as art and entertainment. Employers are increasingly turning to interactive training tools to boost engagement, learning and retention. Even before students enter the workforce, any tertiary experience involves the use of an array of technological devices and connections. The inclusion of digital learning in classrooms from Prep to Year 12 prepares students for the reality of tertiary education and the modern workplace. 4. Efficiency Digital learning solutions also bring to bear a number of key efficiencies, both real and virtual, that cannot be matched by traditional learning techniques. Whether it is the environmental impact recognised by reducing the need for handouts and books or, the time savings provided by pupils’ unprecedented access to information and ease of research. Digital learning provides an effective way to maximise our resources and ensure students are efficiently and easily provided with the learning resources and communication they need. 5. Performance Studies have shown that students using technology as an education tool often become more engaged in the process and more interested in growing their knowledge base – in some cases, to the point they do not even realise they are actively learning. Likewise, research has demonstrated that well designed interactive teaching resources can boost test scores, as they are more engaging

and memorable than the traditional textbook. Online and high-tech programs not only often provide better context, a greater sense of perspective, and more arresting activities allowing them to better connect with students, they also offer a more interesting and involving way to digest information allowing students to revisit content if they did not completely understand. At St Catherine’s we are committed to using digital technologies as an integrated component of the classroom experience. Whilst recognising that the technology itself is not the answer, but rather a modern teaching tool that can have a positive impact on the way our students learn. We have also embraced the idea that this is not a static space. The technologies we include in our classes are constantly improving and evolving. Our classes and programs reflect this. This is clearly demonstrated by the ever-changing nature of the ways in which we embed digital learning into our classrooms and by the provision of groundbreaking programs such at the introduction of our Years 9 and 10 Virtual and Augmented World elective, which investigates the newly emerging technology of Virtual and Augmented Reality in Semester 2. The renowned American educationalist John Dewey, famously commented on his influential 1915 book ‘Schools of Tomorrow’ stating: “If we teach today’s students as we taught yesterday’s, we rob them of tomorrow.” This is more true today than it was a century ago. Mr Alex Borlenghi Head of Digital Learning and Practice

Name: Mrs Michelle Carroll Title: Principal Date: 2 March 2017

FINDING OUR SCIENTISTS IN THE CLASSROOM

At the heart of the design for our new Junior School is the creation of specialist learning spaces that aim to foster the education, growth and creativity in the minds of young St Catherine’s girls. Whilst the subjects of Art, Music and Physical Education are the ‘traditional’ specialist spaces in Junior Schools, it is the inclusion of a STEM Lab in the new development that should excite our families and, importantly, the girls. During the Junior School Parent Information Evening, I reflected on a study completed in 2016 by the Office of the Chief Scientist – Busting Myths About Women in STEM. The study examined research in the area of women and girls engagement in Science and found “the attrition of female talent from STEM related fields actually commenced in primary school, and continued through to high school, university and the workforce”. The study highlighted the gender disparity of students’ confidence in Mathematics in Year 4. With 42% of boys compared to 33% of girls the study revealed a significant difference at such young age. Girls were also less likely to accurately assess their ability in STEM related subjects compared to boys, even when they shared the same skill level. The study suggested the first way to amend this problem was to eliminate bias and stereotyping; this includes exposing girls and boys to female role models at a younger age. Interestingly, research shows that most girls and boys still drew a man when asked to draw a scientist.

According to the report from the Office of the Chief Scientist, the push to overcome barriers to women prospering in Science, Technology, Engineering and Mathematics (STEM) in the workplace needs to begin at primary school. “The key finding is we (Australia) are losing female talent right across the STEM pipeline despite the fact there is no innate difference in ability”. (Roslyn Prinsley, co-author of the Report) This research is supported by an earlier study completed by the Organisation for Economic Co-operation and Development (OECD) in 2015 that revealed despite girls having an overall more positive attitude about school, completing more homework, reading more for pleasure and were less likely to play video games, they lacked self-confidence in their ability to, specifically, solve maths and science problems. They also

achieved poorer results than boys in these subjects despite out performing boys overall. This study also affirmed research that revealed that girls at ‘all-girls’ schools were more likely to study subjects such as Physics and Mathematics at a senior level. The OECD study revealed less than one in 20 girls considers a career in STEM compared to one in five boys, despite similar performances in the OECD’s PISA science test. This matters because careers in these fields are in high demand and among the most highly paid. OECD PISA surveys have also shown that girls lack the same self-confidence as boys in Science and Mathematics and new analysis reveals striking differences in parental encouragement that exacerbate the problem. Providing some guidance, The Australian Association of Mathematics Teachers lists the following suggestions for parents and guardians: • Play games with your daughters from an early age which involve mathematical concepts; • Exhibit a positive attitude towards Mathematics and avoid statements such as “I was never good at Mathematics”;

I emphasised during my Address to our parents, the importance of avoiding the phrase “I was never good at Mathematics” in the family home. I went as far to say, “I am prohibiting the phrase from St Catherine’s households!” As suggested by well-known Professor, Carol Dweck, introducing the word ‘yet’ into the family dialogue also acknowledges the process over the outcome – for example, “I am not good at Mathematics, yet”. Praising effort over intelligence will always keep girls persevering with the areas they find difficult. Following the second round tertiary offers to our 2016 graduates, I was delighted to see just under 30% of the cohort had accepted places in STEM related courses. This includes courses such as Biomedicine at the University of Melbourne, Engineering at Swinburne, Monash and UNSW and Science at Monash and University of Melbourne. With the addition of the Science Lab and recruiting Science specialist teachers in the new Junior School, we hope to inspire and equip students from a young age with the confidence and capacity to seek careers in the Science industry. Mrs Michelle Carroll Principal

• Encourage daughters to continue further studies in mathematics;

Reference

• Be in regular contact with your daughters’ Mathematics teachers;

www.afr.com/business/accounting/stem-gender-issues-start-at-primary-school-end-at-work20161113-gso4o6

• Demonstrate how Mathematics is used in everyday life; and • Encourage your daughters to attend mathematical events such as games days, other competitions and Mathematics lectures.

www.oecd.org/education/early-gender-gaps-drive-career-choices-and-employment-opportunities.htm

Name: Mr Adrian Puckering Title: Director of Curriculum Innovation and Development Date: 15 May 2017

W H AT I S A ‘ S M A R T K I D ’ I N A N I N C R E A S I N G LY ‘SMART WORLD’?

In 1991, Professor of Computer Science at Yale University, David Gelernter, put forward the concept of living in two worlds – the real one and its digital reflection. Imagine looking at your computer screen and seeing reality – an image of your city, for instance, complete with moving traffic patterns, or a picture that sketches the state of an entire far-flung corporation at this second. These representations are called Mirror Worlds….by interacting with the images, you interact with reality. Indeed, Mirror Worlds will revolutionise the use of computers, transforming them from (mere) handy tools to crystal balls which will allow us to see the world more vividly and see into it more deeply. Reality will be replaced gradually, piece-by-piece, by a software imitation; we will live inside the imitation; and the surprising thing is–this will be a great humanistic advance. Smartphones have been speeding up the convergence of the physical world with the digital world and every year we are given a tool that has more processing power, better connectivity, longer battery life, and 100,000 more apps to download. Smartphones are literally speeding up the convergence of the physical and the digital worlds. Smartphones are packed with sensors, measuring everything from the user’s location to the ambient light. It is this ‘internet of things’ that is changing the world to a ‘smart world’. Simply put, the internet of things is the concept of connecting any device to each other through the internet. Everything from smartphones, to coffee makers, from washing machines, to headphones, lamps, wearable devices and to almost anything else you can think of – sharing information with the goal of improving lives, a smart world indeed. One question, which fascinates me, is this: What is a ‘smart kid’ in a ‘smart world’? Schools were originally built in the model of the industrial revolution, churning out young workers for an industrial age and ‘smart kids’ were ones who were literate and who were knowledgeable. These

were the critical skills required in an industrialised society, and, over time, these critical skills changed. In 1900, for instance, hardly anyone drove a car, by 1970 most adults did and by 2017 we have ‘smart cars’: map reading abilities for driving a car therefore were virtually nil in 1900, they reached a peak from 1970, and today, with GPS, map reading skills for driving are in serious decline. Critical skills change depending on need. Similarly, answers to questions change over time. Each era it seems has a new answer to an old question. In 1850, if you asked ‘how are dogs and rabbits alike?’, the answer could be along the lines that ‘dogs hunt rabbits’. A hundred years later, in the middle of the twentieth century, there was a new right answer: ‘they are both mammals’. With the advent of the ‘smart world’, what is the new answer for our era? There is no doubt that a ‘smart generation’ will need to be able to answer such a question if the next generation are going to surpass the economic prosperity of their parents. So, what is a ‘smart kid’ in a ‘smart world’? Perhaps it is one where IQ better stands for ‘Imagination Quotient’ and where Emotional Intelligence is equally regarded. It is certainly one who is literate and knowledgeable – but this time digitally literate and knowledgeable in the critical skills of this era. It is one who recognises that 60% of new jobs in the next 30 years will be created in the fields of Science, Technology, Engineering and Mathematics, yet equally aware that the greatest bulwark against automation by computers is creativity. So ‘smart kids’ will have IQ and EQ, they will be creative but literate in STEM, they will be flexible and adaptable, able to navigate the disrupted workplaces of the future. On reflection, I have answered my question: ‘smart kids’ are those with a St Catherine’s education! Mr Adrian Puckering Director of Curriculum Innovation and Development

Name: Mrs Gina Peele Title: Director of Student Programs Date: 26 May 2017

T HE A RT OF DEBAT I NG

“For good ideas and true innovation, you need human interaction, conflict, argument and debate.”

– Margaret Heffernan

The art of Debating goes back centuries and is now a key component in 21st Century skills that also include: • Collaboration and teamwork; • Creativity and imagination; • Critical thinking; • Problem solving; and • Adaptability. St Catherine’s also has a long history in Debating and is proud to boast a 56 strong DAV Debating team in 2017. On Thursday 18 April, I had the fortune of attending the Secret Topic Debates where teams are unaware of the topic prior to arriving at the host school. The teams are given 60 minutes to prepare their debate, with strict rules and supervision, in preparation for their debate against another school. The frenzy of creating, documenting, problem solving and teamwork involved during this preparation time was a sight to see, with our girls in classrooms, creating a model for their debate, either affirmative or negative for their debating topics.

The benefits and skill of debating are well documented and the promotion of critical thinking skills is suggested by Tumposky (2004), “debate nurtures students’ critical thinking skills and awareness of thought, and facilitates clinical reasoning and ability to share viewpoints with others while learning specific content. Debate also allows students to move beyond ‘rote learning of facts, theories, and technique,’ and provides an opportunity for applying knowledge through role-playing while demonstrating their ideas, values, and attitudes.” Debating is a craft learned with guidance, feedback and experience. Our Debating students are guided with the assistance of staff, coaches and senior girls, who are on hand to provide constructive feedback to our teams. I was proud of our girls last week and I look forward to seeing more of the DAV debates. Thank you to Ms Mary-Anne Keratiotis, Debating and Public Speaking Coordinator, for the careful planning and preparation of our girls for the Debating season. Mrs Gina Peele Director of Student Programs Reference Tumposky, N. R. (2004). The debate debate. The Clearing House: A Journal of Educational Strategies, Issues and Ideas, 78(2), 52-56.

Name: Miss Kristina Schrader Title: Early Learning Teacher Date: 6 June 2017

I N S P I R I N G L E A R N I N G T H ROUG H P L AY

“Play, play Remember and you will see The world is so mysterious and wild When you start to see it through the eyes of a child”

– Finding Neverland, 2015

Early childhood teachers are obligated to obtain an understanding of the legislative and policy frameworks that oversee and regulate their professional role. To work within such a policy driven context, one has a responsibility to recognise the intention behind a collation of policy framework documents, which set the standards and aspire to improve the quality of learning and development opportunities, settings and overall practices for the teaching of young children. The United Nations Convention on the Rights of the Child (frequently abbreviated as UNCRC or CRC) is one such policy document, which is internationally recognised as it encapsulates universal human rights and applies these specifically to children. One can perceive how the CRC is linked to children’s learning and development by creating, designing and evaluating curriculums that showcase the fundamental, inflexible standards and agreements it presents. Each of the Articles contained in the Convention, when embraced and applied to practice in the day to day, assist teachers to teach and learners to learn and develop. The child’s right to play is at the centre of St Catherine’s Early Learning Centre’s philosophy. Article 31 asserts that “All children have a right to relax and play” (United Nations, 1989). Richards and Carbonetti (2013) found that the positive effect of both rest and leisure have been evident when observing cognitive and behavioural aptitude. It has been argued that high quality, age appropriate play and recreation, in particular the notion of pretend play, are integral to shaping children’s cognitive development in the early years:

“There is a growing body of evidence supporting the many connections between cognitive competence and high-quality pretend play”. (Bergen, 2002) Bergen found that children who experienced an absence of opportunities to partake in such play showed a weakened long-term capacity in the areas of metacognition, problem solving, social cognition, literacy, Mathematics and Science. Such findings deem it necessary for practitioners to present opportunities for children to engage in free play and recreation. The benefits of children being free to play and explore in outdoor settings is vastly beneficial to their intrinsic motivation to learn. Jutras (2003, Abstract) found that “the contact of children with natural elements (vegetation, water, earth and small animals) furthers their comprehension of nature and their creativity and promotes their interaction with the world. Moreover, natural elements exert positive physiological effects countering stress”. The new Campbell House outdoor learning space has afforded the children with a myriad of opportunities to extend their play in nature. The right to rest, to leisure and to play is of utmost importance within our curriculum design to best facilitate children’s learning and cultivate the infinite possibilities of imagination and creativity. Miss Kristina Schrader Early Learning Teacher Reference Bergen, D. (2002). The role of pretend play in children’s cognitive development. Early Childhood Research & Practice. 4(1), 1-9. Jutras, S. (2003). Go outside and play! Contributions of an urban environment to the developing and wellbeing of children. Canadian Psychology-Psychologie Canadienne, 44(3), 257-266. Richards, D. L., & Carbonetti, B. C. (2013). Worth what we decide: a defense of the right to leisure. The International Journal of Human Rights, 17(3), 329-349. United Nations. (1989). Convention on the rights of the child. Geneva.

Name: Mrs Elka Gaensler Title: Head of Learning Plus Date: 9 June 2017

LESSONS FROM FINLAND

There is little debate about the importance of education for future success. However, there is little consensus on what makes the best education?

Recently, I was invited to visit Finnish Schools with 22 US educators. Our visits were limited to the Southern part of Finland, where the vast majority of schools are located.

Currently, our national discourse is deeply divided regarding how we ensure the best educational outcomes for students. Is it about the amount of funding? Do we need a new funding model? Should it be needs based? What is the definition of needs? Do we test more? Do we test less? Are our teachers to blame or are they simply maligned because they are at the grass roots of where education takes place? Should we be asking different questions? Do we need a paradigm shift in our thinking about what constitutes the best education?

My first visit was to a Junior School, just outside of Helsinki. The school was, close to a snow-filled forest, there was a lake nearby. As we entered the school, students waved hello. Teachers smiled. Bikes neatly positioned in rows, helmets hanging from their handlebars. Shoes neatly placed in shoeracks, shoes are never worn inside at any school and at any age. As we entered the school, it was calm, almost serene. Some students sat on colourful plastic balls, others sat on couches, some at their desks, and this was replicated in every classroom. We discovered some Year 5 students measuring the corridors for a Mathematics lesson. The bell rang and students and teachers sat together in the canteen eating their morning snacks, in animated conversation. Students played outside, a practise we observed every 45 minutes.

Whatever the case may be, we certainly need answers. If we take into consideration our PISA results, (Program for International Student Assessment), the measure used globally by 72 counties, including Australia, we have cause for serious concern. The 2015 PISA World Ranking results demonstrate that Australian students are below in reading, Mathematics and Science in real terms in comparison to other countries, and is now just above the Organisation for Economic Co-operation and Development (OECD) average. The 2015 Trends in International Mathematics and Science Study (TIMSS) report found Australia has seen little improvement in these areas since 1995, and last year’s NAPLAN results, found that literacy and numeracy results have flatlined. The findings cause significant concern. Perhaps we can learn some lessons from Finland. Unlike Australia, Finland does not conduct National Testing, students do not have homework, they commence school at age seven. Although all children must attend kindergarten, children spend less time in school than their Australian counterparts, and despite this, Finns rate in the top five countries in the PISA rankings, for the last decade.

We moved to the Arts and Crafts classrooms; girls and boys were doing woodwork, ironing clothes and sewing pillow slips, in this instance. Students were engaged and clearly enjoying what they were doing. And, so were the teachers. Later we spoke to the Principal who contextualised what we had observed. The school uses the local surroundings for learning. The lake is used for informal education, teambuilding, fishing. You see, the Finns believe education should fundamentally be about life-skills. Their focus is not on grades or scores, but ensuring their children are happy and confident life-long learners. Their education includes the basic skills of Literacy and Numeracy, Arts and Crafts, Swedish, Lappish and English, but also extends to self-efficacy, self-determination, self-confidence and the importance of personal responsibility. As we travelled to a Comprehensive Secondary School, once again, we were welcomed by smiling faces, shoes carefully placed in shoe racks, however, this time; we also

saw motorbike helmets. The Principal showed us the new school buildings that will commence construction in a few months. All members of the school community had input. Students even had an experimental room to test out furniture, the acoustics and floor coverings. Students voted on their preferences and were included in the final design.

educational directions do not. Funds are distributed from the government to municipalities. Principals submit budgets to the municipalities based on the needs of the students in their schools. Taxes fund education, the more you earn the more tax you pay. Here we start to see some distinctions between Finland and Australia. But is it merely a question of funding?

The Principal shared one of the reasons behind the success of Finnish Schools. He explained that Well-being Committees, operate in every school in Finland. The committees meet fortnightly. Teachers, therapists, the school counsellor, the Principal and Special Education teachers work collaboratively to meet students’ learning needs. He then took us to a ‘pullout’ classroom of Years 8 and 9 students. The classroom was created as a direct result of recommendations made by the Committee that found Anxiety and depression hampered students’ abilities to learn in the mainstream classroom. A psychiatric nurse, psychologist and teacher worked with these students. I asked a few how they felt about the concept of the pullout classroom. They said they loved it. “This was the only way I can come to school,” said Marja.

In 2016, Finland brought in a new curriculum. The University of Helsinki is a co-partner in its development. Principals and teachers had direct input into the new curriculum. It is currently being trialled and its roll out will be slow and methodical. The new curriculum has greater emphasis on informal education. More often than not, students learn outside the four walls of the classroom, visiting their local environment, museums, the Heureka Interactive Science Centre (schools are required to take students annually) and virtual reality worlds. Finnish education aims to connect students with real world problems in real-world contexts.

Finns talk about education starting from the ‘womb’ and continuing through adulthood. Finland provides an excellent education regardless of your learning needs or age. Parenting classes are compulsory, and once through school, there are adult education learning opportunities. In fact, 80% of Finns participate in adult learning. Education is considered a life-long endeavour. Since the 70s, teachers must have a Masters Degree before setting foot in the classroom, and only the top 10% of graduates are accepted into teaching. Teachers teach for life. They are trusted and respected. They earn salaries closely commensurate to that of lawyers and doctors. Educators inform government about educational reforms, not politicians or bureaucrats. If the government changes,

STEM Education (Science, Technology, English and Mathematics) has been a significant influencer in Finland’s new curriculum. Art has now been included: changing the acronym from STEM to STEAM. Increasingly, subjects are merging, rather standing alone. Project based work will become a feature. The new curriculum also values the importance of time and space, time to learn and learning spaces to enhance the overall learning experience, as well as healthy living, nutrition and physical education being also emphasised. Mindfullness is practised daily to ensure healthy minds. Will the new curriculum impact on Finland’s PISA rankings? Only time will tell. While Finland respects and values its teachers, it is the students that are most respected. Students set learning goals alongside teachers. No test scores are discussed in class. There are no rankings of schools. But there is a focus on

individual development. Students are tested at the end of every unit of work, but they are tested on what they have been taught. Teachers encourage students to make their own choices for electives in Years 7-12. No parent is permitted to influence this (this is an agreement between parent and the school). Students learn the impact of choices even in the early years and learn to live with them. Student voice is valued and given expression through student councils. This is not tokenism, as their voices feed into senior school leadership meetings and influence a range of area such as learning spaces and their construction, choice of classroom furniture, cafeteria food, environmental subjects and electives on offer. A stark difference between Australia and Finland relates to its upper secondary education in Years 11 and 12. Students have three choices: Firstly, they can undertake Comprehensive Education which is the equivalent of our VCE. Unlike Australia, there are no exams in Year 11, only Year 12. Completing a Comprehensive Education is a direct pathway into university. A second option for students is taking up a vocational placement, specialising in a trade of their choosing. There is a vast array of choices for students and it is in high demand. The vocational training centres are excellent and there is no stigma associated with this choice. Upper secondary students also have a third option. They can take up both vocational and comprehensive studies. Adult education provides pathways for adult students to progress through the equivalent of our VCE, opening up the possibility of entering university in their adult years. Pathways for students in Australia are similarly opening up for our students. However, in an article written by Pallavi Singhal for Fairfax Media, she interprets our PISA Ranking quite

differently. She highlights that Australian student aspirations, to undertake a university degree, are higher than those in Finland, but so too are their anxiety levels, with 1:4 adolescent students experiencing high levels of anxiety and depression. Sue Thomson, the Director of Educational Monitoring and Research at the Australian Council for Education Research, suggests that vocational training does need attention. She claims the ‘low popularity of vocational education’ is a cause for concern, highlighting that “only three per cent of Australian students aim to do a VET course compared with an average of 15 per cent of students in OECD countries”. Is Finland perfect? Does it have its challenges? Of course. A significant number of 16 to 24 year olds are not studying or working (these are youth mainly from the North, in the Arctic Circle). Finland, along with many European countries, is grappling with the integration of a large number of refugees. Girls outperform boys and women are very independent. Divorce rates are also high. There is no perfect society or educational system. As I see it, Finnish education is a cultural phenomenon. It sits at the core of its society’s d’etre. Education is valued in every sector of the community. Education is inclusive and equitable. Its starts in the womb and is life-long. Student well-being is paramount, their opinions are respected, as too their unique abilities. They are educated to take responsibility for their choices even at an early age. Teachers are all highly educated, revered and trusted for their expertise. Educational funding is needs based and its teachers are provided quality training, time to plan and are trusted to inspire students to learn. Are there lessons for us to take away? I leave it to you to decide. Mrs Elka Gaensler Head of Learning Plus

Name: Ms Loretta Carter Title: Mathematics Teacher Date: 19 June 2017

WOR L D C H A L L E NG E E X PE DI T ION – N E PA L

The challenges commenced long before the nineteen Years 10 and 11 girls take off to Nepal for 22 days in the June/July holidays with Miss Kylie Flavian, Mr Fiachra Barry and Ms Loretta Carter. In the nine months leading up to going away there are a series of training sessions and student fund raising activities. The group needs to make decisions about the itinerary, the type of accommodation and the project they are going to be undertaking. Once in Nepal, under the guidance of our World Challenge Expedition leader, Carla Strong, the students begin to prepare physically and mentally for the entire expedition. They need to acclimatise to the food and the culture, spend time making bookings, and meet the in-country agents and contacts. The students are in charge so they book the accommodation, organise all the transportation between destinations in Nepal and decide when and where we are eating, while working within a set budget. After two days, the team launched into the project phase at the government run Shree Rameshwori Higher Secondary School about 40 minutes from Pokera. This was a unique opportunity to get immersed in the community, interact with the children and help them with their English. There was plenty of singing and playing in between painting classrooms, employing locals to repair the toilet block and put electricity into classrooms for fans and lights. The team particularly enjoyed painting murals on classroom walls including a map of the world, a synonym garden and a fraction wall. When digging the foundations for the new library, there was always an audience of children and women. The girls commented on how happy the children were with so little. We achieved a great deal in the six short days we were there but the community interaction was priceless and will have a lasting impact on all team members. After a short recuperation, it was time for the five day trek in the Annapurna Conservation Area. Travelling with a team of local

guides, the hours of endless stone staircases took us up to heights with superb views of surrounding peaks, through beautiful lush wilderness, Rhododendron forests, cultivated fields, past trailside shrines, local villages and rivers. At altitude, physical exertion was harder but the team was fit and supportive of each other. Steep descents and rapid climbs continued throughout the rest of the hike. Given it was monsoon season, leeches were another challenge faced by the team, along with a day of torrential rain. The hike was well worth the effort and a significant achievement for some. In the final phase of the expedition, we went Zip Flying, White Water Rafting in the Trusili River, and visited various ancient cities and temples including some of damaged sites from the 2015 earthquake in Kathmandu. A few of us ventured to Pashupatinath, Nepal’s most important Hindu Temple on the banks of the Bagmati River which attracts hundreds of elderly Hindu’s who go there to meet death. A very unique and sacred experience. No trip would be complete without shopping. The team learnt to bargain and rucksacks were full to overflowing before the journey home. The girls all took turns at leadership positions throughout the trip and did an amazing job of getting us around Nepal, finding us good accommodation and some interesting and delicious Nepalese meals including Mo Mo’s and Dahl Baht, all within budget. It was a trip that had a lasting impact on all of us and made us appreciate things we take for granted such as a hot shower and a comfortable bed. I would highly recommend the World Challenge Expedition experience to everyone. Thanks must go to Miss Tamara Andrews for all her work behind the scenes in organising the trip. Ms Loretta Carter Mathematics Teacher

Name: Ms Kimberley Mannix Title: Art Teacher Date: 20 June 2017

N O M O R E B O R I N G A R T A N A LY S I S

“… individuals are intrigued or even inspired by different topics or issues, and that curiosity and inspiration are powerful catalysts for learning.”

Carol Ann Tomlinson – Differentiation in the Classroom

Tomlinson’s statement resonates deeply for me as a teacher of Visual Art, because Art as a subject attracts a broad range of students with various learning styles and abilities. However, most students select the subject to make art, with the theory component often being viewed as difficult or of low interest. Therefore, why do we have to do it? Understanding art gives perspective and highlights the important role the artist plays in helping us to understand the world and our place in it. Artists are story-tellers and the what, how and why of art can provide insight to students for them to create a framework for reflection on the world around them, as well as make informed decisions about their own art making. While a student’s ‘curiosity and inspiration’ to want to know more should exist, contemplative analysis for many is not easy or intuitive, it not only requires concentration but sustained effort and practice which can dampen enthusiasm and confidence. In thinking about this dilemma, I was faced with two issues – how to make Art Theory more inspiring and, how to make it more accessible. The first part of Tomlinson’ quote reads:

“If we elect to use what we know about learning, and, in fact, about ourselves, as we craft classrooms, we acknowledge that students learn in varied ways – some by hearing, others by doing, some alone, others in the company of peers, some in a rapid-fire fashion, others reflectively.” With that in mind, I am implementing a differentiated approach to Art Theory with my current Year 9 Art and Design students, creating a learning scaffold with levels of progression that I hope will lead to broader understanding, enjoyment and proficiency in the analysis of artworks. The scaffold creates an effective measurement for me to develop directed learning strategies for students and allows students ownership and control of their learning at their own pace. This in turn should harvest further development of self-efficacy and selfconfidence which can have positive implications across other disciplines and beyond the classroom. Scaffold levels for measuring student proficiency: 5. Students can objectively evaluate the impact of the work. 4. Students can explain what the artist was trying to do. 3. Students can discuss the arrangement and use of Elements and Principles. 2. Students can identify the Elements and Principles in an artwork. 1. S tudents can look at an artwork and describe it. What are they actually looking at?

The differentiation model should also help enhance the already safe, inclusive classroom environment that exists for art making by encouraging open, freewheeling dialogue and discussion around meaning and interpretation amongst the entire class and not just the few more confident or articulate students. This can be supported by teaching practices adapted to activate ‘prior knowledge’, ask ‘higher level’ questions and use ‘cold calling’ techniques that produce deeper levels of learning without the risk of alienation. Ongoing assessment to evaluate the impact will be vital for measuring the individual growth of student ‘knowledge’ and ‘understanding’. Personally, the best outcome will be when any student, despite exam results, demonstrates control of their own learning and successfully articulates and applies that to the actual ‘doing’ process of their art making. Nothing boring about that! Ms Kimberley Mannix Art Teacher

References Evidence Based Practice and Evaluating Impact. St Catherine’s PLT. 2017 Kristy Forrest for helping me realise and create a workable scaffold. Thanks KFo John Hattie, Visible Learning for Teachers Carol Ann Tomlinson, Differentiation in the Classroom Patrick Griffin, University of Melbourne http://research.acer.edu.au/cgi/viewcontent. cgi?article=1149&context=research_conference http://www.ascd.org/Publications/Books/ Overview/A-Differentiated-Approach-to-the-Common-Core.aspx

Name: Ms Mary-Anne Keratiotis Title: Debating and Public Speaking Coordinator Date: 18 July 2017

TO SPEAK OR NOT TO SPEAK

It is no secret that teenagers love to talk. They talk amongst themselves, in private, and with an increasing dependence on social media that promotes bite-sized commentary. However, that same outspoken student who is comfortable on social media can be quite reserved in a classroom setting where more complex content, language, argument, and sustained engagement are required from them. The classic cannons of rhetoric or the three pillars of public speaking mean very little to modern students, and yet they have never been more relevant in the construction of reality in the post-truth era of fake news. Historically and currently, skilled speechwriters can imbue the words of a charismatic public performer or public leader with seeming depth and authenticity. Our European counterparts have long valued the art of ‘holding your own’ in conversation; traditionally, social competence and social resilience have often been a corollary of the ability to speak to a wide range of people on a variety of topics. Indeed, the culture of social and verbal competence cannot begin early enough. We all know students who love the written word and can lose themselves happily in the world of novels, but the art of mastering the verbal word has often been considered the poor cousin. Therefore, encouraging and teaching students explicitly to articulate not only their frustration but their learning is a constant challenge for English teachers. Generating student enquiry and enabling them to articulate and share their ideas, define and evaluate their goals, and express their viewpoints on controversial issues are necessary skills, otherwise students run the risk of remaining silent academically as well as socially1.

The renewed emphasis on analysis and performance of oral language by the Victorian Curriculum and Assessment Authority (VCAA) in the new Study Design in English recognises the importance of skills required to be able to tailor one’s content, language, argument and manner for a specific audience. Students practise these skills in their English classes from Years 7 to 12, and more broadly, are invited to enter the large number of Debating and Public Speaking competitions which run throughout the year. Thus, not only do students practise the skills of rhetoric consciously, they also develop the skills of analysing when verbal language and argument are used to manipulate, exploit, cajole or entice them as an audience to agree with a speaker’s point of view. Fortunately, appeals to audience fear, creating an ‘us and them’ mentality and the construction of the ‘other’ as alien and undesirable, are all devices with which students are now familiar. In moving from a position of passive acceptance of a speaker’s views to critically challenging them, students are far more prepared to question the range of political and social viewpoints they will face beyond the School gates. Therefore, creating appropriate conditions in the classroom which ensure that students are comfortable expressing themselves, contributing to class discussions regularly, and also writing and shaping arguments in public speeches, allows their own genuine personality and perspectives to emerge and be acknowledged by their peers, rather than remaining socially invisible. Ms Mary-Anne Keratiotis Debating and Public Speaking Coordinator Reference 1. S tudents at the Center, Personalized Learning with Habits of Mind, Kallick, A. Zmuda, ASCD, 2017

Name: Mrs Melissa Dods Title: Junior School Music Coordinator Date: 25 July 2017

SHOULD THE SHOW GO ON?

“Believe in yourself and there will come a day when others will have no choice but to believe with you.”

– The Lion King

In Term 2 of this year, all students in Years 5 and 6 performed The Lion King Jr., based on the Broadway production directed by Julie Taymor and the 1994 Disney film. The students worked extremely hard to learn the songs, dances and dialogue for this famous story and loved working with our visiting choreographer Chris Barratt. The cast focused on using movement to enrich the storytelling and clearly convey important dramatic moments throughout the show. It was an exciting experience for everyone involved and attracted sell out performances. Being part of a school musical production is a great deal of fun but it is also a huge amount of hard work and commitment. When the final performance is over, those involved are left with a huge sense of achievement, espirit-de-corps and many wonderful memories. For children, these experiences are precious and full of positive learning possibilities. In many studies, researchers are now linking involvement in the Arts to enhanced child development and higher student achievement. School musicals in particular provide a range of Arts activities that benefit students. One of the most obvious benefits of being part of a school musical is the development of skills in self-presentation. Children must learn how to present themselves in front of an audience, big or small. Participation over a period of time, from the first rehearsal through to the final performance, allows students to improve their self-esteem and self-confidence, developing poise, and learning to overcome anxieties. In an article published by PBS Parents, it was noted that “When students are working towards a common goal, they appreciate that their ‘voice’ and interests are heard and understood by others. This joint effort creates a sense of secure acceptance that is critical to their self-esteem”.

Thomas Schumacher, producer of the stage version of The Lion King highlights that, “It takes an ensemble to make a show; everyone’s part is important.” Being part of a production helps teach children both self-reliance as well as collaboration in order to reach a goal. In group settings, there is less focus on winning or losing, and more emphasis on working together. For example, in musical theater, children may have to learn to work behind the scenes as well as on stage. By having to carry out a variety of tasks and roles, they are able to look at the world from different vantage points. “Music gives us a language that cuts across the disciplines, helps us to see connections and brings a more coherent meaning to our world”, says Ernest Boyer, President, Carnegie Foundation. The Arts allow for deep self-expression from a child’s heart. In a world addicted to technology, the experience of being part of a school musical production can provide students with an outlet for making creative choices, thinking new ideas and interpreting the material in expressive ways. These experiences can help our girls make sense of their emotions and the world around them, as well as developing new ways to communicate and express their ideas. Biannually, staff and students in Barbreck prepare for a period of intensive work preparing a new performance piece. The energy, time and commitment given to this project is substantial, however, I believe the educational benefits from these experiences justify these efforts. According to an ancient Chinese Proverb, “One picture is worth ten thousand words”. I think you will agree that the photos from the Junior School Musical say it all. The show must go on! Mrs Melissa Dods Junior School Music Coordinator

Name: Ms Sarah Bethune Title: ELC Coordinator Date: 31 July 2017

PR E PA R I NG YOU NG C H I L DR E N FOR T H E F U T U R E

“The power of resilience is irrefutable. We must understand and harness the power of resilience in shaping the lives of children.”

– Dr Sam Goldstein, 2013

Our young children are growing up in a fast-paced, ever-changing modern world. Characterised by busy lifestyles, technology, over-scheduling and societal pressures. In their daily lives, children will experience a range of challenges that test their resilience. It is the responsibility of families, communities and schools to work together to equip our children with the tools required navigate these challenges and live successful lives. “It’s not possible to protect our children from the ups and downs of life. Raising resilient children, however, is possible and can provide them with the tools they need to respond to the challenges of adolescence and young adulthood and navigate successfully in adulthood.” (American Academy of Paediatrics, 2007) Research has emphasised the importance of early childhood as a time for promoting resilience (Masten, Gewirtz & Sapienza, 2013) This resilience building comes from the development of social and emotional skills, including coping mechanisms. Children must learn how to problem solve in challenging situations. They also need to learn how to ‘bounce back’ from the disappointments they encounter in everyday life. We must help children to understand and manage their emotions, to build positive relationships with others and make good decisions. Our Student Wellbeing program at St Catherine’s works towards developing these life skills. “Resilience should be understood as a vital ingredient in the process of parenting all children, a process that directs our interactions as we strengthen our children’s ability to meet life’s challenges and pressures with confidence and perseverance.” (Maggie Dent, 2012)

It is important that young children are undertaken opportunities to make decisions, experience consequences, make mistakes and problem solve. This is how they begin to build resilience. We need to give children the time and space to think, make decisions and experience consequences for themselves. This is done in a supported environment where the adults around the children provide encouragement and reassurance, and discuss and role-model appropriate problem solving techniques. The more strategies and skills children learn and develop at a young age, the more resilient they will be. One of our primary aims in the Early Learning Centre is for our educators to build positive relationships with the children and to assist them to develop a sense of belonging. This forms the basis from which we can build resilience in the children. In an educational and social setting such as Campbell House, the children encounter instances on a daily basis where cognitive, physical, social and emotional challenges may arise in their work or play that they need to navigate. Children are given the space to attempt to problem solve these matters with support, guidance and role modelling from our educators. By giving children responsibility and offering them choices, young children feel a sense of belonging and competence. By giving them opportunities to do things for themselves, they realise they are capable and begin to believe in themselves. These beliefs are highlighted in our philosophy and underpin the curriculum in the Early Learning Centre. Ms Sarah Bethune ELC Coordinator References American Academy of Paediatrics (2007) Building Resilience in Children, Healthy Children Magazine, Winter Edition Dent, M (2012) The Little Things are the Big Things: Building Resilience, Blog article Goldstein, Dr S (2013) The Power of Resilience. TEDxTalks Masten, A.S, Gewirtz, A.H, Sapienza, J.K (2013) Resilience in Development: The Importance of Early Childhood, Revised Edition

Name: Mrs Sue Collister Title: Director of Boarding Services Date: 4 August 2017

LIFE IS LIKE A PUZZLE

Without all the pieces it’s not complete. At St Catherine’s Boarding House – Illawarra, the puzzle table sits at the centre of the House. Flanked by comfy sofas it is where many of the boarders congregate after School, before dinner, before prep and at times before bed. Each term, we successfully complete two large 1000 piece puzzles. Parents, boarding staff and visitors also enjoy trying to fit a piece and as one Year 11 boarder commented, “I love coming home and seeing the progress of the puzzle or doing my bit to fix the picture”. Our current puzzle, called a ‘Destiny Puzzle’ is quite challenging as there is no picture to follow – you have to use your imagination and the clues listed on the box. During the last two St Catherine’s Christmas Fairs, our families have raised money to spend at Illawarra. Initially, the girls were the recipients of a number of board games and sporting equipment. Many a game of LOGO, Scrabble, Cluedo and Guess Who?, have been enjoyed and it certainly provides girls of various ages the chance to enjoy their favourite games together. We were also very excited with the arrival of our new treadmill and exercise bike. They have both already been well utilised. The boarders are very grateful for this new equipment and would like to warmly thank the parents for their generosity. Every term at Illawarra, we either have a theme or a new activity that sets the tone for the weeks ahead. In Term 3 ‘Conversation Club’ was initiated. Starting on a Thursday evening, the aim is to provide a forum where our students whose first language is not English, have an opportunity

to talk and listen to boarders who have spoken English all their lives. This idea came from my recent travels to China where I was the one who did not understand the language and had to rely on translators. I have also been talking to some of our Chinese boarders and their guardians and felt we could really help the girls develop their language skills. At the first session in the Illawarra Library we had 12 girls from Years 10 to 12 attend. The topic was ‘describe your worst travel story’. All the girls participated and were willing to share their stories and there was much laughter in the room. It seems it doesn’t matter where we come from – we have all experienced lost luggage and missed flights! We are very proud of our place in the School’s Wellbeing Program and our motto of weShare certainly encapsulates the atmosphere of the Boarding House. Recently, I asked some of the girls for comments about Illawarra and they replied: “The time after School is nice because everyone hangs out and catches up”. “I love how welcoming everyone is, there is a great support system in the Boarding House”. ‘It’s a big, happy family”. “Sunday nights, the house is full of laughter and noise as everyone catches up on the weekend!” Mrs Sue Collister Director of Boarding Services

Name: Mrs Michelle Carroll Title: Principal Date: 4 August 2017

THE COMPLEXITY OF THE FA S T C H A NG I NG WOR L D OF WOR K

The annual Careers Breakfast provided an opportunity last Friday for our Years 11 and 12 students to gather information and the experiences of others to help shape their own career and study decisions. Mr Paul Clithero, well known author and financial analyst, says that “for many people, a job is more than an income; it’s an important part of who we are”. Choosing a career is not an end-product itself but rather a focus on a life-journey of self-examination, calculated risk taking and resilience training. In reality, we spend a lifetime learning to appreciate who we are and applying that knowledge to our private and work lives, and as we discover new parts of ourselves, our pathway shifts and a new journey begins. The challenge for school graduates today is the complexity of the fast changing world of work. In a news article posted on the Sydney Morning Herald website on the August 5, 2017, The World Economic Forum predicts “a perfect storm of business model change in all industries”. Welcome to the Exponential Age, where software and digital technologies will disrupt most traditional industries in the next five to ten years. As an example, Uber is just a software tool, a company that does not own any cars yet is now the largest taxi company in the world. Similarly, AirBnB is now the biggest hotel company in the world, although it does not own any properties. Other areas on the verge of significant change include the car industry with the emergence of self-driving cars; the prediction is that people will actually no longer own cars as transport is a mere phone call away with no parking required at the destination. The days of your daughter requiring 120 hours of driving to achieve her driver’s licence will be a thing of the past! Autonomous driving will also significantly reduce the

frequency of car accidents with the subsequent flow on effects to the car insurance industry expected to all but disappear. In the health sector, the Tricorder X, an automatic non-invasive health diagnostics system that works by taking a scan of your retina, a sample of your blood and breath to analyse 54 biomarkers that will identify one of many diseases. Within a 10 year timeframe, the price of 3D Printers reduced from $18,000 to $400. In this time, all major shoe companies started 3D Printing shoes, and in the near future, you will be able to 3D scan your feet and print the perfect shoe at home. (Gollub, 2016) As revealed by the Committee for Economic Development of Australia (CEDA), 40% of Australia’s workforce will be replaced by automation within the next 10 to 20 years. With three quarters of the fastest growing industries requiring STEM skills, it is considered essential that Australian students are inspired to pursue STEM focused careers. Andrew Norton, from the Grattan Institute, suggests universities are also assisting graduates more than ever with developing employability skills such as communication, team work and problem solving. Norton also nominates health, IT and engineering as strong career paths. Professor Brett Ninness, Pro-Vice Chancellor, Faculty of Engineering and Built Environment at the University of Newcastle supported this belief: “the labour market data indicates two areas of strongest job growth are health care and engineering”. The factors driving the growing needs for engineers with specialised skills for medical settings include our ageing population and new technologies such as virtual reality and artificial intelligence driving change in business models. And whilst many jobs will disappear, there will also be new jobs created.

Conversations about study and occupations are part of the process of building career knowledge and St Catherine’s girls are encouraged to make well-informed decisions and be open-minded with the outcome. Obtaining your university degree at first attempt may be appropriate and relevant for some, but making good decisions and remaining open to possibilities is appropriate and relevant for all. ‘Trying on’ study and experimenting with occupations are part of the process of building knowledge and career understanding. The conversations held last Friday will be among the many in their career journey. In the SMH article linked below, the following courses were highlighted by a range of universities in answer to the question: Where are the careers of tomorrow” Bachelor of Medical Engineering (Honours), University of Newcastle, ATAR 80 “Medical computing – think bioinformatics, cloud storage of medical records, virtual reality in allied health. Medical devices – implants, artificial organs and nanosystems. Signal and image – processing, scanning and imaging technologies. Biomechanics — medical robotics and prosthetics.” Electrical Engineering, Macquarie University, ATAR 80 “Global renewable energy employment increased by five per cent in 2015 to 8.1 million, reports the International Renewable Energy Agency (IRENA). Solar PV was the largest renewable energy employer, with 2.8 million jobs worldwide, an 11 per cent increase on 2014. Macquarie University says its electrical engineering students will be equipped to meet global demand.”

Combined Bachelor of Advanced Studies, University of Sydney, ATAR 80-98, depending on degree “Our new curriculum, of which the combined Bachelor of Advanced Studies is a major feature, is designed to prepare students, not just for their first job out of university, but for jobs long into the future that haven’t been invented yet,” says University of Sydney Professor Pip Pattison, Deputy ViceChancellor (Education). Computer Science, University of NSW, ATAR 92+ “UNSW Professor Toby Walsh says artificial intelligence (AI) is a growth area, with industry pleading for qualified staff. “We get employers coming to us saying they could hire all of our grad class and that’s just one company,” Walsh says. “There’s a lot of concern that automation is going to take away jobs. But one of the jobs of the future is inventing that future. The Australian Computer Society estimates there will be 100,000 extra jobs in computing by 2020.” Bachelor of Cyber Security and Behaviour, Western Sydney University, ATAR 79 “The Bachelor of Cyber Security and Behaviour enhances employability by developing technical skills alongside knowledge of the human factor in psychology, criminology and the social sciences for addressing cyber security and promoting internet safety,” says Professor Kevin Dunn, Western Sydney University Dean of Social Sciences and Psychology.

Bachelor of Laws major, Legal Futures and Technology, University of Technology, Sydney, ATAR 97.05 “The legal profession is undergoing profound change. Increasingly, technology is at the heart of a lawyer’s work, says Professor Lesley Hitchens, Dean, UTS Faculty of Law.” Global Opportunity Leadership Engagement & Development Program, University of Wollongong, ATAR 95+ “Inspire and prepare tomorrow’s international business leaders” is the thinking behind the University of Wollongong’s new Global Opportunity Leadership Engagement and Development Program (GOLEaD), starting in 2018. UoW says the undergraduate course is the first of its kind in Australia and students will study in Dubai, Hong Kong, Singapore and Wollongong, with sponsorship for travel and accommodation costs. “To prepare law graduates who are work-ready for a future driven by technology, innovation and disruption, UTS is introducing a new Bachelor of Laws major, Legal Futures and Technology, which will launch in 2018. Bachelor of Education (Early Childhood and Primary), Australian Catholic University, ATAR 74.50-77.75 “By 2022, school student numbers are anticipated to swell by up to 26 per cent nationally. More students requires more and smarter teachers.” Mrs Michelle Carroll Principal Reference http://www.smh.com.au/national/tomorrows-careers-what-to-study-in-2018-20170726-gxjedj.html

Name: Mr Tom Crebbin Title: Junior School Coordinator of Co-curricular Sport Date: 8 August 2017

G O P L AY OU T S I DE

“Children are naturally drawn to active play outdoors: it allows them to explore their environment, develop muscle strength and coordination, and gain self-confidence”. – Kathleen Alfano, Ph.D., Former Director of Child Research at Fisher-Price® Today, more than ever the opportunity to ‘go play outside’ is challenged by access to phones, computers and a myriad of other technical devices. I recall one afternoon while facilitating afterschool sports at a previous school, where one of my students, who was a perennial avoider of all things sporty, was having difficulty deciding which sport to select. Much like St Catherine’s, this School had an abundance of sports for her and other students to choose from. To lend my support, I suggested she try Volleyball. Her reply was, “I’ve tried Volleyball and did not like it very much!” I was quite impressed she had experienced Volleyball and pressed her where and when she had played. “On Nintendo, it was not fun.” Nintendo? That certainly does not cut it. As a teacher of Physical Education, I revolt at the idea that playing Volleyball on Nintendo as being a true sporting experience. Not so surprisingly, recent studies highlight the declining numbers of hours that children play outside compared to their mothers. A study by Rhonda Clements revealed “children today spend considerably less time outdoors than their mothers did as children”. The study reveals several fundamental reasons for this decline, including “dependence on television and digital media, and concerns about crime and safety”.

Observing our students taking an active role in sports and enjoying the outdoors is truly rewarding. There is nothing better than seeing an excited student go home in the evening, having scored a goal, taken a catch, or hit a home run to win the game for their House. You simply cannot download an App for that. The Barbreck House Sport system challenges our students across many sports and they display an amazing loyalty towards their House. I once remember a parent greeting her daughter after School with the news of a holiday in America, to which the student replied “But, I will miss House Cross Country!” As an educator, it is beyond rewarding to observe such strong evidence of the love and commitment our students show to their sport. Barbreck students are fortunate to have many opportunities in their primary years to explore a variety of sports that will be with them for years to come. The variety of sports on offer at Barbreck and a vibrant House system ensure all girls leave Junior School with an understanding and appreciation of a large variety of sports. Whether it is Soccer, Netball, Athletics or Orienteering; it does not really matter. Ultimately, fostering a love of physical activity is the outcome we want for our young students. A key element of any sport is physical fitness. It is not often until later years that we appreciate our own personal fitness. However, habits learnt in the primary years stay with us for life. In a study by Thomas W. Rowland and Patty S. Freedson, it was found that,” the best primary strategy for improving the long-term health of children and adolescents through exercise was to create a lifestyle pattern of regular physical activity that will carry over to the adult years.”

This suggests it is of primary importance to discover behavioral approaches that will be effective in increasing activity levels of children. As a physical educator it gives me great pleasure to run into ex-students in sporting environments, enjoying themselves with friends and more importantly, keeping fit through activity. Once you have learnt to swim properly, you do not forget, and it may be years later that you call upon that skill to help you maintain your physical fitness. Mr Tom Crebbin Junior School Coordinator of Co-curricular Sport Reference Clements R. (2004) Playworkers: An investigation of the Status of Outdoor Play, Contemporary Issues in Early Childhood, Google Scholar The Benefits of Outdoor Play. (2017, August 8). Retrieved from http://www. fisher-price.com/en_ AU/playtime/parenting/articlesandadvice/articledetail. html?article=tcm:175-20482-16 Thomas W. Rowland, Patty S. Freedson (1994) Physical Activity, Fitness, and Health in Children: A Close Look, Google Scholar

Name: Mrs Alana Moor Title: Head of ELC and Junior School Date: 9 August 2017

BEING SCHOOL READY

When deciding to send your child to school how do you know if they are ready? Head of St Catherine’s School Early Learning Centre and Junior School, Mrs Alana Moor discusses the key factors to consider when making this important decision.

An enriching early learning experience provides children with the necessary skills to not only commence school with competency and confidence, but also equip them with skills they will use throughout their lives.

From birth to eight years of age children experience more rapid brain development, and acquire more skills and knowledge, than in any other period of their lives.

To be ready for school, children need to be physically capable, emotionally and verbally prepared, able to actively listen and already have a degree of resilience. Without these skills children will not have the necessary resources to absorb the learning taking place in the school classroom. There is a real hierarchy of skill progression at this age.

By the time children have entered school they have already developed key communication, learning and thinking skills, learnt to build and maintain relationships, and formed a strong sense of their own identity. These skills and knowledge are the foundation for learning at school and throughout life. Whilst the family unit is the first and foremost educator in the early years of a child’s life the provision of early learning programs for children aged three to five are an important aspect of consolidating the necessary skills for children to be ‘school ready’. School is where you learn a lot over a long period of time. The early learning environment provides children with a wonderful start to this lifelong pathway of learning. Pre-schoolers are naturally curious and naturally striving individuals. They are competent and must be viewed as such. Children want to conquer all things. An effective Early Learning Centre (ELC) must make children feel safe, secure, cared for, happy and respected for their individual characteristics and learning styles. Educators must harness and treasure the natural inquisitiveness and desire to learn of every child – in doing this, effective learning is possible.

Children at St Catherine’s School ELC, in both the three year old and four year old programs, are empowered to do things for themselves with educators guiding the children throughout the day with planned activities that foster the development of these four important skill sets. Children are encouraged to dress themselves, pack their bags and take responsibility for their own belongings. The children are also instructed to have a go first and ask for help once they have tried to complete a task independently. One of the greatest skills a learner can possess is the courage to ask for help – to put your hand up and say you do not understand. This is a learned skill that can be taught and reinforced at a young age. If children are not encouraged to ask for help they may start avoiding challenging tasks by participating in unproductive behaviour. Understanding their own feelings and respecting the people around them is also a focus for children in our ELC. Gaining a strong sense of self, knowing your limits and learning how to respond in challenging circumstances are all skills that children will use throughout their life from the sandpit to the workplace.

Finding the right ELC can be daunting for parents. For most parents selecting your child’s ELC is the first step in an educational journey that can endure for fifteen to twenty years. This can sometimes be worrying for parents who obviously want to provide their child with the best possible start to their education. If parents remain vigilant, responsive, proactive and have an ongoing relationship with their child’s educators they will reap the rewards throughout the school years. When deciding if their preschooler is ready to take the step from early learning into school, parents are encouraged to ask themselves the following questions: • Physical Preparedness and Independence – can your child dress themselves with little or no assistance? Are they able to pack their bags and take responsibility for their own belongings? • Emotional and Verbal Readiness – can your child express themselves and ask for assistance when needed? Do they know their own limits and understand personal space? • Listening Skills – does your child know when to stop talking and actively listen? • Resilience – does your child have the determination to problem solve? Article published in MamaMag – August/September edition 2017 Mrs Alana Moor Head of ELC and Junior School

Name: Mrs Victoria Baldacchino Title: Barbreck Teacher Librarian Date: 22 August 2017

ESCAPE TO EVERYWHERE

A delicious thought isn’t it? This is the pleasure of working in a library and celebrating Book Week with its various themes. This year’s theme, ‘Escape to Everywhere’ celebrates the sheer excitement and thrill children gain from losing themselves in the world of a favourite fictional character. It encapsulates the alluring power of storytelling, and how deeply engaged and immersed one can become with characters and a great narrative. The ability to lose yourself in words and experience perspectives from various characters is a wonderful gift that can transport you anywhere in the world. Fortunately, the gift of reading is something that we all can learn to enjoy. Book Week is a great opportunity to celebrate the unique and enchanting stories and storytellers Australia has to offer, and how they bring words, images and stories into the hearts and minds of children and adults. However, our journey does not begin and end with a single week of celebration. The importance of reading and fostering a love of learning is at the forefront of the St Catherine’s Library Department. Every day, we share our passion and knowledge with the students. We recognise the importance of engaging students in reading from a very young age and the vital impact this has on their development. The body of research supporting reading to children from birth to develop a connection with language, is now mainstream and covered in every baby manual and by every parenting guru. Programs such as the ‘1000 books before school’ developed by the State Library of Victoria and facilitated through public libraries (including, in our area, Stonnington Libraries) continue that journey, through toddlerhood and well into pre-school.

Our own Early Learning Centre emphasises a strong focus on listening and the sharing of stories, this is exemplified during their Morning Meeting time, where each child becomes the storyteller and when they read books during class or researching. In addition, a weekly visit to the Barbreck Library creates literacy links and develops the independence to self-select books, share stories and also share the knowledge of books each child has loved. In Barbreck, our open access and regular classes ensure that literature, stories and information are avenues to learning, competency, contentment and excitement. The reading journey requires conversations with many practitioners and a library is no island. Staff, parents, professionals and children are on a journey together as they seek to develop proficiency and pride in decoding the written word. What journey is not satisfying, if it does not include overcoming a few hurdles? Though, for those of us who learned to read quickly and easily, it can be difficult to reconcile the journeys of others who stumble and stutter as letters dance across pages and sounds have no meaning. This quest can be eased by supportive programs and people who can steer a steady course through the variety of text styles, levels and varying interests. It can be eased by exciting initiatives such as Young Australian Best Book Awards, reading challenges, Book Week celebrations, connections with authors and experts in illustration. It shines a light in dark corners where readers struggle and illuminates a path with a brighter light to continue their journey as confident readers. Book Week has been running since 1946 and the annual themes presented, allow us to highlight a different selection from our Library collection each year. This includes picture books for very young children, more sophisticated content

and concepts, non-fiction material and also novels across a range of ages and proficiencies from beginner readers to young adults. After tales of woe and imminent demise, the children’s publishing industry are relishing in the renewed strength of the children’s publishing market and the strong demand for high quality written and illustrated word. The market is enjoying a renaissance in the demand for quality material as adults seek to share and recreate memories of their own childhoods. We understand the link between children who are capable and confident, and who enjoy reading, are also the children who experience greater academic success. We know that children who read widely experience a greater sense of wellbeing as they move through the different worlds and characters created in a story. We also realise that without inspiring texts and beautiful illustrations, the journey to reading is a much more serious (and laborious!) one.

The opportunities within Book Week allow us to escape to ‘everywhere and anywhere’ we choose. We are, indeed, fortunate at this School to possess a cohort of professionals who consistently support and journey with us as our students become proficient readers. Mrs Victoria Baldacchino Barbreck Teacher Librarian Helpful links The Children’s Book Council of Australia: https://cbca.org.au/ Early Language in Victoria Study: https://www.mcri.edu.au/research/projects/early-language-victoria-study-elvs 1000 Books Before School Program: https://www.slv.vic.gov.au/live-learn/1000-books-school and http://www.stonnington.vic.gov.au/library/Kids-and-Teens/1000-Books-Before-School Young Australian Best Book Awards: http://yabba.org.au/

PR I NC I PA L S’ A DDR E S S , 2017 SPE E C H N IG H T

Good evening distinguished guests, staff, students, families and friends of St Catherine’s School. An evening such as this is an essential opportunity to recognise the outstanding achievements of so many of our girls and rightfully celebrate their unique and diverse talents, and the personal success of our Senior School students, particularly our Year 12 girls, as they move forward in their journeys, but forever a part of St Catherine’s School. To our departing School Captain, Mackenzie Leyden, who has not missed a day of School since Year 5, and her great companion Vice Captain, Georgie Sitch, I give my heartfelt thanks. Congratulations on a magnificent year girls. Every year, our teachers have the pleasure of working with young women, each on their own path in a quest to navigate the often-mysterious landscape of life. Our vocation allows the opportunity to participate in the lives of young people and assist them, shaping what type of person they aspire to be. We should never underestimate the far-reaching implications of a teacher’s impact on a student to change their life forever. Author of The Courage to Teach, Parker Palmer suggests: “…good teaching is akin to weaving a fabric of connectedness between student, teacher and subject.” It is my great pleasure tonight to announce the fourth recipient of the St Catherine’s School Award for Excellence in Teaching and Learning. This Award is peer nominated with the overall Award recipient selected by a committee of staff members comprised of recipients of this Award from previous years. In 2017, the recipient of the Excellence in Teaching and Learning Award is well-regarded and highly respected by all her colleagues. She has made a significant contribution to

pedagogical practice in the School, working with teachers this year to develop a repertoire of classroom practice in addition to her sustained and insightful capacity to provide an outstanding education to all the students in her care. In describing this teacher, one Year 12 student recently suggested: “she can see the flame in her students.” Commencing some 12 years ago at St Catherine’s School, she has developed considerable curriculum resources namely Philosophy, Literature and English. Please join me in congratulating Ms Kristy Forrest. Our School remains committed to a vision of empowering women in an ever changing world. The great paradox of change is that – organisations – that best adapt to a changing world – know what should not change. They have a fixed anchor of guiding principles; there is an understanding of the difference between what is sacred and what is not, between ‘what we stand for’ and ‘how we do things’. This sentiment reflects the work of our School Council. And on behalf of the parents, staff and students of St Catherine’s, I would like to thank members of the School Council, and Sub-committees – Finance, Governance, Building and Property, Community Engagement, The Foundation Board and our Her Future Begins Here Campaign Team for their commitment and careful deliberation to ensure our School remains a leader in girls’ education. Thank you in particular, to Chair of Council, Mrs Jane Hodder, who is a quietly wise mentor.

Edwina Dunn, famous for her career in the UK in data analytics, is tackling a problem dear to my own heart, of how to inspire young women. Her new book, The Female Lead, sets out to inspire the next generation of girls; Dunn advocates the idea that “you need to see it, to be it.” This simple, yet visionary proposition, focuses on the need for inspiring role models at all levels of ‘leadership’ to exist for young women today. I wish to thank the SCOGA Committee, and in particular President Phoebe Norman (Olsen ‘95) , for enacting this belief every year. SCOGA’s dedication to making the authentic and often trailblazing stories of St Catherine’s women more visible. In doing so, they offer alternative and relevant role models to those ever-present in our broader popular culture. Over the course of the September break, I attended a Conference for the Australian Heads of Independent Schools in Queenstown, New Zealand. I, along with over 250 colleagues from across Australia, were encouraged to ‘walk into the wind’. This term was used to define the challenges in our role as school leaders, a role within an ever-changing world of legislation, government funding, risk management, coupled with the demands of an evolving and complex employment market in which we prepare our students to journey.

‘mobile app developer’ that no-one had heard of 10 years ago. We can even identify this shift in the language and jargon emerging. Specifically, the use of descriptions such as ‘disruptor’, and ‘change maker’ indicate that, in the workplace of tomorrow, standing out will be more important than fitting in. As I reflect on how my own professional life has evolved in the past decade, with the impact of technology so significant in our workplace and what this means to teaching in schools, I fear the great unknown is not only the uncertainty of which path a girl may take, but what the destination will look like when she gets there. For our girls, leaving with the same aspirations as their male counterparts at Scotch, Grammar, Xavier – these young men (also graduating this week) will be nine times more likely to step into leadership roles than the girls graduating this year. Indeed, in four or five years time, when the girls in front of us tonight graduate from university, they will outnumber men at record levels in Australia, yet start out earning 90 cents for every dollar their male counterparts earn. This statistic, as alarming as it is in 2017, should not deter you. Edwina Dunn’s words ring true and inspire us more than ever – you need to see it, to be it.

Indeed, taking a particular, seemingly challenging direction that our path leads us; can at times, be a walk into the wind.

It is every school’s responsibility, as it is at St Catherine’s, to equip students well for this journey.

According to The Future Jobs Report (compiled by the World Economic Forum last year), an estimated 65% of children today will end up in careers that do not yet exist.

Together, we walk into the wind. This is a walk requiring our conviction, our courage and importantly, our wisdom.

We have already seen the shift occurring with job titles like ‘social media manager’, ‘augmented reality architects’ and

From a St Catherine’s School perspective, the ‘getting of wisdom’, is not solely linked to the pursuit of academic excellence, but the development of one’s character,

commitment and the life skills required to navigate a world with integrity, empathy and wisdom. Wisdom is one of those qualities difficult to define because it encompasses so much—but people, generally, recognise wisdom when they encounter it. Girls, no matter how smart you are, and how many experiences you have had, you will encounter times when the line between right and wrong seems fuzzy, and you are not sure what choice to make. Remember, an intelligent person believes only half of what they hear; a wise person knows which half. I feel it is hard to gain wisdom when you stay in and do the same thing day after day. You become wiser when you put yourself out there, and give yourself the opportunity to learn, make mistakes and reflect on the experience. I encourage you now, more than ever, to walk into the wind. And as you walk, continue to enrich yourself with education. Read as much as you can. Be humble in new situations and use each experience as an opportunity to learn and deepen your knowledge, your wisdom. Be courageous and bold to step into the board room, or any room – your voices must be heard. In all that we do at St Catherine’s School, through the quality of our conversations, the language we use, the messages we convey – we aim to allow each girl to find their own authentic voice, to encourage the responsible use of this voice and to engender the strength of character and conviction needed to stand up for what is right.

We give our girls an opportunity to reflect, to listen, to consider and to observe opinions and attitudes, so that they are able to form their own well-conceived decisions. In the words of Eleanor Roosevelt, “The future belongs to those who believe in the beauty of their dreams.” Yet, the future does not ask if you are ready. And the future does not ask if you are wise. Girls, life will be a tapestry woven by the decisions you make. At times, it may feel like a jumble of thread – frayed, tangled, occasionally knotted – nothing really making sense. But then, you will see a glimpse of blue ribbon, woven into the tapestry years ago – and the rich colours, the texture and the patterns will become clear. Your intellect, your insight and your commitment born out of your days as a St Catherine’s girl – still visible, as it is this evening. As a School, we once again bid farewell to a cohort of aspiring young women departing through the Heyington Gates. In doing so, I am reminded of last year’s Nobel Prize winner for Literature, Bob Dylan, who in 1974 penned a lullaby for his eldest child, expressing hope that they remain strong, happy and forever young: His words: May your hands always be busy, May your feet always be swift, May you have a strong foundation, When the winds of change shift. Mrs Michelle Carroll Principal

C A P TA INS’ A DDR ESSES, 2017 SPEECH N IGH T

Good evening Mrs Carroll, Chair of Council Jane Hodder, staff, parents, students and guests. The beauty of tonight is we have the chance to stop. We can pause amidst the frenzy of our fast-paced lives. Tonight, is a night where we celebrate who we are and, what we are capable of achieving as a united force. 2017 is the perfect representation of the character and integrity of St Catherine’s. In my opinion, it has well and truly been a year of going ‘beyond’. This notion shaped our year in many ways: as students, as individuals, as a collective. Our tenacity, conviction and determination became evident in everything we put our minds to: the Year 12s stepping up as leaders whilst simultaneously committing themselves to their VCE studies, the Year 11s working tirelessly in the lead up to House Arts, the Year 10s raising awareness and reaching out for support for broader social issues through their Leadership Diplomas, the Year 9s experiencing the small, yet potent, joys of life in the Fijian Highlands.

We supported as a collective when we stood on the banks of the Barwon River in the scorching Geelong heat, the loud and proud St Catherine’s army, to cheer on every blue and gold Rowing crew that raced down the course, from the Junior Quads to the Senior VIIIs. We celebrated as a collective with applause for the intensely fierce and rhythmic performance of the Mission Impossible theme song by the Percussion Ensemble at the Gala Concert. When laughter filled the Library as the staff took on some of our star debaters in a heated, yet good-spirited discussion of whether those that cannot do, in fact, teach, we laughed as a collective. These are the moments I recall with a distinct clarity, that remind me of the great success that was 2017. As I stand here tonight, in my last address to the School, I am so grateful to belong to a community where differences are celebrated, where we are able to express our individuality and pursue our interests without fear of judgment or criticism.

But, while we stop tonight to reflect on the year that was, it is important to remember that none of this was achieved alone.

But then you have to ask, in a community in which we often have different interests, different strengths and different challenges, what is it that ultimately binds us together?

Your parents attended every Gala Concert and Music recital, just to hear your three minute rendition of Waltzing Matilda on clarinet. Your teachers spent the extra time with you to fully explain that Maths concept, or redraft that essay. Your friends sent their notes when you missed a class, or exchanged stories and laughs with you at recess and lunch.

In Year 12 Philosophy, we study the diachronic problem of identity. It is the question that asks, ‘am I the same person now that I was five or 10 years ago?’ In other words, how can I know that the me now, is the same person that sat in this Hall on my first day of Year 7 in 2012?

So perhaps our greatest moments of 2017 are those which we battled together, as an unstoppable, unyielding collective who refused to settle for complacency.

In this same way, I often reflect on how St Catherine’s is constantly evolving. What is it that ties the current

St Catherine’s to the St Catherine’s of 2012, or 1896, when the School was founded? The reality is that physical places change. People come and go. We are continuously shifting and fluctuating, things are moving, life keeps going. Today, we become part of this process, the Class of 2017. And while one day we may return and realise we no longer recognise our Year 12 English classroom, or our Year 7 locker is long gone from the Clocktower, there will still be that inextricable connection between our School, and the women that we have become. What links us together is our experience of this School. The amalgamation of every small detail and memory of St Catherine’s. We share this common zest for life and its inevitable challenges. To be a ‘St Catherine’s Girl’ is much more than proudly wearing a blue ribbon. It is an attitude, an approach to life that is characterised by a yearning to be the very best we can be. Today, as the Class of 2017 says goodbye to St Catherine’s, our hearts are filled with pride and love and the utmost respect for all the individuals who contribute to this community, but more than anything, we leave with the knowledge that we are never saying goodbye for good. As T.S. Eliot once wrote, “the end of all our exploring will be to arrive where we started and know the place for the first time.” As the final chapter of my schooling narrative comes to a close, I leave here tonight knowing the place that is St Catherine’s better than ever. Miss Mackenzie Leyden St Catherine’s School Captain 2017

To go beyond. Our School’s theme for 2017, but an unspoken philosophy at St Catherine’s for as long as I can remember. To many, the idea of ‘going beyond’ would seem like a macro-concept. Something played out in sweeping gestures of charity, academia or athleticism. But I think, at St Catherine’s, beyond takes on a different meaning. Beyond describes the thousands of small efforts that every day rub up against limitation, bias and expectation and begin to wear them down. Our small, but mighty, Rowing squad who left nothing on the river this year. The lyricism of our musicians who filled the Melbourne Recital Centre with pure, distilled energy and passion for their craft. Our national skiers. The girls who, by their own volition, sent letters of love and thoughts to their Fijian families after a hurricane swept through the villages. Thinking beyond their immediate community and seeing their role in a global village, chasing down opportunity, seeking advice and difference of opinion. St Catherine’s is continually set apart by a single phenomenon: no matter how big or small the stakes, our girls will show up and give it their all. This is why nights such as this are so important. The efforts of our girls are often understated and unassuming. The concept of ‘going that extra mile’ is so engrained in the culture of this place that perhaps we sometimes forget to stop and marvel at it. Tonight, we gather to do just that. So, what inspires this St Catherine’s instinct to see beyond the call of duty in every endeavour? I put it down to our ‘togetherness’. A quiet fortitude – a profound mutual respect. A web of individuals (staff, parents, girls past and present) brought together by their School,

but bound together by an almost familial bond. An ecosystem of intellect, wit, innovation, empathy.

are unafraid to show our congratulations, our thanks, our support, our enthusiasm, our individuality.

This ‘togetherness’ affords us a rare ability to enjoy the present. To take pause, look around, connect and care about each other. We seek opportunities to spend weeks hiking, studying and building off the grid and abroad. We do so knowing that our belonging is transferable – we can take this feeling anywhere. For years, our girls have used their understanding of true kinship to explore a global citizenship. Investing themselves wholly in, and asking questions of these experiences – how do the French celebrate Christmas? What issues matter most to teenagers in Connecticut? What does family mean to the people of Fiji? In our commitment to these new places and relationships, and the insights into ways of being and seeing what they offer, we begin to wrap others in our sense of belonging. We rarely allow these connections to be lost and so, this togetherness, transcends borders, enveloping students in France, England, Japan, children in Fiji and Nepal. Our St Catherine’s family is intercontinental.

This place is so sure of itself. That surety outwardly projects through the kindness and enthusiasm of our girls. We face the future as a unified, feminine force. Eager to attack this world using all the goodness, creativity and open-mindedness in our infantry.

There is a real firmness to our School. This is important at a time when so much surrounding femaleness is contrived or uncertain – when young women seek to perfect, filter, mask, assimilate, remain a-tonal and online. As our social media influencers are painting in broad-brush strokes of ‘the good times’, St Catherine’s teaches its girls to embrace life as intricate, messy and slow-moving at points. We understand that joy and stimulus can be found in good conversation, contradiction, critical thinking and risk. As Mrs Carroll might put it ‘daring to do’, not just the constant digestion of an Instagram feed. Through these teachings, we have created a small haven of strong females and herein we

And so, as leavers we front up to the world fearless with the understanding that these relationships will flex, morph and translate to support us in whatever the rest of our lives might bring. We understand the wider world is brimming with generations of this St Catherine’s togetherness; in every industry, every milestone and every career change it will be felt. Our schooling is longitudinal, it doesn’t stop here. Every day the humanity and empowerment taught on campus is applied to the workforce by our Old Girls. Years from now, we will continue to pull each other up, seek each other out, back each other up. This resounding fortitude will always be ours to access. I recently heard a line from singer Patti Smith that seems fitting as we gather tonight at this new beginning, “Where does it all lead? What will become of us?... It leads to each-other. We become ourselves.’” Miss Georgie Sitch St Catherine’s School Vice Captain 2017

Name: Mr Nick Racina Title: Assistant Head of Sport Date: 29 August 2017

THE RISE OF WOMEN’S SPORT

We are in the most exciting time that women’s sport has ever seen, with participation in professional and community based sports growing at unheralded rates. The health benefits of regular participation in general physical activity are widely reported, however, the specific benefits of participation in team based sports are often overlooked. Eime et al. (2013) found participation in sport to be associated with greater overall health benefits than involvement in individual based physical activity. This was closely linked to the psychological and psychosocial benefits that come from involvement in a team environment. Improvements in selfesteem, enhanced social skills and fewer depressive symptoms are among the numerous benefits that are additional to those in the physical category. These psychosocial enhancements have also been linked to advantages in the work setting, with women who have experience in team sports more adept at dealing with the social structure of the work environment. The typical trend sees females increase their participation in competitive and club/school based sport during early adolescence followed by a significant decrease in late adolescence. This change from structured sport to nonorganised physical activity may have an effect on the social and psychological health of young women (Eime et al., 2014). Barriers to sustained participation in sport amongst adolescent women include a shortage of female only sporting teams as well as a lack of female role models in professional sport and a deficiency in athlete pathways (Adriaanse & Crosswhite, 2008). While I grew up playing AFL and trying my best to be the next Robert Harvey or Nathan Buckley, these same dreams were harder to conceptualise for the young sportswomen of that time.

The rapid rise and media coverage of women’s professional sport over the past two years has made these dreams a possibility for the current St Catherine’s students and young women in our community. Likewise, opportunities to compete in dedicated female sporting teams are more accessible and sustained participation in sport is growing in several traditional sports that were once male dominated. Cricket Since the inaugural Women’s Big Bash League started in the summer of 2015, Cricket Australia has reported a 9% increase in female participation. Females now make up one quarter of participants across Australia with 315,000 women competing in 581 teams. Soccer The Football Federation of Australia has noted an 8% increase in female involvement in the past year with women accounting for 22% of all participants. St Catherine’s Years 7 & 8 students have appreciated the benefits of the push to engage females in soccer, with the South Melbourne Football Club providing expert coaching to our teams. Rugby Union Rugby Union Australia recorded a 33% increase in female Rugby 7’s participation since the Australian team won gold at the 2016 Rio Olympics.

AFL

References

The AFL recorded the greatest growth in female participation.

Australian Football League. (2016). 2016 AFL Annual Report. Retrieved 15 August 2017 from http://www.afl.com.au/afl-hq/annual-reports

In 2016, 354 new female teams were registered, an increase of 56% from 2015. A 19% increase in overall participation by women was seen with females accounting for 27% of all competitors. Over 400 women attended AFL Combine Testing prior to the AFLW competition and the AFL has committed to the Youth Girls National Championships to provide pathways for aspiring athletes. St Catherine’s saw its own ‘footy boom’ in Term 2 with over 40 students playing in the GSV competition. Over 90 AFL teams were entered in the GSV competition across the 24 member schools. We are indeed in exciting times for women’s sport and as a community, will continue to encourage sustained participation in team sports. The pathways are building to allow female athletes to achieve their potential and have dreams of success on the big stage. Mr Nick Racina Assistant Head of Sport

Adriaanse, J., & Crosswhite, J. (2008). David or Mia? The influence of gender on adolescent girls’ choice of sport role models. Women’s Studies International Forum. Cricket Australia. (2016). 2016 Annual Report. Retrieved 15 August 2017 from http://annualreport.cricketaustralia.com.au/ Eime, R., Sawyer N., Harvey J., Casey M., Westerbeek H., & Payne W. (2014). Integrating public health and sport management: sport participation trends 2001–2010. Sport Management Review. Eime, R., Young, J., Harvey, J., Charity, M., & Payne, W. (2013). A systematic review of the psychological and social benefits of participation in sport for children and adolescents: informing development of a conceptual model of health through sport. International Journal of Behavioural Nutrition and Physical Activity, 10 (98). Football Federation Australia. (2016). 2016 Annual Review. Retrieved 15 August 2017 from http://www.footballaustralia.com.au/about/annual-report/jo1181alaoms18es49teha9hz. Rugby Union Australia. (2016). Australian Rugby Union: 2016 Annual Report. Retrieved 15 August 2017 from http://www.aru.com.au/ARUAdmin/AnnualReports.aspx.

Name: Mrs Tracey McCallum Title: Humanities Teacher Date: 5 September 2017

ENCOURAGING A THINKING CLASSROOM

In any classroom at St Catherine’s School you will find the traditional teaching and learning practices in play, that is; explicit teaching of concepts mandated by the subject curriculum. It is crucial that students have an understanding of these concepts, as they provide the foundation for future learning. You will also find teachers clearly encouraging students to become critical thinkers. For students to truly engage with the subject matter and for the concepts to become meaningful, critical thinking routines are a key element of classroom teaching and learning. Late in 2016, I was fortunate to attend a conference, which focused on critical and creative thinking. As an educator I was reminded that pedagogy is not merely the action of teaching (which itself, can easily be misinterpreted as the transmission of information). Rather it is the art and science of educating children, focusing on the relationship between teaching and learning, acknowledging that skillful teacher practice is more likely to result in meaningful and sustained learning. In addition, curriculum refers to documented learning outcomes (knowledge, skills, attitudes, values, behaviours) that are considered important so that young people can make sense of, and participate fully in the world around them. Loughran (2006)

How does a critical thinking class evolve and what does it look like? Essentially, it requires the teacher to open a dialogue to encourage students to explore possibilities beyond their own. Imagine a classroom where students are working collaboratively, as well as independently, using a range of resources. Imagine the same classroom where the interactions among students, and with their teacher, are focused on making sense of the world, exploring alternative approaches to solving problems, and defending, confirming and verifying possible solutions. In this thinking classroom students are challenged, they are exposed to real life context, presented with powerful questions and have ‘fit minds’. Why is real life context an important factor in teaching or encouraging critical thinkers? A number of researchers have highlighted both the potential and challenges in creating or selecting meaningful ‘real world’ contexts for teaching and learning. A context that interests and motivates one student might hold no interest for another. Therefore, while it is important that local context, family backgrounds, characteristics, and interests when selecting ‘real world’ context are considered there is also merit in posing challenging ‘real world’ tasks that are at least imaginable and might expand students’ experiences.

Powerful questions are those where: • There is provocation; • There is a level of complexity to contend with; • There may not be an answer (yet); and • There may be more than one answer. There can be productive discussion, if not fierce debate. Students with ‘fit minds’ learn and try hard for their own sake and are resilient. They: • tend to have a resilient response to failure; • remain focused on mastering knowledge and skills even when challenged; • do not see failure as an indictment on themselves; and • believe that effort leads to success. Equipped with this knowledge of critical thinking and reflecting back on my opening paragraph, I consider the study of Business Management. The curriculum states that students are required to study the decision of management to manufacture overseas and its subsequent impact on business, consumers, government and other stakeholders. An example of the perspective offered to students is this: Businesses benefit from overseas manufacturing due to lower costs of production (the primary motivation), consumers also reap some benefit as lower costs of production may result in lower prices. While students, with guidance from their teacher can simply learn and recall this information, is it meaningful? Is it thought provoking? Not really.

So, students explore with ‘real world’ context the impact of businesses that manufacture offshore. Using their understanding of the concepts that they have learned, students are required to consider the following question: Is it okay to purchase a $5.00 t-shirt from a low cost department store? Not only is this question thought provoking, but there is a complexity to the question that sparks discussion with a wide range of ideas and opinions from students about what is right and what is not. While not all of the ideas and perspectives that students present can be used to formulate a response in a piece of assessment, the lesson is meaningful and memorable and so too is the content! Mrs Tracey McCallum Humanities Teacher Reference Sawatzki (2016) Loughran (2006)

Name: Ms Merran Oâ&#x20AC;&#x2122;Connor Title: Director of Student Wellbeing Date: 11 September 2017

R A I S I N G C O N F I D E N T, C O U R AG E O U S G I R L S

Anyone can be angry – that is easy. But to be angry with the right person, to the right degree, at the right time, for the right purpose, and in the right way-that is not easy.

– Aristotle

Parents of students in the Early Learning Centre and the Junior School at St Catherine’s had the opportunity to learn more about the partnership between our School and the Swinburne University Emotional Intelligence Unit. As part of our Girls Talk: Raising Confident, Courageous Girls parent seminar series, Justine Lomas, the University’s Emotional Intelligence Research Unit Programs Coordinator, discussed the ‘Aristotle’ Emotional Intelligence school modules. The partnership, over the past two years, has enabled St Catherine’s to draw on a wealth of research based, professional materials and classroom modules. The lessons are designed to develop emotional intelligence competencies and have been tailored by teaching staff to suit the needs of our students. The Swinburne ‘Aristotle’ Program has been formally integrated into Years 1, 2, 4 and 8, with the view to expand and reinforce the delivery of these competencies throughout the School. The lessons teach children to identify, consider and discuss how emotions work and how they can begin to manage their own experiences of strong emotions. Justine explained Emotional Intelligence as a series of abilities relating to the way in which we identify, use and regulate emotions. She noted that as the development of these skills begins in the early childhood, continuing through to adulthood, it is important that the foundations for these competencies are established early. Justine discussed how research shows that these skills can be vital for success in many areas of life including positive relationships, wellbeing, academic and occupational success.

She noted the importance of instilling emotional intelligence literacy in young children to assist them to enable and express their emotions and pointed out that we shouldn’t label emotions as positive or negative but rather as ‘helpful’ or ‘unhelpful’. This vocabulary provides children with an understanding that all emotions are of value and that it is the recognition and management of those emotions that are important. Justine emphasised the role of parents in supporting, reinforcing and modelling these same competencies. Justine shared some key research and data, explaining how it has helped to inform and shape the Aristotle Program modules. In particular, she noted the relationship between EI and IQ and noted that higher EI can maximise academic outcomes. She also discussed research that suggests improved emotional intelligence is an important protective factor against anxiety disorders and depression. She explained that with greater EI competency comes the capability to hone problem-focused coping strategies. These coping strategies are necessary to develop resilience in young people. Justine shared her own research into the correlation between low EI and greater bullying and peer victimisation. Studies have highlighted that adolescents who have lower EI may be more likely to bully and are at risk of being targets of bullies. We are most fortunate to be able to draw on Swinburne’s research and the Aristotle Program materials and we look forward to continuing the partnership to enhance these competencies in our students as part of the weThrive: Wellbeing @ St Catherine’s program. Ms Merran O’Connor Director of Student Wellbeing

Name: Mrs Melissa Braddy Title: Learning Plus Teacher Date: 12 September 2017

ENGAGING STUDENTS TO ACHIEVE

“Every child is entitled to the promise of a teacher’s optimism, enthusiasm, time and energy.”

– Carol Tomlinson, expert in differentiation.

At St Catherine’s School, no day in the Learning Plus classroom is ever the same and that is exactly how we like it. What is the Learning Plus classroom? What happens in this classroom? The Learning Plus classroom is for Years 7 to 12 students who require extension and support in their learning. For Learning Plus Educational Support we apply the research based Response to Intervention model (RtI) in our approach to assisting students with learning challenges. This is a three tiered approach, with the classroom, the therapist and the Education Support classroom coming together for the benefit of each student. There are three highly experienced Educational Support teachers in the Senior School. We all work closely alongside a range of specialists, including Speech Therapists and Psychologists. These specialists are an integral component of the Education Support team and collaboration with them is key to our programs. Together, we design and implement a wide range of programs that support the different learning needs of our students. We also support teachers in the planning of programs to meet individual needs in the classroom. In addition, we also run Parent Support Group meetings when necessary. The aim is for students to develop skills that are transferable

to life beyond the gates of St Catherine’s School. Students can achieve when they are provided with meaningful and engaging learning opportunities. It is also important to note that the most valuable resource available to us are our own colleagues at St Catherine’s, because without collaboration, our growth is limited to our own thinking. It is our responsibility to create a classroom environment where students feel comfortable expressing themselves and where students feel they are supported across the curriculum. Two Year 11 students recently made the following comments “the pre-teaching in the Education Support classroom helps us to keep up with the pace in our mainstream classes and gives us a head start on the topic or novel” and “the atmosphere is conducive to helping me work and ask questions… in the classroom I do not feel as confident to ask questions.” We are committed to authentically engaging our students in their learning and developing their self-efficacy and self-esteem as learners. Psychologist Albert Bandura defines self-efficacy as “one’s belief in one’s ability to succeed in specific situations or accomplish a task. Our self-efficacy can play a major role in how we approach goals, tasks and challenges.” In other words, as teachers we have an obligation to ensure that we are continually confirming that our student’s levels of self-efficacy are high so that they have every opportunity to engage and experience success in their own learning.

Educational testing occurs when necessary (this may occur internally or be conducted by our therapists) and results are summarised into a Personalised Learning Checklist (PLC) for staff to access. The PLC also has the voice of the student and parents after consulting with them on what strategies work best in the classroom. The PLC provides subject teachers with a summary of each student’s strengths and weaknesses, highlighting the particular areas that a student experiences difficulties in, for example, vocabulary, reading comprehension, memory, organisational skills or written expression. The PLC also provides staff with strategies to increase classroom success. We have a scope and sequence chart for our Learning Plus Education Support classes which guides the structure of each class. Each lesson has at least one literacy focus. The teaching focus may be speaking and listening, spelling and derivatives, reading and comprehension or writing (grammar and punctuation). These are based on John Munro’s (2011) High Reliability Literacy Teaching Procedures which are required for competency in literacy. There may be occasions where, due to the sequence of teaching, several literacy foci will be included. A focus on vocabulary is integral to every lesson. Vocabulary development is essential to academic success, particularly as language becomes more complex as a student progresses through the School. Students need the specific vocabulary

and language of different subjects. Our girls make use of assistive technologies, such as quizlet.com or vocab.com – online learning tools that enable students to study the key vocabulary associated with their subject areas. Vocabulary is a key indicator of language development and in particular, of success with written language. Vocabulary also accounts for a major portion of reading comprehension. If vocabulary is not mastered, this will impact on a student’s written and spoken language abilities. The focus in Years 7 and 8 classes is primarily on students building their spelling, reading decoding, fluency and comprehension skills. Programs such as Toe By Toe and Stride Ahead are evidence-based programs that build student competencies in reading and spelling, critical for learning. Our SRA Reading programs support our students with the strategies required for reading and comprehending the text they read. The SRA Expressive Writing programs assists students in developing their written and grammatical skills. The focus in Year 9 is curriculum that has elements of basic literacy skill development, in conjunction with a curriculum specific focus. Our team assist students with developing efficient spelling, writing and reading strategies for subjects they are learning. Organisational and study skills and glossary development play an important role in supporting students as they move into their exam years.

The focus in Years 10, 11 and 12 is purely subject specific. There is a focus on vocabulary development with quizlet.com, writing skills, exam literacy and study skills, all curriculum based and directly connecting with the work tasks required in the girlsâ&#x20AC;&#x2122; respective subjects. Support becomes more personalised with one-to-one support provided. We have introduced mindfulness into our classrooms with many girls finding it extremely valuable. Mindfulness can assist in dealing with the pressure and challenges of daily life. Regular practice can help combat stress, improve focus and increase resilience. Mindfulness is particularly useful during examination periods and times when assessment tasks are due. We are committed to nurturing and empowering independent young women and to this end we must continue to differentiate (plan for student differences in the classroom) for individual students through the curriculum, striving to ensure that each student is engaged and enabled to access the curriculum throughout their years at St Catherineâ&#x20AC;&#x2122;s School. The School has the pleasure of seeing individual students with learning needs achieving their goals and finishing their VCE. We are dedicated to teaching and supporting our students. Mrs Melissa Braddy Learning Plus Teacher

Name: Ms Fiona Barker Title: ELC Coordinator Date: 19 September 2017

A RICH LANGUAGE ENVIRONMENT STRENGTHENS LITERACY IN THE ELC

The search to improve achievement in literacy is worldwide. Success is seen as an important social and cultural marker. Contemporary scholars view the importance of children’s social interactions as they co-construct literacy learning. Early childhood educators play a role in children’s communities, their knowledge and literacy teaching and learning approaches.

– Australasian Journal of Early Childhood

The Early Years Learning Framework (EYLF) for Australia has a holistic approach towards literacy development. This approach is based on an ecological perspective that recognises the influences of the child’s social, cultural and prior knowledge. The EYLF states that literacy can be successfully explored through social practices and everyday routines, providing young children with opportunities to express, exchange thoughts and connect with others through gestures, sounds and language. The thought behind the framework is that we can, as educators move beyond the perspective that language and literacy development is an acquisition of skills but rather recognise the diversity of the differences in the children’s interest, experiences and prior knowledge. The rich language environment in the St Catherine’s Early Learning Centre establishes our students for success, engagement and a love of literacy. Expressive and receptive language is promoted daily as each class engages in a Morning Meeting. This gathering of the children can be a time to discuss, plan or reflect on their learning. These meetings are often thought provoking and can lead down paths that are not planned by the teachers. Vocabulary can be extended and children have an opportunity to express their point of view. The teachers are skilled at responding to the children’s comments to allow the discussions to expand. By asking open-ended questions teachers create more detail and inquiry into topics. As the children become more familiar

with this daily social routine, they become more focused, and begin asking questions of each other. They learn to respect and listen to those around them. Provocations are often brought to these meetings by the children or the adults and can be verbal, symbolic or visual. Planning and implementing literacy learning in early childhood education through play allows children to engage with language in an authentic way. Language development opportunities are interwoven into activities and experiences that are part of everyday life and engage and interest the children. Increasingly, we find that parents are eager to connect their children to commercial phonics programs as a way of becoming literate, and media pressure devalues the importance of this play-based learning approach. Creating an environment that promotes this type of learning allows the practice of literacy behaviours and language that makes sense to the children. This approach matches the way young children learn. As expressed by Edwards and Willis (2000), “it is natural for young children to seek to master and use many alternative ‘literacies,’ or avenues of symbolic representation offered by their culture, such as drawing, painting, gesture, construction, dramatic play, and words” (pp. 259-260). “Literacy learning does not ‘begin at school’; it begins at birth. Caring families foster and applaud children’s early achievements and early childhood educators complement and enhance this important learning”.

Jenni O’Connor – Early Childhood Consultant

Ms Fiona Barker ELC Coordinator Reference Australasian Journal of Early Childhood – Volume 41 Number 3 September 2016’Jenni O’Connor – Early Childhood Consultant 2011.

Name: Mr Adrian Puckering Title: Director of Curriculum Innovation and Development Date: 4 October 2017

I N VA L UA B L E L E S S O N S LEARNT ON THE SOCCER FIELD

The great Liverpool coach, Bill Shankly, once famously said that “soccer was not a matter of life and death…it was much more important than that”. Mind you, he also said that a soccer team was like a piano, you need eight people to carry it and only three to play. When the St Catherine’s Intermediate (Years 9 and 10) Soccer squad reached the Finals, they had finished top of their zone, and although they eventually succumbed to an excellent side, if accolades were to be handed out for sheer guts and determination, effort and desire, then the prize cabinets at 17 Heyington Place would be filled to the brim. As I stood on the sidelines, co-coach with Mr Alex Borlenghi, I could not help but be reminded once again how learning is transferable, how if there is such a thing as defeat then it is only an attitude and how essential getting the very simple things correct is to ultimate success. Thus, from coaching and watching the Soccer Intermediates, here is my top eight (in reverence to Shankly’s piano quip) transferable learning habits: Practice makes…better: It is not about being perfect. It is about getting better and improving. Better learning and teaching. In both soccer, and in schoolwork, effort will be rewarded. Focus on what you can control: Our team could only truly control their own effort, not the outcome. We were not focussed on the result; we were focussed on the process. Focussing on the present, getting that correct, resulted in reaching the Finals. Year 12 students in particular take notice!

Let go of mistakes: During practice and during the game we made lots of mistakes. But, how did we react? We acknowledged them, we learnt from them and then we moved past them. It is the same with learning. If you are not making mistakes, you are not being challenged, therefore, accept them, learn from them and move on. Keep learning: Speaking of learning, we are constantly doing it – learning from both our successes and our mistakes. Every member of the squad recognised that even the very best players on the team are constantly learning and working to get better. Stella, for example, had a fantastic season and yet she was without fail one of the first on to the pitch during practice and one of the last off. Being positive moves us further: Ms Merran O’Connor would have been proud. The emotional support that this squad exhibited was fantastic. Much like a car’s petrol tank, when our emotional support tanks are full, we can go a lot further. The emotional support each girl gave her teammates propelled us further, and without it, we would never have reached the Finals. In learning, we also need to support each other, encourage each other – when someone needs a smile, give them yours! Celebrate success: Success is both large and small. Jen saved a penalty, Mardi’s Mum brought her new ‘St Catherine’s blue’ soccer boots (complete with pink laces) for the Finals, Maddie didn’t get sent off, Flynn headed the ball and Mr Alex Borlenghi turned up to training…once…with fifteen minutes remaining…Nevertheless, we celebrated each occasion! We all know how to celebrate winning the big game, but we also learnt how important it is to celebrate the smaller goals we set for ourselves, in learning as well as in sport.

Become a true team player: Teams move us all forward, a great team player is someone who contributes 100%, and at the same time cooperates and collaborates with teammates to help bring out their best too. It is the same with learning, we are all standing on the shoulders of giants, so learn together, share learning and be a better learner. Win and lose with dignity: Remember, it is not the destination that is truly important, rather it is the journey, and more specifically how you approach that journey. I will finish where we started, with another Bill Shankly quote. “Soccer is a simple game made complicated by people who should know better.” – Bill Shankly In many ways, that is also true of learning and teaching. Keep it simple. Mr Adrian Puckering Director of Curriculum Innovation and Development

Name: Ms Katy Johnson Title: Mathematics Teacher Date: 10 October 2017

UNEARTHING PERSONAL STRENGTHS

“You will never know how much you can accomplish until you try. Never stop trying”

– Lailah Gifty Akita

Earlier this year, I had the privilege to join our Year 8 students on the St Catherine’s Beyond Boundaries program to Walhalla, a township on the southern edge of the Victorian Alps. As an educator, it was a great opportunity to learn more about our students and witness the girls learning new skills and acquiring knowledge that are not necessarily available in an academic classroom setting. The camp provided a unique educational adventure that so evidently taught valuable life skills helping build confidence, resilience and independence in our students. It was also tremendous fun for both teachers and students alike! It was a great privilege to see some of the girls unearth personal strengths as they rose to the challenge of the action-packed three days. The two nights were spent camping out in tents and students demonstrated great independence as they took responsibility with all aspects of the camp. From putting their own tents up, to preparing meals for the group. The students particularly relished the opportunity to prepare and cook all of their food. The difficult weather conditions provided an extra challenge for the students, however, the relentless rain and freezing temperatures did not dampen the spirits of the students. Instead, the students demonstrated true resilience and showed real positivity in the face of a challenge. They threw on their wet weather gear and made the most of their shared experience, always encouraging their peers.

Students embraced the hiking element of the camp, learning some key navigation skills en-route. As well as hiking along a section of the Australian Alps Walking Track, students were required to carry their packs with them. These contained not only their own belongings but also the food and cooking equipment that the group would need when arriving at their next camp site. Students were taught key skills with regards to packing their packs, they quickly realised that they only needed to carry the essentials as extra items meant extra weight to carry! A highlight of the camp for many was the seven kilometre raft along the Thomson River. For a number of students, this was their first experience of rafting and they embraced the opportunity to try a new sport. It required students to demonstrate good communication and team work skills in order to successfully navigate their raft down the rapids. Initial apprehension soon disappeared, as they confidently paddled down the river as a group. Upon reflection, students discovered that it became easier to overcome the challenges of the program, as a collective group. This is perhaps a valuable life-long skill which they can all draw from again, at the Mitchell River Camp. It was evident how both the independent and co-operative endeavours such as those provided on this camp, help nurture self-reliance and a belief in themselves, as they stepped outside their comfort zones, tried new things and took pride in their ability to act independently and look after themselves whilst in a safe and nurturing environment. It is invaluable experiences such as these that will prepare our students to successfully overcome the many obstacles and hurdles they will experience in their lives. Ms Katy Johnson Mathematics Teacher

Name: Miss Alyssa Flint Title: Barbreck STEM Teacher Date: 17 October 2017

BREAKING DOWN THE GENDER BIAS

We have come a long way from the days of Jane Austen, however, gender bias is still alive and very much an issue in the intellectual development of our children today. Over recent years, the debate over the role of gender has explored the impact on the development of particular skills and understandings aligned with specific genders. However, little has changed, as children as young as five are making judgements based on their worth and intellectual ability. As we move forward, what is the impact of gender bias on our girls, particularly their spatial reasoning and the impact this has in the area of Science, Technology, Engineering and Mathematics (STEM)? Gender bias refers to the support of one gender over another. Having grown up in a family of five girls, my father, a town planner, and my mother, a teacher, I lived in progressive learning environment, we played with dolls, as much as we played with Lego, explorations outside were always supported through animated discussions about what we had found and the science around it. However, it wasn’t until I stepped outside my house that I realised that this was not the case for all of my friends. From going fishing, to playing with matchbox cars and even the Lego that I loved, these activities were for boys. My schooling was no different, the boys were the ones good at maths and puzzles, I was supposed to read and colour in. While at home puzzles and Lego was still encouraged, I began to disengage from it at school, as it was not ‘play’ for girls. Current research continues to support this understanding 20 years on. A study conducted by psychologists at NYU, found that as young as five, children associated brilliance and intelligence with boys, and girls would rather select activities based on effort rather than challenge in fear of failure over the boys (Bian, Leslie, Cimpian, 2017). Our youngest learners are underestimating their ability based on gender bias. Girls are beginning to withdraw from Mathematics and Science subjects, and beginning to doubt their ability to challenge themselves at the very young age of six, that is girls in their very first year of formal education.

Dr. Javid Abdelmoneim, in conjunction with the BBC, explored this concept further through a social experiment where he dressed toddlers up as the opposite sex (2017). Unknowingly the adults that interacted with these children selected toys based on the visible gender, a doll for a girl, and a robot for a boy. Adults interactions highlighted our predisposition to discuss feelings and appearance with girls, and the mechanics of toys for boys. The use of scientific, mathematical language to discuss their thinking supported the development of the boys’ spatial reasoning, that is, the ability to think and manipulate 3D objects mentally. From as young as birth, gender bias towards Mathematics and Science is occurring. Jamie Jirot’s study also explained that as a result of boys engaging with these particular toys, including, Lego, K’NEX and other construction based materials, assisted their development of higher order executive functioning skills (2015). Skills, that as an adult enable us to navigate the world around us, from reading maps to putting together pieces of furniture, from determining the symbol and unknown side of a cube to simple mechanical functions. All of these are essential when working in the subject area of STEM. Jirot (2015), made additional links between the development of strong spatial understandings and the underrepresentation of females in STEM related fields. He asserts that the need for developing strong spatial reasoning in early primary school is essential to the development of all children but, in particular girls. A few years back, following some personal research about engaging girls in Science, I was inspired by the work of a female engineer, Debbie Sterling. A graduate from Stanford University, she shocked both herself and her family by completing her degree in the field of Engineering. In her TED talk (2013), she explained that only 14 percent of engineers worldwide are females, and yet engineers are developing ideas and products for both males and females. She did not understand the under representation. However through her study she found that her spatial reasoning and

understandings where grossly underdeveloped compared to that of her male counterparts. While her classmates had played with construction-based toys, she had played with dolls, books, and other stereotypical toys. Upon her graduation she continued to be concerned by the lack of engineers in the field, she actively explored ways in which she could ‘disrupt the pink aisle’ (Sterling, 2013). Sterling set about researching ways in which she could engage girls to understand the gender bias and work to assist girls in developing their spatial understandings. The journey she took was an explosive one, one that has changed the way we see girls’ toys today. Sterling met with girls all over America to examine ways she could engage them in engineering while building their spatial skills. In her initial observations, she found girls soon became bored with the traditional construction toys and when asked what they would like to do, the girls would answer, to read. Sterling realised that these were malemarketed construction toys and if she was to make a change, she needed to include both spatial and verbal aspects to engage a female audience. From here, she created GoldieBlox, which follows the story of Goldie, an aspiring engineer, who invents amazing things while learning engineering concepts as well as developing spatial skills. The company’s motto is ‘Girls are more than princesses’ which was reflected in their 2014 Super Bowl advertisment. Sterling was awarded Toy of the Year in 2015 as well as being recognised as a ‘Living Legacy’ for her work in inspiring girls from the National Women’s History Museum. Therefore, is it as simple as buying a set of GoldieBlox or Lego Friends set for our girls to play with? Of course not! As Jirot states, girls are not concerned about the colour of the construction material. They need to see themselves as

capable, as worthy to engage with these toys. As adults, we need to provide opportunities for girls to engage with toys and learning experiences that support the development of their spatial understandings. Playing with puzzles, building cubby houses, helping outside in the garden, even in Dad’s shed, are not just learning opportunities offered to boys. Girls need these to assist, not only in their executive functioning, but to build their self-concept. In doing so we develop role models for them to showcase what they are capable of. We need to break down the gender bias and allow our girls to be the best that they can be in all areas of their development. Miss Alyssa Flint Barbreck STEM Teacher References About GoldieBlox, Meet Debbie Sterling – GoldieBlox founder. (2017). Retrieved September 16. 2017, from https://www.goldieblox.com/pages/about Alloway, N. and King J. (1991). Self-Selection – not necessarily protection. Australian Journal of Early Childhood, 16(3), pp. 41-46 Bian, L., Leslie, S. and Cimpian A. (2017). Gender stereotypes about intellectual ability emerge early and influence children’s interests. Science, 355(6326), pp. 389-391 Gender specific toys: do you stereotype children? (2017, August 16). Retrieved September 16. 2017, from http://www.bbc.com/news/av/magazine-40936719/gender-specific-toys-do-youstereotype-children How Today’s Toys May be Harming You Daughter. (2016, December 15). Retrieved September 16. 2017, from http://www.nationalgeographic.com/magazine/2017/01/gender-toys-departmentspiece/ Jirout, J. L. (2015, January 28). Playing with Puzzles and Blocks Could Build Children’s Spatial Skills. Retrieved September 16. 2017, from http://www.psychologicalscience.org/news/releases/ playing-with-puzzles-and-blocks-may-build-childrens-spatial-skills.html#.WFFw45MrL1J Sterling, D. (2013, April 19). Inspiring the next generation of female engineers. Retrieved September 16. 2017, https://www.youtube.com/watch?v=FEeTLopLkEo#action=share

Name: Mrs Lisa Cook Title: Head of Strings Date: 24 October 2017

A N -T E - L O P E S A R E AW E - S O M E

Expanding literacy and numeracy skills through Music “Children who undertake formal, ongoing musical education have significantly higher levels of cognitive capacity, specifically in their language acquisition and numerical problem solving skills.”

– Anita Collins, Researcher in Neuroscience and Music Education

Numeracy and literacy are not areas you would commonly associate with learning to play the violin. However, without numbers and words in music, knowledge, rhythms and counting would not exist. This connection is prevalent through each child’s ability to comprehend simple instructions that are integral in the learning of an instrument, particularly the violin. I urge you to ponder the following examples. What does the violin teacher mean when you are asked to place your bow at the frog, or play (mf) mezzo forte? Why are we counting the number of syllables in words? Or, my bow needs to be divided into how many sections? Unconsciously, our Year 2 Strings students are exercising and expanding their literacy and numeracy skills each time they pick up the violin. In the Year 2 Strings program, understanding short, precise instructions is necessary for progress, not to mention, the safety of the instrument. Right from the first lesson, we introduce students to the different parts of the violin and bow such as horsehair, frog, nut, scroll, f-holes, bridge and pegs. Learning these words is not difficult because most of them already exist as part of the students formed vocabulary, however, some of the meanings are quite different. Did you say frog?

Additional to their understanding of simple instructions in the ‘mother tongue’, students are also required to learn Italian in the form of words describing musical expression or articulation. Forte (loud) and piano (soft) are introduced in the most basic pieces of music and become recognised in the abbreviated form of f and p. Other words like staccato (short) or legato (smooth) indicate the articulation of the notes. This is already a great deal of information to retain, however, it is just the beginning. In the Junior School, students learn to differentiate tonal pitches through fixed syllables and hand signs using a musical education method called Solfege. The syllables, do, re, mi, fa, so, la, ti, do synonymous with the program, are well recognised from the hit production of The Sound of Music. The hand signs are an excellent visual teaching aid which allows students to actually see the height or depth of the pitch. For string players, this is a fundamental part of their auditory development for securing accurate intonation. So, why do our girls count syllables in words? The number of syllables in a word determines the basis of the bowing patterns in this program. By saying syllables aloud, students’ aural ability heightens and the division of words becomes clearer.

In the early lessons, we commence by asking our girls to work out the number of syllables in their name. After saying and repeating their name aloud, the girls play the rhythm on their violin. They quickly learn to associate the similarities or differences between their name and the names of their peers. We develop this even further by teaching the names of the four strings based on a rhythmical pattern where each word begins with the letter name of the string. The E string for example, has the verbal pattern, ED-DIE IS AN EA-GLE. Rhythmically, this translates to TI TI TI TI TA TA. For the A string we say, AN-TE-LOPES ARE AWE-SOME, the D string, DAISY DUCK LIKES DO-NUTS and finally, the G string, GRU-MPY GOATS ARE GHAST-LY. The musical translation is the same for each rhythm. Physically, this then translates to the right forearm extending from a right angle starting point and retracting back to the starting point. The arm moves six times to correspond with each of the six syllables. In preparing to play these rhythms, students gently place their bow on the string. Before uttering a sound, they are required to determine how much pressure to apply, how fast or slow they should pull or push the bow, how much bow they should use and the starting point, (tip, middle or frog) depending on the music. To develop ability in controlling bow speed, we need to focus on bow speed, numbers and fractions. For example, to sustain a note for three counts, the girls learn to pull and push their bow at different speeds. While pulling the bow slowly in a downward direction, they realise that they can control the length of sound. Similarly, they can make a short sound by using a fast bow speed to articulate a note. The distance traveled when playing either a short note or a long note, depends upon the speed in which you pull or push the bow.

As seen below, there is an excerpt of music with specific fractions written under each note. Although this indicates the desired amount of bow, it unwittingly determines the speed. The notation in this bar consists of a dotted crotchet followed by a quaver. The dotted crotchet is equal to three quavers and is therefore three times longer. So obvious, right?

¼ ¾

With numeracy and literacy constantly being at the forefront of media reports, our Music Department places a strong emphasis on finding and building further connections with literacy and numeracy in all areas of our teaching. While it is a privilege to teach students the art of playing an instrument, and to share our love of music, it is all the more rewarding to witness the cross-curricular benefits and we take great pride seeing students improving and succeeding in all other areas of learning. A connection between learning to play the violin, literacy and numeracy? Who would have thought? Mrs Lisa Cook Head of Strings Reference http://www.smh.com.au/national/education/music-education-key-to-raising-literacy-andnumeracy-standards-20150605-ghhuw9.html

Name: Mr Tim Tainsh Title: Year 3 Teacher Date: 31 October 2017

W H AT W IL L I T TA K E?

“With a worldwide decline in student participation in STEM taking place at a time when increasingly complex global issues demand a scientifically literate citizenry, transforming how we teach Science is becoming more urgent.”

He further reiterated that “hands-on, open-ended and relevant ‘real-world’ tasks are vital – students need to understand the world around them and make rational decisions on important issues.”

To help facilitate this new way of learning there also needs to be improvement in Science teaching, professional learning and the connection between schools, universities and Science professionals in industry.

– Connie Cirkony

For most, primary school is the place where early interest in Science begins or ends. A student that does not engage with Science learning early on, is unlikely to continue the subject in high school and into university. Furthermore, significant research and report findings are highlighting that Australia’s performance in Science continues to slide due to ineffective, traditional teaching practices and an outdated curriculum, which is leading to students becoming disengaged with the subject. Research also shows that students are forming their attitudes to Science in the upper-primary, lower-secondary years. So, once they have an attitude where they think Science is too hard, for example, it is difficult to change that view. We must, therefore, plant the seeds of Science early in a child’s education. Therefore, the challenge remains, what will it take? What is needed to make primary Science education better and how can we engage children with Science? In 2006, at the conference on ‘Boosting Science learning – What will it take?’, the Australia Chief Scientist at the time, or Jim Peacock said that “Science education shouldn’t be prescriptive – it is about the ‘spark of excitement’ that stems from discovery”.

In early childhood, we should be involving children in play with the environment around them, both the biological environment as well as the physical. While the students enjoy that, it also does two things: increases their vocabulary of the world around them and it increases science observation skills. Children are curious and interested in their world, especially when they can talk about what they observe and what they engage with. With older students, we need a more hands-on and minds-on approach to Science, particularly with Chemistry and Physics-based topics. Curriculum that is inquiry-based and provides an opportunity to express and critique ideas or participate in discussion of evidence and explanation is what we should aim to achieve. There is considerable evidence that engagement with deeper learning results when students are given the opportunity to generate their own ideas and critique and refine these with teacher guidance. The integration of STEM-based education in schools has helped inspire students to relate science to their everyday lives. One of the aims of the STEM movement is to interconnect and apply scientific concepts with other

disciplines to solve real-world problems. This has helped provide students with opportunities to learn and experience hands-on science aligned with scientific working and thinking. Currently, there are several new government initiatives to improve the quality of pre-service teacher’s training in Science. Many of these involve establishing strategic links between schools and science professionals from industry. These include The Reconceptualising Maths and Science Teacher Education Programs (ReMSTEP), the STEM Professionals in Schools, the Early Learning STEM Australia (ELSA) program and the Little Scientists initiative which will target early childhood educators and teachers combining inquiry-based learning with age-appropriate STEM exploration. How is Science and ‘STEM’ being taught in the early years at St Catherine’s? We are committed to engaging our students with Science early on and this is synonymous from the very beginning with the Reggio Emilia approach in the Early Learning Centre. The skills of play and discovery (observation) and concepts of Science (in particular the natural sciences) are an integral component of the Reggio Emilia approach to learning which is grounded in inquiry and is very compatible with science education goals. It offers a science-rich context that triggers inquiries and effectively engages our students through hands-on play, sharing ideas and making connections to what students know.

In the Junior School, we are engaging students through an hour-long STEM focused lesson each week, where Years 3 and 4 students are able to apply the skills of inquiry, problemsolving and design thinking, whilst using different learning technologies. During this session, students have been fascinated by ‘Wonderbots’, using them to navigate around a labyrinth to learn about the history of code and develop a basic understanding of coding. Through Play-Doh models, students engaged in exploring the different parts of the human brain, their functions and how messages are sent to the brain when touching hot or cold items. To capture students interest from the very start of a lesson, lessons are often commenced exploring the achievements of influential female scientists, such as Ada Lovelace and Maria Mitchell. A provoking question may also be raised to incite wonderment or pose a problem to solve. In the Junior School, we are focussed on building the students scientific literacy and doing so through highly engaging, unplugged activities and hands-on constructions. Recently, they used various materials to explore what it means to have ‘flexible thinking’ and how to apply this to solving real-world scientific problems. In doing this, the students worked in pairs to sort a large collection of materials and items into two groups, ones that can flex and bend and those that are hard and rigid.

They have also explored the concepts of computational language through the creation of a maze from blocks on a board and recording the paths from start to end using directional language, similar to what is used to move characters in a software program using code. During, ‘Stem in the Morning’ students are applying the knowledge of symmetry, angles and measurement to construct periscopes and tetrahedron kites. They have also applied measurement to make fizzing soap, slime and diamond shape window decorations. These sessions, which focus on the ‘Learning by Doing’ principle, have significantly developed our student’s confidence in Mathematics and Science and their ability to relate to everyday life.

Reference https://theconversation.com/pisa-results-dont-look-good-but-before-we-panic-lets-look-at-whatwe-can-learn-from-the-latest-test-69470 http://research.acer.edu.au/cgi/viewcontent.cgi?article=1002&context=aer http://www.acer.edu.au/documents/AER51_ReimaginingSciEdu.pdf http://research.acer.edu.au/cgi/viewcontent.cgi?article=1277&context=research_conferencehttp:// www.oecdbookshop.org/browse.asp?pid=title-detail&lang=en&ds=&ISB=9789264234833http:// www.tandfonline.com/doi/abs/10.1080/02188791.2014.924387

These are truly ‘hands-on’ lessons our students are receiving. They are not only highly engaging but also very relatable for our students. It is clear that the focus of Science education should be on engaging young people, not just on developing future scientists. We need to build a culture of interest in Science that will enable Australians to cope with a future that will be very much dependent on Science and Technology. Mr Tim Tainsh Year 3 Teacher

Name: Ms Merran Oâ&#x20AC;&#x2122;Connor Title: Director of Student Wellbeing Date: 8 November 2017

R A ISI NG A GEN ER AT ION OF GEN EROSI T Y THROUGH CONNECTING WITH COMMUNITY

Clinical psychologist Andrew Fuller explains that building resilience involves creating “safe, healthy and fulfilling lives.” Providing a safe and healthy environment for children and teenagers is certainly a key role of parents and teachers, but how best should we guide young people to lead a fulfilling life? Fuller and other leading psychologists and educators believe the key to teaching young people how to find fulfilment is to give them opportunities to develop kindness, empathy, generosity and gratitude. In a world where immediate gratification and the ‘me generation’ seems to be the norm, we face the challenge of providing experiences for young people where they can learn the value of connection, community and caring. Fuller advises parents and educators to encourage young people to ‘become involved in community service projects to instil values like kindness, gratitude and compassion’.1 Resilient Youth Australia lists four domains within the ‘Fulfilment Pathway’: • Educational Engagement • Social Engagement • Positive Identity • Positive values Fuller notes there is a common thread to each of these domains: the connection between experiential learning, engagement with community and the development of self-esteem and a growing sense of purpose in life. He writes that “developing and deepening personal values is a crucial aspect of a young person’s development which eventually leads to deep commitments that guide how they think and act.”

Through community service and volunteering, young people develop empathy and resilience helping to guide them toward leading a purposeful life. Youth Volunteering Australia notes the “benefits of volunteering for young people are both personal and social, and include strengthening social relationships, developing skills, enhancing career prospects, contributing to community and ‘making a difference’.”2 It is the sense of empowerment that young people derive from making a difference that is so crucial to experiential learning of this type. Actively engaging with the community can also promote intergenerational understanding, cultural understanding and breakdown social stereotypes. As Daniel Goleman, the psychologist renowned for his research into the importance of emotional intelligence puts it, without empathy a person is “emotionally tone deaf.”3 The Community Service programs at St Catherine’s, provide an opportunity to give back to the community, but are also an integral part of educating the girls for their future. The qualities of empathy, caring and compassion are not only integral to successful relationships in any community, but research shows children who can empathise and take responsibility for others, are more likely to be happier and more successful. The Harvard Graduate School of Education’s ‘Making Caring Common’ project, notes that caring, ethical people have ‘strong relationships that are a key ingredient of happiness.’ They extend this influence to the 21st Century workplace, observing that “success often depends on collaborating effectively with others, and children who are empathic and socially aware are also better collaborators.”4 St Catherine’s Community Service programs provide the girls with the opportunity to, not only participate in, but reflect on their experiences, enabling this meaningful engagement with

themselves and the community. The Year 9 Heyington to Highlands experience resonates deeply with students, helping to shape their personal and global perspective. The Years 9 and 10 Leadership Diploma requires a minimum of 24 hours of community service but many girls choose to do more, and in some cases, continue to volunteer throughout their schooling, signifying the personal value they have gained from serving others. The Year 9 weEngage and Year 10 weEmbrace Wellbeing themes encompass these increasingly important values of community involvement. The Year 9 FareShare Schools in the Kitchen program provides meals for those in need and the Year 10 Friday Night School volunteer program, where the girls assist refugee children and teenagers with their homework, also provide opportunities for generosity. The 2018 Year 8 Central Australia Experience will likewise provide an opportunity for cross-curricular connections, personal and interpersonal growth and cultural understanding. As Mark Twain wisely observed, “To get the full value of joy you must have someone to divide it with.” The joy in their smiles in Fiji, in the FareShare kitchens or at Friday Night School is a reminder of why Community Service programs and trips are an essential part of guiding our girls toward a fulfilling and purposeful life. Ms Merran O’Connor Director of Student Wellbeing Reference 1 http://www.resilientyouth.org.au/ 2 https://docs.education.gov.au/system/files/doc/other/youth_volunteering_evidence_review_0.pdf 3 Goleman, Daniel. Working with Emotional Intelligence, Bloomsbury, 1998 4 https://mcc.gse.harvard.edu

Name: Mr Luke Russell Title: Year 2 Teacher Date: 14 November 2017

STA M PI NG OU T M AT HS A N X IE T Y

Mathematics for many of us begins as a mysterious series of symbols and squiggles. For some of us, this mystery develops into a career or passion, and for others it may become a source of stress and embarrassment that we battle with throughout our lives.

• Provide students with real life situations where Mathematical skills are imperative to giving purpose to the tasks and learning.

We have all heard adults complain that, ‘I was never any good at maths when I was a kid’ or ‘I found maths hard so I gave up as soon as I could’. Alarmingly, Mathematics anxiety has now been recorded in students as young as five years old (Ramirez, et al, 2013). This issue must be addressed in the early learning years, when students understanding of Mathematics begins.

• Encourage students to develop their own efficient strategies as well as those taught to them.

Some students can remember numbers and symbols better than others. Anxiety may arise when a student notices that others are understanding or memorising numbers and symbols easily, whilst it makes no sense to them. This is where it is important for teachers to cater for students varying learning needs, adapting lessons and teaching various number sense strategies.

• Encourage a growth mindset towards Mathematics – Instead of students thinking or saying ‘I cannot do this’ encourage students to think ‘I cannot do this yet’.

Jo Boaler, a Professor of Mathematics at Stanford University, states that “in addition to memorisation of maths facts, Maths is best learned through also including the use of numbers in different ways and situations to enable a deeper understanding of numbers, and the ways they relate to each other” (Boaler, 2015). In my classroom, I strive to create a positive environment attempting to prevent anxiety towards Mathematics. My job as a teacher is to provide the students with a learning environment where they can enjoy lessons and in turn flourish. To meet the needs of young mathematicians I believe the following is required: • Make Mathematics fun – play games! • Provide a safe learning environment where every student has the opportunity to freely ask questions, make observations and share their answers without fear of embarrassment or failure.

• Place emphasis on both accuracy and the strategy used.

• Encourage students to provide evidence or poof their answers are correct. • Provide students with opportunities to build, make, act or draw to assist finding solutions to problems.

As an early years teacher, it is also imperative to educate parents on the role they should play in their child’s Mathematics journey. Parents can help foster their children’s attitudes towards Mathematics by simply speaking positively about it and using day to day activities as opportunities to learn. For example encouraging the student to work out the change required when paying for a coffee or the newspaper. It is our responsibility as adults to foster positive attitudes and varied learning strategies towards Mathematics from an early age. Let us all work together to stamp out maths anxiety, making it a thing of the past. Mr Luke Russel Year 2 Tearcher References Boaler, J. (2015). Fluency Without Fear: Research Evidence on the Best Ways to Learn Math Facts. Youcubed at Stanford University. Ramirez, G., Gunderson, E., Levine, S., and Beilock, S. (2013). Math Anxiety, Working Memory and Math Achievement in Early Elementary School. Journal of Cognition and Development. 14 (2): 187–202.

Name: Miss Brigette Carlile Title: Physical Education and Health Teacher Date: 21 November 2017

T E A M P L AY I N G BE YON D T H E S P ORT I N G F I E L D

As we all know, it is essential for children and adolescents to participate in regular physical activity to assist in maintaining their health, as well as to develop motor skills and improve their overall quality of life. But, how do the benefits of participating in a team sport extend beyond the sporting field? Team sports have the ability to assist children in the development of friendships and camaraderie; they are able to learn about cooperation, respect and leadership. Participating in team sports also provides children with a sense of belonging and security. It helps foster resilience and empathy and learning the invaluable skills of how to work as part of a team towards a common goal (Weirsma and Fifer, 2008). Team sports often require strategic thinking, spatial awareness and challenge children to react to new, varying and unplanned situations. Additionally, extensive research has found that there are numerous benefits from participating in team sports, such as, a reduction in anxiety (Schumacher Dimech and Seiler, 2011). Participation has also proven to foster greater social competence and the ability to learn how to resolve conflicts (Howie et al., 2010). Team sports provide an excellent foundation for social development far beyond the sporting field. For girls, sport in general can be a significant confidence builder. Through participation in competitive sport, girls experience the elation of winning and the desolation of losing. Hopefully, it is from the victories and the defeats that children learn how to deal with the unexpected and start to appreciate the value of hard work. The value of team sport is that they can learn to understand and go through these new experiences and emotions together, supporting one another. A recent study has highlighted that an overwhelming percentage of women in leadership roles around the world, participated competitively in sports (Anon, 2017). “In team sports, you learn to share roles and work together towards

a common goal, which is a tremendous lesson in the workplace,” Sue Rodin (Forbes.com, 2017) says. “It increases the possibility that you will be very disciplined and focused, knowing that other people are depending on you.” The skills developed through a lifetime of participation in team sports are immensely beneficial and have proven to assist many in standing out from the crowd. “These attributes may include the ability to communicate, the ability to work well with others, competitiveness, assertiveness, and discipline” (Anon, 2017). Participation in any sport or physical activity is a vital element of one’s development. However, the possible learning experiences and benefits available from participating in team sports cannot be measured objectively. Overall, team sports can play an extremely positive role in social and emotional development. Participation provides an excellent foundation for developing friendships and provide lifelong skills that can be applied in all aspects of life. Miss Brigette Carlile Physical Education and Health Teacher References Anon, (2017). [online] Available at: www.ey.com/Publication/vwLUAssets/EY-where-will-you-findyour-next-leader/$FILE/where-will-you-find-your-next-leader-report-from-EY-and-espnw.pdf [Accessed 23 Oct. 2017]. Forbes.com. (2017). Forbes Welcome. [online] Available at: www.forbes.com/sites/ jennagoudreau/2011/10/12/secret-power-woman-play-team-sports-sarah-palin-meg-whitmanindra-nooyi/#4245a6927f49 [Accessed 23 Oct. 2017]. Harrison, P. and Narayan, G. (2003). Differences in Behavior, Psychological Factors, and Environmental Factors Associated with Participation in School Sports and Other Activities in Adolescence. Journal of School Health, 73(3), pp.113-120. Howie, L., Lukacs, S., Pastor, P., Reuben, C. and Mendola, P. (2010). Participation in Activities Outside of School Hours in Relation to Problem Behavior and Social Skills in Middle Childhood. Journal of School Health, 80(3), pp.119-125. Schumacher Dimech, A. and Seiler, R. (2011). Extra-curricular sport participation: A potential buffer against social anxiety symptoms in primary school children. Psychology of Sport and Exercise, 12(4), pp.347-354.

101

Name: Miss Sally Wilkinson Title: Careers Advisor, Humanities Teacher Date: 28 November 2017

L E T ’S FO C US ON E M PL OYA BI L I T Y SK I L L S

Our current students, Generation Z, are predicted to have 15 different jobs/careers throughout their lifetime. Why is this so? Gone are the days where you completed school, attended university then worked in your qualified industry for the remainder of your life. Instead, our students will be required to develop a ‘portfolio of careers’ according to Mr Bernard Salt, social commentator and former Partner at KPMG. Mr Salt spoke of the importance of futureproofing your career through agility, flexibility and sociability, to be able to adapt to the ever-changing workforce. To assist with this portfolio development, there is an increasing focus on employability skills, rather than prescriptive degrees. During a Careers Practitioners professional development workshop earlier this year, Julie Duncan, Talent Acquisition Director at PwC, commented that PwC recruits on potential, targeting applicants that demonstrate flexibility, adaptability and a change mindset, more so than focusing on what particular qualifications the students leave university with. Flexibility, adaptability and a change, or growth mindset, are three examples of skills that employers desire in their applicants. These skills also ensure individuals are capable of switching careers in line with the fluidity of the market and allow them to create their career portfolio. Also in high demand from employers is the ability to communicate across a myriad of platforms and audiences, work within teams, problem-solve, show creativity, initiative and self-management, adept with technology as well as planning, organisation and entrepreneurship skills. Many tertiary institutions are now taking more than just an ATAR into account when offering places to students. La Trobe University has their ASPIRE Early Admissions Program. This Program allows students to

apply for courses at La Trobe University in September before Year 12 examinations. As part of the application process students write a statement articulating their capabilities within the above mentioned skill sets. ACU also has an Early Achievers Program and as part of the application, students provide examples of their community involvement. Many universities are also requiring schools to provide references for students who are applying for scholarships, including Bond University for their Collegiate Scholarship as well as universities and colleges overseas. Within these references, teachers are asked to focus on the employability skills of the applicant. Universities have taken note of the shift in focus from degrees and courses, to employability skills. Many universities have recently developed programs that aim to develop these skills in their students, ensuring their students graduate with both a degree and employability skills that are desired by employers. Programs such as the Career Ready Advantage at La Trobe University and Student Futures at Monash University, aim to develop employability skills in their students through a range of programs and activities, whilst also keeping a record of these activities via an online platform. This is yet another example of the importance of our students attending university open days – to learn more broadly about all the opportunities offered at tertiary institutions that would not feature on a degree course outline. So, how can our students develop these employability skills? Many are already focused on significantly throughout the St Catherine’s School Leadership Diploma, undertaken by students in Years 9 and 10. Students are also encouraged to participate in regular co-curricular and community

103

service activities. Volunteering with community organisations on an ongoing basis helps to develop many of these skills, as does undertaking work experience during school holidays and subject teachers focus on developing employability skills throughout the School curriculum. Universities and employers, are looking for well-rounded students, not just those with strong results. Universities may continue to place less emphasis on only a studentâ&#x20AC;&#x2122;s ATAR, so we must ensure our students are ready for this shift. Miss Sally Wilkinson Careers Advisor, Humanities Teacher References La Trobe University. Career Ready. Retrieved on 13 November 2017 from www.latrobe.edu.au/students/opportunities/careers Monash University. Student Futures. Retrieved on 13 November 2017 from www.monash.edu/student-futures RMIT University. Employability Skills. Retrieved on 13 November 2017 from http://mams.rmit.edu.au/m1ad83koqygu.pdf State Government of Victoria. Youth Central. Retrieved on 13 November 2017 from www.youthcentral.vic.gov.au/jobs-careers/planning-your-career/employability-skills

105

Name: Mrs Amanda Ladbury-Webb Title: Mathematics Honours Program Date: 5 December 2017

SUCCESS I N T HE AUST R A LI A N M AT HEM AT ICS T RUST EN R ICHM EN T STAGE

Congratulations to all of the 2017 Mathematics Honours students on their enthusiastic participation in the Australian Mathematics Trust (AMT) Enrichment Stage. This year we were delighted to have four girls awarded High Distinctions in the Euler Stage with scores in the top six percent of all participants. They were: Angela Yu (Year 7), Gloria Meng (Year 8), Tiffany Pham (Year 8) and Jessica Yang (Year 8).

both of these qualities in their approach to the program this year. However, ‘finding the answer’ isn’t the end of the challenge as students are also tasked with writing up their solutions in a coherent and precise manner. This process generates a significant amount of learning as it involves reflecting on their solution and analysing the steps to form a structured and logical argument. For example, a complete solution to the question above requires a justification that all such numbers have been found and that there are no others.

The Enrichment Stage is a 16-week program taking place during Terms 2 and 3. It comprises seven parallel levels, all named after famous mathematicians. The Euler stage is recommended for mathematically interested Years 7 and 8 students and was completed by the Years 7 and 8 Mathematics Honours students this year. Leonard Euler was an 18th Century Swiss Mathematician after whom my favourite equation, Euler’s Identity (eiπ + 1 = 0), is named. The Gauss stage was undertaken by the Year 9 Mathematics Honours group in 2017.

While it would be possible to list all three-digit numbers and check which of them satisfy the requirements, this is not efficient nor elegant. The best solutions produced by students involved a systematic approach to reducing the set of possible values.

Students participating in the Enrichment Stage study 12 covered different mathematical topics (which are beyond the confines of the core Mathematics syllabus) and then tackled a challenging problem, set by the AMT, on each topic. The problems all involved multiple step solutions and, in many cases, it is necessary to ‘play around’ with the scenario to gain initial insight into the problem before identifying an approach to cracking it. An example of one of the Euler problems from this year is:

Problem

When the middle digit of a three-digit number N is removed, the two-digit number thus obtained is N÷16. Find all such numbers N. Determination and sustained engagement are necessary to reach an accurate solution. The Honours girls have shown

This year, the quality and rigour of the solutions produced by the girls has been particularly impressive. An example of one of the Euler problems and a solution written by a Year 7 student is:

a) Find all positive integers N such that the product 2017×N has exactly three divisors. b) Find all composite positive integers M such that the product 2017×M has exactly four divisors. Student solution a) Due to the fact that 2017×N can only have 3 factors, we can first list out all the definite factors of 2017×N: 1, 2017 and 2017N. As you can see from the above, there is no space left for a completely different factor. N must be the same number as either 1 or 2017. If we tested N=1 then 2017 will only have 2 factors: 1 and 2017. Therefore, N can only equal 2017.

107

b) I f we applied the same logic from part a) to part b) then we can first list the definite factors of 2017M: 1, 2017, 2017M and M. If we pretended that M = 4 (a square number) then the factors of 2017M would be: 1, 2017, 2017×4, 4, 2 and 2017×2. This would then give us 6 factors, which does not fit into the rules given to us. A square number already has the least number for factors any composite number can have (3 factors) so therefore there can only be one special number that can be M. The only way that M could be possible as a composite number is if all of its factors are either 1, 2017, 2017 and 2017M. That means that the factors of M must therefore be 1, 2017 and itself. Thus, only the number 4068289 (2017×2017) is possible because its factors overlap/repeat the factors of 2017M, therefore there will be exactly 4 factors. M can only equal 4068289. St Catherine’s Mathematics Honours Program provides a unique opportunity for select students to enhance their established skills and academic talent within specialised small groups. This exciting learning experience is offered to students based on their academic results, teacher recommendations and motivation. Congratulations to all the 2017 Mathematical Honours students on a fantastic year of fun and rigorous Mathematics! Mrs Amanda Ladbury-Webb Mathematics Honours Program Coordinator

109

Name: Ms Catherine Samuel Title: Deputy Head of Junior School Date: 1 December 2017

‘LEARN TO READ’ – ‘READ TO LEARN’

Throughout 2017 there was a significant amount of media coverage regarding the introduction of a Year 1 Phonics Check to be implemented across Australian schools. The purpose being to identify students that may be falling behind at an early stage in their literacy development. This has given rise to debate about the role of phonics in learning to read, and the need for additional national assessments, particularly at such a young age. Reading involves comprehension of print and constructing meaning from written language and draws upon many skills that need to be developed at the same time. In the Junior School, our goal is for students to build strong foundations as they ‘learn to read,’ so that, in turn, they can transfer these skills to ‘read to learn’. Research has shown that to be successful readers, it is essential that students to develop strong foundations in phonics. In the Junior School, we use explicit, sequential, systematic and multisensory phonics programs to build these foundations. Regular assessment of each student is conducted using a number of different formative, diagnostic and standardised assessments – carefully monitoring progress to identify any students who may be having difficulty. Students who are identified as requiring further support work closely with Learning Plus Education Support in small-group or one-on-one programs. The proposed Year 1 Phonics Check would be conducted orally and one-on-one with the classroom teacher. As we already assess and carefully monitor students’ development from Prep onwards, this assessment would not be anything new to Junior School teachers or students. However, we would need to consider carefully how the addition of the Year 1 Phonics assessment would align with our current assessment

practices. It may potentially replace an assessment we currently use to prevent ‘over testing’ or it could provide us with an additional measure to ensure we are identifying the individual needs of every student. This will be considered if the initiative is to be implemented nationally. In addition to the explicit and systematic teaching of phonics in the early years, the Junior School Reading program from Prep through to Year 6 incorporates: • Guided and reciprocal reading sessions that focus on fluency and comprehension • Explicit and sequential programs that focus on building core comprehension strategies • Many opportunities throughout the year for oral language development through reading groups, listening and speaking activities and public speaking • Building of general and subject specific vocabulary through classroom Units of Investigation and Specialist classes • Spelling programs that also focus on phonemic awareness and phonics through an explicit and systematic approach • Developing a love of literature through exposure to good literature and the Library program. Our goal is to build strong foundations and foster a love of reading in every student. From the words of Dr Seuss, ‘The more that you read, the more things you will know. The more that you learn the more places you will go’. Ms Catherine Samuel Deputy Head of Junior School

111

St Catherineâ&#x20AC;&#x2122;s School 17 Heyington Place Toorak VIC 3142 Telephone +61 3 9822 1285 Email info@stcatherines.net.au www.stcatherines.net.au CRICOS 00574F ABN 90 004 251 816