November 2009 Vol. 1, Issue 10 (PDF - 16.2Mb) - Department of ...

Shine
A publication of the Department of Education and Early Childhood Development
November 2009 | Issue 10
Xxxx
Shine 1
Autism
& sport
management
10time
tips
The best of
Children’s
Week
Students speak out
on cyberbullying

Contents Xxxx
Shine 3
30 38 56
Shine is published monthly by the
Communications Division for the
Department of Education and Early
Childhood Development,
GPO Box 4367, Melbourne 3001
ABN 52 705 101 522
www.education.vic.gov. au
Editor | Sarah Oppenheim
Phone: 9637 2914
Email: editor@edumail.vic.gov.au
DesignerS |
Jackie Jackson & Amanda Grant
Any use of this publication is welcome
within the constraints of the
Copyright Act 1968.
Publication dates 2009 |
Next issue published on 3 December
To advertise |
Contact Wayne Maxwell
or Diane Mifsud
Ph: 9637 2868 or 9637 2862
ed.advertising@edumail.vic.gov.au
To SUBSCRIBE |
Contact Wayne Maxwell
Ph: 9637 2868
Email: shine@edumail.vic.gov.au
Advertisements featured in Shine carry
no endorsement from the Department
of Education and Early Childhood
Development, either implicit or
explicit. Readers should rely on their
own inquiries and investigation. No
responsibility is accepted by DEECD
for the suitability or accuracy of
goods, services or advice contained in
advertisements.
Some material in Shine is opinionative
and does not necessarily reflect the
views of the Department.
Proudly printed by Hannanprint
Victoria under ISO 14001
Environmental Certification.
The paper used to create
this magazine comes from
certified and
sustainable forests.
Please recycle.
cover | Photo courtesy of Autism
Spectrum Australia.
News
10 Cyberbullying summit
Victoria’s biggest summit on cyberbullying
attracted hundreds of students.
19 How chess can reduce violence
Playing the age-old game of strategy can help
keep kids calm in the playground.
20 Bushfire Action Week
As the weather heats up, so do preparations
for Victoria’s imminent bushfire season.
22 Early Years Awards
Leading early childhood professionals
were recognised last month.
27 Celebrating children
National Children’s Week was awash with
colour and laughter this year.
37 Belly-dancing program
How female students are moving and shaking
their way to greater body confidence.
Regulars
Letters 5
Briefcase 6
Calendar 8
Snapshot 12
Flashback 31
Where are they now? 38
Research 52
Features
14 Autism and sport
How to help children with Autism Spectrum
Disorder enjoy playing sport and games.
24 Bastow Institute sets syllabus
The curriculum has now been established for
Melbourne’s new leadership institute.
34 Time waits for no teacher
How to manage your time more effectively
in the classroom and the staffroom.
40 Distance Ed Centre turns 100
Enjoy our retrospective look at the Distance
Education Centre, as it celebrates a centenary.
42 Interactive whiteboard wins
Teacher Joanne Blannin on why teaching is
better with an interactive whiteboard.
54 Jobs for disabled youth
How well do we prepare disabled young people
for employment - and are there jobs out there?
eLearning 62
Regional Roundup 70
Appointments 74
Classifieds 76
Curtain Call 79
Professional Development 80
Staffroom Quiz 82

4 Nov 09 Messages Xxxx
Welcome to the
November issue
Minister for Education
Bronwyn Pike
Minister for Children
and Early Childhood
Development
Maxine Morand
This year’s Children’s Week, held recently across the
state, was a fun-filled celebration of children’s right to
enjoy childhood. This annual, national event provides
opportunities for young Victorians to participate in
a range of activities provided by the Department in
partnership with local governments, schools, early
childhood services and key stakeholders. During the
week, a new initiative of the Government in partnership
with The Alannah and Madeline Foundation –
Children365 – was launched, to encourage all of us to
cherish our children every single day of the year. You can
read more about the week’s events in this edition of Shine.
Also a feature of Children’s Week were the Early Years
Awards. These awards recognise the dedication, leadership
and innovation that community partnerships contribute
to improving the health, learning, development and
wellbeing of Victorian children aged from birth to eight.
At this year’s awards, we once again celebrated those who
work to give our youngest generation the best possible
start in life. We extend our congratulations to everyone
who took part in this inspirational event.
Families, communities and governments all want the best
possible learning environments to ensure the students
of today are equipped with the skills they need to learn,
grow and thrive. Our Victorian Schools Plan, together
with the Building the Education Revolution package,
offers an unprecedented opportunity to develop modern
education facilities right across Victoria. The School
Design Awards showcase the very best in Victorian
government school design, and this year was no
exception. Congratulations to everyone involved in this
celebration of cutting-edge design – displayed in glorious
colour on pages 46 to 49 in this issue of Shine.
Secretary of the Department
of Education and Early
Childhood Development
Professor Peter Dawkins
Research demonstrates that the early years are crucial in
setting the stage for later life and that supporting families
requires comprehensive, coordinated and quality early
childhood services.
This year’s Early Years Awards once again celebrated
the positive impact of early years education and care
partnerships on Victorian children and families. Special
congratulations go to Greater Shepparton City Council
and Moorabool Shire Council, the joint winners of the
Partnerships with Families and Communities category;
Djillay Lidji Best Start Partnership, winner of the Better
Access to Early Years Services category; and Ministers’
Award winner Playgroup Victoria.
As fire season draws closer, it is vital we remain vigilant
and do as much preparation as possible to protect our
school and early childhood communities. Fire Action
Week, held from 11–18 October, was an opportunity
for the Victorian Government to work alongside local
councils and communities to lead activities designed to
boost awareness and preparedness for the approaching
bushfire season. 
Thank you to all schools and early
childhood services for your continuing work in preparing
for this year’s bushfire season.
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Xxxx
Shine 5
Briefcase
Letters
> I would like to respond to the article in the September
edition of Shine titled ‘I think, therefore I learn’ by
Eummemmering Primary School teacher Vanessa Hodgkiss
(page 40). While I agree with the points raised by Ms Hodgkiss,
I do have some concerns and reservations about teachers in
all schools being able to promote a culture of thinking within
their classroom.
The reality is that schools are busy places. If one considers
the crowded curriculum, the noise and distractions in the
classroom, the unanticipated interruptions, the specialist
lessons and so on, one reaches the conclusion that the
environment and structures in any school do not always allow our students to be
creative and deeper thinkers. Ms Hodgkiss is fortunate that she works in a school where
philosophy lessons have been timetabled into the daily curriculum and students have
the extra one hour to talk and learn about their thinking skills. This is not the case in all
schools.
Thinking occurs in all schools whether by inquiry learning or by groups of students
sharing during the literacy and numeracy block. But unless all schools have a timetabled
session it will become difficult to enable our students to become critical thinkers. We are
living in a media-saturated culture that controls a lot of the thinking of our students. The
question we need to ask ourselves is: how do we as educators encourage our students to
be more discerning when they are exposed to media influences? We need to teach how to
think carefully. Not an easy task for any teacher.
It is one’s values that influence how one thinks and acts, and there are different types of
values. Ultimately, all teachers need to teach students the value of respecting one another
and the dignity that each person has. If students are armed with this value then not only
will they become good thinkers but also good and responsible citizens.
Kon Bouzikos
Good Samaritan Primary School
Roxburgh Park
> Response
As an educator myself, I completely understand how busy the school day can get,
and the overwhelming demands placed on teachers. But developing thinking skills
definitely needs to be made a priority. Thinking is an integral part of learning, and
not a separate subject. Before my school timetabled Philosophy sessions in, it was
something that was (and still is) integrated into all areas of our teaching. The extra
time allowed us to focus more on the skills, but that extra time was not essential.
Instead, teaching for effective thinking is concerned more with the way in which
we deliver our content, and how we allow our students to think more deeply about
what they are learning in class. In fact, many teachers already encourage skills such as
reflection during their classes.
I completely agree with Mr Bouzikos regarding the media and the overwhelming
impact it can have on our students and indeed their thinking. Perhaps this is why it
is so important for us to teach our children to think for themselves. Promoting and
teaching effective thinking not only allows students to develop the skills to think
effectively, but also helps them to value good thinking, and to develop the disposition
to be thoughtful and considerate. Just as students need to be taught to write well,
they also need to be taught how to think well. And as busy as our school days may
get, teaching thinking is important, and it really can make a difference.
Vanessa Hodgkiss
Eummemmering Primary School
> The recent announcement by Deputy Prime
Minister Julia Gillard that by 2010 the public will
be able to view teachers’ qualifications is welcome
news. Whilst many of us successfully struggled in
the 1970s against post-colonial recalcitrance to
ensure that all teachers were four-year qualified,
there has still been widespread opposition to
the publication of teachers’ and administrators’
qualifications by a school for parental scrutiny.
The abolition of the Common Roll was a further
blow to the free circulation of proper information
about teachers. This new measure will help
parents, students and the community realise
just how well-qualified their teachers really are,
and give a good indication of their passion for
their work.
It may also help create pressure for teachers to
be properly funded for professional development
studies with training organisations and
universities, leading to recognised postgraduate
qualifications that will ensure growth in their
own expertise and assist in better student
outcomes.
Dr Edward Reilly
Sessional lecturer
School of Education
Victoria University
> Thank you for your excellent publication, Shine.
I work as an early years intervention teacher and
am the parent of two teenagers. Shine provides me
with hours of reading for both work and home.
As I read, I note down all the websites that are of
interest to me, then spend more hours following up
this information!
As a parent, I would also like to acknowledge
another fantastic initiative – Joining the Chorus.
My daughter has attended the solo singers
ensemble every Saturday morning for the past three
years. She has had the opportunity to meet and
work with professionals at the top of their field,
from choreographers to directors and performers.
Performing to large audiences in venues such as
the Regent and Comedy Theatres, Hisense Arena
and Albert Park are experiences she never imagined
possible! The learning experiences offered by JtC
extend far beyond the artistic, to the important life
skills of team-work, perseverance, self-discipline,
independence and city survival skills. All this for
only $200 a year! Thank you for your coverage of
JtC productions and keep up the good work!
Lesley Haine
Neerim District Rural Primary School
Email editor@edumail.vic.gov. au
Letters may be edited for space.

6 Nov 09 Briefcase Xxxx
What’s new this month
Ban the
tan this
summer
Australia has one of the highest rates of skin
cancer in the world with more than 400,000
people treated for it every year. Skin cancer
is the most preventable of all cancers, and
schools are invited to join ‘Ban the Tan this
Summer’ with the Clare Oliver Challenge.
Clare Oliver was just 26 when she died from
melanoma. By signing up for the challenge,
students will pledge to actively protect their
skin by avoiding any deliberate tanning and
following SunSmart messages – slip, slop,
slap, seek and slide. They will also help raise
funds for urgent melanoma research. For
more information, visit www.clareoliver.org
Spotlight on Melbourne
The circumstances surrounding the foundation of Melbourne and the question of
who should take credit will come under the spotlight in Batmania. The exhibition
is on show at the City Museum at Old Treasury until 6 December, and combines
contemporary art with historical artifacts.
Scholarships
for droughtaffected
students
Students in drought-affected areas may be eligible
to apply for Gardiner Dairy Scholarships. Offered
by the Gardiner Foundation to help dairy-farming
families overcome the financial hurdles associated with
further study, the scholarships aim to attract, retain and
develop talented people in the industry. Scholarships
commencing in 2010 include entry to university
undergraduate studies, up to $10,000; and entry to
TAFE programs of minimum two years’ duration, up to
$5000. Visit www.gardinerfoundation.com.au
Treasured artworks and rare manuscripts from the State Library of Victoria, modern
artworks from Heide Museum, animation and sculpture are among the pieces on
display. For more information, visit www.citymuseummelbourne.org

Indigenous
sculpture
exhibition
Melbourne Museum will host Australia’s
most extensive touring exhibition of
contemporary Indigenous sculpture with the
launch of Menagerie: Contemporary Indigenous
Sculpture on 16 December. This groundbreaking
exhibition features sculpture depicting a variety
of animals by 33 Aboriginal and Torres Strait
Islander artists, working in materials ranging
from ceramics to traditional materials such as
wood and fibre.
Visit www. museumvictoria.com.au
Talking faiths
Encompassing students from a range of faith-based and secular
government schools, the Talking Faiths exhibition documents a
project involving young people exploring interfaith issues through
a multicultural perspective. It features multimedia representations
and photographs of artworks developed by the students as part
of their conversations. The exhibition runs from 26 November
to 28 May 2010.
Visit www.museumvictoria.com.au
Xxxx
Shine 7
Briefcase
Become a
blood buddy
Take an interactive tour of a donor centre, have virtual blood
type testing and learn the real-life stories of young people
whose lives have been saved by donated blood at BloodBuddies
online. A first for Australia, this educational tool developed
by the Australian Red Cross Blood Service relates directly to
the school curriculum and will help students in Years 7–10
understand and learn all about the life-saving importance of
blood. Visit www.donateblood.com.au or call 13 14 95.
Amazing animals
on display
Wild: Amazing animals in a
changing world opens on
13 November and is the
latest addition to Melbourne
Museum’s popular Science and
Life Gallery and the biggest display
of backboned animals the museum has ever created.
The exhibition explores issues of climate change and why
biodiversity is under threat. As well as showing the kinds of
animals that are found in different parts of the world, it also
includes stories of how people are working to conserve wildlife,
and what we can do to make a difference.
Visit www.museumvictoria.com.au/scienceandlife
Installing video projectors and electronic whiteboards?
You need JED projector controllers!
The JED T460 controller’s text LCD display
shows up to 8 sources by name, audio volume,
warm-up & cool-down times, lamp hours,
and allows screen control, mute & freeze and
aspect ratio control, all with a simple 4-key
keyboard. It can be networked via the T464.
Tired of hand-held remotes, which get lost,
stolen or walk off with the teachers?
JED projector controllers work in classrooms
and lecture theatres to control audio/visual
systems. They connect to the projector via
reliable RS232 signalling and as well, can
select and control audio levels with our T441
& T461 audio units. (Relay and control outputs
can control screens, dippers and room
lighting.)
All units, including the simplest, can sense
room occupancy with a PIR detector, allowing
automatic powerdown thirty minutes
after the room empties, saving power and
lamp life.
The JED T440 is a lower cost controller which
uses LEDs as indicators and has a variety of
labelled keys for sources (Video, Computer)
and functions (Volume, Mute, Freeze).
New: JED T430 two-key … just an ON and
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8 Nov 09 Briefcase Xxxx
What’s on this month
19
November
11
15
Commemorate
the sacrifices made
in times of war,
specifically since the
First World War,
on Remembrance
Day. Lay wreaths at
the local cenotaph
or around your
flagpole, lower the
flag to half-mast,
and play The
Last Post before
observing a
minute’s silence at
the traditional time
of 11am.
Don’t miss the Premier’s Reading Challenge Achievers
honour roll lift-out in the Age today. The Reading Challenge
closed on 31 August, and involved 123,000 Victorian students.
16
19
30
Today is the International Day for Tolerance; a day to raise
awareness, promote tolerance, and to celebrate the many
cultures that coexist in our community. To recognise the day,
encourage your students to research various cultures and
present their findings to the class.
It’s the day that Year 12 teachers and students across the
state have been waiting for: VCE exams finish. The hard
work is done, tests are over and its time to celebrate as
students say goodbye to high school and embrace the next
stage of life.
Consultation closes for the draft senior secondary Heritage
Language Courses. The VCAA has worked in collaboration
with New South Wales and South Australia to develop
the draft courses, which include Chinese (Mandarin),
Indonesian, Japanese and Korean. To view the draft courses
and complete an online consultation survey, visit www.vcaa.
vic.edu.au/vce/studies/index.html. A consultation briefing
will also be held on Monday 9 November from 5pm.
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Xxxx
Determined faces and exuberant smiles – it was all part of the 2009 Victorian Cross Country Championships for Students with an
Intellectual Disability, held last month at the Glenhuntly Athletics Club in Melbourne. Over 250 students from schools across the
state competed over a 2.8km circuit, and Olympian Sonia O’Sullivan was on hand to present medals. Photos by Les O’Rourke

Cyberethics summit
showcases student voice
Victoria’s biggest summit on cyberbullying and
positive online behaviour attracted hundreds
of students and teachers from around the state.
More than 240 students from 60 schools around the state attended
the Leading in a Digital World – Student Summit on safe and
responsible online behaviour. The summit provided students with
the opportunity to take a leadership role and give voice to Victoria’s
approach to ethical online behaviour. Students discussed the
academic, social and wellbeing potential of new technologies and
the issues that affect them as citizens of the digital age. A concurrent
professional learning program was provided for teachers to support
the students’ strategies back in their schools.
Addressing the crowd of students at the summit, Victorian Premier
John Brumby said that acting with respect was just as important in
cyberspace as it was in everyday life. “I applaud those of you who
are here for taking on the role of custodians of this new technology
and helping to shape the way online communication is used and
developed in the future,” he said.
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“Advances in computer technology have changed the way we learn, find
information and interact with others. Young Victorians in particular have
embraced this cyberspace revolution at home and at school, but the openness
and ease of online communication comes with a downside – threats, hacking,
inappropriate comments and bullying. Respect for ourselves, others and the
community is the key to a healthy, friendly and productive community –
both on and offline.”
Minister for Education Bronwyn Pike said the summit was among a
range of the actions the Government was taking to increase respect within
communities. “We are asking young people to become part of the solution
to the social issues that not only affect young people but also each and every
one of us,” she said. “By seeking input and involvement from our young
people we can all work together to promote harmonious communities
online and offline.”
As an outcome of the summit, students’ opinions will be collected for
consideration in refining policies and practices regarding the responsible
use of digital technologies. A declaration and an action plan will be drafted
that can be adopted by Victorian schools to demonstrate their student-led
commitment to positive online learning experiences.
What teachers think
“Cyberbullying is cruel. It’s personal and it’s
very cowardly. Unfortunately, it’s facilitated at
any time of the day or night thanks to modern
technology.”
Elida Brereton
Principal, Camberwell High School
“It comes down to encouraging students to make
proper choices and to treat others with respect. ”
Scott Balliet
Courtenay Gardens Primary School
“There’s a lot of finger pointing at teachers, but
it’s parents who are out of the loop when it comes
to cyberbullying. One thing that schools could be
doing is running more information sessions for
parents on cyberbulling.”
Briony Heneberry
Teacher, Brentwood Secondary College
What students think
The following are text messages that were sent by students during
the summit.
“Remember, think before you post. Once it’s out there, it’s no
longer your property; would you like you parents to see pics
from last nights party?”
“We need to be aware of the way people write messages
because we don’t know how the other friend could take it.
We need to use our language and be more polite.”
“It’s all good and well to say all the stuff we are saying, but
how is what we are doing going to make a difference? What
steps are in place with the government and how could the
internet change?”
“I was so touched at how many people get bullied each day.
It’s so sad.”
“People are too open about displaying their private details on
their Facebook or MySpace page. This opens up even more
problems concerning behaving responsibly online.”
“We’re going to hold parent info nights to show them how
the internet works – that it can be safe if used the right way.”
The Formation Of Our
National Identity
Children go on a journey
of key historical events
between the landing Terra Australis
of the First Fleet to
the formation of
Oi! Oi! Oi!
Federation (1787–1901). Drama Workshop For Years 3–6
Events include the
Eureka Stockade, early
explorers, bushrangers and
forming our national identity.
This fast paced drama uses
props and costumes to give
children a good overview of
this period. All workshops
meet the VELS for
drama.Workshops cater
for up to 30 students
per session and run
for 1 hour at your
school. Available all
year, every year.
www.thedramatoolbox.com.au Phone: (03) 9870 1060
Mathematics Specialist Teacher
Victorian Office – 2010
The Australian Bureau of Statistics
is seeking a Mathematics teacher
for 2010. The successful applicant
will be required to develop
resources aimed at increasing the
statistical literacy and capability of
teachers and students.
For further information, go to www.abs.gov.au/careers
or contact Christine Sergi on 9615 7695 or 0419 876 921

12 Nov 09
Xxxx
Snapshot
7:30am, Base Camp, Mt Everest
Got a great pic? Email your high-resolution photo
to editor@edumail.vic.gov.au to win a pack of
photographic resources.
“When I took this photo I had lost seven kilograms, had suffered from the ‘Kumbu cough’ for days, had a resting heart rate of 90 bpm,
was taking diamoxin so that my body could be more effective with oxygen and I wouldn’t feel so awful, and I hadn’t washed properly
in 11 days. But that is all insignificant when you are looking through a camera lens at the gateway to the biggest mountain on Earth;
Everest’s icefall at 17,500ft is the place where dreams are made. If you ever get to take this photo you realise that anything is possible
if you want it enough.” Photo sent in by Ann Robinson, Caroline Springs College
Send us your snapshot!
Email your high-resolution photo to editor@edumail.vic.gov.au.

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Emotions were flying high last month when the new Indigenous children’s centre – Babup Wilam for Early Learning – was officially
opened in Lalor, in Melbourne’s northern suburbs. The latest population figures indicate there are 104 Aboriginal children aged
0–4 living in the Whittlesea municipality, with 23 babies born last year. Babup Wilam (which means ‘children’s place’ in Wurundjeri)
will help to support this Indigenous community, by giving local children specialised early childhood services. Pictured here, from
left to right, are: Harry Jenkins MP; Cr Mary Lalios, Mayor; Karen Bryant, Chair, Whittlesea Aboriginal Early Years Working Group; Cr
Kris Pavlidis; Kaiya; Minister for Children and Early Childhood Development Maxine Morand; local mum Jackie Mundy with children
Jaydean and Noah; and Minister for Transport Peter Batchelor. Photo by Michelle Dunn
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Shepparton 25-26
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$418 (Inc. GST, Catering & Comp. Resources)
* Follow-Up Workshop:
$220 (Inc. GST & Catering)
**Advanced Course:
2010 Cost TBA (Inc. GST, Catering &
Comp. Resources)
Download rego forms from
www.thrass.com.au and
fax to 08 9244 4044 or
Tel. 08 9244 2119 for us to fax you a form.

14 Nov 09
Xxxx
Helping autistic
children to
enjoy
playing
sport

Many typically developing
children derive pleasure, fitness
and friendship from playing
sport and being physically
active. And quite often, parents and teachers
believe that encouraging a child with ASD
(autism spectrum disorder) to participate in
sport is a good way to increase their social skills.
Unfortunately, there are many elements of
ASD that can make exercise and sports
participation more difficult for these children
than for their peers.
Although it’s not a key feature needed for
diagnosis of ASD, many children on the
spectrum have pronounced difficulties with
fine and gross motor coordination. During the
preschool years, many children with ASD require
structured teaching in fine motor skills such as
drawing (and later, writing), and gross motor
skills, such as the balance, coordination and
motor planning required to run and climb.
Many other factors may compound the problem
of sports participation for children with ASD,
including their difficulties with imitation. Many
sports instructors use demonstration as a way to
teach players new skills. Liane Holliday Willey
is an adult with Asperger’s syndrome, who in
her book Pretending to be Normal speaks of her
difficulty imitating the actions of the instructor
in aerobics classes.
It is theorised that individuals
with ASD have difficulties with
the planning, organisation and
execution of tasks, including
those that involve planning
a sequence of physical
movements.
This is particularly true of having an instructor
stand in front of a child, facing them, and
demonstrating a skill that requires ‘mirroring’
(copying with the right hand, when this
corresponds visually with the child’s left side of
the body). Suggested ways to help are standing
next to the child and demonstrating the skill
in front of a mirror, or standing in front of the
child, but facing away from them, so in both
instances the child can copy the action with the
left or right side of the body without having to
reverse which limb is used in comparison with
the instructor.
Children are required to follow instructions
when learning a new game or sport. A key
difficulty for children with ASD is the problems
they experience with language comprehension.
One helpful strategy is to use visual supports,
Xxxx
Shine 15
such as pictures of what actions need to be
completed. Another solution to help a child with
ASD understand how they should move their
body is to physically guide them through the
actions – as long as the child will tolerate touch.
If a child is reluctant, always warn them first
before touch is used, and try to use firm rather
than light touch.
Another way to improve a
student’s tolerance of exercise
is to gradually increase physical
activity, such as by slowly
building on the time or
distance a child walks.
It is theorised that individuals with ASD have
difficulties with the planning, organisation and
execution of tasks, including those that involve
planning a sequence of physical movements. Such
planning is referred to as ‘executive functioning’,
controlled by the brain’s frontal lobe. A child
with ASD may need assistance in recognising
and carrying out the ‘steps’ involved in a physical
action, such as throwing a ball. This may be aided
by visual supports, such as pictures, or depending
on the child’s level of literacy, listing the steps
in written form, practicing each one and then
‘chaining’ the steps together (see box).
Children with ASD can experience high levels
of anxiety. A student with ASD might be
anxious about their heart beating too fast when
they engage in physical activity, thinking that
they will die, or something else that is similarly
catastrophic will happen. The student may be
anxious about the sensory sensation of becoming
hot and then sweating. Such children may need
to participate in low impact activities, such as
walking or swimming, or be reassured about the
normality of their heart rate increasing when
exercising (see box).
Another way to improve a student’s tolerance
of exercise is to gradually increase physical
activity, such as by slowly building on the time
or distance a child walks. Ironically, exercise
participation can help anxious students with
ASD, as the endorphin rush experienced after
exercise can be soothing and calming for an
anxious child, so even a gradual, small increase in
physical exertion is beneficial in the long run.
Associated with anxiety in ASD can be a need
for perfectionism, especially in children with
Asperger’s syndrome. They might expect that
they can play like an elite athlete the first time
they play a sport, and become discouraged and
quit when this does not occur. In team sports,
the student with ASD might become fixated on
everyone following the rules, and become overly

16 Nov 09
Xxxx
upset when the referee does not notice every infringement.
To assist with an unrealistic expectation of their skills, the student
may need it explicitly pointed out that people learning to play sport
for the first time are ‘beginners’, and it is common for beginners
to make some mistakes until they learn all the rules and skills
involved. The job of a ‘beginner’ is to practice a lot to get better at
the skills, until the skills come naturally. A person who has played
for a long time, and who is very good at the sport is an ‘experienced’
or ‘professional’ athlete. Someone who plays in an AFL team is a
‘professional’, and it’s very unlikely a ‘beginner’ will be able to play
just like the ‘professional’. Be sure to tell the student ‘You are a
beginner’.
All students diagnosed with ASD demonstrate difficulties with social
interaction. Team sports in particular require social understanding.
The student must understand the concept of a team, and be able to
recognise who is on their team. They must not be fooled by members
of the opposing team saying ‘pass it to me’. They have to remember
the rules of the game, such as where they have to stand in relation
to others. Often non-verbal cues are used by teammates, such as a
glance imploring the others to pass to them.
During a game, there is also a lot of sensory information, such
as movement and noise. Combining these issues with all of the
difficulties described above can mean that in a team sport there is
just too much going on at one time for a child with ASD to be able
to process everything. If it’s important that the child with ASD
plays team sport, or they are very motivated to do so, the discrete
skills involved in the sport should be taught separately, then put all
together (as the case study shows). If the student is having difficulty,
then the expectation of them should be moved to a lower level of
complexity, until they master skills at that level.
Some appropriate alternatives to a team sport are individual sports
like golf, swimming, or martial arts. A student with ASD can learn
and progress at their own pace, and compete against their own best,
rather than against other people. Luke Jackson, author of Freaks,
Geeks and Asperger Syndrome (written at the tender age of 13)
described martial arts as a wonderful way to gain fitness, discipline
and learn self-defence without team interaction and competition.
The sequential nature of earning ‘stripes’ and progressing in belt
colour can be very reassuring for a child with ASD, as there is
routine and predictability in each lesson, and in the ‘promotion’
through the ranks.
A novel way to engage students with ASD in physical activity is
to incorporate their preference for visual media, such as computer
game consoles. Add-ons, such as iToy and Wii Fit include games
where the child completes physical actions as part of the game. Wii
sports in particular enables children to exercise at the same time as
they enjoy computer games, and would help teach the body actions
needed to perform discrete actions related to various sports. This may
later lead to greater success in then using actual sports equipment to
play individual and, eventually, team sports.
If all these strategies fail to help a student with ASD happily
participate in physical activity, then teaching staff may consider
alternative ways to include them in such activities, such as being a
time-keeper, manning the scoreboard, acting as referee, statistician,
water-bearer, line-marker, or whatever task means they can feel an
important part of the activity.
Adam’s Alternative Sports Day is a great novel in which the character
with ASD is given alternative tasks to feel included in the school
sports carnival. This work of fiction may give inspiration to primary
school students and their teaching staff alike.
Kirsty Kerr is a psychologist with the Autism Behavioural Intervention
Association (ABIA) who specialises in autism spectrum disorder. ABIA
offers a consultancy service to schools whereby a psychologist can present
a PD session for school staff, complete an observation visit for a specific
child and offer classroom strategies, or help you to modify teaching and
curriculum for a specific child. For more information, call 9830 0677.
Throwing a ball, step-by-step
A child with ASD may need assistance in recognising and carrying out the ‘steps’ involved in a physical action,
such as throwing a ball. This may be aided by visual supports, such as pictures, or depending on the child’s
level of literacy, listing the steps in written form, practicing each one and then ‘chaining’ the steps together.
1. Open hand
2. Place hand over the ball
3. Close fingers
4. Pick up ball
5. Move hand back behind head, in line with shoulders
6. Move hand forward quickly, moving ball over the shoulder
7. Loosen fingers on ball quickly so that it flies out of the hand

Case Study
Alfonso was a Year 4 student with high-functioning
autism. He recognised that other children had
friends in the playground, and as he was having
difficulties making and keeping friends, he decided
that he would no longer go to school. Part of the
intervention to address his school refusal was to
teach him a sport, as he claimed ‘all the popular
kids play a sport’, and ‘You can’t have friends unless
you play sport’.
Australian Rules Football was taught to Alfonso, as
this was the game most other boys his age played at
recess. Alfonso was taught how to kick, bounce and
catch the ball. He was then taught how to kick for a
goal, and how to hand-pass. When he was proficient
with these skills, Alfonso was then taught the rules
of the game, and shown how to include handballs,
bouncing and kicking for a goal into the game.
When returning to school, Alfonso was assisted to
join the other boys from his year level in a footy
game at lunchtime. Unfortunately, as the children
in the playground did not wear team jumpers as per
AFL games, Alfonso had difficulty telling who was
Xxxx
on his team, as the composition changed from one
lunchtime to the next. Due to the difficulties this
caused, the intervention was changed somewhat
to decrease the complexity.
Alfonso was then introduced to a small group of
boys in a younger grade who liked football, but
rather than playing a formal match, just played
‘kick-to-kick’. Alfonso was encouraged to bring
his own football, and taught to join this group
for the less formal game. Alfonso enjoyed this
immensely, as he was able to teach the younger
children how to hand-pass. They looked up to him
as he knew all the rules of AFL. Alfonso was also
encouraged to practice his formal game skills in
PE (physical education) where the children wore
bibs to differentiate the two teams.
Shine 17
Eventually, with some persuasion from teaching
staff, the other children in Alfonso’s year level were
encouraged to differentiate ‘teams’ by having one
team turn their school jumper inside out whilst they
played. This then gave Alfonso a visual cue about
who his teammates were.

A fast heartbeat is okay
Sometimes a little story can help a student with ASD recognise that an
increased heart rate is safe. Read and re-read this story to your students
with ASD before and after exercise and this can help to calm their anxiety.
My heart is an organ in my body. It’s job is to pump blood around my body.
When my heart beats it makes a little ‘bump-bump’ in my chest.
Usually I cannot notice my heart beating unless I concentrate hard.
When I am relaxed, my heart beats softly. This is called my ‘resting heart-rate’.
Sometimes my heart beats faster than the ‘resting heart-rate’.
This might happen when I am really excited, or scared, or when I do exercise.
Then I will be able to feel my heart beating harder.
It may feel like a ‘pulsing’ or ‘throbbing’ in my chest.
When I do exercise it’s a good thing if I can feel my heart beating.
This shows I am working my body harder, and helping myself to be fit.
It is okay if I can feel my heart beating faster. I am safe.
I try to stay calm and take deep breaths when I am finished exercising.
This helps my heart slow down,
until I can’t notice it anymore.
For further information on support for children with
ASD, visit http://autismstateplan.dhs.vic.gov.au
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Behaviour
Shine 19
Why playing chess can
reduce schoolyard fights
It’s just another one of life’s little ironies: the world’s original war game is fast becoming a tool for
peace. Yes, that’s right – playing chess has been found to make children calmer. By Eamon Evans
Australia’s largest chess organisation, Chess Kids, recently surveyed
over 200 of the many schools that participate in its coaching programs
and tournaments. The study predictably found that many ‘hard’ benefits
result from students playing the ancient strategy game – problemsolving
skills, improved concentration, and so on – but with that finding
came a surprise. Over 98 per cent of schools also reported a range of
‘soft’ or behavioural benefits too – better anger management being high
among them. The irony is fantastic: get kids thinking about battlefield
tactics, and less violence can be the result.
“Many children benefit from the rigid routines of chess,” says Robyn
English, whose chess club at Boroondara Park Primary is fast becoming
too big to manage. “You can play the whole game by staring at the
board. There’s no need for eye contact with the opponent. Today’s
violence is about bashings and drugs and thuggery, but chess is about
removing pieces from the board respectfully, not smashing them down
or verbally abusing the opponent.”
Yvonne Reed, who presides over an increasingly popular chess club
at Kingsley Park Primary School, says the game’s cerebral challenges
simply don’t leave much room for emotions. “The calmness and
concentration required quiet the temper,” she muses. “I have often
witnessed children with behavioural problems playing chess in an
engaging manner.”
For the founder of Chess Kids, David Cordover, this was no surprise
at all. “Chess is competitive and war-like, which can appeal to some
boys. But the fact that kids can take out their aggressive tendencies in a
positive way is great. They get to see the results of violence – their pieces
die too; they sometimes lose. And they also get the feeling of winning
and losing and have to deal with that. They start to see the other
person’s perspective.”
Also important for Mr Cordover is the fact that the ‘violence’ in chess
is governed by very strict rules. “Certain rules can’t be broken; while
others, like strategic rules, can be broken and then you see the results,”
he says. “This reinforces the idea that we have laws in society which
can’t be broken and rules that should be followed for the benefit of all.
But within that system of rules you have plenty of freedom and ability
to be creative.”
Overseas, efforts are even being made to make chess part of the
curriculum. As Jamaica’s Chess Federation President puts it, “one of the
beautiful things about playing chess is that it gives you such focus and
such discipline. “From my experience, a lot of people who act violently
are people who can’t reason well, and therefore they turn to brute force
as a way of compensating.”
But in the era of video games, YouTube and two-minute attention
spans, can we get kids to concentrate on learning chess in the first place?
For Mr Cordover, that’s a moot point. “It’s the easiest thing in the
world,” he says. “Chess is a naturally interesting game. It wouldn’t have
survived so long if it wasn’t enjoyable!”

20 Nov 09
Early Childhood
Early childhood leaders inducted
Early childhood professionals in regions across
the state now have their own assistant regional
directors to support them in their work.
The appointment of assistant regional directors (ARDs) – Early Childhood
and Youth Services represents a significant step in the regional integration
of the functions of the Department. An operational model has been
implemented in all regions to support the delivery of high-quality outcomes
for children and young people across early years, youth services and schooling.
The regional operational model consists of three ARDs: ARD –
Operations; ARD – School Improvement; and ARD – Early Childhood
and Youth Services.
The ARDs are responsible for improving the quality of early childhood
education and care for all children 0–8 years, and for Youth Services aged
8–16 years. They will, in conjunction with the regional director, lead the Early
Childhood and Youth Services programs in each region and develop strategic
partnerships with key stakeholders, including local governments and nongovernment
service providers.
Working with the regional director and other members of the senior
leadership team, the ARDs will assist in the development of a culture of
collaboration to promote improved outcomes for children and young people.
The successful appointments to the Early
Childhood and Youth Services positions are:
Region
Eastern Metropolitan
Southern Metropolitan
Western Metropolitan
Northern Metropolitan
Grampians
Hume
Loddon Mallee
Barwon South West
Gippsland
ARD
Lesley Hubble
June McLoughlin
Simon Milligan
Robert Were
Keryl Thomas
Dawn Davis
Anne Brinsden
Annie O’Loughlin
David Welch
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Students write own
Xxxx
Shine
fire safety booklet
They’re too old for Captain Koala but too young for the CFA – so how
can teenagers find out how to respond in the event of an emergency?
That question is what inspired Maffra Secondary College students Jess
Bedggood, Amy Foster, Tim Liddell and Sam Montague to develop the
Teenagers in Emergencies booklet, following the 2006 bushfires and
2007 floods that affected the Gippsland region.
As teacher and CFA and State Emergency Service (SES) volunteer
David Montague explains, the students were no strangers to emergency
situations, but they saw a gap in the information available to
communities. “There wasn’t much around for teenagers,” he says. “You’ve
got stop, drop and roll and Captain Koala for primary kids and the full
fire management plan for adults, but nothing much for this age group.”
The idea behind the booklet was that teenagers could be valuable
resource during fires or floods, and that the information in the resource
could help change the outcomes of an emergency situation.
“These students have been though these emergencies, and of course
Black Saturday came and really struck home the need to have a better
informed community, for all age groups,” Mr Montague explains.
The booklet will be distributed
to all secondary aged students in
Victorian government schools.
In addition, copies of the resource
will be distributed to P-12
schools, special schools and
language schools. Mr Montague
says the students couldn’t be
happier with the outcome. “The
students are absolutely thrilled.
I’m just really proud and I think
it shows what can occur within
state education with the will to
put something that needs to
be done into action.”
To download a copy of the booklet, visit
www.education.vic.gov.au/about/bushfires/support/schools.htm
CAR LEASING

Early Years Awards wrap-up
The Early Years Awards celebrate the positive impact of early years education and care partnerships on
Victorian children, and recognise the dedication of those who work to ensure our youngest generation
has the best possible start in life.
assist parents in an easily accessible way, with
simple messages and engaging illustrations.
Moorabool Shire Council health promotion
officer Nichole Brown says the postcards have
a specific focus on the importance of the early
years to future learning and development.
“The Birthday Postcard project has provided
a resource that supports parents with relevant
information at age and developmental stages,
supporting transition points that include
maternal and child health key health visits,
kindergarten participation, school readiness
and transitions, as well as information and
messages to support overall health and
wellbeing for children at each stage in their
development,” she says.
Playgroup Victoria
Winner of the Ministers’ Award
Djillay Lidji Best Start Partnership
Winner of the Better Access to
Early Years Services category
Engaging local Aboriginal families and
children in early childhood services was
the driving force behind the Djillay Lidji
Aboriginal Best Start. By rethinking the way
they approached families, the organisations
involved in the partnership came up with
culturally inclusive programs designed to
improve the health, wellbeing, learning and
development of local Aboriginal children.
These include the Know Your Midwife
program, vision, hearing language and dental
screening assessment days, community
barbeques, and transition coordinator
information sessions.
Catholic Education Office Indigenous
education adviser Linda Mullett says the
partnership has fostered an improved cultural
understanding and relationship between the
Aboriginal community and service providers.
“We have a passion and a vision to our project
because we want to maintain our obligation
to our children’s present and future life skills
and opportunities,” she says. “The project has
helped and empowered Aboriginal families
and provided access to programs for good
health, wellbeing and education.”
Greater Shepparton City Council
Joint winner of the Partnerships
with Families and Communities
category
With book-swap baskets in milk bars,
Medicare and Centrelink, Greater Shepparton
children have ample opportunity to get
stuck into a great read – and they have the
whole community behind them thanks to
the council’s Reading Early and Learning
Together in Greater Shepparton initiative,
driven by early childhood professionals from
the Greater Shepparton City Council. The
project aims to improve children’s literacy by
focusing on the years prior to school, and uses
the Early Learning is Fun program, which
comprises six key areas of learning to support
long-term language and literacy outcomes.
And as aged and children’s services
manager Simon Rose explains, the program
acknowledges that children’s literacy and
learning is a community-wide responsibility.
“Our project is a whole of community
project,” he says. “To really make a long-term
difference to early learning you need to have
the support and involvement of the whole
community, because really, we all have a social
responsibility to ensure that our children – our
future – have every opportunity to grow into
competent, confident and literate adults.”
Moorabool Shire Best Start
Joint winner of the Partnerships with
Families and Communities category
Moorabool Shire Council has taken a
direct approach to increasing maternal and
child health centre visits and kindergarten
participation rates. Thanks to their Birthday
Postcard Project, parents of children up to the
age of eight now receive postcards with key
messages and information through maternal
and child health services, kindergartens and
schools. The postcards have been designed to
Following the devastation of Black Saturday,
Playgroup Victoria recognised that children
needed time to work through their emotions
in the best way they know how – play. The
organisation’s Support for Playgroups Affected
by Bushfires Project mustered volunteers to
distribute donations of toys and money, and
provide families and children with muchneeded
support by setting up playgroups in
parks and ovals in the affected areas.
Three mobile play vans and six qualified field
staff provided early childhood play activities,
helping children and families achieve some
sense of normalcy. And as Playgroup Victoria
projects coordinator Wendy Veber explains, the
play was not just for fun – it provided children
with a therapeutic outlet for their emotions.
“Children learn through play and make sense
of their world through play so it’s only natural
that they will also work through feelings and
gain an understanding of themselves through
play,” she says. “The project was an ideal
vehicle to provide play-therapy for children in
the playgroups in those regions devastated by
such widespread disaster.”
PHOTOS BY LES O’ROURKE

PHOTO BY MICHELLE DUNN
Even after almost two decades of service, the
call figures for the Maternal and Child Health
Line – the Department’s round-the-clock
telephone support service for families – continue
to rise. In the 2007-08 financial year, the MCH
Line took almost 75,000 calls. In 2008-09, the
Victorian Government provided an additional
$800,000 of funding, and the number of calls
reached over 95,000.
With such high call volumes, the MCH Line
provides a valuable snapshot of the questions
parents most often ask. The latest figures show
18.5 per cent of calls are about breastfeeding,
32 per cent are about childhood illnesses, and
almost 40 per cent are about health education
and promotion.
MCH Line acting manager Karen Mainwaring
says it’s important for maternal and child health
nurses to remain aware of the wide range of
issues affecting mothers across the state. “It’s
helpful for maternal and child health nurses
working in the universal service system to know
what issues are presenting, and to know of any
emerging trends,” she says. “Other services can’t
be there 24/7, but we can – and the service is
really valued. Families appreciate being able to
ring up and talk to someone qualified. After all,
not everything happens Monday to Friday.”
The MCH Line has been providing muchneeded
support to Victorian families for almost
Maternal and Child Health
20 years, Ms Mainwaring continues. “We’re
another access point for parents when their local
maternal and child health nurse is not available.
We can provide reassurance, advice, support,
suggestions or referrals, or a parent may want
to clarify something they’ve learnt on their
latest maternal and child health visit. It’s an
anonymous service, so they might want to
be able to ask a question without having to
identify themselves.”
Shine 23
Phones run hot at
Maternal and Child Health Line
With call volumes clocking over 95,000 in the last year alone, the Maternal and Child Health Line
provides a valuable snapshot of the questions that new mums most often ask.
The MCH Line is available to all Victorian
families with children from birth to school age.
The service is staffed by qualified maternal and
child health nurses who provide information,
support and guidance regarding child health,
nutrition, breastfeeding, maternal and family
health, and parenting.
Visit www.education.vic.gov.au/
earlychildhood/mch
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24 Nov 09
Leadership
Curriculum established for
world-class Bastow Institute
Aspiring leaders will work through 16 educational modules as part of their training for a principal-class
position when the Bastow Institute of Education Leadership opens late next year.
The Bastow Institute of Educational Leadership
will be a world-class learning centre developing
educational leaders who will leave a positive and
lasting legacy. Set to open its doors in late-2010, the
Bastow Institute will be located in a former school
in Queensberry Street, North Melbourne. This
heritage-listed building is currently undergoing a
significant refurbishment that includes state-of-theart
technology and learning spaces.
“The refurbishment of this 102-year-old heritage
building is a great symbol of the government’s
commitment to young people in this state,” says
Bastow Institute director Bruce Armstrong. “I am
excited about this unique opportunity and
the substantial and sustained investment
the government is making in building the
capacity of the workforce,” he says.
Mr Armstrong says a key aspect of the
institute’s work will be to provide a more
deliberate and systematic approach to
preparing principals for their first appointment.
“Sixteen modules, to be offered across four themes,
are currently being developed for teachers who
have demonstrated achievements in a leadership
role and are aspiring to a principal-class
position. These modules will be progressively
delivered during 2010,” he says.
The Bastow Institute will build on, and
extend the work of, Learning to Lead
Effective Schools by delivering a suite
of high-quality programs for emerging
leaders, new and experienced principals,
leadership teams, rural school leaders,
business managers and early childhood professionals.
There will be new Master programs in literacy and
numeracy, and a seventh intake of students for the
Master in School Leadership program.
JOURNEYMAN
STARLAB
2009 is the International Year of Astronomy
STARDOME
The Planetarium that comes to your school
• Incursions save schools travel expense and disruptions
• Astronomy and Space Sciences for students at all levels
• Cost from as little as $ 4.50 per head.
Bookings: 9748 8326 Email: starlab@labyrinth.net.au
BOOKINGS
STILL OPEN
FOR TERM 4
• Special programs • Bookings are open • Discounts for Term One •

It will also deliver programs such as literacy,
numeracy and instructional coaching training
to build the capability of school-based teachers
as part of its charter to respond to workforce
capacity demands.
“The Bastow Institute’s quality standards and the
facility’s leading-edge technologies and learning
spaces will ensure the provision of outstanding
professional learning opportunities for all,” Mr
Armstrong adds. “It will be a place where educators
can connect, converse and access the resources
they need in order to learn and innovate for the
advancement of children of all ages.”
Leadership
Shine 25
PEELing the
Instructional
Model (A
recent DECCD
initiative)
Presenters:
Dr Ian Mitchell and Dr Judie
Mitchell, Monash University
is a focus on instruction. It explicitly
‘emphasizes what the teacher is doing’.
However the outcome of any instructional
model must of course be improved learning.
This PEEL in-service will explore the ways in
which the teachers research behind PEEL can
help teachers to maximise the possibilities of
the instructional model, leading to quality
learning outcomes.
The day will focus on the following:
• What do we mean by quality
learning?
PEEL teachers describe quality learning as
informed, purposeful, intellectually active,
independent and metacognitive.
• What do effective teachers do?
Effective teachers use a range of tactics,
strategies, and behaviours.
• How does this map onto the
model?
How do these tactics, strategies and
behaviours translate into engage, explore,
explain, elaborate and evaluate?
• Unpacking the
capabilities.
For more information about the Bastow Institute programs
and modules, visit www.education.vic.gov.au/proflearning/
bastowinstitute
Live Butterflies!
come to your classroom all year
• touch the butterflies
• watch them eat
• learn about the life cycle
Call Natalie 0410 098 855 email: info@butterflyadventures.com.au
How do these tactics, strategies and
behaviours map onto the capabilities? The
day will expose teachers to a range of ideas
and resources that will help them unpack the
model and design instruction that leads to
quality learning. This professional learning
opportunity will contribute to satisfying
the Standards of Professional Practice and
help particpants access knowledge and
experience from outside their immediate work
environment. During the day there will be
opportunities to draw on different aspects to
satisfy a number of standards.
Faculty of Education, Monash University,
Clayton: Friday, 20th November 2009
8.45 – 4.00 pm
Cost: $240.00 this includes
lunch and materials
Contact; Howard Brown
Phone: 9905 2791 Fax: 9905 2779
Email:
howard.brown@education.monash.edu.au

26 Nov 09
Xxxx
OG kids exhibit at NGV
Children from Ocean Grove Primary have become the first in Australia to have their artwork exhibited
at the National Gallery of Victoria.
Earlier this year, children at Ocean
Grove Primary School became the first
ever students to have their art works
displayed at the National Gallery of
Victoria. As part of a pilot arts literacy
project, 21 Year 6 students were chosen
to create their own landscape paintings
to hang in the gallery.
Visual arts teacher Robyn Jones said the students visited the gallery to
meet contemporary landscape artist Dale Cox, who explained the different
techniques he uses in his art. The students then created their own works and
wrote about their inspiration and experiences throughout the project.
Ms Jones said the children loved seeing their art displayed publicly. “The
kids were absolutely thrilled to have their work exhibited in the gallery,”
she said. “They’d bring their grandparents and aunts and uncles to see their
work, and it was highly regarded – the standard of their work was excellent.
They put in a lot of time and they were committed to doing a great job. It
was just a fantastic experience to have their work on the big stage.”
Ms Jones said students of all ages benefit from
learning about art – and the exhibition had
the dual affect of giving their families a new
appreciation of creative pursuits. “I’m always keen
to get kids into the city to see the galleries,” Ms
Jones said. “It’s something completely different.
Not many children have been to an art gallery, let
alone studied art – but they learn about our culture
and art as a way of expressing themselves.
“And exhibiting their work on the bigger stage also
helped parents and community members realise
how important art is. People don’t always recognise
that everywhere you look in the world there’s an artist who has created
something, whether it be a font or a building.”
And it’s not just adults who can create masterpieces, she said. Children’s art
is just as important. “Different kids are good at different things, and many
times art is undervalued,” she said. “To get children’s art recognised is a big
thing in itself.”
ALUMINIUM
SCHOOL
SEATING
Phone NOW for:
• Government & Educational Price List
• Free Catalogue
Toll Free Phone: 1800 22 00 55
E: admin@felton.net.au

Children’s Week
Shine 27
Colourful celebration
of childhood
Families came out in droves this year to celebrate
Children’s Week.
There was laughter, fun and excitement galore as our youngest
generation giggled, sang and played their way through Children’s Week
2009. And with the fantastic range of free fun and educational activities
across the state to choose from, there was something to satisfy every
young Victorian.
The week kicked off with a bang when the Melbourne Zoo was
transformed into a children’s wonderland for the launch of Children’s
Week, which ran from 24 October to 1 November. Every year, this
national event provides opportunities for young Victorians to participate
in a range of activities provided by the Department in partnership with
local governments, Victorian schools, early childhood services and key
stakeholders. This year, themed around ‘a caring world shares’ Children’s
Week recognised the importance of cherishing children and celebrating
their right to enjoy childhood.
And enjoy themselves they did, with face painting, storytelling,
singalongs and stilt-walking across every region. As Children’s Week
celebrations drew to a close, Minister for Children and Early Childhood
Development Maxine Morand launched a new initiative of The
Alannah and Madeline Foundation in partnership with the Victorian
Government – Children365 – at a family fun day hosted by the
Victorian State Government at Melbourne Museum.
PHOTOS BY LES O’ROURKE
Children365 encourages all of us to cherish our children every single
day of the year. The concept was developed after the tragic death of
Darcey Freeman. The Alannah and Madeline Foundation – a charity
focused on protecting children from violence – supported Darcey’s
family after her death, and together with the Victorian Government,
helped make the initative a reality.
During the launch adults were encouraged to make promises and
declarations about their children for the year ahead, while the kids got
stuck into the exciting range of interactive, fun and educational activities
on offer.
ENVIRONMENTAL EDUCATION in WARBURTON
Natural Resources Conservation League programs utilise spectacular and
unique locations in Warburton including the Yarra Ranges National Park,
where classes may undertake one of the following programs...
BIODIVERSITY
INCURSION WORKSHOPS
For Primary School Based
WATER for LIFE
– an informative study of water systems
Students. 4 one hour
from beginning to end,
sessions per day @ flat
INSIDE FORESTS
– a fascinating study of a cool temperate
rate of $350.00
rainforest & Mountain Ash forest
Please phone our
LIQUID and LEAVES
– a combined water and
office for more
forests program
details.
All programs are linked to the Victorian Essential Learning Standards.
For a brochure or to make a booking visit Natural Resources
our website nrcl.org.au or call (03) 5966 5822 Conservation League
CIRCUS MAXIMUS P/L
ALL THE FUN OF THE CIRCUS AT YOUR SCHOOL
• 60 minute
• Persistence, Resilience,
performance–Highly Confidence, Organisation
Educational
& Getting Along
• Enquire about our free • Have Police check and
workshop/s offer public liability
• Links in perfectly with • Appropriate for Years
Skill & Social
Prep to 6 at the
Development Programs same performance
AVAILABLE THROUGHOUT 2009
•From $4 plus GST per child. Contact Greg Spillane,
Melbourne 9482 3512 STD Freecall 1800 800 192
Email: greg@circusmaximus.com.au

great Australian
autobiographies
Compiled by Rachel Skinner
My Place by Sally Morgan
Growing up in Perth, Sally
Morgan was 15 before she
discovered that she and
her four siblings were of
mixed Aboriginal descent
– not Indian, as she had
been led to believe by her
family. My Place details
her quest to uncover her
heritage, through oral
histories gathered from
her reticent and still fearful
mother and grandmother,
and accounts from relatives
in northwest Australia’s
Aboriginal reserves and
livestock stations. This
powerful autobiography
provides personal insight
into the suffering caused
by a government policy that took Aboriginal children away from their
mothers. It explores themes of identity, stigma and acceptance, and what
it means to be Indigenous.
A Fortunate Life by Albert Facey
A Fortunate Life is the story
of Albert Facey, an itinerate
worker who was illiterate
before the age of 19. It’s also
a slice of Western Australian
history, as seen through the
eyes of an ordinary man.
Born in 1894, Mr Facey
lived the rough frontier life
of a sheep farmer, survived
the gore of Gallipoli,
raised a family through the
Depression and spent 60
years with his beloved wife,
Evelyn. Despite enduring
hardships we can barely
imagine today, Facey always
saw his life as a ‘fortunate’
one. This inspirational story
of optimism in the face of
overwhelming hardship is a
true classic of Australian literature.
A Test of Will by Warren Macdonald
On the night of 9 April 1997,
Warren Macdonald, a fit
and experienced bushwalker,
set out to climb Mount
Bowen on Hinchinbrook
Island off the coast of
northern Queensland. But
what began as a challenging
two-day adventure would
turn into a nightmare that
would test the boundaries
of human potential: a freak
rock fall pinned him for two
days alone under a one-ton
boulder, resulting in a double
leg amputation. A Test of
Will is a gripping tale of
extraordinary spirit, courage
and perseverance in the face
of overwhelming odds.
The Hospital by the River by
Dr Catherine Hamlin
Catherine Hamlin and her late husband Reg devoted most of their
adult lives to practicing obstetrics among Ethiopia’s rural poor, where
inadequate medical care and bad road conditions made childbirth a
risky endeavor. Obstructed labour
– frequently lasting five days or
longer – resulted in the death of a
vast number of babies and caused
incontinence in the mothers, who
then became outcasts and beggars.
Ms Hamlin tells of how she and
Reg perfected the technique of
surgically repairing this damage,
operating on more than 25,000
women – most of whom were
then able to lead normal lives. The
Hospital by the River is a testament
to the power of healing, and reveals
the hidden suffering of millions of
women in developing countries.

Romulus, My Father by Raimond Gaita
Romulus Gaita – father
of renowned Australian
philosopher Raimond
Gaita – fled his home
in his native Yugoslavia
in 1935 at the age of
28. He emigrated
to Australia on an
assisted passage in
1950 with his young
wife and their fouryear-old
son soon
after the end of
World War II. He
and his family
were transferred
to Bonegilla, a
migrant reception
and clearing camp
near Wodonga,
before being sent
to Baringhup
on the Loddon
River.
In Romulus, My
Father, Raimond Gaita details the
struggle of his family, and that of many immigrants
during and after the war. He captures the mood of the times – the way
“new Australians” were treated in the 1950s, and the slow changes in
attitudes as they gradually came to be accepted. It explores themes of
identity, culture and personal struggle, and the devastating effect of
mental illness on families.
Unpolished Gem by Alice Pung
Unpolished Gem is the story
of a family rebuilding their
lives after Cambodia’s
appalling years under the Pol
Pot regime. Alice Pung was
conceived in a Thai refugee
camp and born after her
Chinese-Cambodian parents,
her paternal grandmother
and her aunt arrived in
Melbourne. Caught between
her Chinese heritage and
Australian environment,
Unpolished Gem explores Ms
Pung’s search for identity
and acceptance. She writes of
the trials of assimilation and
cultural misunderstanding,
and of the relationships
between three generations
of women trying to live the
Australian dream without
losing themselves.
NEWS
BITES
New homeless
strategy launched
A new guide to help students at risk of homelessness while at
school was launched recently by Minister for Education Bronwyn
Pike. The guidelines, Supporting children, young people and their
families affected by homelessness, provide information and advice
on the various supports that are available for students at risk of
homelessness, and offer schools some guidance for how best to
access the range of resources also available.
“One-third of homeless people in Victoria are children and
young people,” Ms Pike said, “and they need specific and targeted
support to ensure they receive the best possible education
outcomes. These new guidelines will help thousands of principals,
teachers, social workers, psychologists, primary welfare officers,
welfare coordinators, school nurses and chaplains working with
students who are homeless or at risk of homelessness.”
The Department is also providing a $200,000 grant to Hanover
Welfare Services for additional resources for young Victorians
experiencing homelessness, including scholarships and the
development of learning aids and activities to keep students
engaged with school. For more information, visit www.education.
vic.gov.au/healthwellbeing/wellbeing/homelessness
Sport for all abilities
Adam Dreisson (pictured below) was just one of 50 budding
young all-abilities netballers shooting hoops and having some
serious fun at the recent 2009 Netball Victoria State Titles.
All-abilities players from across regional Victoria were given
the opportunity to show their stuff on the courts at Victoria’s
world-class State Hockey and Netball Centre in Parkville.
The competition was part of
the Access for All Abilities
program, which supports
and develops inclusive sport
and recreation opportunities
for people with a disability
throughout Victoria.
Access for All Abilities is
a Victorian Government
initiative coordinated by Sport
and Recreation Victoria.
To find out what’s on offer in
your area, visit the Sport and
Recreation Victoria website
on www.sport.vic.gov.au
or phone 9208 3333.

30 Nov 09
International Education
Overseas school students
stick around for uni
Victoria’s government schools attracted over 4000 international students last year – and many of these
young people will stay on in Victoria for tertiary education as well, writes Tina Luton
Victoria has the highest international student
transition rate from school to further education
in Australia, and retains one of the highest
proportions of international students beyond
school. Statistics show that 68 per cent of
Victoria’s international school students pursue
further studies in Australia – 9 per cent above
the average transition rate across Australia –
and that 94 per cent of these students choose
to remain in Victoria for further study.
One such student is Khai Minh Ngo, who
attended Rowville Secondary College from
Years 10 to 12 after making the decision to
leave Vietnam and study in Australia. He says
while the decision to leave family and friends
was hard, the choice to pursue his academic
dreams in Australia was easy. “I chose Australia
because it is well known for having a fine
education system in which students receive
academic certificates that are widely accepted
all around the world,” he says.
Mr Ngo completed VCE subjects English
(ESL), Mathematical Methods, Specialist
Mathematics, Further Mathematics,
Chemistry, Business Management and
Vietnamese, achieving an ENTER score
of 98.85. He is now studying a Bachelor
of Pharmacy at the Victorian College of
Pharmacy, Monash University: a goal he
says was made more achievable due to the
excellent social and academic support offered
to international students.
“On my first day at Rowville Secondary
College, everyone around me was so friendly,”
he says. “They all came up and said ‘hi’. We
spent the whole day chatting and exchanging
information about culture and people.”
These interactions can bring significant
benefits to both local and international
students, through supporting each other
to develop both academic and cultural
understandings. “The college provided so many
supports during my stay,” Mr Ngo says. “The
teachers were always there to chat with you
and find a possible solution for any problem.
There was an after-school ESL class, which
provided enormous improvement to my
English. The school always tried its best to give
me every opportunity to achieve my goals.
“Studying here also gave me an opportunity
to have a wider view of the world, interacting
with different people from backgrounds and
cultures that might be absent in Vietnam. By
studying in a country like Australia, which
provides one of the best educations in the
world, the pathway to a successful future has
been unlocked for me,” he smiles.
International students like Mr Ngo contribute
to diverse learning cultures in Victorian
Government schools where all students benefit,
by developing their ability to interact with
students from diverse linguistic and cultural
backgrounds. The presence of international
students also encourages the development of
curriculum and resources that cater for student
diversity.
The International Student Program (ISP)
assists students and parents in selecting the
Victorian Government secondary school that
best suits each student. The ISP includes over
100 specially accredited secondary schools and
each school offers a high quality education
and different specialist programs and facilities.
Schools also arrange English language tuition,
short-term study tours and caring homestay
accommodation for students.
Vietnamese student Khai Minh Ngo completed his VCE at Rowville Secondary College
and is now studying a Bachelor of Pharmacy at the Victorian College of Pharmacy,
Monash University.
For more information on the
International Student Program, call
9637 2990 or email international@
edumail.vic.gov.au

1894
Xxxx
Shine 31
Flashback
“This photo was taken in 1898 and comprises all the students who attended Warrandyte Primary School at the time, with
head teacher George Quick . The stone building in the background was built for the children of the gold miners who
sought their fortune on the goldfields at Anderson Creek, Warrandyte. The building now is home to Prep students.”
Photo sent in by Gill Binger, principal of Warrandyte Primary School
SEND US YOUR FLASHBACK PHOTO AND WIN AN AUDIO BOOK!
Got a great old photo? Email your image to editor@edumail.vic.gov.au to win a copy of Tim Winton’s classic
tale Blueback in audio book format. See page 68 for competition Terms and Conditions.
Bush Babies
Hands-on education with our Australian
native animals including a wombat,
joey, possums, birds and reptiles
Milking
Help us milk ‘Brandy’ the cow and make your
own butter and cream the old-fashioned way!
Farmyard
Feed pat and hold the best variety
of farm animals in Melbourne
1300 760 354
Chicken Hatching
Experience the excitement of chickens
hatching from eggs in your very own classroom
Rabbit Rearing
See new-born rabbits open their eyes
for the first time, develop fur and learn
how to hop over a four-week period
Pony Rides & Camel Rides
Take a break and let the ponies
and camels do the walking
We can setup indoors or outdoors
Franchises now available
Advance
Tutoring
School
Home or centre tuition – Year 1 to Year 12
The Professional Teachers
• English
• Chemistry
• Physics
• Scholarships
• Business management
• Maths
• Biology
• Italian and more
• Accounting
Tuition bookings:
0411 333 001 / 0413 880 897
Teachers are welcome to join our team
www.advancetutoringschool.com.au

32 Nov 09
Regional Network Leaders
questions for
Jan Rollinson
Enjoying the great outdoors
on a bicycle is an ideal way to
unwind for Jan Rollinson, regional
network leader (RNL) for the
Colac/Corangamite network.
1. What do you think makes a good principal?
Basically, a glass half-full approach but not in a Pollyanna way, rather
a belief that you and your teachers are making a difference and that
you can always do better. Words such as solution-driven, persistent
and consistent, being a good listener, sense of humor, fire in the belly,
researcher and collegiate, come to mind.
My staff used to give a wry smile every time I said “disciplined and
rigorous”. I think I will add curious to the list.
2. When you were a student, who was your most
inspirational teacher?
I would rather tell you about a teacher who was a saint. In Grade 1,
I become ‘school phobic’: a polite term for a pain in the behind. I did
the whole kicking and screaming bit to get me to school. Even ran five
miles home – serious emergency management risk. To my teacher,
Judy Malone, who stuck by me – thank you. Strange how life turns
out, as I have gone on to spend every day of my working life within
schools, the very place that I wished to escape from. I sometimes
wonder about recurring symptoms on a Monday morning, but these
seem to pass by Friday.
3. What are you reading at
the moment?
Nineteen Minutes by Jodi Picoult. Insights
into a child who has been badly bullied and
the effects this has on relationships. It has a
great twist at the end!
4. What is your idea of the
perfect weekend?
My perfect weekend would have to include exercising with
friends. Just like the one I have just had, bike riding in the
Ballarat area.
5. What do you love to eat?
I love the summer for its fruits. Living in Shepparton for
many years has ensured that I know a good piece of fruit
when I see one.
6. What was your main
motivation for becoming
an RNL?
The positive experiences I had accrued through working beside
principals and teachers lead me to considering the RNL role. The
Corio/Norlane regeneration project is an exceptional system leadership
project that I was privileged to be part of. The three-year journey
(thus far) demonstrated how schools working together could create a
community response to address a very specific local need. At present,
not a brick has been laid, yet each of the eight schools has been
individually strengthened.
7. What were you doing prior to this role?
I taught for most of my career in the Hume region, where in 1995 I
moved into the principal class as assistant principal at Guthrie Street PS
in Shepparton and then later to Mansfield PS as principal. In 2002, I
shifted into the Barwon South West region to take up a principal role at
Corio West PS. These three strong learning communities allowed me to
grow and find my feet as a leader.
8. What are some of the key projects you’re
working on?
The Colac/Corangamite team is focusing on building leadership and
teacher capacity, specifically targeting literacy and numeracy knowledge.
Our network has two coaching projects, literacy, and teaching and
learning, in the Colac and Cobden/Camperdown districts. Recently we
have introduced an instructional leadership coach to work across seven
schools of our smaller schools.
9. What do you do to relax after work?
I relax by exercising, any kind and anywhere. In my
current role, where lots of driving is a necessity, I find
it harder and harder to fit exercise in. Memo to self –
project manage this!
10. What is your all-time
favourite movie?
Goodnight Mister Tom. This movie shows it is possible to
develop a rewarding relationship between the quite young
and the aged.

Visual Art
Shine 33
Capturing the spirit
of Christmas
PHOTO COURTESY OF THE HERALD AND WEEKLY TIMES PHOTOGRAPHIC COLLECTION
A print created by a Sunshine Special
Development School student will grace this year’s
Christmas card for the Victorian Curriculum and
Assessment Authority (VCAA) to send to clients
and stakeholders. Students have been honing
their printmaking skills all year with printmaker
Clare Whitney, who has been working at the
school courtesy of the Artists in Residence
program – a partnership between the Department
and Arts Victoria, with assistance from the
Community Support Fund.
The artwork chosen for the card is a print called
Tree Me, created by 18-year-old student David
Samaan. VCAA public affairs manager Justin
Shortal first saw the print at an exhibition the
school recently held in a Fitzroy café. “The name
Tree Me really fascinated me, and the print has
got a naïve grittiness to it that’s very appealing,”
Mr Shortal said. “But what impressed me
the most was how beautifully the works were
presented. The students’ artwork was given the
respect it deserves.”
And it is this standard of excellence that art
teacher Heath Lander has worked hard to foster.
He has been running exhibitions of student work
for four years, and says the students understand
that not just anything they produce will make
the final cut. “We set out to expect a high level of
artistic integrity rather than putting in everything
the students make,” he says. “We’ve generated a
culture of excellence amongst the students, and
it’s been a huge success for them.”
But the printmaking project wasn’t just about
producing high-quality art. Mr Lander says
the complex etching process refines fine-motor
and cognitive skills, as well as encouraging the
students to interact with unfamiliar people.
“They work as part of a group and they’re also
expected to work independently, which can be
challenging but is a very positive experience,” he
says. “So it gives them great independent living
skills and an ability to accept other adults, and
accept feedback and instruction from them.
It’s good to challenge them with other adult
influences.”
The students also benefit from learning
valuable work habits, independence and timemanagement
skills. “A lot of the time, what they
enjoy most is being treated in quite an adult way
and being expected to take responsibility for their
work habits,” Mr Lander said. “Having the space
we’ve created for a whole day, once a week has
given them a chance to become comfortable and
to relax, and be in a bit more control of their own
time. The exhibitions have been amazing. It’s been
such a great experience for the whole school to
have.”
Sunshine Special Development School students Brendan
(left) and Tommy, with printmaker Clare Whitney.
GREENHOUSE
www.adloheat.com.au
We will provide a complete
set up for your school.
Professional horticultural equipment and
advice to suit your schools’ curriculum
requirements.
Kit form Greenhouses, benches, shelving,
potting benches, propagating equipment,
misting systems etc.
Free brochure available.
For school grants go to www.kitchengardenfoundation.org.au
Phone us on 03 5940 0281 or call in to see us at 2/7 Bormar Drive, Pakenham Vic (M-F 8.30-5pm)

34 Nov 09 Time Xxxx Management
Time waits for
no teacher
With so many competing demands on any given day, how can
teachers learn to manage their time effectively? Karen Casey finds out
Classes, corrections, reports, excursions,
lunch duty, sports duty, camp, counselling,
coordinating – a teachers ‘to do’ list is often
enough to leave you breathless. Changes in
teaching methods, community expectations
and student make-up have added hours to the
modern teaching role. Industry experts agree it
is a highly demanding job physically, mentally
and emotionally and those taking it on must
first master time management in order to
master the craft.
Raylene Dodds, assistant general manager
of the Department’s School Improvement
Division, says more students are coming from
increasingly diverse backgrounds including
refugees. Typically, these students have
additional emotional and educational needs.
“Teachers are expected to provide a quality
education for all students irrespective of their
background and literacy and numeracy levels,”
Ms Dodds says. “Teaching is a rewarding yet
challenging profession.”
For Peter Kiem, president of the History
Teachers Association of Australia, this
challenge is complex. “The challenge is to keep
all the balls up in the air and at the same time
keep good teaching as a priority,’’ he says. “There
are multiple demands and it is all too easy to be
pulled in every direction and lose sight of the
major role, which is educational. Less effective
teachers will typically be poorly organised.”
Back when Mr Kiem was a school student
himself, teaching was almost exclusively
text-based. He says today’s teaching is more
sophisticated, and incorporates rapidly
changing technology that creates additional
demands – especially on older teachers, whose
education and upbringing did not involve
technology.
For Ms Dodds, another important factor is
that our modern education system has the
ability to provide multiple data sets to assist
teachers. This can prove challenging for some
teachers who must collect, interpret and use
this data to inform their teaching practices.
There is also a greater expectation for teachers
to work in a team and contribute to curriculum
development, lesson planning, assessment
strategies, student development and student
welfare. “Teachers are included in whole school
planning,” Ms Dodds says. “They are
encouraged to participate in discussions around
school improvement and to contribute to the
processes which form the school’s accountability
processes including the formation of the
strategic plan, the annual implementation plan
and the annual report. To do this, teachers need
to be data-literate to understand their own
classroom data and also the data of the school.”
“Conscientious teachers
will often work very long
hours. Experience can lessen
preparation time, but increase
administration time.”
Furthermore, Mr Kiem says experience does
not necessarily lead to a lighter workload.
Most teachers typically work some part of the
weekend and throughout the school holidays.
“Conscientious teachers will often work very
long hours,” he says. “Experience can lessen
preparation time but increase administration
time. Marking is always a challenge. There is a
vicious circle for a conscientious teacher: their
teaching can produce more marking.
So how should a teacher manage their time?
“I’d suggest that the ability to prioritise and
organise is critical to the success of one’s

teaching,” Mr Kiem continues. “Organise work at least two
weeks ahead of need. It gets around last-minute problems with
copying and it allows time for colleagues to have input. Get to
work early. When you start the day behind, everything has a
tendency to go wrong and you never catch up.
“Mark work promptly and get it back to the kids promptly.
Share everything with colleagues. This can be as simple as
passing on a copy of everything produced – very easy to do
digitally.”
Experts agree that sharing is a key. Teachers will not only learn
from each other but they can support each other and know
they are not playing the juggling game alone.
“Take advantage of what colleagues have to offer,” Ms
Dodds says. “There is no need to re-invent the wheel.
Ask for help when you need it. Share your concerns with
others as they arise. Celebrate your successes with others.”
Ms Dodds also advises teachers to take advantage of
support structures offered by schools and the Department.
“Increasingly, schools are introducing larger learning spaces
where the teaching is open to fellow staff to allow the sharing
of best practice across the school and network,” she says.
“Teachers also have access to teaching and learning
coaches that are able to directly support them within
the classroom on improving teaching practice.”
Xxxx
Shine 35
Electronic record keeping also makes light work
and something as simple as tidying your desk
once a term can help keep things organised.
Taking time out is also important whether
it be doing something special after hours
or taking regular short breaks during the
school day.
“At the end of the day, it’s about
working smarter, not harder,”
concludes Ms Dodds. “Teachers
need to know how to get the
most from their working
hours – not just for
the sake of their
students, but also for
themselves.”
Top 10
time management tips
1. Keep a diary, including a list of things to do.
2. Prioritise work and review the priority order regularly.
3. Start jobs well before they are needed.
4. Mark and return work to students promptly.
5. Know your students and their learning style and ability.
6. Take advantage of what colleagues have to offer.
7. Use support structures offered in the school and
by the Government.
8. Ask for help when you need it.
9. Take regular breaks even if they are short ones.
10. Tidy your desk. No need to waste time finding things.

Xxxx
36 Nov 09 Opinion
Joanne Blannin
Just another average day with
an interactive whiteboard
When we as teachers become more familiar with interactive whiteboard
technology, the possibilities are endless.
Make it spin to the East!”
“Zoom in!”
“I can see where he landed!”
It is Monday afternoon in Year 5B and research into Australian Explorers
has taken on a new dimension, thanks to some exciting technology.
As one student drags his finger over the image of the globe in Google
Earth, the map spins east and with a double tap on the interactive
whiteboard, the class is hovering over Botany Bay, and Captain Cook’s
landing site. As class continues, discussions about the geography, settlers’
lifestyle and indigenous use of land in Australia, centre around the bright,
interactive images on the screen.
This is one of the benefits of the new generation of whiteboards: students
tend to be more engaged and involved in the subject. As our students come
to us with more and more knowledge of the digital world, this technology
makes use of what they already know and enjoy; interactive content that is
logical and easy to use.
But what is an interactive whiteboard? A simple definition would be
‘a giant computer screen’, although a wireless keyboard, writing tablet
and mouse are available, it is your finger that most often controls the
screen – whatever you would click on with a mouse cursor, your finger
can now do! You can open files, move objects, create text and images,
manipulate web pages, highlight areas of text, create diagrams, use any
software program … the list goes on! In addition there are coloured pens
that give more precision to writing and drawing on the board.
On Tuesday in 5B, it is time for spelling. On the whiteboard are a
variety of focus words ready for the small group sitting in front of the
board. Patterns are found and highlighted, new words made from old,
and hidden (or silent) letters exposed. As this group moves off to their
individual study, another group joins the teacher. This time the connected
speakers will be put to good use. The group works on chunking sounds and
reading challenging words. One student taps on a word he is struggling
to pronounce, the computer voice reads the word for him. The teacher
prompts the group to repeat and they move onto another sound and letter
blend. Next lesson, the teacher tells them, you will record your own sounds
for these words – so don’t forget to practice!
In every area of the curriculum, the interactive whiteboard is able to
enhance learning experiences for students and, as we as teachers become
more familiar with this technology, the possibilities seem endless!
Back in 5B, it is the end of the day and information for tomorrow is
displayed and edited on the board: private lessons, notes to be returned,
things to think about, homework requirements. Everything is ready
and organised for another exciting day with our new friend – the
interactive whiteboard!
Joanne Blannin in a Year 5 teacher at Laburnum Primary School in
Melbourne. Email her at blannin.joanne.j@edumail.vic.gov.au
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Shine 37
Innovation
Belly-dancing program
builds confidence
By Tina Luton
PHOTO BY Timothy burgess
Belly dancing hasn’t always been part of the
curriculum at Manchester Primary School
in Mooroolbark, but when a group of girls
expressed interest, teachers quickly arranged
for a professional to come and show them how
it’s done. While mastering the finer points of
belly dancing involved plenty of laughter and
camaraderie, the main benefit of the class was
to show the girls an alternative way to get fit
while helping them to be more at ease with
their bodies.
These students, and dozens more like them, are
part of a growing program called Girlfriends!,
which aims to develop social competencies,
resilience and self-esteem among young
women, and also to create friendships. The
program was developed three years ago by
cluster educators Phillippa Adgemis, Robyn
Floyd and Christine Shiel, and was originally
designed to assist disadvantaged or disengaged
students in the middle years of high school. It
proved such a success, that it has since been
adapted for primary schools, using some Tribes
processes with equal success across a range of
demographic settings.
“Girlfriends! is unique in that it is completely
student-negotiated and links girls with
their community in order to build their
resources so that they can be empowered in
their lives,” explains Ms Adgemis, who is
assistant principal of Manchester Primary. “It
has proven to be equally successful in both
secondary and primary settings, and there has
been enough interest that we are now looking
at the international market. We are also talking
about adapting it to a boys’ program,” she adds.
Ms Adgemis says a key strength of the
program is that it values the suggestions of
the focus group and encourages community
support. “The students decide what they want
to talk about and the teacher facilitators then
work with community organisations, business
leaders and welfare agencies to develop a series
of forums which reflect the interests and needs
of each particular group.
“As the students engage in the program, they
support others to develop the same outcomes,
and everyone wins together: our students, our
schools, our families and our communities.”
Topics for discussion may include fitness,
nutrition, grooming, safe partying, women’s
health, hair care and make-up – and in the
case of one primary school group, responsible
handling of mobile phones and credit cards.
Feedback is monitored through reflection
sheets from the students, presenters and the
facilitator. As the program develops, students
write newsletter reports and showcase their
learning at parent information nights and
assemblies. The teacher facilitator ensures that
experiences can be integrated into regular
classroom activities where appropriate.
Girlfriends! is supported by professionals
and community members along with the
Eastern Metropolitan Region and Shire of
Yarra Ranges. It is freely available on the
website and has been accessed by a number of
schools across Australia and internationally.
The women have presented the program at
conferences around Australia and at local
schools on request, and are currently producing
a manual, which will be available in March.
For more information about Girlfriends!,
visit www.wandinyallockps.vic.edu.au/links
Girlfriends at a glance
The Girlfriends! program aims to facilitate:
• individual and group goals and the
planning and developing of common
pathways
• the creation and supplementation of
individual future stories for each girl
• the young women’s ability to identify and
articulate their needs and feelings
• healthy connections with self, peers,
teachers, community members and
professionals
• more solid resource bases for each
individual
• more pathways to connect students with
the school curriculum in supportive ways
• and increased academic outcomes for
participants, and rich, contextual learning
for each student.

“I remember being in Year 10 and
wanting to perform – Strathmore
High had a strong production every
year, and I was quite keen to be a
part of it – but it wasn’t cool. I was
more into surfing.”

Where are they now? Xxxx
Shine 39
Glenn Robbins
STORY BY TINA LUTON
Strathmore High School 1970–1975
Entertainer Glenn Robbins always wanted to be an actor but spent years
avoiding his calling, too scared to try his hand at treading the boards.
When he finally “got the guts to give it a go,” it turned out that comedy
was his thing – something his teachers would probably agree with.
“I think my initial desire was to be an actor, rather than a comedian,”
he muses. “Apparently I said to my mum when I was about three that I
wanted to be an actor. I remember going to see plays and I was taken to
see Barry Humphries when I was 10. My mother schooled me in that
sense by taking me to the theatre, and it sparked my imagination from
an early age.
At school he admits he was a “pretty average” student who was more at
home clowning around than applying himself to his studies. “I wasn’t the
brightest student but I never had any trouble with my imagination,” he
continues. “In primary school we used to play a game where you had to
roll up a piece of paper and pretend is was a telescope and tell the class
what you could see. Lots of kids were a bit shy, but I remember getting
quite carried away and the teacher saying ‘Okay, that’s enough, Glenn,
thanks…’,” he chuckles.
“I mucked around a bit at school but never got into serious trouble. I think
everyone remembers that our final year at Strathmore High was a pretty
funny year – the guys I hung around with were all funny and we bonded. I
still see them now. Bruce Phillips is a guy I met in kindergarten and went to
Strathmore Primary School with, and we still hang out and surf together.”
While he looks back on his school years with great fondness, Mr Robbins
recalls that his first day at primary school was terrifying. “For me, school was
always intimidating but incredibly fantastic. The sense of community and the
sense of belonging and mateship was great. It’s funny, but I think we often
take those things for granted. I enjoyed tertiary for the same reason: it was
unnerving at first but once you got your groove it was fantastic and I loved it.
“I remember being in Year 10 and wanting to perform – Strathmore High
had a strong production every year and I was quite keen to be a part of it but
it wasn’t cool. I was more into surfing but I remember hanging around the
show whenever I got the chance, wishing from afar that I had the guts to do
it,” he reflects.
“I distinctly remember one of the teachers giving a speech at some point
about how he was going on to greener pastures – he said not to conform
but to follow your heart. I knew I had to follow my passion and that speech
made me realise that what I really wanted to do was to act,” he says.
He enrolled in a drama teaching course at Melbourne State College, figuring
that if he didn’t get any acting work he would have teaching as a back-up. “I
ended up emergency teaching for about five years and doing stand-up in my
spare time,” he says. “I started to develop a lot of the characters that I took
onto television. Uncle Arthur was probably one of the first characters that I
ever did. Once I had two or three characters I started hosting comedy nights
where I learnt how to be myself on stage.”
As a stand-up comedian, Mr Robbins enjoyed performing at popular
comedy venues in Melbourne and Sydney, with audiences warming to
his naturally dry sense of humour and laconic Aussie style. The move into
television was a natural progression and he quickly became known as a
performer and writer for a number of television’s top-rating comedy sketch
shows including The Comedy Company and Full Frontal, and became a
regular member on evening talk show The Panel.
Then
Glenn Robbins, pictured second back row on the right, in his
first year at Strathmore High School. “I mucked around a bit at
school but never got into serious trouble,” he says.
Now
Glenn as Fountain Lakes butcher Kel Knight with the cast of
award-winning television series Kath and Kim, and special
guest Matt Lucas (centre) from UK series Little Britain.
While his Uncle Arthur character remains a favourite among fans, the
bumbling Russell Coight from his outback adventure parody All Aussie
Adventures, and that ‘big hunka spunk’ butcher from Fountain Lakes, Kel
Knight, in the AFI-award-winning series Kath and Kim, have also earned
him acclaim.
“Yes, they’re all works of fiction,” he smiles. “But it’s like that high school
teacher once said, it’s all about following your heart.”
If you know a past student who’s achieved success,
email us at editor@edumail.vic.gov.au

Distance Education Centre
celebrates a century
For the last 100 years, the old Correspondence School has been helping students from Victoria’s
most remote corners to overcome the tyranny of distance, writes Jennifer Cameron
Hospital visitor Beverley Shearer checks
over six-year-old patient Gary’s work, 1966
Each school is a small community: a village
where we nurture and educate the young,
and send them out into the world to find
their place within other communities.
Distance Education Centre Victoria
(DECV) – formerly the Correspondence
School – is also a community, which, from
the outside, appears to be student-free.
There is no evidence of uniforms, teachers
on yard-duty, ringing bells, raised voices or
childish behaviour.
Actually, DECV is home to 150 staff who
look after more than 3000 students ranging
from Prep to VCE. Principal Bronwyn
Stubbs oversees a staff with a hierarchy
similar to that of mainstream schools, with
assistant principals, KLA leaders, year level
coordinators, and welfare and support staff.
Our large campus is set beside the Darebin
Creek in Thornbury. We even deliver a
curriculum for practical subjects, including
art, music, physical education and dance.
I came to DECV after teaching for many
years in a mainstream high school, with
little knowledge of the school’s history. I was
certainly unaware that I was walking into its
centenary year. Little did I know, that 100
years ago, trainee teachers from remote country
schools who could not come to Melbourne for
evening and weekend classes did their training
by correspondence. In May 1914, Mrs Mabel
Prewett, living in a remote logging settlement
in the Otways, wrote to the Victorian
Education Department seeking help with the
education of her children, and so began the
correspondence school for primary children.
During 1916–1917,
returned soldiers
participated in
teacher training by
correspondence,
which would assist
them to integrate
back into the
community.
By 1922, the
Victorian Correspondence
School was offering correspondence
at the Secondary level.
Today, DECV caters for Victorian students
who are travelling within Australia or living
overseas or are unable to attend their local
school for a variety of reasons. Some attend
their local high school, but do not have
access to subjects of their choice. We also
provide education for elite sports students
from the Australian Institute of Sport, young
Olympians in training, ballet students,
prisoners, and students involved in the arts
such Gabrielle Cilmi, the pop singer.
A young boy at his desk in a makeshift
room on his family’s remote property.
A family’s house-bus parked near
Killarney in southwest Victoria, 1970s.
John Nelson broadcasting on S/W Radio
VL3RT. On the wall is a mao covering
some of the routes being travelled by
the school’s itinerant families.

Shine has three copies of the
commemorative book Across the
Distance to give away to the first
three readers who email editor@
edumail.vic.gov.au. To buy a copy
for $10 (includes postage) please
call DECV at 84800000 or email
centenary@distance.vic.edu.au
Teachers correcting weekly assignments,
Napier Street, Fitzroy, 1960s.
Teachers at work at the correspondence
school in the 1930s.
When discussing our increasing use of
technology we tend to use Marshall McLuhan’s
well-known term, the global village. It seems
to be a utopian ideal which some believe may
overcome what Geoffrey Blainey called the
tyranny of distance. What is a global village,
but the coming together of those separated by
distance? DECV has quietly been pioneering
this movement for many years. I currently
have students who are living in places such as
Taiwan, the Philippines and China, as well as
students who live just down the road. DECV
and mainstream schools use the same VELS
and VCAA Study Designs to develop all
curricula and to assess student work. I have
found the comprehensive course booklets
and other materials used by students very
impressive. Every course is either maintained
or rewritten every semester, with special
attention given to literacy, numeracy, and
individual learning styles.
As part of our centenary celebrations, the
booklet Across the Distance – 1909-2009:
Celebrating 100 Years of the Distance Education
Centre will also be launched. Written by
former teacher Jenny Campbell, painstaking
research has provided us with fascinating
documentation, letters and photographs
that chart DECV’s growth from its small
beginnings to the present day.
Shine has free copies of Across the Distance
to give away to the first three readers who
email editor@edumail.vic.gov.au.
Correspondence School teachers with the
school’s first desktop computer, 1986.
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42 Nov 09
School Services Officers
The helping hand
in the classroom
They face unique challenges and find reward in small, but significant, student accomplishments.
School services officer and integration aide Rhonda Lewien speaks to Shine’s Karen Casey about
her role in the classroom.
Tell us about what being an
SSO involves.
My role as a school services officer (SSO)
and integration aide at Bairnsdale Secondary
College is one of support for the classroom.
I assist all students – not only the integration
students. I also assist the teacher in modifying
curriculum for the integration students.
Working in all areas, especially the technology
classes, involves being vigilant with regards
to safety – particularly when the students are
using machinery or scientific equipment like
Bunsen burners and chemicals.
Support for the integration students involves
making sure they understand the directions of
the teacher, and providing emotional support
and physical support. It may also be assisting
them with choosing subjects or getting work
experience and aiding them in their work
experience situations.
Emotional support involves being a
good listener and helping students access
counselling, speech pathology, literacy
and numeracy intervention programs and
other services. Physical support can consist
of toileting, feeding, lifting in and out of
wheelchairs and so on.
How does your job differ to a
mainstream teaching role?
My job is of support only and I am not
responsible for discipline in the classroom or
for the curriculum. We do not have to write
reports, but we can assist the teacher with
this. We can also work in other areas of the
school, such as the general office, when asked
by the principal.
Why did you choose this career?
I have been working as an SSO and
integration aide for about 15 years and chose
School Services Officer Rhonda Lewien
from Bairnsdale Secondary College
helps a student pronounce difficult
words in a textbook.

School Services Officers
Shine 43
this career later in life after my children grew
up. When I was younger I always wanted to be
a teacher but never had the opportunity.
I love working with children and started doing
volunteer work at the local primary school, and
when a job became available I applied –and
was lucky enough to get the job. I worked in
the primary school for about seven years then
transferred to Bairnsdale Secondary College
and have been here since.
What sort of background you
need to become a school services
officer?
There are no specific education qualifications
needed for this job, but when I started
I did an 18-month, part-time course in
disabilities at TAFE, and this helped greatly
in understanding the many disabilities I have
worked with. Maturity and life experience
also help you to understand what some of the
students may be going through.
What do you find challenging
about being an SSO?
A lot of the emotional things we deal with
are quite stressful at times, and it is very hard
to leave that at school and not take it home
with you. I worked for almost 12 months at
the Satellite VCAL campus of Bairnsdale
Secondary College, which is an alternative to
the regular campus – mainly for students who
do not fit into the normal classroom situation.
Some of these students have enormous
problems and very challenging behaviours
and it was hard not to try and rescue them.
As a mother and grandmother I found this
quite difficult. I returned to working in the
mainstream system after this emotional
experience started to take its toll on me.
“Emotional support involves
being a good listener and
helping students access
counselling, speech pathology,
literacy and numeracy
intervention programs and
other services.”
What do you find rewarding
about the job?
Seeing the students succeed is very rewarding
no matter how small the success may be.
It could be something like finally knowing
how many degrees are in a triangle, which
happened recently. In the long term, it’s
finding work or succeeding at sport. I also find
it rewarding when kids I haven’t worked with
for years come up and speak to me and tell me
what they are doing.
Being a minority in a mainstream
school, do you feel that your
colleagues understand your role?
Being part of the school team requires working
closely with teachers to achieve goals for
individual students and the school in general.
I think we have a great integration team at
Bairnsdale Secondary College and we get great
support from the principal, assistant principals,
coordinator and other staff members.
Sometimes staff who have not had an aide in
their classroom before are a little wary, but
once we explain what we are there for – they
are very supportive and understanding.
What has been your
toughest case?
The hardest thing that I have had to deal
with was the death of a student whom I
worked with from Prep until Year 4. She
was the first student I had ever worked with.
She had numerous disabilities and was in a
wheelchair. She was a gorgeous girl with a
great personality.
How did you handle it?
It was extremely hard at the time and it almost
felt like they way I imagine it would be losing
one of your own children. I had fantastic
support from the integration coordinator and
integration team, as well as the classroom
teacher and the student’s family. I just kept
going as best I could to support the other
students who were fond of the student who
passed away.
I had never had to deal with anything like
that before and I hope I never have to again.
I accessed counselling after a time and then
decided it was time for a change of scenery
and began working at Bairnsdale Secondary
College where I still am and thoroughly
enjoying it. I hope to continue working here
for as long as possible.
Have you had a particularly
rewarding case?
I had a mother phone me to thank me for
everything I had done for her son when he
was at primary school and to invite me to his
Year 12 graduation. She said if it wasn’t for my
help he may not have made it to Year 12.
I had a call from the Department of Human
Services’ juvenile justice division to ask me
if I would assist someone who I had worked
with at primary school and the early years of
secondary school, because he said I was the
only person the child had enjoyed working
with at school.
Seeing someone leave school and go into the
workforce is always special. All these small
things add up to a very rewarding job.
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44 Nov 09 Regional Xxxx Network Leaders
questions for
Brian Mills
When he’s not reading books on
education or travel, Brian Mills,
regional network leader (RNL) for
central peninsula in the Southern
Metropolitan Region, can be found
immersed in whodunit movies.
1. What do you think makes a good principal?
A good principal is one who is able to develop a laser-like focus on
educational pedagogy and outcomes, while maintaining outstanding
interpersonal relationships and ensuring the technical aspects of the school
are running efficiently. A good principal is also one who recognises the skills
of all members of staff and is able to delegate tasks based around those skills
while ensuring the professional growth of all members of the team.
2. What are you reading at the moment?
I am reading Instructional Rounds in Education and John
Hattie’s book Visible Learning. For recreational reading
I enjoy Peter Mayle’s books A Year in Provence and its
sequels, and any travel literature.
3. When you were a student, who
was your most inspirational teacher?
During my early years I lived in Suva in Fiji. In Grade 1, I had a teacher by
the name of Mrs Clark. She was passionate about literacy and spelling, and
her passion for developing all students to the highest level possible according
to their capabilities remains in my memory as the finest example of how a
teacher can really make a difference.
4. What do you do to relax after work?
I collect DVDs and movies and like nothing better after work than watching
a British crime movie such as Midsomer Murders or Inspector Morse or
reading with a glass of wine or two.
5. What do you love to eat?
I enjoy all Asian cuisines but am passionate about Chinese and Indian
food, particularly yum cha and anything with chillies.
6. What is your idea of the perfect weekend?
The perfect weekend for me is going out for dinner on Friday night with
my wife, who is also an RNL, and spending Saturday perhaps having a bike
ride, a coffee and seeing my grandchildren. I like relaxing on the Sunday by
watching a DVD or catching up on some reading in front of the Coonara.
7. What was your main motivation for
becoming an RNL?
I was previously a senior education officer (SEO) and enjoyed the role
of working with schools and with principals across a range of areas.
The satisfaction of seeing schools change and improve led me to apply
for the RNL role.
8. What is your all-time
favourite movie?
My all time favorite movie is Murder on
the Orient Express but I also thoroughly
enjoy all the Indiana Jones movies.
9. What were you doing
prior to this role?
I was an SEO in the Mornington Peninsula.
Prior to that I was a primary school principal for 18 years;
the last 12 years as principal of Berwick Primary School.
10. What are some of the key projects
you’re working on?
Establishment of a range of networks across the peninsula sub-region,
developing relationships between schools in improving their outcomes,
looking at a greater inter-relationship between all the documentation
that schools provide and using data to drive instruction are all current
projects I am working on.

A
s the weather heats up so do
preparations for the upcoming fire
season. On 15 October, Victorian
Premier John Brumby announced
that schools and children’s services at high risk
will close on Code Red fire danger days. He
said ahead of high-risk days, the Department
would issue warnings to staff, parents and
children through its website and through
individual schools and children’s services.
“The task for us is to work together to make
our state as fire-safe and
as fire-ready as possible so that lives can be
protected,” Mr Brumby said. “Our government
has adopted the new nationally agreed Fire
Danger Rating scale to help individuals and
communities to understand the fire risk in
their area on any given day. Clear warnings and
clear directions are the best possible protection
for Victorian’s from a fire threat.”
The announcement was made during Fire
Action Week, held statewide from 11 to 18
October, when all Victorians were encouraged
to identify their fire risk, prepare their fire
plans, clear vegetation from their properties
and local communities, and get involved in fire
safety and community fireguard meetings in
their local area.
Minister for Education Bronwyn Pike said
there are more than one million children,
teachers and staff in schools and children’s
services throughout Victoria and the
Department is taking strong action to do
everything it can to protect their safety in the
event of a fire.
“Schools and early childhood services
have undertaken a DEECD Bushfire and
Emergency Management Self-Assessment to
help them to understand their bushfire risk,
review and reflect on their current emergency
Bushfire safety
Shine 45
Preparations hot up for fire season
management procedures and document the
current level of preparedness for emergencies,”
Ms Pike said. “The Country Fire Authority
has also been conducting training sessions
for school principals and childhood services
directors in areas of identified bushfire risk
to assist them in revising their emergency
management plans.”
Information from the self-assessment and
following selected site
visits was used to develop a list of schools –
including non-government – and children’s
services facilities that are potentially at risk
from bushfires. These facilities will be
pre-emptively closed on high-risk days.
“It is really important that families are
fire-ready this season,” Ms Pike said. “This
includes ensuring you have alternative care
arrangements for your child in case of a
facility closure. I urge all schools and children’s
services to discuss fire safety with staff,
students and families.
“Whilst we will continue to work with schools
and children’s services to get the fire safety
message out to everyone, we are also mindful
that the recovery process from the events
of Black Saturday is far from over and this
remains a top priority.”
Office for Children and Portfolio
Coordination Deputy Secretary Tony Cook
said schools and early childhood services
would be given as much notice as possible on
high-risk days, but he urged all Victorian’s
to prepare and keep themselves informed.
“Where possible, we will provide up to three
For more information on what the Department is doing,
visit www.education.vic.gov.au/bushfires For information
on how families can prepare, visit www.cfa.vic.gov.au
days’ notice of a planned closure, including
warnings about cancelling, changing,
rescheduling or recalling off-site activities,
such as camps and excursions, as well as
information about cancellation or changes to
bus transport routes,” Mr Cook said.
“There is nothing more important than the
safety of our staff and students this fire season.
We are doing everything we can to ensure
schools are prepared. It is of the upmost
importance that families review their fire plans
and prepare for the coming season.”
Victorian Premier John Brumby, Minister
for Education Bronwyn Pike and special
guest Captain Koala join Bunyip Primary
School students in fire preparation
activities, including a school fire drill,
as part of the first-ever dedicated
Fire Action Week.
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46 Nov 09
Xxxx
School design awards
showcase cutting-edge
architecture
A new benchmark was set for architects and school communities
recently, when the best of cutting-edge design was showcased
at the School Design Awards.
The state-of-the-art Dandenong High School, designed by Hayball architects,
has claimed top billing at the 2009 School Design Awards. The school not
only took out the best overall design honour, but was also awarded Best
Secondary School. Dandenong High School is a major regeneration
project that amalgamates three existing schools, and over 2000
students, into one new campus.
The recently completed first stage of the project comprises
three School Within a School (SWIS) buildings, which
feature adaptable learning areas that open onto a central
common. Alongside these learning areas sit art and
science laboratories with workbenches that cleverly
extend into outdoor breakout spaces.
•
best
overall
design
dandenong high school
•
best
secondary
school
dandenong high school

School Design Awards Xxxx
Shine 47
The school has the latest environmentally sustainable design (ESD)
initiatives, including energy efficient lighting, a skewed roof plane to
increase natural light, shaded windows to prevent glare, skylights and
open plan learning spaces whose design resulted from comprehensive
consultation with teaching staff and students.
Proud principal Martin Culkin says the new school has provided an
environment that is innovative, warm, welcoming and utterly conducive
to effective teaching and learning. “The environment is flexible,
purposeful, colourful and comfortable,” Mr Culkin says. “It is efficient,
clean and fresh. It excites and welcomes, and is uplifting for students,
teachers and visitors.”
Mr Culkin says that students and teachers have adapted particularly
well to the new approaches to teaching and learning and to the new
physical environment. “We are particularly impressed with the thermal
comfort level – there is no doubt, even at this early stage of occupation,
that there is a positive link between thermal comfort and improved
learning outcomes.”
PHOTOGRAPHY BY LES O’ROURKE

• berwick chase primary
48 Nov 09
Xxxx
best
primary
school
Berwick Chase Primary School, designed by architects
ClarkeHopkinsClarke, won the Best Primary School award category.
The school has been developed within the Chase Estate in Berwick
as part of the community precinct, and adjoins a new childcare and
community centre and a recreation reserve. Designed for the enrolment
of 475 students with a peak of 800, corridors have made way for large,
lively, useable areas, which are dispersed throughout the school.
“We have big learning commons, not classrooms, and there are no
corridors; it’s all open plan so team teaching is the norm and the
professional learning that goes on is huge, because they are working
together and teaching each other,” says principal Murray Geddes.
“The way the school flows from one area to another is great. We can
move big groups of kids around with ease and everyone is within sight.
We have a lot of parent volunteers and they are always in eyesight, never
tucked away in a corridor because there are none.
“There is lots of natural light and heating is kept to a minimum – we
have no air conditioners because we have a night purge system, and it’s
absolutely lovely,” he adds.

• epping views primary school
Xxxx
Shine 49
The Best School Project above $3 million category was awarded to
Epping Views Primary School, designed by architects, Gray Puksand.
Built in a new residential subdivision, the school has been established
around two similar ‘learning neighbourhoods’ each containing a range
of flexible activity zones, quiet study spaces, resources and display
spaces, arranged between the library and IT hubs. The spaces are
linked by walkways providing both all-weather shelter and a sense of
enclosure to the courtyards.
“Our two learning neighbourhoods are open and everyone can see
everybody and they all get to know each other, which has been great:
the tone of the school is very positive because we have this wonderful
open area,” says principal Pauline Kubat.
“Our teachers are team teaching and doing lots of shared work
and they have collective ownership of student learning
and results, and that has been a real plus. Another
plus is that the design for learning is very ICT
rich. We have wireless throughout the
school and the children can work
wherever they like, which
they love,” she says.
best
school project
above $3 million
Other winners:
Best school project below $3 million
Maccelsfield Primary School – Minx Architecture
Best school project below $750,000
Maldon Primary School – ClarkeHopkinsClarke
Minister’s commendations
Australian Technical College–Sunshine – Spowers
Victorian College of the Arts Secondary College –
William Boag Architects
South Gippsland Specialist School – Kneeler Design
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50 Nov 09
Building Xxxx the Education Revolution
Infrastructure Update
Benalla scores big from BER funding
Collaboration between two Benalla primary schools will achieve a longtime
goal for the local community to have access to a large multipurpose
facility, suitable for gymnastics, basketball, indoor play and many other
activities. As part of the Building the Education Revolution (BER)
program, Benalla West Primary School will soon be home to a new
$4.5million multipurpose centre.
Benalla West Primary and Benalla East Primary School have shown
ingenuity and cooperation by pooling their funding in order to achieve
a superior result for both school communities and the wider Benalla
community.
Principal of Benalla West Primary School Louise Wright said the
outcome was a dream come true. “The whole community is excited.
We’ve been dreaming of a facility like this for so long,” Ms Wright said.
“When it’s raining, there’s currently nowhere for the kids to go for sport
or playtime. After-school care is also held outdoors and that’s not a
whole lot of fun in the cold weather. The new multipurpose centre will
make a huge difference.
“Over the last four years, we’ve been in discussions with the gymnastics
club to see how we might be able to attract funding for a shared facility,”
Ms Wright continued. “When the possibility of BER funding arose,
Benalla East Primary School actually suggested we combine funding to
achieve this. We are all so excited by this opportunity.”
With the two schools combining their funds, the multipurpose centre
will be larger than either school could have achieved separately. It will
provide an ideal space for the Benalla and District Gymnastics Club.
Benalla and District Gymnastics Club coach Therese Waters said she
was looking forward to having a permanent home for the club. “We’ve
been in need of a permanent home for many years and it’ll be great to
finally achieve that. Moving from site to site is disruptive for our kids,
especially when the move falls around competition time,” Ms Waters
said.
Spreading the community benefits even further, the project will create
new jobs and give local tradespeople employment opportunities in the
region. Wangaratta based building company Browns Wangaratta has
been awarded the building contract and is thrilled to be involved in the
BER program.
Builder Paul Challman from Browns Wangaratta said it was a fantastic
opportunity for their business. “It’s great to have the ongoing work.
Working on these BER projects will keep our business busy for the
next 12 months,” Mr Challman said. “Benalla West is one of 14 projects
we’ve received through BER. All up, they are worth about
$17 million, which gives our business real security.”
“We’ll have a couple of dozen employees working at the Benalla West
site and across all our BER projects, I’d say we will create about 20 new
jobs in our business. We also hope to put on two or three apprentices.”

News Bites Xxxx
Shine 51
NEWS BITES
Art therapy helps to
heal troubled teens
In conjunction with Mental Health Week
(October 4 to October 10), an art exhibition
was held recently at the Travancore School,
Banksia Inpatient Unit. Art therapists and
teachers Elle Assoulin and Luisa Marianni,
as well as art therapy student Frances Allen,
coordinated the exhibition, which put on
show the work of adolescent clients from
the Royal Children’s Hospital Mental
Health Service.
The exhibition aimed to promote
understanding about the role of art therapy
in helping adolescents with a mental illness.
“Creating artwork can help young people
give shape to underlying emotions that they
might find difficult to express in words,”
said art therapist Luisa Marianni. “Artwork
can help our clients to start articulating
their feelings and to get help.
“Inpatients at Banksia unit suffer from a
broad range of psychiatric conditions – from
schizophrenia to anorexia nervosa – and are
therefore amongst the most disadvantaged
in society. Adolescence should be a time
of promise; a time of looking forward to
expanding opportunities in life. The aim of
the art therapy program to balance out an
adolescent’s perspective of their own life
– particularly when they are facing serious
mental health issues – and to give hope.”
Visit www.travancoresch.vic.edu.au

52 Nov 09
Xxxx
How well do we provide
jobs for students with
disabilities?

Australia’s employment rate for
people with disabilities recently
ranked 13 out of 19 OECD
member countries surveyed
(OECD 2007). It was also the lowest of 16
countries for employment of people on a
disability-related benefit, and the highest of
the 16 countries for failing to engage people
on a disability-related benefit in paid work.
The Disability Discrimination Act 1992 requires
that students with a disability are treated ‘on the
same basis’ as other students and that ‘reasonable
adjustments’ be made to provide these students
with the opportunities and choices comparable
to those available to students without disabilities.
However, a national inquiry into employment
and disability found that in 2003 only 53 per
cent of people with a disability participated
in the workforce (Human Rights and Equal
Opportunity Commission 2005). Of particular
concern are the findings that people with a
disability were under represented in
vocational training and training systems, and
that there were poor links between school and
post-school programs.
The Australian Association of Special Education
(AASE) and the Principals’ Association of
Specialist Schools Victoria (PASS) addressed
these issues at the nation’s major special
education conference, Transitions: Facilitating
Change for Students with Special Needs, held
in Melbourne earlier this year. The conference
provided educators and policy makers with high
quality research to drive best practice in student
transitions from early childhood to adult and
post-school options, not only in Victoria but
across Australia.
Dr Denis Meadows examined the Australian
transitions in the Des English Memorial Lecture
entitled Where did all our students go? Postschool
outcomes for students with a disability
(Meadows 2009). He discussed his report to the
Queensland Government looking at outcomes
for students who had left Queensland schools
from 2000–05. He found a gap in the research
literature on this subject for Australia, and while
there were some project reports, they were mostly
descriptive with little outcome data.
Making your way in a cold world – promoting
the school-to-community transition success
of adolescents with emotional or behavioural
disabilities was the keynote presentation by
Professor Michael Bullis, Dean of the College of
Education and Sommerville-Knight Professor
of Education, Secondary Special Education and
Transitions Research at the University of Oregon
in the United States. Prof. Bullis highlighted the
current research relating to vocational transitions
and employment for adolescents with disabilities
and emotional and behavioural disorders. He
advocated a developmental approach for schoolto-community
transition with five vocational
phases: learning, responsibility, transition,
independence and employability.
The key components in the final school year,
for a successful transition to post school
options, are: year-round services; consistent
routines; high expectations; academic learning;
competitive work; a realistic focus; and real-life
decision making. Prof. Bullis argued for a wellplanned
approach, wide ranging educational
strategies that encompass key program
structures and components, educators who
specialise in transition, community partnerships,
administrative challenges, multi-agency
collaboration and staff training (Bullis 2009).
The workshop, Should you always agree with
the boss? Job-related social skills training for
adolescents, addressed the essential elements
of work: social skills, communication, body
language, interaction with supervisors and
co-workers, and problem solving, within a
framework of Working at Gaining Employment
Skills (WAGES). Prof. Bullis maintains the
importance of foundation skills and attitudes:
locus of control, teamwork, communication,
problem solving, enthusiasm, dependability and
honesty as the essentials in building social skills
and resilience for the workplace. This, coupled
with instruction and on-the-job training, is the
hallmark of a successful transition to work.
The 1960 initiative of Montague Special
School in South Melbourne to create the first
work experience program in a Victorian school
established a model and process for all schools.
Heatherwood School in Donvale is just one
of many schools now using this model. The
school has 250 school-age students with a mild
intellectual disability, many of them having
another underlying disability such as emotional
or behavioural disorders.
Heatherwood offers in situ training models
in the community (for example, at Waverley
Industries and Boronia Gym) covering work
experience, work placement, traineeships, and
apprenticeships. Mark Walker, the transition
work placement coordinator and author of the
Learn to Work program, has developed a range
of employment opportunities for more than 40
senior students in Years 11 and 12. The strength
of the program is its emphasis on individual
students’ aspirations, the strong collaborations
with students, families, employers and agencies,
the intensive training and negotiations with all
stakeholders, as well as targeted skills instruction
in the classroom. The program produces
successful outcomes and there are similarities
with the research that both Bullis and Meadows
have presented. Heatherwood collaborates with a
broad range of employers, providers and agencies
so that all students experience a range of work
experience as they progress through the school.
In preparing all adolescents for a future life, it
is important to provide the vital pathways and
transitions that young people need in order to
grow into well-rounded adults. Work provides
opportunities for practising friendship skills,
community and lifelong learning. Both the
research and experience show that by improving
Xxxx
Shine 53
Research
preparation and planning, the outcomes are
improved. The emphasis on emotional and social
learning and interpersonal development, not
only in the latter years, but from an early age, is
central to positive student outcomes in all areas
of learning. A systematic approach in training for
work and life, where practice is research based,
where standards and opportunities formulated
under the Disability Discrimination Act 1992
are embedded, allows young people with a
disability to live ‘an ordinary life’.
Prepared by Lesley Foster, president of the Australian
Association of Special Education Victorian Chapter
and assistant principal of Heatherwood School,
Donvale; Tony Thomas, executive officer, Principals’
Association of Specialist Schools; and Wendy Castles,
special education consultant, DEECD Latrobe
Valley Network Student Support Services team.
References
Commonwealth of Australia 2006, Disability Standards
for Education 2005, Attorney-General’s Department
& Department of Education, Science and Training,
Canberra. Available at www.dest.gov.au/sectors/school_
education/programmes_funding/forms_guidelines/
disability_standards_for_education.htm
Bullis, M. 2009, Making your way in a cold world:
promoting the school to community transition.
Proceedings of the 2009 AASE/PASS National
Conference, Melbourne.
Bullis, M. & Fredricks, H.D. (eds) 2002, Vocational and
transition services for adolescents with emotional and
behavioural disorders: strategies and best practices,
Research Press, Champaign IL.
Johnson, M. D., Bullis, M., Benz, M. R. & Hollenbeck,
K. 2004, W.A.G.E.S. Working at Gaining Employment
Skills, A Job-Related Social Skills Curriculum for
Adolescents, Sopris West, Educational Services,
Longmont, Colorado.
Human Rights and Equal Opportunity Commission
2005, WORKability II: Solutions - People with disability
in the open workplace. Final Report of the National
Inquiry into Disability and Employment, HREOC,
Sydney. Available at www.humanrights.gov.au/
disability_rights/employment_inquiry/index.htm
Meadows, D. et al. 2006, Quality outcomes for
students with a disability. Research project – Executive
Summary, Queensland Government Department for
Education, Training and the Arts, Brisbane. Available
at http://education.qld.gov.au/studentservices/learning/
disability/qualityoutcomes.html
Meadows, D. 2009, Where have all our students
gone? School to post-school transition in Australia.
Proceedings of the 2009 AASE/PASS National
Conference, Melbourne.
Organisation for Economic Co-Operation and
Development 2007, Sickness, disability and work:
breaking the barriers – Australia, Luxembourg, Spain
and the United Kingdom, vol 2, OECD, Paris.
Roberts, E. & Griffin, P. 2009, Profiling transitions in
emotional development for students with additional
learning needs. Proceedings of the 2009 AASE/PASS
National Conference, Melbourne.

54 Nov 09 Research Xxxx
Q&A with Professor
Mike Bullis
Mike Bullis, from the University of Oregon in the United States, is a world-renowned expert on
secondary education for children with special needs. He talks with Shine about how curriculum
needs to be structured to ensure young people with disabilities have maximum opportunity for
employment in the future.
Why do students with disabilities need a special
program in the last years of schooling?
Adolescents with disabilities experience difficulties after leaving school and
when trying to enter adult roles in the community. Transition experiences
are especially poor for ‘high incidence’ disability categories such as specific
learning disabilities and young people with emotional or behavioural
disabilities (EBD). Given the generally poor post-school outcomes for
adolescents with disabilities, and the US federal legislation that calls for
the purpose of public education to be to prepare students with disabilities
to enter society as successful citizens, the high school years are likely to be
the last opportunity for a concerted effort to prepare these young people for
adult roles in society. There is absolutely no question that such an emphasis
is critical to the ultimate wellbeing of the young people we have pledged to
teach and serve.
What evidence is there to back up your view?
According to research conducted over 20 years in the United States,
including numerous surveys, most adolescents with disabilities experience
significant challenges after leaving the school system. Many have problems
accessing social services, enrolling in and completing post-secondary
education, and entering a meaningful and well-paid career path. In recent
years there has been an increase in adolescents with disabilities enrolling in
post-secondary education, but that percentage is still far lower than those
without disabilities.
National and state-level studies in the US show that around 40 per cent of
adolescents with EBD drop out of school. In the first few years after school,
less than a quarter receive services from community-based social service
agencies, only 15 per cent enrol in post-secondary education, and just
more than half secure a competitive job. Data for adolescents with specific
learning disabilities are generally a bit better, but still low compared to peers
without disabilities.
What is an ideal curriculum structure for these
students at this stage of their schooling?
I believe that the best curriculum for adolescents with disabilities in high
school is one with a focus on the community setting and each student’s
transition from school and into adult roles. By this I mean that for roughly
10–15 hours per school week, students should have numerous and regular
opportunities to explore different career options by shadowing workers in
careers of potential interest, visiting possible post-secondary programs, and/
or having opportunities for both paid and unpaid work experiences.
There is a correlation between young people having successful work
experiences while in school and working successfully after leaving. It is
critical that these placements are developed carefully and supported by
educators who will work in both community and school settings. Academic
classes should be based on the demands of the work or educational setting
in which the student either is, or most likely, to be placed. This ‘contextual

education’ ties work or career requirements to the curriculum
(e.g. the maths taught is necessary for the student to succeed in
a particular job).
What is the best way to provide this program?
The primary socialisation context for all students – including
adolescents with disabilities and those with EBD – is the school
system. Something that amazed me during the years I directed
projects that provided transition services to adolescents with EBD
was that the young people who dropped out of school often spent
more time around school than when they were enrolled. That
attraction to be around peers in the school setting is something we
should use to encourage those young people to remain in school
and to be included in meaningful school experiences that combine
employment and academic work.
There are two great challenges in providing this type of instruction.
First, to have real work experiences students must be allowed and
encouraged to leave school and engage in work in the community.
Second, educational staff also must be free to leave the school setting
to place students in competitive employment; offer support to
employers, students, and their families; coordinate social services
from community agencies, and then work with teachers to offer
tailored instruction relative to each student’s needs and goals for
after leaving high school.
What training is required for teachers and
education support staff?
For educators to be effective and efficient in the high school/
transition model they must have several unique skill sets that are not
Xxxx
Shine 55
included in traditional educator training programs. Specifically, they
need a working knowledge of the competitive employment system;
how to approach employers to establish work placements for their
students; knowledge of the community-based social system; how
to access those services for the students with whom they work; and
skill in helping students plan their transition from school into adult
roles. The academic skills educators need would then relate to the
future-oriented focus of the students’ career and life goals and how to
integrate job and career requirements into academic instruction.
How can partnerships contribute to pathways
for young people?
A central assumption of the high school/transition model is that by
including family members, employers and agencies in a student’s
school-based program, those supports and avenues will be solidified.
In other words, the social service supports that the students will
need later should be established before they leave school. Students
will also be able to access post-secondary education and/or
employment that they select as a result of the carefully planned and
informed experiences they had while in secondary school. In the
projects I directed for adolescents with EBD, we found that the
students were frequently hired by employers with whom they were
placed as students, or entered post-secondary programs that they
explored while in our programs.
Professor Mike Bullis is the Dean of the College of Education and
Sommerville-Knight Professor of Education, Secondary Special Education
and Transitions Research at the University of Oregon in the United
States. He was also a keynote speaker at the 2009 AASE/PASS conference.
Email Prof. Bullis at bullism@uoregon.edu
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56 Nov 09 Research Xxxx
RECENT STUDY
Measuring activity levels in children
at a specialist school
Glenallen School is purpose-built to meet the
educational and mobility needs of students
who have a physical disability or significant
health impairment. In 2008, the school
received a grant from the Department to
conduct a practitioner-led research project. The
school chose the key theme of student support,
and formed their project around the research
question: How much time do school-aged
children with cerebral palsy engage in upright
activities at school and at home, and what are
the key predictors?
Research shows that physical activity is vital
for children’s social, physical and emotional
development. Weight-bearing is important for
hip joint development, preventing contractures,
maintaining bone density and encouraging
digestion and circulation. Furthermore,
physical activity improves muscle strength
and flexibility, improves cardiovascular fitness
and assists with healthy weight maintenance.
Lastly, the social aspect of play cannot be
underestimated, and exercise in general has
great psychological benefits.
Approximately half the students at Glenallen
have cerebral palsy. Due to the nature and
severity of their disability, these students
often spend large amounts of time seated in
a wheelchair, with minimal position changes.
The research project investigated the number
of hours per day in which children 5–18
years-old with cerebral palsy engage in upright
activity, with the purpose of monitoring
and developing school initiatives towards
increasing upright and weight-bearing activity,
and promoting a more active lifestyle.
The study found that the average time students
spent in upright activities was 1.5 hours per
day in contrast with an average of 5.4 hours for
typically-developing children.
Children’s level within the Gross Motor
Function Classification System (GMFCS)
was a strong predictor of the amount of time
spent in upright, weight-bearing activities.
The amount of time spent in upright activities
decreased as the GMFCS level increased.
Hence, while students at level two (who walk
without an assistive device in most settings)
spent an average of 3.25 hours being active,
students who were classified as level five (who
have difficulty with head and trunk control and
are transported in a manual wheelchair in all
settings), spent only 0.5 hours being upright.
In addition, there was a significant difference
in the time spent upright at home versus at
school, with children at all GMFCS levels
spending more time at school involved in
upright activities. Similar factors affecting
the amount of upright time for students with
higher GMFCS were found in both school
and home settings including lack of awareness
of the importance of standing, lack of funding
for equipment and/or space and lack of time.
Mathematics Specialist Teacher
Victorian Office – 2010
The Australian Bureau of Statistics
is seeking a Mathematics teacher
for 2010. The successful applicant
will be required to develop
resources aimed at increasing the
statistical literacy and capability of
teachers and students.
For further information, go to www.abs.gov.au/careers
or contact Christine Sergi on 9615 7695 or 0419 876 921
• The Planetarium and Dome
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58 Nov 09
Xxxx Research
Digital technologies: From special
needs to mainstream education
There’s a vast array of technological tools to assist both special needs and mainstream students with
reading, speaking, listening and writing. Here’s a snapshot of some of them.
The potential for digital technology to
enable greater independence for students
with special needs means that there is a
wide variety of tools available that have
been specifically developed to meet the
communication needs of such students.
A UK report on the subject highlights
the potential that technology offers these
students to overcome communication
difficulties and access a wider curriculum
(Becta 2003).
Some products designed to support
special needs education utilise technology
in such an innovative way, as to make
them valuable in mainstream settings. The
Reading Pen (www.readingpen.com) was
first trialled in the US for students with reading disabilities, however the
success of these trials indicated that it had potential to support
and develop all students’
reading skills. The portable
handheld pen can scan,
display, read aloud and define
up to 600,000 words, and some
versions can even translate text
in a number of languages.
Software for students with
special needs is often designed
to be accessible for users with a
range of physical and learning
disabilities, resulting in more
user-friendly products that utilise on-screen grids, voice recognition
and text-to-speech technology. This can make such software attractive
for use in mainstream schools, particularly in literacy teaching. This
was noted in a recent Futurelab report: “interestingly, some of the best
software intended for the SEN (Special Educational Needs) market is
now also to be found in many mainstream schools.”
Clicker (www.cricksoft.com) is cited as one such example. It enables
students with a range of disabilities to utilise onscreen word grids to
create sentences with only a couple of mouse-clicks. The combination of
point-and-click text, images and voice recording capability also makes
it suitable for mainstream schools,
particularly beginner literacy
students. Vocabulary is grouped
together and colour-coded, and
learners construct their sentences
by clicking on individual word or
image cells. The same company
also produces Wordbar, a
program enabling grids to be
displayed at the bottom of a screen, with words and phrases that can
be inserted into any Windows application that allows text input. The
grids can be customised, and could be particularly useful when students
are typing text to highlight commonly misspelt words or as a bank of
subject specific or LOTE vocabulary.
Text-to-speech technology is
widely used to assist people
with visual impairments
to access text, however the
technology is finding wider
application. Some research
suggests that the use of this
technology may be suitable
for students who struggle with
the level of reading required
for their studies. Browsealoud
(www.browsealoud.com) reads
web pages aloud and could
be useful for students who
experience reading difficulties.
Read the Words (www.
readthewords.com) is a free
web-based application that
enables users to convert
written text into spoken
word, select one of 15
voices to read the text and
download the text to a
computer or MP3 player.
References
Ghotit (www.ghotit.com)
is a free pronunciation-based
spellchecker that highlights spelling
irregularities and reads text back
to the user. Misspelt words are
identified and alternatives are
offered along with examples of
use, encouraging users to gain
confidence in their use
of language.
Abbott, Chris 2007, E-Inclusion: Learning Difficulties and Digital Technologies,
Futurelab Report Series: Report 15, Futurelab, UK.
Becta, 2003, What the Research Says about ICT Supporting Special Educational
Needs (SEN) and Inclusion, Becta, UK
Disseldorp, B. & Chambers, D. 2002, ’Independent access: Which students might
benefit from a talking computer?’ In S. McNamara and E. Stacey (eds), Untangling
the Web: establishing learning links. Proceedings of the ASET Conference 2002,
Melbourne, 7–10 July.

Research
Shine 59
Technology for special needs students at a glance
Reading Pen
A portable, handheld pen that can scan,
display, read aloud and define up to 600,000
words.
www.readingpen.com
Clicker
Enables students with a range of disabilities
to utilise onscreen word grids to create
sentences with only a couple of mouse-clicks.
Vocabulary is grouped together and colourcoded,
and learners construct their sentences
by clicking on individual word or image cells.
www.cricksoft.com
Browsealoud
An application that reads web pages aloud
– and could be useful for mainstream
students as well as special needs students who
experience reading difficulties.
www.browsealoud.com
Read the Words
A free web-based application that enables
users to convert written text into spoken
word. Students can select one of 15 voices
to read the text and download the text to a
computer or MP3 player.
www.readthewords.com
Ghotit
A free pronunciation-based spellchecker that
highlights spelling irregularities and reads
text back to the user.
www.ghotit.com
Dasher
Designed for people unable to use a
keyboard, the software allows the user to
navigate a stream of alphabetised words
which are clustered together based on
common use, to create text.
http://wol.ra.phy.cam.ac.uk/
Co-Writer 4000
Uses word recognition to interpret spelling
and grammar mistakes, predicts text and
offers customisable topic dictionaries on a
wide range of subjects
www.donjohnston.com
Earobics
Language development software that focuses
on phonological awareness and auditory
processing skills.
www.earobics.com
The Elisabeth Murdoch Scholarship 2010
In 1985, Dame Elisabeth
Murdoch established a
Scholarship Fund aimed
at developing expertise
in and knowledge of
deafness. The fund is
administered by Taralye
– the oral language
centre for deaf children.
Early childhood, educational and health professionals are invited to apply for a
Scholarship to undertake studies in the field of deafness or in areas of research
which add to an evidence base for family-centred early intervention services
for hearing impaired children. Studies need to be undertaken at Masters or
PhD level in the State of Victoria.
Applications from professionals residing in rural Victoria are encouraged.
Scholarship information and application forms
can be obtained from:
Taralye
Therese Kelly – CEO
137 Blackburn Road, PO Box 113 Blackburn
3130
P (03) 9877 1300 F (03) 9877 1922
E information@taralye.vic.edu.au
W www.taralye.vic.edu.au
Applications should be submitted by not later
than Friday, 4th December 2009 at 5pm.
Taralye is a leader in the design of early intervention services to deaf children. It
provides a model program aimed at developing children’s oral language by building
on residual hearing. Taralye’s services promote inclusion and family centred practice
and aim to maximize social and educational outcomes for deaf children.
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having”. (Senior Teacher)
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By the blazing Somers firelight
Honorary historian Eugene Zolnierczyk takes a creative look at the history of Victoria’s much-loved
Somers School Camp, which celebrates its 50th anniversary this December.
I’m smugly reclining on my cloud, sipping a sherbet and looking down
on Earth at my finest creation. Without a GPS or Google Earth I
gaze with swelled pride at the way the Children’s School Health and
Recreation Camp, now called Somers School Camp, has developed
since its inception.
This school is my finest achievement and the Victorian Education
Department’s most outstanding educational facility for children
throughout Victoria. With me are three camp directors who helped
shape the school: Wally Bell, Jack Carroll and Bob Edmends. In 50
years there have only been two others, Brendan Davern (retired) and
the current school principal, Denise Anthony. But I’m getting ahead of
myself. So relax, get comfortably seated and I’ll tell you my story.
My name is Oliver Charles Phillips (1894–1972). I was the Chief
Inspector of Primary Schools and Chairman of the Somers School
Camp Committee. In September 1959 my dream of a camp for
Victorian school children at Somers was realised and September 2009
sees Somers School Camp celebrate its 50th birthday.
Originally established in 1940 to house the RAAF’s No. 1 Initial
Training school for pilots and crews under the Empire Training
Scheme, what was then known as Lord Somers Camp was set amongst
140 buildings. This was one of the first RAAF training schools in
Australia and approximately 15,000 RAAF and WAAAF personnel
trained there over a 50-year period. After World War 2, the facility
was transferred to the Immigration Department and became a migrant
holding camp for European persons displaced as a result of the war. In
1959 it became Victorian Education Department property.
I was President of the Somers Camp committee and after much
debate, camping programs began at Somers in September 1959 and the
children’s school camp was officially opened on the 27 November 1959,
by the Victorian Governor Sir Dallas Brooks.
The camp was set on 27 acres and consisted of 30 army barracks. The
first camp of 100 boys and five visiting teachers was from the St Kilda
Inspectorate. The normal school academic curriculum was modified
with emphasis placed on outdoor activities, nature study, physical
education, rope courses, art, home-crafts and boating. Camp rules and
procedures helped develop a sense of community responsibility.These
10-day camps cost four pound six shillings or $8.60 in today’s terms. I
see that today the camp runs for nine days and costs $140 – still terrific
value, considering that it includes transport from anywhere in Victoria,
accommodation, activities and meals.
Nowadays, buses transport the children from designated pickup
points to destination and return. This system began in 2002, to ensure
safety and duty of care. Prior to this scheme, many children had to be
transported up to 160 kilometres by car to the railway pickup point,
travel by train to Spencer Street Station then catch another train to
Frankston, and then travel by bus to Somers, and then in reverse for
the return trip home: quite an arduous task for young children. The
children were also responsible for their own luggage for the entire
journey until the school purchased a truck to collect the luggage at
Spencer Street.

Shine 61
Originally, all successful applicants were
required to pass a medical examination
to attend a camp at Somers. But as time
progressed and the benefits of mass
immunisation programs came into effect, this
procedure ceased.
As it is today on arrival, children would be
shown their room which originally was a long
barrack room with steel and wire beds and
horsehair mattresses. The visiting teacher had a
room of their own, and there were no sleeping
bags as you have today, just sheets, pillows
and blankets. The huts and equipment were
rudimentary compared to today’s standards,
but they were serviceable and sufficient.
Nowadays the dormitories are heated and
showers and toilets are in the hut. Fifty years
ago, the campers donned their dressing gowns
and slippers when a trip to the bathroom was
needed, and were taken to the communal
showers in all types of weather.
But as the years, progressed so did the
camp. In November 1990, the Ministry
of Education opened the environmental
studies and art complex. This facility replaced
obsolete buildings and added an exciting
new dimension to the program. An animal
enclosure and an aviary were built. Each day,
the eager children would wait in anticipation
to assist the animal keeper in feeding and
caring for the animals. The Coolart Homestead
and Coolart bird hides also became an integral
part of each camper’s visit to the area.
Curriculum activities were further modified,
some became redundant and many new
activities and facilities were constructed.
Nature studies became environmental studies,
ropes courses became low and high element
rope courses. Bike education, orienteering,
assault courses, bush cooking, weather studies,
boating, surfing, fishing lessons and indoor
archery were all set up over the next few years.
An indoor climbing wall was built, a mini
golf course was established, the canteen was
upgraded and new recreation rooms opened.
And then the monster of all monsters was
created: the challenge swing. With safety rules
and gear each child discovered what he or she
was made of, and many fears that children held
within themselves were expelled forever.
In April 2008, the old ‘cinema’ was fully
refurbished and officially commenced life as
the new Somers School Camp Performing
Arts and Conference Centre. This facility
is now large enough to accommodate an
audience of 500, and even incorporates
make–up and costume facilities.
But some things never change. To this day,
the final night of every camp at Somers is
reverently concluded with the tear-jerking
Campfire Song, which has been sung by over
160,000 children over the last 50 years:
By the blazing Somers firelight
We have met in fellowship tonight
Round about the whispering trees
Guard our golden memories
And so before we close our eyes to sleep
Let us pledge each other that we keep
Somers friendship strong and deep
Till we meet again.
Eugene (Zol) Zolnierczyk is a former teacher
at Cobram Primary School, and has been the
honorary historian for Somers School Camp for
nearly 10 years.

62 Nov 09
Xxxx eLearning
Using ICT for
something special
Vermont South Special School caters for the educational, social and emotional needs of children
aged five to 12 who have a mild intellectual disability. A key focus of the school is for teachers
and students to challenge their knowledge and use of ICT to improve learning outcomes.
According to Esther Hall, Ultranet coach in
the Eastern Metropolitan Region, the culture
of knowledge sharing and support at Vermont
South Special School allows non-tech savvy
teachers the freedom to experiment with new
technologies. “Vermont South Special School
has teams of teachers who are enthusiastic
and committed to learning new ICTs for the
benefit of their students.
“The school culture embraces ICT and
teachers of varying ability levels are willing
to try new technologies and adapt tools to use
in the classroom for purposeful learning for
their students.”
The leadership team at Vermont South
Special School encourage their staff to
undertake professional learning in ICT.
School leaders promote the use of ICT as
a tool for learning and demonstrate the
benefit of using different types of technology
throughout different subject areas.
The school’s ICT coordinator Margaret
Handreck says her school has a particularly
innovative approach. “Last term, groups
of teachers went to a variety of Waverley
Network Professional Development sessions
to learn new Web 2.0 and multimedia tools.
Back at the school the groups presented what
they had learnt, allowing informed decisions
to be made in each subject on what technology
would facilitate student learning,” she says.
Vermont South students are benefiting from
their teachers embracing the use of ICT
to enhance their teaching of subjects. Each
student’s work is being showcased through the
use of student digital portfolios which aids in
motivating the student’s learning.
To find out more about how ICT
can be used in a special school contact
Esther Hall, Ultranet Coach at hall.
esther.l@edumail.vic.gov.au

ACEC CONFERENCE 2010
ICT in
education
conference
coming soon
D GITAL
DIVERSITY
ACEC2010 CONFERENCE
6-9 April 2010, Melbourne
www.acec2010.info
Australia’s education ICT conference
BYO wireless device, connect to the world and lead your
students into the digital sphere – the Australian Computers
in Education Conference is back in Melbourne after 10 years.
Gary
Stager
For all educators!
Victorian teachers lead the way when
it comes to using ICT in education for
teaching and learning. Victorian students
are well versed in the use of information
technology but teachers need to keep abreast
of the rapid changes in technology and
pedagogy. Next year’s Australian Computers
in Education Conference (ACEC2010)
provides the ideal forum.
ACEC2010 is a biennial conference, hosted
by ICT in Education Victoria, which brings
together more than 1000 delegates interested
in various topics related to ICT and
education. Dr Donna Gronn, a member of
the program committee, says the conference
is shaping up to be big. “Internationally
renowned keynote speakers will assist
delegates to see the big picture in a global,
mobile world and point to emerging trends,”
she says.
A number of outstanding keynotes have been
invited such as Sylvia Martinez, president of
Generation YES, who regularly speaks on
Web 2.0 technologies, student leadership,
project-based and inquiry-based learning
with technology and gender issues in science,
maths, engineering and technology (STEM)
education.
Further keynotes will be given by Alan
November, an international leader in
education technology and Gary Stager,
who was a collaborator in the MIT Media
Lab’s Future of Learning Group, a member
of the One Laptop Per Child Foundation’s
Learning Team and a long-time colleague of
Dr Seymour Papert.
Adam Elliot, Academy Award-winning
director of films such as Uncle, Cousin,
Brother, Harvie Krumpet and the recently
released Mary & Max will also deliver a
keynote at the conference. Mr Elliot’s worldfamous
claymation will be a highlight for
educators who are interested in using this
technique with young Victorians in their
classroom.
Conference chair Nick Reynolds says that the
last time Melbourne hosted this prestigious
conference was in 2000. “The idea of bringing
together educators from all sectors, year levels
and curriculum areas to share ideas, and
hear from experts and trail-blazers about the
wonderful capacity of ICT to support and
enhance learning is very exciting.”
Another highlight of the conference will be
the leadership forum, which in 2010 will
focus on the national curriculum and ICT.
Ralph Leonard, president of the Australian
Council for Computers in Education, says
this will be a significant part of the fourday
conference. “This topic is of concern to
all teachers and education leaders, who are
working with young Australians from early
childhood right through to Year 12,” he says.
ACEC2010 will feature more than 35
hands-on workshops, 75 refereed papers
from academics and nearly 300 presentations
from ICT leaders and classroom
practitioners. The conference is open to
educators from all year levels and disciplines
across the state.
The facts
What: Australian Computers in
Education Conference
When: April 6–9, 2010
Where: Melbourne Convention
and Exhibition Centre
More: http://acec2010.info/
D GITAL
DIVERSITY
EC CONFERENCE 2010
Inspiring keynotes
Alan
November
D GITAL
DIVERSITY
ACEC CONFERENCE 2010
Further information:
www.acec2010.info
P: 03 9349 3733
F: 03 9349 5356
E: contact@acec2010.info
CC
AUSTRALIAN COUNCIL FOR
COMPUTERS IN EDUCATION
D GITAL
DIVERSITY
Hosted by ICT in Education Victoria
State Government
Victoria
Adam
Elliot
Sylvia
Martinez
Nearly 300 presentations over
four days from ICT leaders and
classroom practitioners
Including educational on-site visits
and Leadership Forum
Melbourne Convention
and Exhibition Centre
ICTEV
www.ictev.vic.edu.au
Department of Education and
Early Childhood Development

64 Nov 09
Xxxx eLearning
Great websites for…
Supporting special needs students
WEBSITE
OF THE
MONTH
Australian disability
clearinghouse
www.adcet.edu.au/
Information and resources to support
the work of disability practitioners
in the post-secondary education
and training sector.
VicNet Disability
www.vicnet.net.au/health/disability/
General resource library for disability services and information.
Sunshine Special Development School
www.ssds.vic.edu.au/
Website of a local special school that models integration across
three local primary schools.

NEWS
BITES
Xxxx
Fried Lice Pty Ltd
www.deadlice.com.au
Apply now for
special education
scholarships
Special Education scholarships were introduced in 2008 to
encourage interested teachers to obtain special education
qualifications and to address an identified workforce need.
Applications for the 2010 Special Education scholarships are
now open for teachers wishing to undertake VIT (Victorian
Institute of Teaching) endorsed special education studies.
A number of Victorian universities and training providers
provide endorsed courses that allow for training in special
education. Courses offered generally allow flexibility in terms
of timetabling and delivery mode.
Applicants will commence their studies in 2010 with a view to
completing their studies by the end of 2011.
Applications close on 27 November 2009. For further
information, visit www.teaching.vic.gov.au
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AVAILABLE ONLINE
from
1st DECEMBER 2009
Register now
for sustainable
living festival
The Sustainable Living Festival at Federation Square is a
celebration and showcase of leading examples of sustainable
living. The festival invites school groups (Years 4 to 12)
to participate in the Education Day (Friday 19 February
2010). Each registered school group will participate in an
individualised program of talks and interactive workshops.
Places are limited! Register online by 13 November 2009
via the festival website http://festival.slf.org.au/apply.
For further information contact Jess Adams, 9249 1888
or education@slf.org.au.

66 Nov 09
Early Childhood
Environmental education
in early childhood
There
Environmental Education in Early Childhood
Victoria (EEECV) helps early childhood
professionals incorporate sustainable education
principles into their daily program. EEEC is
a not-for-profit organisation that promotes a
holistic approach to environmental education
and sustainable practices in early childhood
and the early years of primary school. Its
approach involves policy development,
housekeeping practices, play and learning
experiences, and strategies for working with
children, staff and parents.
EEEC provides a range of services including
professional development, access to the
latest in sustainable research, and advice on
implementing sustainable practices within
a workplace. Its resource centre in Preston
also sells play materials, children’s books and
professional sustainability texts and electronic
training resources.
Stephanie Ralton from EEEC has also been
working with the Centre for Education
and Research in Environmental Strategies
(CERES) to develop and facilitate early
childhood incursion programs on waste,
recycling, worms, compost, gardening, energy,
minibeasts and water.
She says the incursions provide a great
opportunity to talk to young children in
fun and interactive way that helps them
better understand their impact on the
environment.“We use lots of using props
and songs, and the children really enjoy it,”
she says. “For example, when we talk about
the water cycle we use a big tub of water to
simulate a dam and we talk about how the
water gets to the city, and we hook up a pipe.
“Then, we talk to the kids about what they
use water for and one at a time they come up
and use a prop, such as a cup or a showerhead,
and they watch as the water level drops until
eventually by the time the last child has a turn,
there is no water left. It is a hands-on way
for them to see how they can impact on the
environment, and it opens up discussion about
ways we can save water,” she says.
are two remaining EEEC sessions
for 2009:
Child-safe and Sustainable Cleaning in Children’s
Services, with Bridget Gardner, on Wednesday
4 November 1.30pm–4.00pm; and
Beyond the Water Tank: Taking sustainable
education to the next level, with Tracy Young,
on Friday 13 November 1.30pm–4.00pm.
Professional development opportunities
for 2010 include:
Forest Schools – Australian Perspective:
a visit to St Leonard’s Early Learning Centre
(Bangholme campus) to see the program in
action and discover how the forest schools
of Scotland and Denmark have influenced
their practice.
Linking the Early Years Learning Framework
and Education for Sustainability: What is
sustainability and education for sustainability,
why is it important in the early years, and
how can it be linked to the Framework and
incorporated into daily practice?
Early Years Science: Brush up on sustainabilitylinked
science concepts that are appropriate for
the early years and discover practical ways to
incorporate elements in the program through
hands-on investigation.
Wire and Recycled Materials: Explore creative
ways to use wire and recycled materials while
reflecting on the 4Rs – Rethink, Reduce, Reuse,
Recycle.
Gardening with Children: Investigate the
advantages of gardening for children, discover
where to start, what to do and how it can be
linked with the early years program.
For more information, visit www.eeec.org.au
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NEWS
BITES
Smarter schools
program update
Over 500 Victorian government, Catholic and independent
schools are set to receive a share of $325 million dollars to boost
student outcomes and improve the quality of schooling under
the new Smarter Schools National Partnerships. The Smarter
Schools National Partnerships focus on improving schooling in
three key areas: low socioeconomic status school communities;
literacy and numeracy; and improving teacher quality.
The Commonwealth Government is providing funding of
$325m for the partnerships over seven years, with the Victorian
Government making a similar investment over this period.
Funds will be directed to where they are most needed to
improve school performance and the quality of education in
Victorian schools, consistent with Victoria’s ongoing reform
of school education and the priorities in the Blueprint for
Education and Early Childhood Development (2008), including:
strengthen public confidence in a world class school education
system; improve outcomes for disadvantaged young Victorians
and integrate services for children and families.
Under the partnership, Victoria’s three school sectors are
working together to develop and implement reforms and to
share learning and best practice. With the benefit of partnership
funds, the DEECD, the Catholic Education Commission
of Victoria and the Association of Independent Schools of
Victoria will seek to implement a range of school improvement
strategies including developing teacher and school leadership
capacity and quality, collecting and analysing student data to
improve teacher practice and engaging with parents, families
and wider school communities.
Following formal co-signing of the Bilateral Agreement for
the partnerships with Deputy Prime Minister Gillard, Minister
for Education Bronwyn Pike is expected to launch the Final
Victorian Implementation Plan for the Smarter Schools
National Partnerships in November 2009.
67
POWER STATION AND COAL MINE TOURS
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energy experience!
● Tours/information tailored to your
school’s needs
● Education officer available
● Specialised curriculum programs
● We can arrange catering
● Enclosed footwear required on tours
For more information see our website www.powerworks.com.au
or telephone 03 5135 3415 ● Ridge Road Morwell
Hawksburn PS Reunion – 2010
With the cooperation of Leonard Joel’s prestigious
Auction House, this long-awaited reunion for all years,
will take place at the old school on:
Sunday 17th of January at 1pm (sharp)
at Leonard Joel Auctions
(former school building)
333 Malvern Road, South Yarra
Come and join the many former students and some staff who have
already confi rmed their attendance.
To register your interest, and/or to advise of your
attendance (via the internet), please login to www.facebook.com
and search for Hawksburn PS, or register at
www.friendsreunited.com.au for contact/rsvp details.

Classnet
68 Nov 09
Xxxx
movie comp
entries now open
The Kahootz Healthy Active Teen Bytes competition aims to promote a practical, real and positive way
to encourage children’s healthy eating and an active lifestyle by showcasing student-created Kahootz
movies on these issues.
The content of the movies should focus on healthy eating;
what’s in your food; physical and sporting activities that are
beneficial to young people; body image or short community
service announcements. The movies will need to focus on
raising awareness, changing or reinforcing perceptions about
what constitutes healthy living for young people.
The prize is great! The winning student and school will each
receive $1000 in prize money. Movies may be shown on
Channel 31 community television and all movies will be
showcased on the Classnet website (to view the Classnet
website, visit www.classnet.com.au).
To enter the Kahootz Healthy Active Teen Bytes competition
send your student’s finished DVD with the student and
school details to Kahootz Healthy Active Teen Bytes
Competition, c/o Thornbury High School, 238 Collins Street,
Thornbury VIC 3071 or go to the Competitions page at www.
classnet.com.au to register and upload the movie.
Terms and Conditions
1. Any entry into any Shine magazine competitions is deemed an acceptance of these terms and conditions. Entries not completed in accordance
with these terms and conditions will not be considered. 2. The Promoter is the Victorian Department of Education and Early Childhood
Development. The Promoter is not liable for lost, late or misdirected mail or email. 3. Competitions commence on 5 November 2009 at 0900
(AEST) and close on 2 December 2009 at 1700 (AEST). 4. Entry to any of the Competitions is via email to the Shine magazine editor email
account: editor@edumail.vic.gov.au or via post to GPO Box 4367 Melbourne Victoria 3000. 5. There are three prize packs to be given away in the
August issue of Shine magazine. Details of items included in each prize pack are as specified within the magazine. 6. Winners will be determined
by the editor of Shine magazine, Sarah Oppenheim, at 2nd Floor, 2 Treasury Place, East Melbourne Victoria 3002. 7. Winners will be determined
according to the suitability of their contribution for publication. 8. The winners will be notified by 2 December 2009. The results will not be
published. The judge’s decision is final and no correspondence will be entered into. 9. Prizes will be awarded to those readers whose contributions
are successfully published in the following edition of Shine magazine. 10. The prizes are strictly as stated above. The prizes are non-transferable,
not exchangeable and non-redeemable for cash. 11. The Promoter reserves the right to disqualify any entry, which in the opinion of the Promoter
includes invalid, objectionable or defamatory content. The Promoter may disqualify any entrant, who tampers with the entry process, who submits
an entry that is not in the accordance with these terms or who has, in the opinion of the Promoter, engaged in conduct which is fraudulent,
misleading, deceptive or damaging to the goodwill or reputation of the Promoter. This right continues after the announcement of the winner. 12.
If an entrant’s contact details change during the competition period, it is the entrant’s responsibility to notify the Promoter (Victorian Department
of Education and Early Childhood Development) in writing, at the address set out in these terms. 13. Prizes will be posted to winners at the
expense of the Victorian Department of Education and Early Childhood Development. 14. The prize cannot be transferred from the winner to
another person or party for any reason and shall not be sold or placed on auction sites such as Ebay. 15. To the full extent permitted by law, the
Promoter excludes liability for any loss, damage or injury whatsoever suffered or sustained (including, but not limited to direct, indirect, special or
consequential loss or damage, loss of opportunity revenue or profit) arising directly or indirectly out of or in connection with this promotion. 16.
By entering this Competition, each entrant accepts full responsibility for the decision to participate in this Competition and take the prize should
he/she be selected as winner. 17. The Promoter accepts no responsibility for any variation in prize value. The Promoter reserves the right to
substitute the prize for a prize of equal value or for the cash equivalent at its discretion.
Correction: The editor wishes
to apologise for the error that
occurred on page 74 of the
August issue of Shine in the
story titled ‘Deaf students
open their own training café’.
This was a typing error made
by the editor – not freelance
writer Fiona Basile – and
was overlooked during the
proofing process. Students
and teachers at the Victorian
School for the Deaf have
received full-colour, laminated
A3 printouts of the story with
the error removed.

Xxxx
Shine 69
Innovation
UK expert shares
ideas on innovation
Leading innovation expert Charles Leadbeater shared his vision for the future
at a recent forum for teachers.
If you’d like to join
discussions about
innovation in education,
or read what the forum
participants had to say,
join the Educators’ Guide
to Innovation professional
networking site at http://
guidetoinnovation.ning.com
Charles Leadbeater has completed extensive
research on education, innovation and change
in the UK and in developing countries
including India and Brazil. He shared some
of his findings with an appreciative group of
principals, teachers and other Department staff
at a forum recently.
Mr Leadbeater, a leader in social innovation
and creative thinking, has advised business
and governments on strategies for innovation
and change. He recently produced a report on
innovative schools for the Innovation Unit’s
Next Practice in Education Program in the UK.
During the forum Mr Leadbeater spoke about
findings from research involving observation
of a range of UK schools. His research
included the experiences of individual students
and teachers on how innovative schools are
creating new approaches to learning.
His key messages focused on students learning
through relationships, the importance of the
small school feel – even in a large school
environment – and student participation in
learning. Crucially, he sees learning as “a set
of relationships rather than as a system, stages
and strategies.”
Mr Leadbeater challenged the group to
consider education as not just a system of
schools but as places where people learn,
including schools, homes and in the broader
community. He talked about successful
innovation where learning relationships
extended beyond teachers and commented that
most students spend more time in the broader
community than in school, providing access to
alternatives to traditional classrooms.
Mr Leadbeater also spoke about the
importance of redesigning learning not only
in schools, but in families and the community,
comparing his knowledge of education in some
of the more troubled parts of the UK with
his observations of social entrepreneurship
in developing countries. He then encouraged
the group to think about how resources are
currently allocated in education and, in an ideal
world, how they should be allocated. What
percentage should be devoted to improvement,
reform, supplementing current models or
providing alternative models of schooling?
The discussion raised a range of issues and
ideas from within the group. “This framework
forced me to think about the power of the
alternative,” said Sue Mills from Ballarat
Secondary College. “We need alternatives,
whether that means alternative settings or
alternative approaches in current settings.”
The forum raised some interesting insights
into the possibilities available to schools
and educators willing to look for and find
innovative options to motivate and engage
students in their learning. Mr Leadbeater
believes that innovation comes from the
edges and the margins rather than from the
mainstream and that a pull system rather
than a push system of education needs to
be developed.
Maths resources at your fingertips
Maths Developmental Continuum – Scaffolding Numeracy in the Middle Years – Common
Misunderstandings – Maths Online Interview – Fractions and Decimals Online Interview
Visit the new and updated
Maths Domain Page
• New layout and design
• Easy to navigate
• Huge range of research-based
resources
• Specifically designed for
Victorian teachers
Maths Continuum Extension
• 15 new P-4 indicators of progress
• Links to the Maths Online Interview
• Professional readings
www.education.vic.gov.au/studentlearning/teachingresources/maths

70 Nov 09
Xxxx Regional Roundup
Good news from around the state
Compiled by Tina Luton
Hume
All 52 students from Willowmavin PS had a glimpse of the determination,
hard work and dedication required to become a professional dancer, when they
visited the Australian Ballet School. Del Durrant, artistic activities coordinator
at Willowmavin PS, said the visit gave the students a wider appreciation of the
arts, not only for recreation and enjoyment, but as possible career choices. “The
social experience with the artistic, creative children of the ballet school was just
wonderful for our youngsters – the trip to city by bus is an exciting adventure
in itself,” Mrs Durrant said. Australian Ballet School director Marilyn Rowe
welcomed the visit as a wonderful opportunity to introduce young people to
the world of dance. “We were delighted to have students from Willowmavin
PS. The visit not only gave them an insight into elite classical ballet training,
it will also gave them the opportunity to meet other young people who have
already made significant career choices at an early age.”
Northern Metropolitan
Some of the children at Eltham College Kids Child Care and Kindergarten
at Laurimar may dream of being firefighters when they are older after a
recent visit from Wollert CFA. Firefighters came to the centre as part of their
community education program and gave a fun and informative talk about
what it is like to be a firefighter and also the dangers associated with fire. The
children got to dress up in hardhats and jackets and, as a special treat, senior
lieutenant Warrick Andrew let each child have a turn on the fire engine and
use the hose.
Barwon South West
Cobden Technical School is still celebrating after securing the winner’s
trophy in the 2009 Maroondah Grand Prix. This annual event aims
to give young people an introduction to the automotive industry
while promoting teamwork and a greater understanding of design,
mathematics, communication and technology, while considering
the impact on the environment and society. Primary and secondary
schools from across Victoria competed in the six-hour trial, which was
conducted at an official driver-training complex on a challenging 1.4km
circuit reflecting ‘real world’ conditions. Cobden once again contested the
hybrid-powered section, with all three vehicles – Night Rider, Electric
Storm and Road Runner – taking out first, second and third placing.
“This year Cobden’s race team expanded from two to three hybrid cars
and we gained successful placings in all events contested. This certainly
makes the program very rewarding for both the school, parents and our
students,” said automotive teacher and energy car expert Chris Brooks.

71
Turn your experience
into excellence.
With the Melbourne Graduate School of Education you can take learning to the next level.
Whether you have a passion for a particular subject area or want to move into a position
with more responsibility, the MGSE has a program to suit you.
We offer 12 Masters programs including a newly structured Master of Education,
designed specifically to offer choice and flexibility whilst expanding your professional
skills and knowledge.
It’s not too late to apply for 2010. Visit www.education.unimelb.edu.au for more
information or call our professional and friendly student advisers on 03 8344 8285.
CRICOS: 00116K

72 Nov Oct 09 Xxxx Regional Roundup
Grampians
Haddon Kindergarten held a huge family fun day to celebrate its 20th birthday
recently. Director Tracey Stalker said the day was a huge success with former
staff, parents and children attending, along with local councillors and the mayor
of the Golden Plains.
While the adults celebrated with a champagne toast and cake-cutting ceremony,
the littler guests occupied themselves with a jumping castle, face painting and
games. To commemorate the day, the children made a mural from recycled
materials, which will be mounted on a wall in the kindergarten’s courtyard.
Gippsland
South Street PS in Moe had outstanding results when their entire school
competed in the percussion ensemble section of the recent Latrobe Valley
Eisteddfod. Music teacher Belinda Johnson was full of praise for her
students who performed exceptionally well, achieving a first place, two
second places, a third place and six honourable mentions. “While our
results were fantastic, our greatest achievement was providing all of our
wonderful stars at South Street with the opportunity to step on stage and
shine,” said Mrs Johnson. South Street PS is the only Gippsland school,
and possibly the only Victorian school, to enter an entire school in a
percussion ensemble section in an eisteddfod.
Eastern Metropolitan
Yering PS celebrated its 140th birthday with a week of activities that
included an old fashion dress-up day, egg-and-spoon races, a family bush
dance and a Grandparents and Special Persons Day. Throughout the week,
the school’s 30 students participated in needlework, woodwork and oldstyle
cooking. They also had the opportunity to ask lots of questions of
past teachers and students about life at the school. To commemorate the
historic milestone, students planted shrubs with decorated stakes and laid
special pavers bearing their family name. The school also put together a
cookbook of favourite family recipes.
Southern Metropolitan
Noble Park PS represents students from over 36 different nations and
to celebrate this wonderful mix of cultures, 75 students in Year 5/6 have
created a 20-metre long mural called ‘Life is a Journey’. The children
worked with visiting artist Anu Patel and art teacher Kathy Urry to
create the mural, which depicts a road winding through a rich landscape
of culturally diverse pictures and symbols.
“The children brought in treasured artefacts from their homes and
developed detailed line drawings, which were then transferred to large
boards and painted with an array of beautiful colours,” Ms Urry explains.
Principal David Rothstadt is delighted with the colourful creation, which
has brought the school courtyard to life. The children unveiled their
masterpiece by dressing in international costumes and ‘travelling’ around
the world for the day, visiting all 12 classrooms at the school, each class
having studied a different country and culture for the term.
Students from Mt Eliza
Secondary College are
among 34 students in Years
9 to 12 who have taken
to the stage to perform
a rock opera version of
The Tempest. The students
hail from nine different
schools from Drouin to
Mornington, and have
been collaborating with
three additional schools in
Italy and Germany ahead
of their European tour
next month.

Western Metropolitan
Shine 73
Xxxx
Shine 73
Students at Altona Meadows PS are helping to make a difference to
their school and the environment, after the entire student body, including
Nicholas and Blake pictured, joined forces with parents and teachers
to plant a native grassland garden consisting of more than 1500 plants.
Year 3/4 team leader Greg Hall suggested the planting day after
attending a meeting organised by the Hobsons Bay Council
for teachers interested in environmental issues and ways to
improve their schools. Mel Doherty from Victorian University’s
environmental group Iramoo was a guest speaker at the meeting
and told the teachers that with an estimated less than 0.04 per
cent of native grasses left in Victoria, it was important to re-plant.
“We were looking at doing something to improve the gardens/school
ground so planting a native grassland was an obvious choice, and
Iramoo provided us with plants from their nursery at a very reasonable
rate,” said Mr Hall. “The children have a real sense of ownership of the
project and it will be an ongoing responsibility of the Year 3/4 students
to maintain the garden. We hope eventually to use the seeds from our
plants to grow our own seedlings and extend the garden areas at the
school,” he said.
Loddon Mallee
Nanneella Estate PS won the Archimedes Award for Most Outstanding
Performance by a primary school at the Science Teachers Association of
Victoria (STAV) Science Drama Awards. Six schools were selected as finalists
from DVD entries to perform at Canterbury Girls SC in front of a panel of
judges. Nanneella Estate’s 10-minute performance, Power Wars, took months
to perfect and explored different forms of energy: while travelling through space
the children crash-landed on an unknown planet and had to find a power source
to recharge their rocket ship to get back to Earth. After researching all available
options – gas, solar, wind, geothermal (hot rocks), bio fuel (from sugar cane)
and coal – clean coal, using carbon capture and storage, was determined the
best power source. “The children knew this was the best because they studied
the energy sources in class and also had a visit from Dr John Burgess, a Fellow
of the Academy of Science and Technological Engineering, so they had the
latest scientific information available to research their conclusion,” said principal
Ian Denson. For its win, the school received $1000, resource books, sports gear,
science materials and free lessons at the CSIRO.
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For more information, phone Dr Berenice Nyland
on 03 9925 2097 or email berenice.nyland@rmit.edu.au
S1428

74 Nov 09
Xxxx Appointments
The appointments listed below are as a result of vacancies advertised online. All data, including spelling of names and schools, is as provided
by schools through the Recruitment Online system. This information is published for the purpose of general interest only.
NAME SCHOOL CLASSIFICATION
Barwon South Western
Baker, Scott John Newcomb SC ES1-1
Baxter, Michele Anne Oberon HS AP1-2
Brown, Elizabeth May Colac SC CLASS
Creece, Noel S Lara Lake PS PR2-3
Doubleday, Clare Frances Casterton SC CLASS
Down, Melissa Joy Bundarra PS CLASS
Drew, Bernard Joseph Mortlake P12 College EXRT
Ezard, Shane Anthony Corio South PS LEAD
Findling, Darren Torquay P-9 College CLASS
Fraser, Helen Mary Barwon South Western Region EXECLS
Garvey, Catherine Brauer SC LEAD
Harris, Kimberly Jean Hamilton North PS CLASS
Howard, Tyson Geelong HS ES1-1
Kukuljevic, Dana Louise Nelson Park School CLASS
Mammoliti, Adele Chilwell PS GRD
Pickett, Sharon Corio Bay Senior College ES2-3
Reubenicht, Anne Michelle Barwon Valley School ES2-3
Richards, Brent Ashley Clifton Springs PS PR2-3
Richards, Hugh Selwyn Brauer SC LEAD
Robertson, Duncan Warrnambool College EXRT
Rowe, Carrie Elizabeth Corio South PS LEAD
Seamer, Kim Maree Point Lonsdale PS ES1-1
Van Der Ploeg, Yvonne Nicole Belmont HS
ES2-4
Walker, Emily Rose Geelong HS ES1-1
Eastern Metropolitan
Aldridge, Gemma Marie Burwood Heights PS GRD
Anderson, Judith Anne Mount Waverley SC LEAD
Anderson, Robyn Louise Antonio Park PS ES1-1
Annakis, Paul Doncaster SC CLASS
Banks, Lisa Jane Hartwell PS AP1-1
Barker-Cooper, Brenda Scoresby SC ES2-3
Barr, Elizabeth Jane Milgate PS AP1-1
Bartlett, Peter J John Monash Science School LEAD
Beard, John F Fairhills HS ES1-1
Bennett, Leanne Maree Canterbury Girls’ SC LEAD
Bennett, Patricia Nancy Mount Waverley SC LEAD
Bertucci Sr., Luke Wellington SC CLASS
Bullen, Cornelia Iris Park Orchards PS ACPT
Butler, Jade Ellen Templestowe Valley PS CLASS
Carmona-Vickery, Neil Anthony John Monash Science School LEAD
Carter, Deborah Sue Yawarra PS ES1-1
Cocks, Sharon Fairhills HS ES1-1
Cook, Joy Isabel Vermont PS AP1-1
Cosstick, Karen Margaret Waverley Meadows PS ES1-1
Craig, Peter John Mount Waverley SC LEAD
Craig, Sandra Jill Scoresby SC LEAD
D’aloisio, Mary Yawarra PS ES1-1
Daley, Jane Winifred Wellington SC CLASS
Dallimore, Vera Blackburn English Language Sch ES2-3
Danahay, Adele Badger Creek PS ES2-3
Darcy, Caitlin John Monash Science School LEAD
Demidowski, Gabrielle Mary Wheelers Hill SC
LEAD
Dixon, Peter James Blackburn Lake PS AP1-1
Dixon, Steven Scoresby SC LEAD
Dobson, Colin Mount View PS PR2-4
Dunn, Alicia Kate Templestowe Valley PS CLASS
Dwyer, Damian Box Hill Senior SC AP1-2
Edgell, Genevieve Maree Heathmont East PS GRD
Edwards, Jeff Emerald SC CLASS
Farrell, Diane Elizabeth John Monash Science School LEAD
Fava, Cinzia Templestowe Park PS LEAD
Galloway, Alison Eastern Metropolitan Region ES2-4
Gao, Ming Wellington SC CLASS
Geary, Jennifer Kathleen Croydon Special Developmental AP1-1
Gibbons, Donald R Camberwell HS LEAD
Gooding, Daniel Mount Waverley SC AP1-1
NAME SCHOOL CLASSIFICATION NAME SCHOOL CLASSIFICATION
Griffiths, Andrea Louise Fairhills HS ES1-1
Hall, Timothy Wayne Mount Waverley SC AP1-1
Handasyde, Jayne Elise Canterbury PS GRD
Handson, Bryan John Box Hill HS CLASS
Harder, Nicholas Jon Manchester PS GRD
Harvey, Wendy Lee Canterbury Girls’ SC LEAD
Head, Lori Birmingham PS ES1-1
Heard, Jonathan Francis Balwyn HS CLASS
Henderson, Emma Kate Donvale PS GRD
Herdman, Dean Kenneth Yawarra PS CLASS
Hinde, Margaret Joan Yawarra PS CLASS
Hitchens, Brendan Canterbury PS CLASS
Hogg, Michael John Upper Yarra SC CLASS
Horat, Cheree Ann Yawarra PS ES1-1
Irwin, Warwick Edwin Mount Waverley SC LEAD
Jaremczuk, Mike John Emerald SC LEAD
Lehmann, Ines Monbulk College ACPT
Leonard, Michael Leo Mount Dandenong PS PR2-3
Lisov, Christine Elizabeth Canterbury Girls’ SC LEAD
Lopez, Frederick Albert Ferntree Gully North PS GRD
Macleod, Ian Mount Waverley SC AP1-1
Maguire, Michelle Frances Lilydale Heights College CLASS
Manning, Lynda Mount Waverley SC LEAD
Marollas, Marie-Louise Wellington SC CLASS
McGinley, Rosemary Jean Mount Waverley SC LEAD
McGlynn, Paul Francis Wheelers Hill SC LEAD
McMillin, Jeffrey Scott Wantirna College LEAD
McTier, Mark John Monash Science School LEAD
Mock, Karen Birmingham PS ES1-1
Moraitis, Flora Vermont SC CLASS
Muir, Yvonne Birmingham PS ES1-1
Muller, Cathryn Jane Birmingham PS ES1-1
Mullins, Leslie George Mount Waverley SC LEAD
Murdoch, Naomi Claire Canterbury Girls’ SC LEAD
Ouliaris, Jim Canterbury Girls’ SC LEAD
Padula, Georgina Mount Waverley SC AP1-1
Paps, Veronica Margaret Birmingham PS ES1-1
Patterson, Gemma Maree Doncaster SC GRD
Pfisterer, Trent Pascal Upwey HS CLASS
Pradhan, Prajwal Singh Croydon Special Developmental ES2-3
Pritchard, Roslyn Hilda Upper Ferntree Gully PS CLASS
Robertson-Smith, Tracey J Templestowe Park PS LEAD
Robotham, Sally Cathryn Mount Waverley SC LEAD
Rooke, Emma May Scoresby SC CLASS
Ryan, Ashley P Birralee PS PR1-2
Scott, Jennifer Lilydale Heights College CLASS
Sendeckyj, Dylan George Heatherwood School ES1-1
Simopoulos, Elias Canterbury Girls’ SC LEAD
Spicer, Charles Patrick Mt. Waverley North PS AP1-1
Spiden, Sally Joanna Box Hill HS CLASS
Stratford, Ann Louise Mooroolbark College AP1-2
Sutton, Maureen Elizabeth Fairhills HS ES1-1
Taylor, Rebecca Louise Blackburn PS ES1-1
Theobald, Maureen A Mount Waverley SC AP1-1
Tran, Kim Ngoc Wellington SC CLASS
Truscott, Phillip Shane Balwyn HS CLASS
Von Kelaita, Mark Vermont South Special School ES2-4
Walker, Walker Amelia Yawarra PS ES1-1
Walta, Kieran Templestowe Valley PS CLASS
Waters, Meg Glenallen School CLASS
Whitworth, Kerry Anne Birmingham PS ES1-1
Wilson, John Bradley Mount Waverley SC AP1-1
Wilson, Linley Raymond Fairhills HS ES1-2
Woods, Heather Anne Glen Waverley PS EXRT
Gippsland
Arthur, Emma Danielle Lowanna College CLASS
Buckland, Peter Ramsay Bairnsdale SC ES1-1
Burns, Nerrida Bairnsdale West PS GRD
Campbell, Darren John Traralgon College LEAD
Campbell, Holly Erin Kurnai College CLASS
Cheung, Harold Korumburra SC LEAD
Danckert, Dorothy Fish Creek District PS ES1-1
Evans, Sandra Warragul & District Specialist ES1-2
Fitzpatrick, Jennifer Ann Drouin SC CLASS
Haw, Louise Kate South Gippsland Specialist Sch ES1-1
Henry, Sally Louise Korumburra SC LEAD
Hoy, Jennifer E Korumburra SC LEAD
Lehner, Christopher Ernest Traralgon College LEAD
Logan, Kerrie F Traralgon College LEAD
McGrath, Gary A Korumburra SC LEAD
McKail, Angie Bairnsdale West PS AP1-1
Mills, Jan Maree Warragul PS ES2-3
Moloney, Lisa Michelle Traralgon (Stockdale Rd.) PS GRD
Newland, Khim Wonthaggi SC CLASS
Remington-Lane, Pamela M Traralgon College LEAD
Shone, Michael Anthony Korumburra SC LEAD
Thomas, Patricia Anne Traralgon College LEAD
Wakefield, Leesa Anne Lowanna College CLASS
Walsh, Amy Louise Yarragon PS ES1-1
Ward, Louise Tracey Bairnsdale West PS CLASS
Grampians
Collishaw, Dean Ballarat HS CLASS
Copping, Matthew Alan Ballarat Specialist School AP1-1
Cupper, Pamela E Hopetoun SC AP1-1
Davidson, Kristy Louise Murtoa College ES2-3
Fox, Patricia Barbara Ballarat SC CLASS
Oliver, Delwyn Ballarat HS CLASS
Phelan, Jordan Dalton Hopetoun SC GRD
Schreenan, Nattalie Irene Ballarat HS LEAD
Stewart, Dianne Maree Stawell SC CLASS
Tillig, Shirlee Elizabeth St Arnaud PS SSO1-1
Watters, Maya Bacchus Marsh SC LEAD
Hume
Adam, Jan Robert Seymour Technical HS CLASS
Atzori, Antonino Mooroopna SC LEAD
Bentley, Lynn Elizabeth Mooroopna SC LEAD
Boschetti, Roland Mooroopna SC LEAD
Bruin, Jane Baranduda PS SSO1-1
Bulluss, Patricia Ann Broadford SC LEAD
Collins, Brian John Hume Region EXECLS
Cummins, David C Hume Region EXECLS
Dainton, Jan Mooroopna SC ES1-1
Dennis, Bryan Broadford SC LEAD
Dimovski, George Wallan SC CLASS
Dyason, Leonie Margaret Mooroopna SC LEAD
Findlay, Grant Owen Mooroopna SC LEAD
Gass, Kirsten Mooroopna SC LEAD
Hill, Cameron Luke Shepparton East PS GRD
Mason, Laura Elizabeth Tallangatta PS GRD
Mouat, Miranda Ann Corryong College ES1-1
O’Bree, Ruth Irene Mooroopna SC LEAD
Parker, Craig Andrew Mooroopna SC LEAD
Sexton, Karissa Lyn Mooroopna SC CLASS
Sian, Rupinder Kaur Seymour Technical HS CLASS
Tozer, Paul Kenneth Numurkah SC AP1-2
Varker, Linda Jane Upper Plenty PS ACPT
Williams, Julie-Anne Shepparton East PS ES2-3
Zuber, Tammy Leanne Middle Indigo PS PR1-1
Loddon Mallee
Allen, Megan Mildura Senior College CLASS
Arnold, Timothy Maple Street PS ES1-2
Baker, Julie Anne Loddon Mallee Region EXECLS
Bennett, Michelle Elizabeth Kyabram P-12 College ES1-1
Leadership Opportunities in Victorian Government Schools
Information about exciting
school leadership opportunities
is posted on www.education.
vic.gov/schooljobs and will
be available from the dates
indicated.
SHINE
publication date
Thursday 5 November
Thursday 3 December
Online Job
Posting date
Friday 6 November
Friday 4 December
w w w . e d u c a t i o n . v i c . g o v . a u / s c h o o l j o b s

Shine 75
Appointments Xxxx
Shine 75
NAME SCHOOL CLASSIFICATION NAME SCHOOL CLASSIFICATION NAME SCHOOL CLASSIFICATION
Birch, Anthony J Mildura Senior College CLASS
Brinsden, Anne Loddon Mallee Region EXECLS
Bruechert, Cindi Leanne Loddon Mallee Region LEAD
Bysouth, Jason Lee Weeroona College Bendigo LEAD
Bysouth, Jason Lee Weeroona College Bendigo LEAD
Carpenter, Bruce Bendigo Senior SC CLASS
Chandler, Kirsty Leanne Kalianna Special School CLASS
Chapman, Tracey Anne Harcourt Valley PS ES1-1
Clapham, Jill Loddon Mallee Region LEAD
Commerford Sr., Delene Kaye Loddon Mallee Region
LEAD
Crawley, Heather Dianne Mildura Senior College LEAD
Davis, Christina Jane Dunolly PS CLASS
Doyle, Hayley Anne Swan Hill PS AP1-1
Eckel, Susan Rosemary Mildura West PS SSO1-1
Forbes, Carmody Susan Merbein West PS CLASS
Francis, Karen Michelle Irymple SC EXRT
Franks, Breeanna Weeroona College Bendigo LEAD
Franks, Breeanna Weeroona College Bendigo LEAD
Gill, Mary Elizabeth Ranfurly PS LEAD
Gregg, Donna Maree Loddon Mallee Region LEAD
Grumont, Alan Richard Loddon Mallee Region LEAD
Hallinan, Damian Loddon Mallee Region LEAD
Huszar, Carmen Loddon Mallee Region LEAD
Jeffers, Luke Loddon Mallee Region LEAD
Kay, Megan Cheryl-Ann Dunolly PS CLASS
Lever, Gail Elwyn Koorlong PS ES1-1
Livingstone, Stephen Douglas Lancefield PS CLASS
McInnes, Timothy Lachlan Weeroona College Bendigo LEAD
Miller, Leanne Cherril Weeroona College Bendigo LEAD
Miller, Leanne Cherril Weeroona College Bendigo LEAD
Mills, Cheryl Kalianna Special School CLASS
Overall, Jana Brooke Woorineen District PS GRD
Pain, Stuart Adam Merbein PS CLASS
Phillips, Jessica Ann Mildura South PS CLASS
Picone, Leanne Loddon Mallee Region LEAD
Pollard, Susanne M Weeroona College Bendigo LEAD
Regan, Amanda Jane Loddon Mallee Region LEAD
Robertson, Graeme Clyde Loddon Mallee Region EXECLS
Rogers, Wilhelmina S Mildura Senior College CLASS
Saddlier, Kim M Loddon Mallee Region LEAD
Shortal, Nicholas James Bendigo South East SC ES1-2
St Clair, Jane Louise Loddon Mallee Region LEAD
Taverna, Michelle Maree Swan Hill PS LEAD
Toose, Christine Elizabeth Weeroona College Bendigo LEAD
Tzaros, Maria Jane Loddon Mallee Region LEAD
Walsh, Jacquelyn Lee Loddon Mallee Region LEAD
Watts-Harrop, Kathy Elizabeth Loddon Mallee Region
LEAD
White, Monique Nicole Goornong PS CLASS
Northern Metropolitan
Agrios, Haralambos The Lakes South Morang P-9 CLASS
Ambler, Jennalee Broadmeadows Special Develop. ES1-1
Barrera, Donna Craigieburn South PS AP1-1
Bell, Kim Michael Alphington PS ES1-2
Bonfante, Rhonda Eltham HS ES1-1
Bourinaris, Kathy Preston Girls’ SC ES1-1
Brain, Graham Bruce Melbourne Girls’ College LEAD
Briggs, Kirk Epping SC LEAD
Bruce, Rebecca Louise Watsonia Heights PS CLASS
Buxton, Michelle Anne Melbourne Girls’ College LEAD
Cain, Julie Yvonne Lalor SC AP1-2
Carey, Scott Sunbury Downs SC ES1-1
Cheyne, Fiona Emily Concord School CLASS
Chiodo, Barbara Diamond Valley College CLASS
Chisholm, Kara Jean Diamond Valley College GRD
Ciabotti, Maria Brunswick North PS ES1-1
Convey, Pam Thomastown East PS CLASS
D’astolto, Gabriella Sandra Mount Ridley P-12 College ACPT
Davidson, Richard John Melbourne Girls’ College GRD
Donnelly, Kim Michelle The Lakes South Morang P-9 CLASS
Emmett, Gail Roxburgh College ES1-2
Evans, Cora Harriet Westgarth PS ES1-2
Finlay, Marcus The Lakes South Morang P-9 CLASS
Fitzpatrick, Jennifer Ann Mount Ridley P-12 College GRD
Franz, Tara Lisa Mount Ridley P-12 College ES1-1
Fulcher, Christy Louise Alphington PS GRD
Gardner-Drummond, Sharon M Melbourne Girls’ College LEAD
Giordano, Maria Oak Park PS AP1-1
Giuliano, Tiziana Grazziella Mount Ridley P-12 College ACPT
Halley Coulson, Helen Merriang Sds PR2-3
Hamilton, Jodie-Maree Montmorency PS ES1-1
Harapas, Helen Montmorency SC ES1-2
ACCREDITED
SCHOOL
ACCOMMODATION
BOOK NOW! TO AVOID
DISAPPOINTMENT
$40*
Hendrickson, Krystyn Northern Metropolitan Region EXECLS
Inchley, Stuart Greensborough SC CLASS
Jackson, Esther Betty Melbourne Girls’ College CLASS
Juricic, Andrea Kismet Park PS ACPT
Kaskamanidis, Peter Epping SC LEAD
Kovacev, Milica The Lakes South Morang P-9 CLASS
Lattin, Christine E Melbourne Girls’ College LEAD
Lesha, Donna Thomastown East PS CLASS
Lewis, Leanne Elizabeth Bethal PS LEAD
Lynch, Michael Francis Sunbury Downs SC CLASS
Marshall, Leisl Nicole Glenroy Specialist School CLASS
McQueen, Brett Thomas The Lakes South Morang P-9 EXRT
Murray, Anne Marie Plenty Parklands PS CLASS
Nelson, Anne Marie Spensley Street PS PR2-3
Phillips, Krista C. Montmorency PS ES1-1
Richards, Jennifer Jane Austin Hospital School CLASS
Robinson, Mavis Elizabeth Sunbury Downs SC ES1-1
Ruecroft, Donna Glenroy Specialist School CLASS
Rundle, Norrian Elizabeth Epping SC LEAD
Sato, Mariko Mount Ridley P-12 College CLASS
Sexton, Christopher Leo Wales Street PS PR2-3
Sidhom, Roger Whittlesea SC CLASS
Smith-Tudor, Helen Lorraine Apollo Parkways PS
AP2-3
Smith, Rachael Jane The Lakes South Morang P-9 LEAD1
Smyth, Ailsa Nicole Watsonia Heights PS CLASS
Stephenson, Gayle Lesley Merri Creek PS ES2-3
Stephenson, Marion Anne Melbourne Girls’ College LEAD
Tankir, Gulsen Fawkner SC CLASS
Van Der Westhuysen, Ruth N Mount Ridley P-12 College ACPT
Veljanovski, Snezana Epping SC LEAD
Yardas, Lyndal Rae Epping SC LEAD
Young, Jodi Glenroy Specialist School CLASS
Zahra, Chloe Mount Ridley P-12 College GRD
Zocco, Gennetta Mount Ridley P-12 College ACPT
Southern Metropolitan
Abdilla, Georgina Yarrabah School ES1-1
Andersson, Lars MacRobertson Girls HS LEAD
Baker, Jasmin Larisa Seaford Park PS GRD
Barton, Stanley Bruce Hampton Park SC LEAD
Bates, Kristina Margaret Pakenham Springs PS CLASS
Belletty, Krystle Anita Pakenham Lakeside PS GRD
Bidese, Julia Marella Oatlands PS CLASS
Bode, Caren Michelle Berwick Chase PS ES1-1
Bowman, Claire Jane Dandenong HS CLASS
Champion, Jennifer Leonie McClelland SC ES1-2
Chembiah, Lynn X Hallam Valley PS CLASS
Cooper, Carlee Louise Yarrabah School CLASS
Cox, Russell Peter Yarrabah School CLASS
Crutchfield, Sheryl Yarrabah School CLASS
Cunningham, Heather Lesley Parkdale SC
CLASS
Daglish, Kacey Adele Mount Erin SC ES1-1
Davies, Sarah
Narre Warren South P-12 College CLASS
De Valle, Travis Andrew Frankston HS CLASS
Dunbar, Maria Therese Pakenham SC CLASS
Dyson, Pamela D Noble Park SC PR2-4
Facey, Lyne Jillian Hampton Park SC LEAD
Fearn-Wannan, Susan J Hampton Park SC LEAD
Fischer, Debra Jane Rosebud SC LEAD
Fitzgerald, Lisa A MacRobertson Girls HS LEAD
Francesca, Annalisa Yarrabah School CLASS
Gibbs, Christine Gail Yarrabah School CLASS
Griffiths, Alison J Yarrabah School ES1-1
Griffiths, Ivanica (Eva) Berwick Chase PS ES1-1
Guagas, Katherine A Cheltenham SC CLASS
Hardy, Wayne Frankston HS EXRT
Harris, Maree Elizabeth Mount Erin SC ES1-2
Hartnett, Margaret Berwick Chase PS ES1-1
Hawkins, Elise Bayside Special Developmental CLASS
Hayes, Veronica Joan MacRobertson Girls HS LEAD
Heyes, Cameron Frankston HS CLASS
Hosking, Lucia
Narre Warren South P-12 College CLASS
Ingleby, Nichola Joy Beaconsfield Upper PS ES1-1
Jansens Ter Laeck, Lisa Dianne Mornington SC
ES1-2
Kariyawasam, Vishaka Damayanthi Hallam Valley PS
ES1-1
Keays, Belinda Michelle Pakenham Lakeside PS GRD
Kettle, Simon Robert Langwarrin PS CLASS
Knight, Susan J Hampton PS PR2-4
Lane, Jessica Lea Somerville SC CLASS
Lay, Darren Gregory Pakenham Springs PS GRD
Lennard, Louise Beatrice Glen Eira College GRD
Logan, Susan Carol Mount Erin SC ES1-1
Make you next school trip to Melbourne
an adventure and stay at the
Hotel Claremont
Guest House.
189 Toorak Road, South Yarra, 3141
1300 301 630
info@hotelclaremont.com
www.hotelclaremont.com
per student per night (based on group share accommodation) includes breakfast,
GST and 1 teacher at no cost for every 10 students. * All rates subject to alteration
Mackenzie, Donald Leonard Pearcedale PS PR2-4
Martin, Corey Steven Hampton Park SC LEAD
Mason, Jessica Lousie Dandenong West PS CLASS
McCutcheon, Janet Louise MacRobertson Girls HS LEAD
Miller, Brett Lachlan Kunyung PS CLASS
Mills, Lisa A Oatlands PS LEAD
Milne, Mandy Jane Mornington PS GRD
Montana, Alexandra Laetitia Kunyung PS CLASS
Olsen, Peter Noble Park Special Develop. Sc ES2-3
Park, Hyeri
Narre Warren South P-12 College CLASS
Parkinson, Dianne Hampton Park SC LEAD
Peddlesden, Sue M Gleneagles SC PR2-4
Pressley, Tania Bayside Special Developmental AP1-1
Raftopoulos, Sarah Yarraman Oaks PS CLASS
Simpson, Pauline A Kunyung PS CLASS
Spies, Sophie Anne Yarrabah School ES1-1
Steinfort, Gayle Maree Mentone Girls` SC LEAD
Todd, Gloria Marie Bayside Special Developmental CLASS
Tokely, Kathryn Yarrabah School CLASS
Tolson, Craig Leslie Dandenong HS CLASS
Trimboli, Gemma Toorak PS CLASS
Turner, Matthew Frankston HS CLASS
Van Rooyen, Angela Jane Cranbourne SC CLASS
Vanderloo, Myrna Hastings Westpark PS ES1-1
Weller, Elizabeth Ruth Cranbourne North East PS ES2-5
Williams, Chris Parkdale SC CLASS
Williamson, Jenny Margaret Oatlands PS LEAD
Wishart, Kate Nicole Pakenham Springs PS CLASS
Xu, Jessica Parkdale SC CLASS
Western Metropolitan
Adlard, Leonie Laverton P-12 College ES1-1
Aldrich, Deborah Jane Laverton P-12 College ES1-1
Anderson, Lisa Cairnlea Park PS CLASS
Anning, Marisca Wilhelmina Maria Yarraville Special Dev.School ES1-1
Bailey, Catherine Ann Werribee SC ES1-2
Barclay, Corrie Manor Lakes P-12 Specialist Co LEAD
Benson, Frederick Victor University HS AP2-3
Boyton, Janine Cairnlea Park PS CLASS
Canny, Rebecca Maree Wembley PS CLASS
Carpenter, Susan Kurunjang PS ES2-3
Chisholm, Jessica Tait Wembley PS CLASS
Chisholm, Jessica Tait Wembley PS CLASS
Collins, Sainimili (Sai) Nadoiloma Caroline Springs College ES1-1
Dalgleish, Linda Laverton P-12 College ES1-1
De Klerk, Michelle Warringa Park School ES2-3
Demicoli, Paul Raymond Coburn PS CLASS
Do, Andy Caroline Springs College ES1-2
Dunn, Ryan Anthony Flemington PS LEAD
Dunne, Christine Fay Werribee SC ES1-2
Franceschi, Kimberley Karen St Albans Meadows PS CLASS
Green, Nicole Werribee SC ES1-2
Hickson, Jan M The Grange P-12 College LEAD
Hristoforidis, Toula Braybrook College ES2-3
Jackson, Rhonda May Laverton P-12 College ES1-1
Jandula, Stephanie Anne Seaholme PS CLASS
Kendall, Rod A Hoppers Crossing SC AP1-2
Koutroubas, Deborah Joy Flemington PS ES1-1
Lord, David Dunkin Staughton College AP2-3
McLeod, Robert John Footscray City College AP1-2
Mezzapesa, Pina Baden Powell P-9 College CLASS
Mullen, Scott C Essendon North PS PR2-3
Musgrove, Amy Elizabeth Flemington PS GRD
Nero, Peter University HS CLASS
Nguyen, Huu Hien Carranballac P-9 College ES2-4
Park, Nadine Lindsay Wembley PS CLASS
Paterson, Christine Ann Keilor Downs SC ES1-2
Peddle, Kay University HS AP2-3
Renton, Andrew Manor Lakes P-12 Specialist Co CLASS
Sabatino, Gino Anthony Manor Lakes P-12 Specialist Co LEAD
Salmond, Helen Maree Maribyrnong SC SSO2-3
Schembri, Vanessa St Albans Meadows PS CLASS
Scotson, Lisa Carranballac P-9 College ES1-2
Singh, Kusum Hoppers Crossing SC ES1-2
Smith, Marilyn Leigh Galvin Park SC CLASS
Stone, Teresa E Western Metropolitan Region PR2-3
Swan, Paul Anthony Flemington PS LEAD
Teven, Donna T Melton South PS CLASS
Was, Jan Lynette Mossfiel PS ES1-1
Watkins, Elizabeth Coburn PS ES1-1
Widders, Meagan Louise Mossfiel PS ES1-1
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76 Nov 09
Classifieds
ACCOMMODATION
BOOK
NOW! NOW! TO TO AVOID AVOID
DISAPPOINTMENT
DISAPPOINTMENT
Make your next
school trip to Melbourne an
adventure and stay at the
Hotel Claremont
Guest House
189 Toorak Road, South Yarra, 3141
1300 301 630
info@hotelclaremont.com
www.hotelclaremont.com
ACCREDITED SCHOOL ACCOMMODATION
$40*
per student per night
(based on group share
accommodation) includes breakfast,
GST and 1 teacher at no cost for every
10 students. * Rates subject to alteration
RETIREMENTS
BILL PORTER
Knox Park Primary School invites friends and
colleagues to attend an informal farewell
function, finger food and drinks provided, to
celebrate Bill Por ter’s retirement and
acknowledgement of his service to the school
and education. This function will be held on
Friday, 11 December, 2009, commencing at
4.30 pm in the GP Room at Knox Park Primary
School, Kathryn Road, Knoxfield. For further
details and RSVP by 27 November –
contact Wendy Grigg on 9763 6533 or
grigg.wendy.k@edumail.vic.gov.au
BRIDGES, CLIVE
After an exemplary career in education
including 10 years in the Principal class at
Spring Valley Primary School, Clive Bridges is
retiring from the Department. A function will be
held at Southern Golf Club, Keysborough on
Wednesday, 2nd December from 5.30-7.30pm
to which we invite colleagues and friends of
Clive. Cost $20 per head which includes finger
food, cake and gift. Drinks are available at bar
prices. To join us please call Spring Valley
Primary School and ask for Tina Kokkinos on
9547-3222 or 9562-4812. RSVP 23rd
November.
HUNT, ERICa
Our much loved Office Manager Ricky Hunt is
retiring. After 25 years of outstanding service at
Eaglehawk North Primary School she is calling
it a day. We are having a social function in the
Staff Room on Friday February 19th 2010
commencing at 4.00pm. All friends, colleagues
and others who love our Mrs Hunt are invited to
join us. Cost $20, includes gift, drinks and
finger food. RSVP call 03 5446 8366
and ask for John or Katrina or email:
morton.john.d@edumail.vic.gov.au
LYN SCOTT
A retirement function for Lyn Scott will be held
at Sydney Road Community School, 350
Sydney Road, Brunswick on Thursday 26
November 2009 from 5pm - 7 pm. $20.00 per
head to cover refreshments and presentation.
RSVP Kathy 93809417 or scattolin.
katherine.k@edumail.vic.gov.au 20 November
2009.
PETER LORD
Peter Lord, Principal of Richmond West Primary
School and former President of the AEU(Vic),
FTUV and VTU is retiring. The farewell function
is on Thursday, Dec 3rd, 5.30pm – 7.00pm at
the Amora Hotel, Riverwalk, 649 Bridge Rd
Richmond. Cheques for $30 (includes
presentation) to Richmond West Primary
School, PO Box 404 Richmond, 3121.
Enquiries to Jessica on 9429 2950
RETIRING SOON?
Volunteers for Isolated Students’ Education
recruits retired teachers to assist families with
their Distance Education Program. Travel and
accommodation provided in return for six
weeks teaching. Register at vise.org.au or
George Murdoch 03 9017 5439 Ken Weeks
03 9876 2680
REUNIONS
COLaC SPECIaLIST SCHOOL
FORMER - COLAC SPECIAL DEVELOPMENTAL SCHOOL
25 special years anniversary – Saturday
February 27th 2010. Past & present staff are
invited to come celebrate and reminisce at a
dinner to be held at Colac Lake Bowling Club
7.00pm. Contact Sue Schram or
Suzanne Armstrong phone 03 5231 1055 or
email – colac.ss@edumail.vic.gov.au
CROfTON STREET CamPUS Of ECHUCa
COLLEGE
You’re Invited to say Farewell to Crofton Street
campus of Echuca College – formally Echuca
High School. We will gather on the front lawns
of the former Echuca High School/Echuca
College Crofton Street Campus for the last
time. Enjoy a two course meal and a night of
reminiscing. Date: Saturday 14 November
2009, RSVP Monday 9 November 2009,
Time: 7.30pm and Cost: $30 per head.
Contact person: Laurie Sutton sutton.
laurence.j@edumail.vic.gov.au or Maggie
Marks marks.margaret.m@edumail.vic.gov.au
or 5482 3366
ENGRaVED GLaSSES
Have your reunion or commemorative message
permanently laser engraved on glassware.
Contact Ian Newman, telephone/fax 9645
8699, or PO Box 5164, Middle Park Vic 3206.
faBULOUS! 40! & faREWELL!!!!!
After 40 years of service to the community
Springvale West Primary School has
amalgamated with Spring Valley Primary
School to operate under a new and vital learning
environment to be known as Spring Parks
Primary School. In order to celebrate the past
40 years as Springvale West Primary School
and to make way for its fabulous future we are
inviting past teachers and students to a
CELEBRATION on FRIDAY 4TH DECEMBER.
The festivities will commence at 2.30 p.m. and
include; School tours, A walk down memory
lane with memorabilia in the hall, A selection of
food stalls highlighting the multicultural aspect
of the school, Activities in the school garden
and concluding with the finale and School
concert. Items with the school logo will be on
sale as keep sakes. If you have anything you
can contribute to this celebration or would like
fur ther information please contact
Jo Kenny on 9546 6402 or email her on
kenny.joanne.m@edumail.vic.gov.au
KaTaNDRa SCHOOL 50TH aNNIVERSaRY
CELEBRaTION
Sunday 15th November, 2009 from 2pm-4pm
at 2 Walsh Street Ormond. Past students,
teachers and families are invited to join us for a
day of reflection on the special moments in
Katandra’s history. School tour will be at 2.15
and official welcome at 2.30. Please contact
Margaret Schmidt, Katandra school Email:
Schmidt.margaret.m@edumail.vic.gov.au
tel: 03 9578 6991
mORWELL PaRK PS 40TH aNNIVERSaRY
To celebrate our 40TH Anniversary there will be
a Fete/Fun Day on Friday, November 27th from
12pm – 4pm on the school grounds. All past
students and teachers are cordially invited to
help commemorate this event. For more
information email Peter Credlin at
morwell.park.ps@edumail.vic.gov.au or Elaine
Ivory at ivory.elaine.l@edumail.vic.gov.au
ST aLBaNS NORTH PRImaRY SCHOOL
St Albans North Primary School is celebrating
its 50th Anniversary on Friday 13th November
2009 4pm – 9pm. Past students, teachers and
parents are invited to join in the celebrations.
Official concert and presentation 6pm – 7pm.
Refreshments available. Contact: st.albans.
north.ps@edumail.vic.gov.au or 9366 2029
UPWEY PRImaRY SCHOOL
At Upwey Primary School we are celebrating
our 75th Anniversary. We have much pleasure
in inviting all past and present staff, students
and parents to our special reunion event, a
“Country Fair and Music Festival”, to be held on
Saturday 14th November from 2:00 pm until
9:00 pm at the school. Special displays will be
set up with past grade photos featured. To help
celebrate we will also be having a Bush Dance
from 4:30 pm to 6:30 pm, live music
performances, stalls and a Spit Roast for the
evening. Contact the school on Ph: 9754 2369
or email: goodall.alison.r@edumail.vic.gov.au
for attendance and further information.
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GRaffITI REmOVaL
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LINE MARKING
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Peter Rowell 0415 565 351
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LINE MARKING
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Classifieds
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Ph: 03 94823512
email:
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specialists for Primary Schools
• A Learning Experience! Not a show
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• Practical workshops for children
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- individual grade lessons our specialty
• Many Topics / Themes (VELS)
* Sustainability Science
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• Family Science Nights
• No need for a bus
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Contact: Emily or Robyn
Phone: (03) 9852 0054 or (03) 9855 1191
www.handsonscience.com.au
mERIT STICKERS
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name on? Join in the fun and see for yourself!
Unique and exciting, go to jayl.com.au
Jayl Enterprises - full of surprises!
PLaY afRICaN RHYTHm
Bookings are now being taken for African
drumming workshops for 2010. For more
information, please contact Terrill Percussion
on (03) 5626 7030 or 0418 592 986.
OR
PLANETARIUMS
THAT COMES TO
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For bookings or for futher
information call
9748 8326
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or visit
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EMPLOYMENT
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Specialists in:
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• Curriculum Vitae • Interview Preparation
Our consultants have extensive
principal class, teaching and editing experience.
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Phone Alison at Effective Corporate
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Email: ecc@live.com.au
aPPLYING fOR a JOB?
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the difficult work! Friendly, professional service.
Effective résumés, selection criteria, letters,
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Lunchtime and afterschool classes, mainly in
Primary Schools. If you have enthusiasm,
teaching background and some Chess
knowledge we’ll Help with the rest. Contact -
9532 8370 or admin@chessideas.com.au
Call Peter on
9505 3287
for professional support with
• selection criteria
• interviews
• resumés (CVs)
30 years experience with the Education
Department...teaching & in the Principal Class
Resumé Bureau
HOLIDAY
ACCOMMODATION
aNGLESEa
Cabin overlooking river. Available school
holidays. Close to shops, walk to main beach.
Sleeps family of 6. Call 0422 436 236.
BLaIRGOWRIE HOLIDaY HOUSE
Blairgowrie Holiday House Sleeps 4, all
facilities avail including a large private deck
and BBQ. Walk to Back beach, Close to great
golf courses and vineyards. Avail W/E and
holidays. Call 0437 105 438 for more
information.
PROmONTORY VIEWS, WaLKERVILLE NTH
Small A-frame cottage to rent. Handy to beach
and bush. Very comfortable. Reasonable rates.
Phone Helen for information mail-out:
56236390 or 0427-268211
DaINTREE VIEWS RaINfOREST RETREaT
Spectacular views of the Daintree National
Park, your own mountain waterfall and
swimming hole, a private outdoor spa and the
Great Barrier Reef at your doorstep. 3 Bedroom
house accommodating up to 6 people. Pay for
5 nights, stay for 7. $320 per night/4 people.
www.daintreeviews.com Ph: 07 4094 1207
GIPPSLaND LaKES, PaYNESVILLE
Two bedroom units three minutes walk to
beach, three bedroom house with lake frontage.
Fully self contained for a comfortable holiday or
short break. Phone 5156 6395, email info@
lakewoodpark.com.au
GOLD COaST XmaS HOLIDaY RENTaL
2 bed, 1 bath townhouse at Mermaid Beach.
Fully s/c, a/c, will sleep 6. 500m to beach.
Walk to shops, restaurants, bars. Available Dec.
14- Jan. 17. Bargain price for teachers.
carolineperrett@hotmail.com or 0416 117 590
Metung - Akora Flats
4 x 2BR self-contained flats
(sleep up to 5).
Close to Metung Village.
Pets welcome by
arrangement.
www.akoraflats.com
5156 2320
OCEaN GROVE
Modern 2 story, Sea views, 2 living areas, 2
bathrooms, 3 bedrooms; sleeps 9. Secure
double garage. Phone; 9439 1258 Mobile:
0419 536 608
PHILLIP ISLaND SUNSET STRIP ESTaTE
All accommodation is available anytime
throughout the week /weekends and also
available for Super Cars, Super Bikes, Grand
Prix, Cup Weekend, September and Christmas
School Holidays. *Three bedroom house in
Thompson Ave Cowes sleeps 6-8. Located in
the main drag of Cowes opposite RSL, 10 min
walk to pier, beach and main shopping centre.
* Fishing shack/self contained van sleeps 3-4
with boat parking and fish cleaning area
available. *One bedroom self contained unit
sleeps 2-4. All properties are fully furnished
and are available at a reasonable cost. We are
child and pet friendly and welcome families/
fisherman and anyone just wanting a relaxing
break. Please contact Kerryn for further
information and bookings - 0422 395 168 or
(03) 5952 5465
PHILLIP ISLaND,VENTNOR
XMAS HOLIDAYS. Great 3 bedroom home.
Sleeps 8. Bay views. Safe street. Big yard,
BBQ, 2 showers &toilets. short walk to beach,
$1150 pw. ($180 per night- min. of 4) Gary
0425 868 238, 9433 1303
QUEENSCLIff
Charming 2BR restored 1930’s cottage in
beautiful garden setting in the heart of
Queenscliff. Central heating. Holidays or
weekends. Ring 52582798 or 0409582798
WaTTLE-B COTTaGE
Two bedroom cottage in Banksia st Loch Sport
sleeps 4. Located 2min walk to lake Victoria &
3min drive to ninety mile beach. The cottage is
fully self contained and is surrounded by a
picket fence & lovely gardens to be enjoyed
while sitting under the bull nose veranda. For
information and bookings ph (03) 5951 6607
or email neal_916@hotmail.com

78 Nov 09
Classifieds
PROFESSIONAL
DEVELOPMENT
BRaIN GYm WORKSHOPS
Professionally presented Brain Gym workshops
with Claire Hocking, International Brain Gym
Instructor and Educational Kinesiologist. Also
comprehensive Brain Gym resources. For more
information phone (03) 5282 5985 or
0419 569 071 or visit www.wholebrain.com.au
CLUNES PROFESSIONAL
DEVELOPMENT DAY 2010
Thursday, 28th January
Engaging Young People With Text
is a unique opportunity for primary
school teachers and is a Primary School
Professional Development Day.
At the Clunes Primary School writers,
illustrators and education experts
explore children’s books, the writing/
illustrating process and how to make
these ideas work in your classroom.
Places are strictly limited.
POSITIVE RULES! fOR POSITIVE KIDS!
Have you seen the feedback from Education
MPs, parents and kids, regarding:
Positive Rules! for Positive Kids!
Find out more at http://positiverules.com.au
SCHOOL CAMPS
Lakewood Park Paynesville
Making memories for life
ACA Accredited Camp
n Up to 100 students
n Luxury staff quarters
n Lakes cruise
n Australian Indigenous Culture
Activities
n Beach activities, water skiing,
sailing, canoeing, raft making,
nature walks, orienteering,
ropes, hut building
BOOK NOW for 2010
Contact us – limited dates available in 2009
www.lakewoodpark.com.au
Phone 5156 6395 or 0427 516 050
email info@lakewoodpark.com.au
WaRaNGa HOLIDaY CamP
We are situated 4 kms from Rushworth, a 70
square mud brick complex offered on a catered
or self catered basis to groups of 20–64.
Phone for further details, 5856 1243.
Email info@lakewaranga.com
PaRIS
Stay right in central Paris in a beautiful one
bedroom, fully contained apartment. Five
minutes walk to the nearest metro and then on
to all the Paris tourist sites: Louvre, Eiffel Tower,
Champs Elyses. Sunny, inviting apartment.
Bedroom, lounge, separate kitchen and
bathroom. English speaking owners. Live with
the locals, talk with the locals and experience
the traditional Parisian lifestyle.
www.rentaparisfl at.com
SHORT WaLKS IN HIGH PROVENCE, fRaNCE
Small groups, May and September,2010.
7days exploring hillside forest trails,historic
villages and Old Nice.staying in mediaeval
house in Entrevaux. Ph. 5258 2798 for
information.
TEaCHER TOURS 2010
China – Vietnam – Japan
China or Vietnam in March and Sept. Japan in
June. School visits. Tax deductible for teachers
and SSOs. Visiting the major cities and
features. Great hotels. Freetime, shopping. Ph:
0358219493 or 0431359283. For itineraries
email: tremellen.terence.k@edumail.vic.gov.au
WANTED
WaNTED–PHOTOCOPIERS
Photocopiers all brands and many models.
Working, faulty, obsolete or surplus. Also
telephone systems, IT/computer items. Contact
David on 0402 469 111, and fax 9388 9810.
Email bbs_copy@westnet.com.au Call all
hours and collection arranged.
MISCELLANEUS
Special presenters: Libby Gleeson AM,
Brian Harrison-Lever, Professor Claire
Woods, Dr Tess Brady.
Further information or to book go to:
http://www.booktown.clunes.org
Or email: booktown@clunes.org
Andrew Parry: 5345 3182
Melbourne University
6 to 28 Jan 2010
Taught by Australia’s leading
film professionals
Full courses or daily sessions
Scriptwriting, Visualising the Script,
Directing Actors, Editing, Music for Film,
Cinematography 4-day Intensive,
Production and Sound Design,
Production Management, Visual Effects
Producing, Marketing and Distribution
Documentary, Nadia Tass Directing
Masterclass
Enq/Bookings: 03 9347 5035
www.summerfilmschool.com
FINANCIAL PLANNING
Carrington Financial
Services
We offer
n Salary Sacrifice
n Novated Lease
n 54.11 Resignation
n Retirement Planning
n Wealth Creation
n Taxation
n Estate Planning
For a no obligation assessment of your situation
Contact John Doyle or Diana Sangue
on (03) 9820 8688
TAXATION
TaX RETURNS fROm $75
Teachers Special Offer
Most refunds in 14 days. With 20 years
experience we ensure maximum refunds by
claiming all allowable deductions and
tax offsets. After hours and Saturday
appointments available. Contact Mr M Georgy,
(03) 9467 7842.
TRAVEL
fRaNCE - SOUTH WEST
17C.2B/R apart. in elegant Figeac or cottage in
hilltop Lauzerte. Low cost, brochure, teacher
owner 03 9877 7513.
www.fl ickr.com/photos/clermont-fi geac/
www.fl ickr.com/photos/les-chouettes/
fRaNCE, PROVENCE
Fully equipped and restored 17th century house
in mediaeval, fortified village of Entrevaux.
Sleeps seven. Close to Nice, Cote d’Azur and
Italy. Phone owner 5258 2798 or
02 9948 2980. www.provencehousestay.com
Installing...
video projectors and
electronic whiteboards?
JED
projector
controllers!
See our
ad on
page 7
JED Microprocessors Pty Ltd
03 9762 3588
www.jedmicro.com.au
Advertising
Shine
C L A S S I F I E D S
Line ads: $1.00 per word (ex GST)
Min charge: $30 (ex GST)
E: ed.advertising@edumail.vic.gov.au
T: Diane Mifsud: (03) 9637 2862

Shine 79
Xxxx 79
Attention teachers! Nothing brings words to life for students like seeing them performed
on stage. Feast your eyes on this month’s educational stage productions and incursions.
Melbourne Theatre Company
presents:
Bookings: 1300 723 038
When the Rain Stops Falling
Until 22 November
Sumner Theatre, Southbank
Godzone
5 December 2009 to 17 January 2010
Sumner Theatre, Southbank
Australian Shakespeare
Company presents:
Bookings: 1300 122 344 or
shakespeareaustralia.com.au
A Midsummer Night’s Dream
21 December 2009 to 13 March 2010
Royal Botanic Gardens, Melbourne
The Wind in the Willows
29 December 2009 to 30 January 2010
Royal Botanic Gardens, Melbourne
INCURSIONS
No time for lengthy theatre excursions?
Bring the show to your students with
professional, in-school productions.
Shows 4 Kids presents:
Bookings: 1300 855 919 or
info@shows4kids.com.au
Tutti Fruity Healthy
Eating and Exercise Show
Incursions through 2009
arts2GO, Regional Arts
Victoria presents:
Bookings: 9644 1800 or
www.rav.net.au/arts2go
Impro Melbourne –
Improvisation Performances
and Workshops
Incursions through 2009
Play It By Ear with Rae
Howell – Music Performance
and Composition Workshops
Incursions through 2009
Born in a Taxi – Physical
Theatre Workshops
Incursions through 2009
Andrew McKenna
Storytelling Workshops
Incursions through 2009
Brainstorm Productions
presents:
Bookings: 1800 676 224 or
brainstormproductions.com.au
The Human Race
Incursions through 2009
Verbal Combat
Incursions through 2009
CARP Productions presents:
Bookings: 9593 8581
The Teddy Bears Picnic
Incursions through 2009
The Dinosaur Dance!
Incursions through 2009
Bright and Bushy
Animal Tales
Incursions through 2009
Dreaming of the Dreamtime
Incursions through 2009
The Magic Circus Show
Incursions through 2009
Playful Puppets and
Cheeky Monkeys
Incursions through 2009
A Land Far, Far Away
Incursions through 2009
Somewhere Over the
Rainbow
Incursions through 2009
40 Minutes to Save the World!
Incursions through 2009
Proud to be Me – the Personal
Learning Show
Incursions through 2009
Complete Works Theatre
Company presents:
Bookings: 9417 6166
Romeo and Juliet
Incursions through 2009
Macbeth
Incursions through 2009
The Word Superb –
Poetry for Years 7-8
Incursions through 2009
BOObook theatre presents:
Bookings: 9397 6016 or
boobooktheatre@hotmail.com
Totally Wasted
Incursions through 2009
A Gargoyle in the Garage
Incursions through 2009
To list your school production
email editor@edumail.vic.gov.au

80 Nov 09 Professional Xxxx Development
What’s on in Nov/Dec
Kodaly Music Education
Institute of Australia
Bookings: 9535 7035 or
glenys@kodaly.org.au
Kodaly Victoria Annual
General Meeting
Wednesday 18 November, Huntingdale
The Australian Council for
Health, Physical Education
and Recreation
Bookings: www.achper.vic.edu.au
ACHPER Health and Physical
Education Conference
Thursday 26 to Friday 27 November, Clayton
Drama Victoria
Bookings: 9419 2766 or
dramavic@netspace.net.au
Footprints: Drama Australia National
Conference 2009
Thursday 26 November to Saturday 28
November, Parkville
Soundhouse
Bookings: Anna-Maree on 9376 6833 or
am@soundhouse.com.au
Dreamweaver Level 1
Monday 9 November, Flemington
Photoshop Level 1
Thursday 12 November, Flemington
Digital Movie Making –
The Director’s Cut
Friday 13 November, Flemington
Email your PD listings to
editor@edumail.vic.gov.au
Enhancing your Videos with Vegas
Monday 16 November, Flemington
Photoshop Level 2
Thursday 19 November, Flemington
Taking your Classroom Online –
Wikis, Pods and Blogs
Friday 20 November, Flemington
Podcasting, Vodcasting and Youtube
Thursday 26 November, Flemington
Using Dreamweaver and Flash for
Video Content on Websites
Monday 30 November, Flemington
Adobe In-Design
Thursday 3 December, Flemington
Dreamweaver Level 1
Monday 7 December, Flemington
School Library Association of
Victoria
Bookings: 9349 5822 or
www.slav.schools.net.au
Seeing things differently:
New perspectives on reading
and literacy
Friday 13 November, Melbourne
Soundhouse
Dreamweaver Level 1
Monday 9 November, Flemington
Bookings: Anna-Maree on
9376 6833 or
am@soundhouse.com.au
Victorian Information
Technology Teachers’
Association
Bookings: 94956836 or
vitta.org.au/trainingevents
Thought Leadership Q & A @ VITTA
Conference 2009
Wednesday 25 November, Flemington
Waverley Network Schools
Bookings: hall.esther.l@edumail.vic.gov.au
or www.waverleynetwork.wikispaces.com
Wikispaces intermediate: the next
step in using wikis
Tuesday 17 November, Glen Waverley
Movie Making for Beginners
Wednesday September 2, Glen Waverley
Digital Story Telling
Wednesday 2 December, Glen Waverley
Drama Victoria
Footprints: Drama
Australia National
Conference 2009
Thursday 26 November to Saturday 28
November, Parkville
Bookings: (03) 9419 2766 or
dramavic@netspace.net.au
QUIZ ANSWERS 1. Flinders Lane and Market Street (Route 55 tram). 2. Hippopotamus. 3. 101 Dalmations. 4. 32. 5. Subaru (their logo is a stylised group of
stars). 6. A smoked herring. 7. Messenger to the gods. 8. Peter Lalor. 9. Kal-el (Superman’s birth name). 10. On the head (it’s a skullcap). 11. None (however,
the Tropic of Capricorn runs through several). 12. Boxing (he has lost only 3 out of 27 bouts). 13. Basset hound. 14. PlayStation. 15. Dido. 16. Willow.
17. Exodus. 18. Archer. 19. The Mystery Machine 20. Normie Rowe

Waverley
Network Schools
Wikispaces intermediate: the
next step in using wikis
Tuesday 17 November, Glen Waverley
Bookings: hall.esther.l@edumail.vic.gov.au
or www.waverleynetwork.wikispaces.com
Victorian
Aboriginal
Teachers Forum
19th & 20th November 2009
Are you an Aboriginal Teacher in a Victorian
Government School? If so, this FREE † Forum
is for you.
For the first time in Victoria, the Wannik Unit within the
Department of Education and Early Childhood Development
is offering Aboriginal teachers a chance to network, hear
from great educators and share your experiences together.
The team from the Wannik Unit look forward to seeing
you at Hepburn Springs!
To submit your application to attend the Forum please
log on to www.education.vic.gov.au/wannikdhuna to
register online
Bellinzona Grange
77 Main Roa
Hepburn Springs 346
†
FREE includes Accommodation, Forum and CRT support only
* Victorian Aboriginal Pre Service teachers in their Third or Fourth year at a Victorian
University may also register for the Victorian Aboriginal Teachers Forum.
Priority will be given to Victorian Aboriginal teachers currently practicing in a Victorian
Government school. You will be notified if your registration has been successful

82 Nov 09
Xxxx Take a Break
Staffroom Quiz
Put your general knowledge to the test
with this month’s 20 questions.
1 The city of Melbourne is made up of a grid
of main streets interspersed with small streets
and lanes. Which of Melbourne’s small streets
have tram lines?
2 What is the world’s largest freshwater
mammal?
3 Which Walt Disney animated film was remade
as a live action film, released in 1996,
starring Glenn Close as the villain?
4 How many teams will play in the soccer
World Cup finals series next year?
5 Which well-known car manufacturer takes its
name from the Japanese name for the Pleiades
star cluster?
6 What is a kipper?
7 In Greek mythology what was Hermes’ job for
the Gods?
8 Who was the leader of the revolt at the
Eureka Stockade?
9 What is the first name of Nicholas Cage’s
four-year-old son?
10 Where would a Jewish person wear a
yarmulke?
11 The Tropic of Cancer passes through how
many Australian states and territories?
12 In what sport is Australian Danny Green a
winner?
13 What dog breed is reputed to have the biggest
ears?
14 Which games platform launched Spyro the
Dragon in 1998: PlayStation, Nintendo,
Gamecube or Game Boy?
15 Which pop singer is named after a legendary
queen of Carthage: Beyonce, Dido, Shakira or
Lady Gaga?
16 In the bark of what tree was aspirin
(acetylsalicylic acid) first discovered?
17 Which book of the Bible tells of the Israelites
flight from Egypt?
18 Which horse won the first two Melbourne
Cups?
19 What is the name of the van used the gang in
Scooby Doo?
20 Who was the famous Australian singer from
the sixties who got drafted into the Vietnam
war at the height of his fame?
See page 80 for answers
Sudoku Difficulty level: expert
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Shine
How much are you prepared
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$641,000
$602,000
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ESS1904_Shine
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This advertisement has been prepared by the Emergency Services Superannuation Board ABN 28 161 296 741. The information
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Professional
Development
Program
January – March 2010
Upcoming
EvEnts
CouRSES
The SPELD Teacher Training Certificate
in Specific Learning Difficulties
Presenters: Daryl Greaves and Michelle Hutchison
Our 2010 Program has been developed to provide you with recent evidence-based teaching tools
and strategies to facilitate better learning outcomes for all students, with a strong emphasis on the
needs of students with learning difficulties.
4-day course. 9.30am – 3.30pm.
Warragul venue: Warragul CEO,
6 Witton Street Warragul
Warragul:
Melbourne:
15, 16, 18
& 19 Jan
18, 19, 20
& 21 Jan
2-HouR SEMINARS
organisational Skills
Presenter: James Gold
Phonemic Awareness and Phonics –
are they the same?
Presenter: Maureen Pollard
Strategies for Parents
Presenters: SPELD Professionals
7.30pm – 9.30pm. Melbourne: 11 Feb
Includes phonological processing.
7.30pm – 9.30pm.
Melbourne: 3 March
7.30pm – 9.30pm. Melbourne: 18 March
TECHNoLoGy EVENTS
Textease
Presenter: yvonne Lynch
Wordshark: Technology to support
Phonological Processes
Presenters: Computer Learning Support Team
Technology; Try before you buy
Presenters: Computer Learning Support Team
Nessy software language support program
linked with technology
Presenter: Lyn Peddler
Texthelp for Secondary Students
Presenter: yvonne Lynch
10.00am – 12.30pm.
10.00am – 1.00pm.
10.00am – 12.30pm.
10.00am – 12.30pm.
10.00am – 12.30pm.
Melbourne: 22 Jan
Melbourne: 5 Feb
Melbourne: 17 Feb
Melbourne: 17 Feb
Melbourne: 17 March
Venue for all Melbourne events: SPELD Victoria 494 Brunswick Street, North Fitzroy.
Certificates given for PD attendance. Register Today! Bookings are essential and space is limited.
For more information or to register phone 03 9489 4344 or visit www.speldvic.org.au
Membership discounts apply for Seminars and Technology Events.
Diagnostic Assessment Services available.
For details visit www.speldvic.org.au