Shine Magazine, Issue 9, October 2009 - Department of Education ...
Shine Magazine, Issue 9, October 2009 - Department of Education ...
Shine Magazine, Issue 9, October 2009 - Department of Education ...
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<strong>Shine</strong><br />
A publication <strong>of</strong> the <strong>Department</strong> <strong>of</strong> <strong>Education</strong> and Early Childhood Development<br />
<strong>October</strong> <strong>2009</strong> | <strong>Issue</strong> 09<br />
EARLY<br />
CHILDHOOD<br />
special issue<br />
fantastic<br />
outdoor<br />
5adventures<br />
Big Day In-a big success!<br />
10 ways towards sustainability
THINK<br />
OUTSIDE<br />
THE<br />
CLASSROOM<br />
IMAGE: SINGING BOWL MEDIA SOURCE: MUSEUM VICTORIA<br />
MELBOURNE MUSEUM<br />
NICHOLSON STREET CARLTON<br />
SCIENCEWORKS<br />
2 BOOKER STREET SPOTSWOOD<br />
IMMIGRATION MUSEUM<br />
400 FLINDERS STREET MELBOURNE<br />
BEYOND FOUR WALLS<br />
The Melbourne Story exhibition is divided<br />
into 7 distinct time periods which highlight<br />
key events and changes to the city from early<br />
days <strong>of</strong> European settlement to the present.<br />
Staff-led education programs – Fun and Games,<br />
Making a Quid, Load <strong>of</strong> Old Rubbish and<br />
Cold Case Detectives – are designed<br />
to engage students in an enquiry based<br />
investigation <strong>of</strong> the city. See our website<br />
for details <strong>of</strong> humanities programs.<br />
GOING PLACES:<br />
THE TECHNOLOGY OF TRANSPORT<br />
This interactive exhibition explores the<br />
technology humans have developed for travel<br />
and the way it has shaped the social fabric <strong>of</strong> our<br />
time. Observe, understand and use an incredible<br />
range <strong>of</strong> travel technology to see how it makes<br />
our lives easier and get a glimpse <strong>of</strong> the future<br />
<strong>of</strong> transport. Suitable for Years 3–8.<br />
TALKING FAITHS<br />
EXHIBITION OPENS 26 NOV<br />
‘I’ve learned that we should get to<br />
know people before we judge them.’<br />
Year 10 student<br />
Talking Faiths is a program developed to<br />
engage faith communities, schools and young<br />
people to explore interfaith issues through<br />
a multicultural perspective. This includes the<br />
Talking Faiths exhibition and online programs.<br />
The Talking Faiths Project is part <strong>of</strong> the <strong>2009</strong><br />
Parliament <strong>of</strong> World’s Religions program.<br />
ENTRY & BOOKINGS Entry is free for students. A one-<strong>of</strong>f booking fee <strong>of</strong> $11 applies<br />
per school (additional fees may be incurred for staff led programs). Bookings for 2010<br />
open 1 December. Bookings essential.<br />
STAY IN THE LOOP Subscribe to MV Teachers for unlimited general entry to our museums.<br />
VISIT MUSEUMVICTORIA.COM.AU ⁄ EDUCATION OR CALL 13 11 02 FOR MORE DETAILS
Contents<br />
<strong>Shine</strong> 3<br />
30 38 56<br />
<strong>Shine</strong> is published monthly by the<br />
Communications Division for the<br />
<strong>Department</strong> <strong>of</strong> <strong>Education</strong> and Early<br />
Childhood Development, GPO Box<br />
4367, Melbourne 3001<br />
ABN 52 705 101 522<br />
www.education.vic.gov. au<br />
ACTING EDITOr | Tina Luton<br />
EDITOr | Sarah Oppenheim<br />
Phone: 9637 2914<br />
Email: editor@edumail.vic.gov.au<br />
DESIGNEr | Jackie Jackson<br />
Any use <strong>of</strong> this publication is welcome<br />
within the constraints <strong>of</strong> the Copyright<br />
Act 1968.<br />
PuBLICATION DATES <strong>2009</strong> |<br />
Next issue published on 5 November<br />
TO ADvErTISE |<br />
Contact Wayne Maxwell<br />
or Diane Mifsud<br />
Ph: 9637 2868 or 9637 2862<br />
ed.advertising@edumail.vic.gov.au<br />
TO SuBSCrIBE |<br />
Contact Wayne Maxwell<br />
Ph: 9637 2868<br />
Email: shine@edumail.vic.gov.au<br />
Advertisements featured in <strong>Shine</strong><br />
carry no endorsement from the<br />
<strong>Department</strong> <strong>of</strong> <strong>Education</strong> and Early<br />
Childhood Development, either<br />
implicit or explicit. readers should<br />
rely on their own inquiries and<br />
investigation. No responsibility is<br />
accepted by DEECD for the suitability<br />
or accuracy <strong>of</strong> goods, services or<br />
advice contained in advertisements.<br />
Some material in <strong>Shine</strong> is<br />
opinionative and does not<br />
necessarily reflect the views <strong>of</strong><br />
the <strong>Department</strong>.<br />
Proudly printed by Hannanprint<br />
victoria under ISO 14001<br />
Environmental Certification.<br />
The paper used to create<br />
this magazine comes from<br />
certified and<br />
sustainable forests.<br />
Please recycle.<br />
COvEr | Photo by Clinton Plowman<br />
News<br />
11 Children’s Week<br />
A list <strong>of</strong> events and activities for children <strong>of</strong> all<br />
ages around the state.<br />
21 Kinglake day care centre<br />
A long day care service has been re-established<br />
at Kinglake.<br />
32 Smarter Schools Partnerships<br />
Victorian schools will benefit from an injection<br />
<strong>of</strong> funds to boost student outcomes and<br />
improve the quality <strong>of</strong> schooling.<br />
34 Bar None<br />
The new Bar None Community Awareness<br />
Kit will assist schools to be even more<br />
welcoming to people with a disability.<br />
35 Teach for Australia<br />
A new national partnership will see Victoria<br />
lead the way in assigning outstanding<br />
graduates to disadvantaged schools.<br />
64 Lessons in multiculturalism<br />
Australia is a drawcard for inbound study<br />
programs, which provide the chance for a rich<br />
and rewarding multicultural exchange.<br />
Regulars<br />
Letters 5<br />
Briefcase 6<br />
Calendar 10<br />
Snapshot 14<br />
Flashback 33<br />
Where are they now 38<br />
Research 56<br />
Features<br />
16 Suggestions for sustainability<br />
Ten ways to help your school or early<br />
childhood facility to reduce its carbon<br />
footprint.<br />
26 Gifted and talented students<br />
Dr Patricia Edgar on the power parentteacher<br />
partnerships can have on building<br />
student succeess.<br />
28 From the minds <strong>of</strong> babes<br />
‘Sticky mitten’ research is being conducted at<br />
Australia’s first cognitive neuroscience<br />
‘baby laboratory’.<br />
46 Barnum<br />
Spectacular photos from the latest production<br />
by Joining the Chorus.<br />
48 Big Day In<br />
All the news from the statewide<br />
Big Day In for principals.<br />
52 Deeper learning approach<br />
Developing rational understanding may encourage<br />
more students to take up science, technology,<br />
engineering and maths.<br />
eLearning 72<br />
Regional Roundup 78<br />
Appointments 82<br />
Curtain Call 87<br />
Pr<strong>of</strong>essional Development 88<br />
Staffroom Quiz 90
4 Oct 09<br />
Messages<br />
Welcome to the<br />
<strong>October</strong> issue<br />
Minister for <strong>Education</strong><br />
Bronwyn Pike<br />
Minister for Children<br />
and Early Childhood<br />
Development<br />
Maxine Morand<br />
Welcome to a special early childhood edition <strong>of</strong> <strong>Shine</strong>. There<br />
is overwhelming evidence and increasing recognition that<br />
the early years <strong>of</strong> life have a pr<strong>of</strong>ound impact on each child’s<br />
future. Parents, families, the community and government<br />
are all vital influences on ensuring our children have the<br />
best possible start in life. We know that children’s learning<br />
and development starts from day one and that their early<br />
experiences have a direct impact on their future wellbeing<br />
– which is why we outlined our commitment to improving<br />
early childhood services in the Blueprint for <strong>Education</strong> and<br />
Early Childhood Development.<br />
Already this year we have launched the Children’s<br />
Services Regulations, increased funding for technology in<br />
kindergartens, released the draft Early Years Learning and<br />
Development Framework, and made significant headway<br />
in implementing the ‘Transition: A Positive Start to School’<br />
initiative – all key elements <strong>of</strong> a broader reform agenda<br />
designed to improve early learning in Victoria.<br />
The Victorian Government is also committed to the<br />
delivery <strong>of</strong> an inclusive education system that ensures all<br />
students have access to a quality education to meet their<br />
diverse needs. Schools and kindergartens across Victoria will<br />
now be even more welcoming to people with a disability,<br />
thanks to a new resource kit launched last month.<br />
World Teachers’ Day – held annually in Australia on 30<br />
<strong>October</strong> – was developed in 1994 by the United Nations<br />
<strong>Education</strong>al, Scientific and Cultural Organisation. It is a<br />
day to celebrate teachers and the central role they play in<br />
guiding children, youths and adults through the lifelong<br />
learning process. This year, World Teachers’ Day focused on<br />
the role <strong>of</strong> teachers within the context <strong>of</strong> the global financial<br />
and economic crisis, and the need to invest in teachers now<br />
as a means to secure post-crisis regeneration.<br />
There is no doubt that teachers provide an invaluable<br />
service to every community, and here in Victoria we can be<br />
incredibly proud <strong>of</strong> the quality, dedication and commitment<br />
<strong>of</strong> our teaching staff. Teaching is a pr<strong>of</strong>ession that simply<br />
cannot be underestimated, and World Teachers’ Day serves<br />
as reminder <strong>of</strong> the importance <strong>of</strong> this vital role.<br />
Secretary <strong>of</strong> the <strong>Department</strong><br />
<strong>of</strong> <strong>Education</strong> and Early<br />
Childhood Development<br />
Pr<strong>of</strong>essor Peter Dawkins<br />
For the second year in a row, Victorian students have<br />
been amongst the nation’s highest performers in literacy<br />
and numeracy. Results from the National Assessment<br />
Program Literacy and Numeracy (NAPLAN) tests<br />
show that Victoria, along with the ACT and NSW,<br />
are the highest performing states and territories in<br />
Australia. In the Blueprint for <strong>Education</strong> and Early<br />
Childhood Development, we highlighted our commitment<br />
to improve student achievement, and these results are a<br />
terrific indication that we have a lot to be proud <strong>of</strong> in our<br />
education and early childhood system.<br />
In the last edition <strong>of</strong> <strong>Shine</strong> we brought you news <strong>of</strong> the<br />
Regional Network Leader (RNL) Institute – a weeklong<br />
pr<strong>of</strong>essional development session for regional<br />
network leaders and other regional staff. After five<br />
days <strong>of</strong> pr<strong>of</strong>essional learning, Victoria’s RNLs put their<br />
newfound knowledge into practice, coordinating a Big<br />
Day In for principals. The day was an overwhelming<br />
success, with events held at 30 venues across the state –<br />
giving education pr<strong>of</strong>essionals a valuable opportunity to<br />
discuss school improvement. You can read more about<br />
these developments in this edition <strong>of</strong> <strong>Shine</strong>.<br />
Advance<br />
Tutoring<br />
School<br />
Home or centre tuition – Year 1 to Year 12<br />
The Pr<strong>of</strong>essional Teachers<br />
• English<br />
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• Business management<br />
• Maths<br />
• Biology<br />
• Italian and more<br />
• Accounting<br />
Tuition bookings:<br />
0411 333 001 / 0413 880 897<br />
Teachers are welcome to join our team<br />
www.advancetutoringschool.com.au
Letters<br />
T<br />
28 Apr Jul 09 Opinion<br />
Pandora Petrovska<br />
Why Aboriginal languages<br />
should be taught<br />
“Before we started I had absolutely no idea that our<br />
language even existed.” – VCE Indigenous Reclamation Language Student<br />
here is something pr<strong>of</strong>oundly<br />
sad about a young person being<br />
oblivious to their own history.<br />
Knowledge about oneself and one’s<br />
heritage is fundamental to our sense <strong>of</strong> self, and<br />
understanding <strong>of</strong> the world. Language is an<br />
enduring marker <strong>of</strong> identity and culture, and this<br />
story shows how individuals strive to overcome<br />
the deep wounding <strong>of</strong> past policy affecting self, to<br />
this day.<br />
It was the summer <strong>of</strong> 2005 when I first met<br />
Wotjobaluk woman Jennifer Beer from the<br />
Wimmera, as she stood in the doorway <strong>of</strong> my<br />
<strong>of</strong>fice. It was hot and she had trave led from<br />
Horsham to Melbourne to meet with somebody<br />
who could help her realise her dream: the teaching<br />
<strong>of</strong> her language, Wergaia.<br />
Jennifer Beer is one <strong>of</strong> those remarkable characters<br />
you are truly fortunate to meet in a lifetime; a<br />
person whose vision inspires many to do things<br />
they never imagined were possible, like asking for<br />
the basic rights we take for granted. For Jennifer,<br />
this meant teaching a Victorian Aboriginal<br />
language that is no longer spoken as a primary<br />
means <strong>of</strong> communication.<br />
It is a well-known fac that after the establishment<br />
FRIDAY 31 JULY<br />
Phonics and Spe ling in the Early<br />
Years<br />
David Hornsby<br />
PREP TO YEAR 2 TEACHERS<br />
WEDNESDAY 12 AUGUST<br />
Three Dimensions in a Day – Part 2:<br />
Measurement, Chance & Dat and<br />
Working Mathematically<br />
Rob Vingerhoets<br />
(can be a tended as a stand-alone<br />
seminar)<br />
PREP TO YEAR 6 TEACHERS<br />
<strong>of</strong> government and church missions, where<br />
Aboriginal people were forbidden to speak their<br />
language, or practise their culture, the transmission<br />
<strong>of</strong> Victorian Aborigina languages ceased. This,<br />
and the threat <strong>of</strong> having their children removed,<br />
was an effective mechanism to achieve a situation<br />
where these languages simply faded.<br />
Jennifer Beer had come to the right place: the<br />
Victorian School <strong>of</strong> Languages, a specialist<br />
government language school teaching 45<br />
languages in over 40 schools in Melbourne and<br />
country Victoria, as we l as a distance education<br />
section teaching nine languages to a l school<br />
sectors. With broad VCE provision, many<br />
thousands <strong>of</strong> students around the state, and<br />
Term 3 & 4 Program<br />
THURSDAY 20 AUGUST<br />
Project-Based Learning in the Middle Years <strong>of</strong> Schooling<br />
Darryn Kruse<br />
YEARS 3 TO 9 TEACHERS<br />
THURSDAY 27 AUGUST<br />
Comprehension and Strategies for Fiction<br />
Deb Sukarna<br />
YEARS 3 TO 9 TEACHERS<br />
TUESDAY 1 SEPTEMBER<br />
Assessment for Learning in the Inquiring Classroom<br />
Kath Murdoch<br />
PREP TO YEAR 6 TEACHERS<br />
We had a country centre at<br />
Horsham, so delivering an<br />
Indigenous language was<br />
possible. But this experience<br />
was very different from the<br />
many established languages<br />
we taught.<br />
I read with great interest your article on ‘Why Aboriginal<br />
languages should be taught’ (issue 06, page 28). I think that<br />
reviving, reclaiming and honouring all cultures is important.<br />
When apartheid was lifted/banned in South Africa in 1994,<br />
at least 15 African languages and three Indian languages<br />
were made compulsory in schools, acknowledging and<br />
representing the varying segments that made up the South<br />
African population. This was a moment in history that<br />
reflected that all people were equal and important and<br />
that the South African culture was not only a reflection <strong>of</strong><br />
Western values but made up <strong>of</strong> a rich tapestry.<br />
It is wonderful to see that my niece’s children learn English,<br />
Hindi, Zulu and Afrikaans at school. The inclusion <strong>of</strong> all<br />
languages is a true representation <strong>of</strong> the people. The shame <strong>of</strong><br />
being black has been replaced by dignity when all languages<br />
are recognised and acknowledged in the curriculum <strong>of</strong> the<br />
school. If the government wants to build a true and united<br />
nation then Indigenous languages need to be taught.<br />
In South Africa the overthrow <strong>of</strong> the ‘white only’<br />
government saw three major changes: the flag, the national<br />
anthem and the inclusion <strong>of</strong> Indigenous languages in<br />
the curriculum. Apart from the ‘Sorry Day’ speech, so far<br />
the Australian Government has not changed anything to<br />
acknowledge the Aboriginal people as the First Nation <strong>of</strong><br />
Australia. The Aboriginal culture has a lot to teach us about<br />
conservation, harmony and interconnectedness. I feel that<br />
it is a sorry day indeed that Aboriginal culture is still not<br />
<strong>of</strong>ficially reflected in our government logos and community.<br />
Dr Intal Chetty<br />
recent delivery <strong>of</strong> Yorta Yorta in partnership with<br />
Northland Secondary Co lege, we were we l<br />
placed to assist.<br />
We had a country centre at Horsham, so<br />
delivering an Indigenous language was possible.<br />
Bu this experience was very different from the<br />
many established languages we taught. There were<br />
no dictionaries or grammar books. Even when<br />
we undertake the teaching <strong>of</strong> refugee languages,<br />
like Dinka and Somali, materials have <strong>of</strong>ten been<br />
developed internationa ly, and may be adapted<br />
for the Australian classroom. This required a<br />
partnerships and co laboration with many to<br />
become a reality.<br />
Permission to undertake the reclamation and<br />
revival <strong>of</strong> Wergaia was given by the community<br />
in the Wimmera, and after consultation with the<br />
Local Aboriginal <strong>Education</strong> Consultative Group<br />
(LAECG) and the Land Council, the community<br />
received funding from the Victorian Aboriginal<br />
Corporation for Languages (VACL) to develop<br />
a Wergaia word list. Monash University linguist,<br />
Dr Julie Reid, developed the Wergaia Community<br />
Grammar and Dictionary in 2007.<br />
For the firs time, Wergaia was taught at VCE<br />
level to students in Horsham and Ba larat using<br />
Ivanhoe Grammar School is committed to building academic pr<strong>of</strong>essional knowledge through<br />
the delivery <strong>of</strong> high quality seminars and workshops presented by internal and external speakers.<br />
FRIDAY 9 OCTOBER<br />
Ensuring an Effective and Strong Final Term in Maths<br />
Rob Vingerhoets<br />
PREP TO YEAR 6 TEACHERS<br />
THURSDAY 15 OCTOBER<br />
Mathematics – Teaching and Learning the Four<br />
Operations in Number<br />
Michael Ymer<br />
PREP TO YEAR 6 TEACHERS<br />
Fo registration forms and enquiries, please contact Paula Welham on:<br />
Telephone: 9490 1877 • Mobile: 0488 110 000 • Email: mail@ivanhoepl.com • Book online: www.ivanhoepl.com<br />
Where: Darebin Arts & Entertainment Centre<br />
(Cnr Be l Street & St Georges Road, Preston)<br />
Time: 9:30am – 3:30pm (Registration from 9:00am)<br />
Cost: $185 (inc. GST). Cost includes morning tea,<br />
lunch& hand-outs<br />
our video conferencing facility in Thornbury.<br />
Linguist Dr Julie Reid conducted weekly twohour<br />
classes, and regular one-day workshops<br />
in Ba larat in accordance with the VCE Study<br />
Design for Indigenous Languages <strong>of</strong> Victoria:<br />
Revival and Reclamation, which was specifically<br />
designed to teach the fundamentals <strong>of</strong> language<br />
reclamation.<br />
The starting point for the linguist, and the class,<br />
was the sketch grammar written by Hercus<br />
(1986) based on 1960s audio recordings <strong>of</strong><br />
individuals speaking Wergaia. Unbeknowns to<br />
her, these audio recordings had captured the voice<br />
<strong>of</strong> one <strong>of</strong> Jennifer’s own relatives. “I remember<br />
growing up hearing Uncle Walter and others<br />
speak language as a sma l child, but I did not<br />
know he had been recorded,” she told me. “When<br />
I heard his voice on the tapes, I had a deep sense<br />
<strong>of</strong> pride.”<br />
Seeing these VCE Indigenous Language<br />
Reclamation students successfu ly complete their<br />
studies and receive validation from Minister<br />
for <strong>Education</strong> Bronwyn Pike, at our VCE Top<br />
Scorers Function was bri liant. The joy for me<br />
wi l be seeing what they do with this knowledge<br />
in the future and the language classes they wi l<br />
teach. On reflection, as I write this, I understand<br />
why I came to spend so many years with this<br />
language school.<br />
Pandora Petrovska is assistant principal <strong>of</strong> the<br />
Victorian School <strong>of</strong> Languages (VSL). She leads<br />
curriculum and training for over 700 language<br />
teachers employed by the VSL statewide and has<br />
been instrumental in the implementation <strong>of</strong> VELS<br />
electronic reporting and many other projects at the<br />
VSL, which are shared across a l government schools.<br />
Tell us what you think.<br />
Email editor@edumail.vic.gov.au<br />
Email editor@edumail.vic.gov. au<br />
Letters may be edited for space.<br />
Opinion<br />
<strong>Shine</strong> 29<br />
Briefcase<br />
<strong>Shine</strong> 5<br />
Letter <strong>of</strong> the month<br />
We applaud Dr Patricia Edgar’s continued efforts to combat the<br />
advertising <strong>of</strong> junk food on television (issue 07, page 26). Such<br />
marketing is indeed highly questionable, particularly when it is<br />
aimed at children. Our concern is that it becomes so pervasive in<br />
the child’s world that it limits knowledge and interest in other food<br />
choices, putting additional health-related pressures on families.<br />
It is a disservice to our young people to underestimate their<br />
capacity (and their right) to enjoy real food. While children<br />
are susceptible to advertising, on the other hand they can be<br />
wonderfully open to new, fresh and healthy choices. Parents<br />
and home economics teachers<br />
know what pleasure young people<br />
get from preparing, tasting and<br />
sharing food, and how much they<br />
can learn along the way. This<br />
experience and knowledge can<br />
help children to be critical <strong>of</strong> the<br />
food advertising they see around<br />
them, and to aspire to long-term<br />
health. But kids, parents and<br />
teachers could do without the<br />
constant bombardment <strong>of</strong><br />
counterproductive messages<br />
on television.<br />
Jo Scanlan<br />
Bouquets for <strong>Shine</strong> magazine! It’s very attractive, encourages a browse<br />
and there is an interesting range <strong>of</strong> articles. There is a gap though.<br />
I have been a full-time classroom teacher since 1970. It has been<br />
a privileged, pr<strong>of</strong>essional life and it continues for me. Many <strong>of</strong> my<br />
peers are retiring or have retired. A concern to me is the prevailing<br />
view that many workers will change careers numerous times during<br />
their working lives. This view encourages a perception that being<br />
a teacher is not a long-term commitment, and that after a while a<br />
person might/ought seek greener pastures and move on/up in their<br />
pr<strong>of</strong>essional journey.<br />
I, on the other hand, believe we should be encouraging new<br />
teachers to see this career as lifelong and not just one railway<br />
station on the longer line. People need to be encouraged to stay<br />
the distance. They need to be shown how others have stayed the<br />
distance; that you don’t have to become burned-out wrecks after a<br />
short time.<br />
Dennis Matthews<br />
Next month’s best letter wins an audio book!<br />
26 Aug Apr 09<br />
Opinion<br />
Send us your views on an article in this month’s issue and you could win<br />
the classic Andy Griffiths novel Mascot Madness: Schooling Around in<br />
audio book format, courtesy <strong>of</strong> Bolinda audio.<br />
Email editor@edumail.vic.gov.au<br />
I<br />
sat on the beach last summer observing<br />
the parade <strong>of</strong> bodies, recalling<br />
photographs taken <strong>of</strong> my children<br />
playing on that same beach one<br />
generation before. The difference was massive.<br />
Australians are now among the fattest people<br />
on the planet. Twenty per cent <strong>of</strong> Australian<br />
children are overweight and 10 per cent are<br />
obese. These young people will battle i lness<br />
for most <strong>of</strong> their lives – type 2 diabetes, bone<br />
disease, respiratory and cardiovascular diseases.<br />
Studies pu the cost <strong>of</strong> obesity in children<br />
and adults in Australia in excess <strong>of</strong> $21<br />
bi lion dollars. Researchers are warning that,<br />
In Sweden, television advertising<br />
to children under 12 has been<br />
banned since 1991. In the UK,<br />
television regulator Ofcom<br />
banned junk food advertising in<br />
and around children’s television<br />
programs in 2007.<br />
Opinion<br />
Dr Patricia Edgar<br />
Biting <strong>of</strong>f more than<br />
we can chew<br />
Children are targeted relentlessly by fast food companies with irresponsible<br />
marketing campaigns. As teachers – your voices should be raised in this debate.<br />
for the firs time in more than a century, life<br />
expectancy may fall.<br />
The psychological impact <strong>of</strong> obesity can<br />
be as damaging as the physical effects with<br />
many children demonstrating increased levels<br />
<strong>of</strong> stress with effects on their behaviour,<br />
concentration, learning ability and mood. I<br />
am sure teachers observe these symptoms in<br />
classrooms across the state.<br />
We are hearing more and more messages about<br />
healthy eating bu they get lost under the<br />
welter <strong>of</strong> products designed to tempt, which<br />
are thrust under our noses. In supermarkets<br />
there are lo lies, chips, chocolates and biscuits<br />
all on shelves at children’s eye level so they can<br />
pester their parents.<br />
It’s not just the amount o food we now eat<br />
but also what is in the food – the saturated<br />
fats and the quantity <strong>of</strong> sugar – that make the<br />
battle to keep weight within normal range<br />
a cha lenge for many people. The way food<br />
and drink is advertised creates confusion<br />
about what are the contents <strong>of</strong> food products<br />
and what represents healthy eating. Labels<br />
trumpet: 20 per cent less fat; 70 per cent less<br />
sugar, but the real meaning is less clear.<br />
Children are targeted relentlessly by<br />
companies and advertisers with irresponsible<br />
marketing<br />
fat, sugar an<br />
promotions<br />
Shrek promo<br />
popcorn, Cok<br />
Without<br />
a very un<br />
Sophistry bedevil<br />
industry’s role in t<br />
industry insists we<br />
media industries in<br />
they only <strong>of</strong>fer ente<br />
calls on parents to b<br />
children: they can tu<br />
refuse to buy, feed th<br />
But business conspire<br />
are way ahead <strong>of</strong> the g<br />
best minds to bear on w<br />
develop the market. The<br />
people genera ly would<br />
<strong>of</strong> french fries or two bu<br />
buy the super size, the va<br />
Super-sizing led to a revo<br />
A serving <strong>of</strong> McDonald’s<br />
ballooned from 200 calorie
6 Oct 09<br />
Briefcase<br />
What’s new this month<br />
Make a Scene is back!<br />
Students Australia wide are once again<br />
invited to select a Shakespearean phrase and<br />
interpret it in their own way for the Make a<br />
Scene competition. Students can submit their<br />
interpretation in any medium they choose<br />
– drawing, photograph, illustration, podcast,<br />
animation, or movie – as long as it is submitted<br />
electronically as a still image, audio or movie file.<br />
There are significant prizes to be won, with the<br />
best national entry awarded an Apple iPhone<br />
3G plus $5000 cash for the individual student<br />
and $10,000 cash for their school.<br />
Entries can be uploaded from 1 <strong>October</strong> and<br />
close 30 November <strong>2009</strong>. For more information,<br />
visit www.optus.com.au/makeascene<br />
Battle online baddies<br />
and save energy<br />
Origin has launched a new environmental<br />
education program called Energy Force. This<br />
digital game is specifically aimed at kids aged<br />
8–12 years, and encourages them to think about<br />
saving energy in a fun, safe and interactive online<br />
environment. By joining a fictional spy agency,<br />
players can choose an agent alias and receive<br />
secret missions whereby they learn about the<br />
wasteful energy behaviours <strong>of</strong> the ‘baddies’ from<br />
a group called WASTE (We Are Stealing The<br />
Energy) and earn rewards along the way. For more<br />
information, visit www.energyforcegame.com.au<br />
Where’s Kate<br />
Adventurer Kate Leeming is about to set <strong>of</strong>f<br />
on her grueling 20,000km cycling journey<br />
across Africa! The first leg will see her pedal<br />
250km from Dakar to Saint Louis in Senegal.<br />
Ms Lemming’s Breaking the Cycle quest<br />
aims to explore and understand the causes<br />
and consequences <strong>of</strong> extreme poverty. Middle<br />
years students are encouraged to<br />
take part in the journey through<br />
the <strong>Department</strong>’s associated<br />
education program. For more<br />
information and updates, see<br />
www.btcycle.com<br />
Open Day at the<br />
Gould League<br />
All teachers are invited to a free Teacher Open<br />
Day at the Gould League Environmental<br />
<strong>Education</strong> Centre in Genoa Street,<br />
Moorabbin, on Monday 26 <strong>October</strong> between<br />
11:00am–2:00pm. Tour the centre, explore<br />
the Climate Change and Water <strong>Education</strong><br />
Garden, and participate in a hands-on sampler<br />
<strong>of</strong> environmental education programs, before<br />
taking part in a delicious and complimentary<br />
light lunch. RSVP to gould@gould.org.au or<br />
call 9555 5565.<br />
Put your knowledge<br />
to the test<br />
How much do you know about State Government,<br />
and how confidently could you answer any<br />
questions parents and students may have about<br />
it Try these questions on for size – is Federation<br />
Square public or private Where would you look<br />
for historical documents Who makes the laws,<br />
and what is the highest court in Victoria<br />
Check your answers in Welcome to Government,<br />
your introduction to working in the Victorian<br />
public sector at www.ssa.vic.gov.au, and impress<br />
your colleagues with your newfound knowledge!<br />
The origins<br />
<strong>of</strong> life<br />
From Charles Darwin’s theory <strong>of</strong> evolution to<br />
modern biomolecular technologies, where we<br />
all came from remains a fundamental headscratcher.<br />
Join world-leading evolutionary theorist<br />
Pr<strong>of</strong>. David Penny for The Origin <strong>of</strong> Life: from<br />
Darwin to the metabolome <strong>of</strong> primordial soup,<br />
a public lecture presented by the University <strong>of</strong><br />
Melbourne on 22 <strong>October</strong>. Visit www.pmv.org.<br />
au/darwinlecture/darwinlecture.html<br />
Anaphylaxis<br />
conferences<br />
Anaphylaxis Australia will hold seminars<br />
in Melbourne and Ballarat on 28 and<br />
29 <strong>October</strong>. These seminars will provide<br />
useful information for individuals who<br />
are at risk <strong>of</strong> anaphylaxis, as well as<br />
parents, relatives, friends, carers, teachers,<br />
health pr<strong>of</strong>essionals and members <strong>of</strong> the<br />
community who want to know more<br />
about the management <strong>of</strong> severe allergy<br />
and anaphylaxis. Expert speakers will<br />
cover a range <strong>of</strong> topics including, what is<br />
food allergy, how to recognise and treat<br />
a reaction with EpiPen demonstration,<br />
management <strong>of</strong> food allergy in the home,<br />
childcare and school community. The<br />
Melbourne event will be held at AMREP<br />
seminar room, ground floor, Alfred Hospital,<br />
Commercial Road, on 28 <strong>October</strong> at 7pm.<br />
Cost: $15 per person. For more information<br />
or to register, visit www.allergyfacts.org.au
Ready,<br />
set – walk!<br />
Walktober Walk-to-School, the highly<br />
successful VicHealth event aimed at getting<br />
more children walking to and from school,<br />
is being run again throughout Victoria on<br />
Wednesday 21 <strong>October</strong> <strong>2009</strong>. Last year 322<br />
primary schools across Victoria participated<br />
in the event, with over 60,000 children<br />
walking to school on the day – this is an<br />
increase <strong>of</strong> over 100 schools and 21,000<br />
children since the inaugural event in 2006.<br />
For more information, see www.vichealth.vic.<br />
gov.au/walktober<br />
Melbourne<br />
International<br />
Arts Festival<br />
Briefcase<br />
<strong>Shine</strong> 7<br />
It’s time to party! Some <strong>of</strong> the world’s most exciting and challenging creative works will again be<br />
on display in Melbourne. The Festival’s <strong>2009</strong> Schools Program provides some great opportunities,<br />
including a review writing competition for students, and free educational resources for teachers.<br />
Melbourne International Arts Festival runs 9–24 <strong>October</strong> <strong>2009</strong>. For full details, visit www.<br />
melbournefestival.com.au/education<br />
Uncover the Distance<br />
<strong>Education</strong> Centre Victoria<br />
Former teacher Jenny Campbell has painstakingly researched the history<br />
<strong>of</strong> distance education to create Across the Distance – 1909–<strong>2009</strong>: Celebrating<br />
100 Years <strong>of</strong> the Distance <strong>Education</strong> Centre Victoria. The book charts<br />
DECV’s growth from small beginnings to present day, and contains letters,<br />
photographs and plenty <strong>of</strong> fascinating, and perhaps little known, facts.<br />
For example, during 1916–1917, returned soldiers participated in teacher<br />
training by correspondence, which would assist them to integrate back into<br />
the community. To purchase a copy <strong>of</strong> the book for $10 (includes postage),<br />
call DECV on 8480 0000 or email centenary@distance.vic.edu.au<br />
Across the Distance: 1909-<strong>2009</strong><br />
Celebrating 100 Years <strong>of</strong> the Distance <strong>Education</strong> Centre Victoria<br />
PREP<br />
TO<br />
YEAR 8<br />
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Why have<br />
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8 Oct 09<br />
Briefcase<br />
Short films for the future<br />
Young Victorians are urged to create short films about sustainability<br />
for Future Shots, a short film challenge sponsored by Sustainability<br />
Victoria, in partnership with Melbourne Water, DEECD,<br />
CERES, Australian Film Television and Radio School, Hopscotch<br />
Entertainment and Little Big Shots. Three awards are on <strong>of</strong>fer: best<br />
film, people’s choice, and an award for the film made with lowest use <strong>of</strong><br />
resources. Films may be <strong>of</strong> any genre and made individually or as part <strong>of</strong><br />
a team. Entrants may use any filmmaking device, ranging from a mobile<br />
phone, home video equipment to a film crew. Training workshops are<br />
being held for teachers to help them support aspirational filmmakers<br />
in the areas <strong>of</strong> sustainability and film production. Entry deadline is 6<br />
November <strong>2009</strong>. Winners will be announced at an awards night in<br />
December. The top 20 films will be screened on the night and also be<br />
streamed on the Sustainability Victoria and Future Shots website. For<br />
information, visit futureshots.com.au<br />
Slimy science PD<br />
Healesville Sanctuary is running a full day PD to give primary and<br />
secondary teachers valuable information and practical ideas on how<br />
to engage their students in science, with particular emphasis on frogs,<br />
their biology and the conservation and creation <strong>of</strong> frog habitats.<br />
Five <strong>of</strong> the eight schools that attended the last Slimy Science PD<br />
have since established thriving frog bogs and created cross-curricular<br />
activities. Teachers at Bayswater North Primary School have initiated<br />
a frog habitat at their school, improving the husbandry and extending<br />
the use <strong>of</strong> their classroom green tree<br />
frogs as a result <strong>of</strong> attending the<br />
day. They have also purchased<br />
additional frog models for use in<br />
the lifecycles program for early years’<br />
students. So, hop to it! The next session<br />
<strong>of</strong> Slimy Science is on Thursday 29 <strong>October</strong><br />
from 9.15am to 3pm and costs $99.00. For<br />
more information, see www.zoo.org.au/<br />
Learning/TeacherPD/Slimy_science<br />
Foxtel wants you<br />
for its high school musical!<br />
Does your school have what it takes to deliver the ultimate school<br />
musical Foxtel is on the hunt for Australia’s most talented school,<br />
giving students a once-in-a-lifetime chance to be cast in a new reality<br />
TV series Fame The Musical. Schools are invited to submit promo<br />
tapes that demonstrate their singing and dancing talents. It doesn’t<br />
have to be current – it could be from last year or the year before, just<br />
to give an idea <strong>of</strong> what your school has produced in the past. Only<br />
one school will be chosen! Students from the chosen school will then<br />
be invited to audition for the musical.<br />
Auditions start early November. Rehearsals will run through<br />
December with the curtain rising on the final cast <strong>of</strong> 30 talented<br />
students who will perform in front <strong>of</strong> a massive audience <strong>of</strong> family<br />
and friends in January 2010. For more information contact Jo Rippon<br />
at jo.rippon@freemantlemedia.com.au<br />
Is your teacher the<br />
world’s greatest<br />
To celebrate World Teachers’ Day<br />
on 30 <strong>October</strong>, the Victorian<br />
Institute <strong>of</strong> Teaching is inviting<br />
students to make a three-minute<br />
film that answers the question,<br />
“What makes a great teacher”<br />
Winning schools in the P–6 and<br />
7–12 categories will receive a<br />
set <strong>of</strong> 10 iPod touch units, and<br />
gift vouchers for up to four <strong>of</strong><br />
their students. Entries close 16<br />
<strong>October</strong>, so be quick! For more<br />
information, visit www.vit.vic.<br />
edu.au.<br />
YOUR TEACHER<br />
YOU<br />
STARRING YOUR TEACHER<br />
TO CELEBRATE WORLD TEACHERS’ DAY ON 30 OCTOBER <strong>2009</strong>, THE VICTORIAN INSTITUTE OF TEACHING<br />
WANTS YOU TO MAKE A 3 MINUTE FILM THAT ANSWERS THE QUESTION “WHAT MAKES A GREAT TEACHER”<br />
YOUR SCHOOL COULD WIN A SET OF 10 iPOD TOUCH UNITS FOR CLASSROOM USE *. TO FIND OUT MORE OR<br />
TO ENTER, VISIT WWW.VIT.VIC.EDU.AU<br />
THIS FILM HAS BEEN RATED<br />
G GENERAL AUDIENCES<br />
*(ONE SET FOR EACH WINNING ENTRY IN THE P-6 AND 7-12 CATEGORIES)<br />
HURRY, ENTRIES CLOSE 16 OCTOBER <strong>2009</strong><br />
DIRECTED BY YOU<br />
WTD POSTER FINAL A3 (5).in d 1 27/08/09 12:15 PM<br />
Catch great<br />
Australian movies at<br />
the Mediatheque<br />
Melbourne’s Australian Centre for the Moving Image (ACMI) and<br />
the National Film and Sound Archive (NFSA) have collaborated to<br />
create a new national screen culture resource centre. The Australian<br />
Mediatheque is housed in a purpose-built centre within ACMI<br />
at Federation Square and will provide Victorians and visitors to<br />
Melbourne with new and exciting opportunities to freely engage<br />
with the moving image and to explore significant screen culture<br />
archives, including highlights from over 100 years <strong>of</strong> Australian and<br />
international film, clips from Australian television productions, film<br />
stills and publicity materials, video artworks, student and communitymade<br />
films and sound resources. The Australian Mediatheque is open<br />
to the public free <strong>of</strong> charge between 12–6pm Monday to Sunday. For<br />
further information, see www.australianmediatheque.net
Happy 120th birthday<br />
Mentone Primary!<br />
Mentone Primary School is inviting the<br />
community, along with past teachers and<br />
students, to help celebrate its 120th birthday<br />
with a huge festival to be held on the school’s<br />
premises in Childer’s Street, Mentone, on<br />
Saturday 24 <strong>October</strong> <strong>2009</strong> from 10am–4pm. There<br />
will be stage performances from the Mordialloc<br />
Band and various artists, Indonesian and Indian<br />
dance demonstrations, food stalls, games, an animal<br />
farm, art show and plenty <strong>of</strong> activities for kids. For<br />
more information, contact Robyn Wilson on 9583 2995 or<br />
email wilson.robyn.m@edumail.vic.gov.au<br />
Last chance to enter<br />
Dardee Boorai art competition<br />
Entries for the Dardee Boorai art<br />
www.education.vic.gov.au/aboriginalcharter<br />
Victorian Charter <strong>of</strong> Safety & Wellbeing for Aboriginal Children and Young People www.education.vic.gov.au/aboriginalcharter<br />
Dardee Boorai:<br />
Victorian Charter <strong>of</strong> Safety & Wellbeing for<br />
Aboriginal Children and Young People<br />
competition close on Friday 30<br />
<strong>October</strong> <strong>2009</strong>, so if you haven’t already<br />
entered you had best get to work!<br />
Students’ artwork should reflect their<br />
interpretation <strong>of</strong> the theme: Strong<br />
Aboriginal Children. Prizes include<br />
bikes, DS Nintendos, $200 gift<br />
vouchers, Wii Fits and more. Visit www.<br />
education.vic.gov.au/aboriginalcharter<br />
Visit Skydeck<br />
FREE!<br />
To celebrate World Teachers’ Day on 30 <strong>October</strong>, Eureka Skydeck<br />
88 is <strong>of</strong>fering all Victorian teachers free admission on presentation<br />
<strong>of</strong> their VIT cards between 30 <strong>October</strong> and 1 November <strong>2009</strong>.<br />
Teachers will also have a chance to win a six-course degustation<br />
dinner at Eureka 89, an unforgettable dining experience 300 metres<br />
above cosmopolitan Melbourne, by subscribing to the online<br />
Teacher Subscription during <strong>October</strong>. For more information, visit<br />
www.eurekaskydeck.com.au<br />
CAR LEASING
10 Oct 09<br />
Briefcase<br />
What’s on this month<br />
14<br />
24<br />
<strong>October</strong><br />
Leave the car at home and don your bike helmet for National<br />
Ride to Work Day. This annual Australia-wide event<br />
encourages workers to feel good and have fun by commuting<br />
to work by bike and experiencing the health, financial and<br />
environmental benefits <strong>of</strong> riding.<br />
Children’s Week begins today. Tomorrow, head to the<br />
Melbourne Zoo where kids will enjoy the<br />
lion’s share <strong>of</strong> fun with music, games,<br />
fairies and face painting. Throughout<br />
this week schools, playgroups, child care<br />
centres, kindergartens, cultural groups,<br />
libraries, community groups and<br />
more, will provide activities and<br />
events for thousands <strong>of</strong> children<br />
and their families around<br />
Australia. To join the fun, see<br />
www.childrensweek.org.au<br />
November<br />
1<br />
3<br />
Say farewell to Children’s Week for another year, and join<br />
the free, final festivities at Melbourne Museum.<br />
Celebrate in style for the race that stops a nation on Melbourne<br />
Cup Day. It’s all about the fashion, the fillies, fine food and<br />
having a friendly flutter. May the best horse win!<br />
28<br />
30<br />
31<br />
Universal Children’s Day. Winners <strong>of</strong> the Early Years Awards,<br />
which recognise the contribution that partnership approaches<br />
make to improving the health, learning, development and<br />
wellbeing <strong>of</strong> all Victorian children, will be announced at a<br />
ceremony in the Great Hall <strong>of</strong> the National Gallery <strong>of</strong> Victoria.<br />
The wait is finally over, so set your clocks, prepare your pens,<br />
take a deep breath and smile as thousands <strong>of</strong> students across<br />
the state begin their VCE exams.<br />
At the same time, pay homage to the extraordinary<br />
contributions and achievements<br />
<strong>of</strong> Australia’s educators and early<br />
childhood workers for World<br />
Teachers’ Day.<br />
Get a little spooky for<br />
Halloween.<br />
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Celebrate<br />
CHILDREN’S WEEK<br />
Children’s Week <strong>of</strong>fers an array <strong>of</strong> fun – and free! – activities for children <strong>of</strong> all ages right<br />
across Victoria, writes Caroline Kearney.<br />
From tai chi to sand sculptures and<br />
sing-along sessions with Blinky<br />
Bill and the Wonderful World <strong>of</strong><br />
Mr Men and Little Miss – the<br />
Melbourne Zoo will be transformed into a<br />
children’s wonderland on Sunday 25 <strong>October</strong><br />
as the Minister for Children and Early<br />
Childhood Development, Maxine Morand,<br />
launches Children’s Week <strong>2009</strong> with a family<br />
fun day.<br />
Entry is free for children 15 years and under<br />
and the zoo will be abuzz with face painters,<br />
empress stilt dancers, Chinese lantern and<br />
knot workshops, wacky musical instrument<br />
workshops, crafty animal fun and ‘Go for your<br />
life’ activities.<br />
Running from Saturday 24 <strong>October</strong> to<br />
Sunday 1 November, Children’s Week is<br />
an annual, national event that celebrates<br />
children’s right to enjoy childhood and<br />
provides opportunities for young Victorians<br />
to participate in a range <strong>of</strong> activities provided<br />
by the Victorian Government in partnership<br />
with local governments, Victorian schools,<br />
early childhood services and key stakeholders.<br />
Themed around ‘a caring world shares’,<br />
Children’s Week recognises the importance<br />
<strong>of</strong> cherishing children; their talents, skills and<br />
achievements.<br />
On Universal Children’s Day, Wednesday<br />
28 <strong>October</strong>, Minister Morand will celebrate<br />
the positive impact <strong>of</strong> early years’ education<br />
and care partnerships on Victorian children<br />
and families through the presentation <strong>of</strong> the<br />
Early Years Awards. Held at the National<br />
Gallery <strong>of</strong> Victoria, the awards recognise the<br />
contribution that partnership approaches make<br />
to improving the health, learning, development<br />
and wellbeing <strong>of</strong> all Victorian children.<br />
Children’s Week also draws on <strong>2009</strong> as the<br />
International Year <strong>of</strong> the Gorilla, Astronomy,<br />
Natural Fibres and Reconciliation. During launch<br />
day at the zoo a gorilla art mural will be created<br />
and ‘gorillas in the wild’ art activities will take<br />
place. On Sunday 1 November, as Children’s<br />
Week celebrations draw to a close, a new initiative<br />
with The Alannah and Madeline Foundation –<br />
Children365 – will be launched with a family fun<br />
day at Melbourne Museum.<br />
Children365 encourages all <strong>of</strong> us to cherish<br />
our children every single day <strong>of</strong> the year. The<br />
concept was developed after the tragic death <strong>of</strong><br />
Darcey Freeman. The Alannah and Madeline<br />
Foundation – a charity focussed on protecting<br />
children from violence – supported Darcey’s<br />
family after her death, and together with the<br />
Find out what’s happening in Children’s Wee<br />
Victorian Government, www.education.vic.gov.au/childrensw<br />
will host a special day<br />
to celebrate all children.<br />
During the launch adults will be encouraged<br />
Children's Week - Poster Vic <strong>2009</strong>.indd 1<br />
to make promises and declarations about their<br />
children for the year ahead. A free calendar<br />
will be distributed featuring great ways to<br />
spend time with your children. An exciting<br />
range <strong>of</strong> interactive, fun and educational<br />
activities will be available for the whole family<br />
to enjoy.<br />
Concession card holders and children 12 years<br />
and under have free entry to the Melbourne<br />
Museum. For this event, the museum is<br />
<strong>of</strong>fering free admission for all adults with a<br />
voucher.<br />
See pages 12–13 for a selection <strong>of</strong> events taking<br />
place around the state during Children’s Week. For<br />
a full list <strong>of</strong> events and information on museum<br />
admission vouchers, visit www.education.vic.<br />
gov.au/childrensweek
CHILDREN’S WEEK<br />
Children’s Week – fun and fabulous events in your region<br />
BARWON SOUTH WESTERN<br />
Family fun day<br />
Sun 25 Oct; 11am–3pm<br />
Potato Shed, Bellarine Multi Arts Centre, 41<br />
Peninsula Drive, Drysdale<br />
Celebrate the launch <strong>of</strong> Children’s Week in Geelong<br />
at’s happening with a free in Children’s family fun Week day featuring by visiting: games, stalls,<br />
.education.vic.gov.au/childrensweek<br />
activities, open mic sessions, roving entertainers and a<br />
stage performance by Spontaneous Broadway.<br />
Contact Angela Baum on 5272 4816 or at<br />
7/4/09 12:38:29 PM<br />
abaum@geelongcity.vic.gov.au<br />
Ships ahoy<br />
Tues 27–Thurs 29 Oct<br />
Flagstaff Hill Maritime Village, 81 Merri St,<br />
Warrnambool<br />
Step back to the 1800s at Flagstaff Hill Maritime<br />
Village, awash with fun activities including crafts,<br />
gardening, traditional games and storytelling.<br />
Entry is free for children aged 0–8 years and an<br />
accompanying adult.<br />
Contact Rebecca Fleming on 5559 4600 or at<br />
flagstaffhill@warrnambool.vic.gov.au<br />
NORTHERN METROPOLITAN<br />
Super sporty skills<br />
Mon 26 Oct–Fri 30 Oct; 11am and 1:30pm<br />
daily<br />
National Sports Museum, Gate 3, Melbourne<br />
Cricket Ground, Yarra Park, Jolimont<br />
Super Sporty Skills with Sam Starr is a fun,<br />
interactive show highlighting essential skills as a basis<br />
for all sporting endeavours.<br />
Contact Adriana Agosta on 9657 8864 or at<br />
adriannaa@nsm.org.au<br />
Westside kinder circus<br />
Mon 26 Oct and Wed 28 Oct; 9am–10:15am<br />
and 10:30am–11:45am<br />
Westside Circus, Warehouse 3, 433 Smith<br />
Street, Fitzroy<br />
Children aged 3–5 years can work with members <strong>of</strong><br />
the Westside Circus to learn skills such as juggling,<br />
hoops, balancing tricks and creative games.<br />
Contact Alicia Clark on 9482 2088 or at<br />
communityprograms@westsidecircus.org.au<br />
EASTERN METROPOLITAN<br />
Sky pilots<br />
flight spectacular<br />
Sat 31 Oct; 10am–3pm<br />
Healesville Sanctuary, Badger Creek Road,<br />
Healesville<br />
Come along to the Sky Pilots Flight Spectacular<br />
and learn about all types <strong>of</strong> flying critters. Flap into<br />
a flight show and see Birds <strong>of</strong> Prey and Parrots in<br />
Flight and meet Karak the red-tailed Black Cockatoo.<br />
Learn boomerang throwing and join the Junior Birdo<br />
activity for bird-spotting tips. Dress up in your finest<br />
feathers to win prizes. Free entry for ages 0–8 years.<br />
Contact Karen Lane on 5957 2800<br />
Compost cake –<br />
the musical<br />
Sun 25 Oct; 11am–2pm<br />
Hawthorn Town Hall, 260 Burwood Road,<br />
Hawthorn<br />
Come and see what Katya Konsumption and her<br />
waste-loving neighbour, Mr Hyde, are up to in the<br />
premiere <strong>of</strong> the family musical Compost Cake. Other<br />
activities include an interactive show-and-tell with<br />
native Australian animals, environmental displays,<br />
games and art activities. Travel to the event by train,<br />
tram or bike, or walk in to enter the ‘sustainable<br />
transport competition’ and be in the running for great<br />
prizes. Suitable for ages 4–10 years.<br />
Contact City <strong>of</strong> Boroondara Leisure and<br />
Cultural Services on 9278 4770 or at events@<br />
boroondara.vic.gov.au<br />
GIPPSLAND<br />
Fun run, walk and ride<br />
Sun 25 Oct; 9:30am<br />
Burke Street, Warragul<br />
Get active in Baw Baw by joining in the annual fun<br />
run, walk and ride. Bring the family for an enjoyable<br />
day <strong>of</strong> activities.<br />
Contact Gabrielle McBain on 5624 2437 or at<br />
gabrielle.mcbain@bawbawshire.vic.gov.au<br />
Family art party<br />
Sun 25 Oct; 11:30am–2:30pm<br />
Latrobe Regional Gallery, 138 Commercial<br />
Road, Morwell<br />
Join in the fun at this family art party, including<br />
activities and an art trail for children. This event<br />
forms part <strong>of</strong> the Get into Art weekend <strong>of</strong> free<br />
activities available at art galleries across Victoria<br />
(visit www.pgav.org.au).<br />
Call 5128 5700 or email lrg@latrobe.vic.gov.<br />
au. Website: www.latroberegionalgallery.com<br />
LODDON MALLEE<br />
Fun science<br />
Thurs 29 Oct; 11am–12pm<br />
Discovery Science and Technology Centre,<br />
Discovery’s Lab, 7 Railway Place, Bendigo<br />
Are your kids always asking why Bring them along<br />
to this fun science session for curious kids.<br />
Contact Angie Carter on 5444 4400 or at<br />
manager@discovery.asn.au. Web: www.<br />
discovery.asn.au<br />
Celebrating childhood<br />
Tues 27 Oct; 10am–12pm<br />
Mount Alexander Town Hall, 25 Lyttleton<br />
Street, Castlemaine<br />
Mount Alexander is a great place to be a kid! Plenty<br />
<strong>of</strong> entertainment for children aged 0–10 years and<br />
their families, by local school children, jugglers and<br />
more, as well as art and play opportunities. Parents<br />
will have the chance to learn about child safety<br />
and receive a copy <strong>of</strong> the new Children’s Services<br />
Directory.<br />
Contact Jenny Balmer on 54721364 or at<br />
casltemainemch@mountalexander.vic.gov.au
HUME<br />
All aboard<br />
Sat 31 Oct; 10am–4pm<br />
Bury Street and Turnbull Street, Euroa<br />
Join in the Children’s Week street parade along<br />
Bury Street from 10am before heading to the Euroa<br />
Miniature Railways centre on Turnbull Street for<br />
an afternoon <strong>of</strong> free train rides, clowns, balloons,<br />
baby animals, face painting and a movie matinee.<br />
VicRoads, and members <strong>of</strong> the ambulance, police and<br />
CFA services will pay a visit.<br />
Contact Heather Bryant on 5795 0001 or at<br />
heather.bryant@strathbogie.vic.gov.au<br />
Strolling along<br />
Mon 26 Oct (Yea), Wed 28 Oct (Eildon);<br />
10am and 12pm<br />
Enjoy fresh air and good company. Bring your family<br />
and friends for some gentle exercise, yummy food<br />
and lots <strong>of</strong> great give-aways. Yea – meet at the BBQ<br />
shelter at the Old Railway Station for a walk along<br />
the Rail Trail. Eildon – meet at the Lions BBQ<br />
shelter for a gentle stroll around the pondage.<br />
Contact Louise Flowers on 5772 0356 or at<br />
lflowers@murrindini.vic.gov.au<br />
SOUTHERN METROPOLITAN<br />
Meet a lifeguard<br />
Mon 26 Oct–Fri 30 Oct; 9am–3pm daily<br />
Life Saving Victoria<br />
Interactive sessions in beach safety awareness, the role<br />
<strong>of</strong> a lifeguard, rescue techniques and more.<br />
Contact Jane Flowers on 9676 6954 or at jane.<br />
flowers@lifesavingvictoria.com.au<br />
Animals on the move<br />
Thurs 29 Oct (Moorleigh Community Centre<br />
Bentleigh East), Sat 31 Oct (Carnegie Library<br />
and Community Centre forecourt); 10am–1pm<br />
A visit from a variety <strong>of</strong> farmyard animals that<br />
children will be able to watch, hold and feed.<br />
Contact Janette Keesman on 9524 3285 or at<br />
jkeesman@gleneira.vic.gov.au<br />
GRAMPIANS<br />
Journey through the pages<br />
Wed 28 Oct–Fri 30 Oct; 10:30am and 12pm<br />
Sovereign Hill, Bradshaw St, Ballarat<br />
Reading comes to life as students immerse themselves<br />
in the tale <strong>of</strong> Tilly, a young girl who loses her father’s<br />
pocket watch. Ideal for children in Prep to Year 2, the<br />
program includes working in groups, and the hunt for<br />
the missing watch will take them on an adventure all<br />
over the township.<br />
Call 5337 1188 or email schoolbookings@<br />
sovereignhill.com.au<br />
Mega-fun<br />
Mon 26 Oct–Fri 30 Oct; 10.00am–12.00pm,<br />
12.30pm–2.30pm<br />
Ecolinc Science and Technology Innovations<br />
Centre, 17-23 Labilliere Street, Bacchus Marsh<br />
Investigation and hands-on activities are all part <strong>of</strong><br />
the fun in this introduction to the fascinating world<br />
<strong>of</strong> Australia’s megafauna, including the Diprotodon<br />
– which was found in Bacchus Marsh – giant<br />
kangaroos and giant wombats.<br />
Contact Suzanne Clark on 5367 0171 or at<br />
ecolinc@edumail.vic.gov.au<br />
CITY OF MELBOURNE<br />
Romp and stomp<br />
Wed 28 Oct; 10am–3pm<br />
Melbourne Museum, Carlton Gardens, Melbourne<br />
An event that celebrates children aged 0–5 years<br />
and families, and highlights the importance <strong>of</strong><br />
early childhood development. The event features<br />
Melbourne Museum’s new exhibition ‘Wild: amazing<br />
animals in a changing world’, along with loveable<br />
roving characters, and a myriad <strong>of</strong> craft activities,<br />
multicultural dance, music and more.<br />
Contact Margaret Griffin on 131 102 or at<br />
mgriffit@museum.vic.gov.au<br />
WESTERN METROPOLITAN<br />
Furaha African acrobats<br />
Saturday 31 Oct; 10am–3pm<br />
Werribee Open Range Zoo, K Rd, Werribee<br />
Immerse your children in a fun and interactive<br />
cultural experience. The Furaha African Acrobats<br />
will hold children’s workshops sharing their skills in<br />
jumping hoop, human pyramid, limbo dance and<br />
juggling, as well as delighting their audience with<br />
performances throughout the day.<br />
Call 9731 9600<br />
Machines in action<br />
Sun 25 Oct; 10am–4:30pm<br />
Scienceworks, 2 Booker Street, Spotswood<br />
All visitors to Scienceworks can enjoy the fun <strong>of</strong><br />
the Machines in Action program, which explores<br />
engines and transport. Ride a model steam train,<br />
view historic machinery in action and learn about<br />
transport in the Start your Engines Show.<br />
Contact Michelle Sanders on 9392 4800 or at<br />
msaunders@museum.vic.gov.au<br />
Arts alive<br />
Fri 30 Oct; 10am–2pm<br />
National Gallery <strong>of</strong> Victoria, 180 St Kilda<br />
Road, Melbourne<br />
Recommended for students in Years 3–6, Arts Alive<br />
is a collaborative program between The Song Room<br />
and the NGV that brings the visual arts, performing<br />
arts and music together. Students will be introduced<br />
to the wonderful world <strong>of</strong> music through a fantastic<br />
performance in the Great Hall where they will be<br />
able to actively participate in a sing-a-long. On a<br />
guided tour, students will have the opportunity to<br />
view original artworks that make up the diverse and<br />
extensive international collection <strong>of</strong> the NGV. The<br />
gallery will also be holding a Theatre Attack day on<br />
Sun 25 <strong>October</strong>.<br />
Call 8620 2329<br />
For a full calendar <strong>of</strong> Children’s<br />
Week events, visit www.education.<br />
vic.gov.au/childrensweek
14 Oct 09<br />
Snapshot<br />
12pm: San Remo, Phillip Island<br />
Got a great pic Email your high-resolution photo<br />
to editor@edumail.vic.gov.au to win a pack <strong>of</strong><br />
photographic resources.<br />
“Feeding time for the pelicans at San Remo on Phillip Island. I took this photo while on holidays with our<br />
foster child. While he was engrossed with the hand-feeding and information session, I made the most <strong>of</strong> the<br />
photographic opportunities.” Photo sent in by Laureen Knight, Millwarra Primary School.<br />
Send us your snapshot and win an audio book!<br />
Email us a great photo and you could win an audio book <strong>of</strong> Paul Jennings’ The Nest, , courtesty <strong>of</strong> Bolinda Audio Books.<br />
Email your high-resolution photo to editor@edumail.vic.gov.au. See page 76 for competition Terms and Conditions.
Kindergarten teacher<br />
loved by all<br />
Early Childhood<br />
<strong>Shine</strong> 15<br />
Sassafras Preschool director Debbie Haberfield is a much-loved part<br />
<strong>of</strong> the kindergarten and her local community.<br />
For local parent Heidi Clarke – who will see all four<br />
<strong>of</strong> her children go through the doors <strong>of</strong> the Sassaras<br />
Preschool – the ongoing relationship her family has<br />
formed with preschool director Debbie Haberfield<br />
is something to treasure. “Debbie is really gentle<br />
with the children and respectful <strong>of</strong> them; she never<br />
raises her voice and is so calm and enthusiastic and<br />
motivated,” Ms Clarke says.<br />
“I have a nine-year-old and a seven-year-old and<br />
they love going back to say hello to Debbie. I have<br />
a five-year-old at the kinder and a two-year-old<br />
coming through next year, and I think that ongoing<br />
relationship is really lovely,” Ms Clarke says.<br />
Kindergarten commitee president Melissa Chipp<br />
says Ms Haberfield has taught the four-year-old<br />
group since 1995 and has introduced lots <strong>of</strong> new<br />
ideas. “Debbie is constantly thinking <strong>of</strong> new<br />
and creative ways to involve the children, such<br />
as Africa day, and a café day where the children<br />
made scones and served them to their parents.<br />
Then there is the much loved ‘special box’, where<br />
a child is given the opportunity to bring five<br />
treasured items from home to talk about to the<br />
group, enabling the children to practice essential<br />
talking and listening skills,” she says.<br />
Ms Haberfield says she is humbled by so many<br />
kind comments, and honoured to be part <strong>of</strong> such<br />
a wonderful, tight-knit community. “Sassafras is<br />
a beautiful area and the families here are warm<br />
and welcoming. The centre is a very enjoyable<br />
environment to work in: relaxed and easygoing,<br />
and the children love coming here. I am very<br />
lucky to have the support <strong>of</strong> the families, staff and<br />
the committee over the years, and I have had a<br />
wonderful assistant, Leonie Stow, who has been with<br />
me for 13 years. We make a great team,” she says.<br />
Much-loved Sassafras Preschool<br />
teacher Debbie Haberfield.
10<br />
16 Oct 09<br />
Eco footprint<br />
ways towards<br />
sustainability<br />
There is a multitude <strong>of</strong> ways that you can become more<br />
sustainable. Here are some suggestions to help your school or<br />
early childhood facility reduce its impact on the environment.
<strong>Shine</strong> 17<br />
ILLUSTRATIONS BY TONY REARDON<br />
1. Team up and take action<br />
Set up an action team <strong>of</strong> members who want to make a difference.<br />
Include teachers, parents, gardeners, canteen managers, administration<br />
staff, school or kindergarten council and local community members.<br />
Draw up a plan for future improvements and obtain support from<br />
key parents. Develop a marketing plan to promote your achievements<br />
– make sure you have a regular column in the local newsletter and a<br />
feature on the school or kindergarten website. Invite local press to an<br />
activity that highlights your commitment to sustainability.<br />
2. Monitor your money<br />
and your waste<br />
Join the Schools Environment Tracking System (SETS) through<br />
Carbonetix (there is an annual subscription fee). This web-based monitoring<br />
tool allows you to input your billing information, such as water, energy,<br />
waste and any land management costs, into the database to see where<br />
your money is going. It can transform these figures into tables and graphs<br />
for easy use in the classroom. Importantly, SETS allows you to track<br />
sustainability performance by highlighting discrepancies such as water leaks<br />
and inefficient electricity use.<br />
3. Reduce greenhouse gases<br />
•<br />
Avoid using fossil fuel energy as much as possible. Monitor usage<br />
<strong>of</strong> heaters/air conditioners, electronic whiteboards and computers –<br />
if you don’t need them, turn them <strong>of</strong>f.<br />
•<br />
Use sunshades to keep out the summer sun and reduce your use <strong>of</strong><br />
air conditioning. Well-insulated walls and ceilings will also help to<br />
reduce greenhouse gases.<br />
•<br />
Increase your use <strong>of</strong> green electricity. Many schools have prepared<br />
their Federal Government National Solar Schools Proposal for<br />
$50,000 installations <strong>of</strong> photovoltaic panels as well as energy<br />
efficiency improvements.<br />
Some schools are now developing their carbon sequestration plans,<br />
planting trees as carbon sinks. Balnarring Primary School is a<br />
Electricity Usage Comparison (per day)<br />
Electricity 1200 Usage Comparison (per day)<br />
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Peak <strong>2009</strong><br />
Peak J<strong>2009</strong> F M A MPeak J J2008 A S O NPeak D 2007<br />
Peak 2008<br />
Peak 2008 Peak 2007<br />
Peak 2007<br />
Electricity Usage per day (KWh/day)<br />
Electricity Usage per day (KWh/day)<br />
Electricity Usage per day (KWh/day)<br />
Electricity Usage Comparison (per day)<br />
champion with the creation <strong>of</strong> an 80-tonne carbon sink through<br />
a massive revegetation program allied to green electricity use and<br />
considerable cuts in fossil fuel use.<br />
4. Energy saving ideas<br />
•<br />
Put stickers on power points to remind people to switch <strong>of</strong>f<br />
appliances when not in use.<br />
•<br />
Avoid making rooms too cold in summer or too hot in winter and<br />
set the thermostat temperature accordingly.<br />
•<br />
Stop draughts to keep warm air in.<br />
•<br />
Run your air conditioning and heating only during the times staff,<br />
students and children are actually in the building.<br />
•<br />
Install programmable thermostats that can be timed to switch on<br />
30 minutes before work and switch <strong>of</strong>f when the building is empty.<br />
•<br />
Provide external shading from direct sunlight to reduce or avoid the<br />
need for air conditioning.<br />
•<br />
Ceiling fans are cheap to run and are <strong>of</strong>ten all that’s needed to get<br />
to a comfortable temperature.<br />
•<br />
Even better, open a window and make use <strong>of</strong> fresh air to moderate<br />
temperature and improve air quality.<br />
5. Let there by light<br />
Maximise natural light – it’s the most energy-efficient lighting source.<br />
Replace old, incandescent globes with energy-efficient fluorescent globes.<br />
Keep light fittings clean to maximise light output.<br />
Switch lighting <strong>of</strong>f when the room is empty.<br />
•<br />
•<br />
Measure lighting levels to guard against over-lighting – use the lux<br />
meter that was sent to all Victorian government schools.<br />
•<br />
Use the TREES s<strong>of</strong>tware to identify where you can reduce lighting.<br />
•<br />
Install programmable timers, daylight sensors or movement sensors<br />
to control outdoor and security lighting, so unoccupied areas aren’t lit<br />
without reason.<br />
Meter
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18 Oct 09<br />
Eco footprint<br />
6. Be water wise<br />
Did you know that 10 drips per minute from a leaking tap wastes 3000<br />
litres <strong>of</strong> water a year<br />
•<br />
Turn taps <strong>of</strong>f fully when not in use and fix leaks quickly.<br />
•<br />
Install tap aerators to reduce flow, or taps that automatically shut <strong>of</strong>f.<br />
•<br />
Use rainwater tanks to collect ro<strong>of</strong> run<strong>of</strong>f for flushing toilets or watering<br />
the garden. Retr<strong>of</strong>it dual flush toilets and water efficient urinals.<br />
•<br />
Encourage children and staff to use refillable water bottles rather<br />
than using bottled water – it will reduce your waste and is much<br />
better for the environment.<br />
•<br />
Only run the staffroom dishwasher when it is full, and use the<br />
economy cycle.<br />
•<br />
If you’re purchasing a new dishwasher, get one with at least a 3.5 star<br />
energy and water rating – every extra star can reduce running costs by<br />
around 30 per cent.<br />
•<br />
Remember, drought-resistant plants require less work and less water,<br />
and garden beds will survive dry conditions much better if they are<br />
well mulched.<br />
7. Have a water audit<br />
Schools now have short water audits performed by the School Water<br />
Efficiency Program (SWEP). Support for auditing is important in<br />
recognising the cost effective savings and future opportunities.<br />
Simple actions like leak detection saved one school $7000 a year. Installing<br />
tank-to-toilet systems and flow reducers in taps can save up 20 to 30 per cent<br />
on mains water use. Ways <strong>of</strong> reducing water usage can be debated in the<br />
classroom and a complete water conservation curriculum can be established<br />
using programs such as Water – Learn It! Live It!<br />
8. Reduce, reuse and recycle<br />
•<br />
Separate your waste into three easily identifiable bins: recycle,<br />
organic, and landfill.<br />
•<br />
Food scraps can be collected for worm farms and chickens.<br />
•<br />
Organic waste can also be used to make compost and mulch for your<br />
garden or vegetable patch.<br />
•<br />
The volume and cost <strong>of</strong> waste collections can be monitored, graphed and<br />
reported on using SETS.<br />
•<br />
To further reduce your waste, encourage students to use re-usable<br />
lunchboxes and plastic containers instead <strong>of</strong> paper bags.<br />
•<br />
Rubbish-free lunch days are a fun and creative way to get children<br />
thinking about how reduce the amount <strong>of</strong> packaging that goes into<br />
landfill.<br />
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<strong>Shine</strong> 19<br />
9. Create an ecosystem<br />
•<br />
Restore original vegetation, grow native grasses<br />
and bush foods.<br />
•<br />
Begin systematic surveys <strong>of</strong> the garden through weeks and<br />
seasons until nature is restored. ResourceSmart AuSSI Vic<br />
uses Landlearn/Greening Australia materials to measure<br />
habitat quality each year. See www.greeningaustralia.org.au<br />
•<br />
Develop special outdoor areas for butterflies, lizards, birds, etc.<br />
•<br />
Create a frog bog or build a pond.<br />
•<br />
Propagate native and vegetable seedlings to sell during school<br />
fetes and open days.<br />
10. Build biodiversity<br />
Make the most <strong>of</strong> the great outdoors and create wonderful places and spaces<br />
for children to play, rest, learn and explore. Plant a vegetable garden, a mini<br />
orchard or a special interest garden using native and drought-tolerant plants,<br />
trees and grasses. Include flowering plants for all seasons that will provide<br />
beautiful flowers and plants for indoor use.<br />
Build a chicken coop – the chooks will make short work <strong>of</strong> your organic<br />
waste and the rewards will be lovely fresh eggs that the kids will be lining<br />
up to collect! Make a worm farm. Worms also love organic waste and<br />
the ‘worm juice’ makes for a rich, organic fertiliser that will help your<br />
garden to thrive. Brighten up a wall with a colourful mural made from<br />
recycled materials, or create a dynamic sculpture to decorate the garden<br />
to promote sustainable actions.<br />
recycle<br />
For more information, see: Sustainability Victoria,<br />
www.sustainability.ceres.org.au; Victorian Association<br />
for Environmental <strong>Education</strong>, www.vaee.vic.edu.au;<br />
ResourceSmart, www.resourcesmart.vic.gov.au
20 Oct 09<br />
Early Childhood<br />
Early childhood scholarship<br />
recipients doing what they love<br />
Early childhood workers Joanne Clarke and Sharon Bamblett have recently upgraded their<br />
qualifications, thanks to two scholarship programs for educators in the early childhood sector.<br />
Child care assistant Joanne Clarke spends her<br />
days rattling <strong>of</strong>f the alphabet, counting aloud to<br />
10, and marveling at the unique ways children<br />
find to communicate. “I love the way children<br />
express themselves. I just enjoy the way they<br />
speak, the way they try to put their words<br />
together – they’re great!” she enthuses. “I love the<br />
nurturing aspect as well. I really enjoy my job.”<br />
The former travel consultant has been working at<br />
Wonga Park Community Cottage for five years,<br />
after discovering her dream job when her eldest<br />
daughter was at kindergarten. “They’d ask for<br />
parents to volunteer once a term – well I was down<br />
there all the time!” she laughs. “I absolutely loved<br />
it, I couldn’t get enough. So when my youngest<br />
daughter started school a few years later, I saw a job<br />
Scholarship for Existing Workers in Licensed Children’s<br />
Services recipient Joanne Clarke knew she’d found her calling<br />
when she became almost a permanent fixture at her eldest<br />
daughter’s kindergarten.<br />
advertised here and thought, why not”<br />
In July this year, Ms Clarke was awarded a<br />
Scholarship for Existing Workers in Licensed<br />
Children’s Services. The program was developed to<br />
support unqualified staff working in licensed child<br />
care facilities attain a Certificate III in Children’s<br />
Services, and there are 200 scholarships available<br />
in <strong>2009</strong>/10. Ms Clarke completed her studies last<br />
month and says her new qualification has increased<br />
her confidence and opened many doors.<br />
“At the beginning it’s very daunting,,” she<br />
says. “It’s all finished now and it has been<br />
absolutely wonderful. It does open you up to the<br />
opportunities out there – it really opened my eyes<br />
to what I can do. My qualifications are so much<br />
more up-to-date, and should my circumstances<br />
change I’ll be so much better qualified to try other<br />
things. I think it’s great that the government’s<br />
done this for a lot <strong>of</strong> people.”<br />
Aboriginal Early Childhood Teacher Scholarship<br />
recipient Sharon Bamblett couldn’t agree more.<br />
In April this year, she completed her Bachelor <strong>of</strong><br />
Early Childhood at Deakin University’s Institute<br />
<strong>of</strong> Koorie <strong>Education</strong>. The <strong>Department</strong>’s 2007-08<br />
budget provided $1.4 million over four years<br />
to provide scholarships for up to 21 Aboriginal<br />
people holding a Diploma in Children’s Services<br />
to undertake further studies to become an early<br />
childhood teacher. The scholarship totals $58,540<br />
over two years – and because it covers HECS<br />
fees and contributes towards living expenses, Ms<br />
Bamblett could afford to take the necessary time<br />
<strong>of</strong>f work to focus on her studies.<br />
“It was something I had thought about but I<br />
didn’t have the time with work and family,” she<br />
explains. “However, the scholarship gave us time<br />
<strong>of</strong>f to study so we weren’t disadvantaged with our<br />
pay, which meant we could keep up with all the<br />
work. I was really pleased when I found out I had<br />
the scholarship – I probably wouldn’t have studied<br />
without it.”<br />
Ms Bamblett is a child care coordinator at<br />
Shepperton’s Lulla Children and Family Centre<br />
– and she wasn’t the only one kept busy with her<br />
studies. Kindergarten assistant Kristen Atkinson<br />
and preschool coordinator Sharyn Sinclair<br />
were also awarded scholarships, and the three<br />
colleagues graduated this month. Ms Bamblett<br />
has been working in early childhood for over 22<br />
years and, as she explains, looking after young<br />
children is the most natural thing in the world<br />
to her.<br />
“It’s just in our blood, taking care <strong>of</strong> our children,”<br />
she explains. “It’s part <strong>of</strong> our culture to look after<br />
our young. I enjoy the work – I get a good laugh<br />
out <strong>of</strong> it! I enjoy the time spent with children<br />
and the difference you can make for children and<br />
their families. I hope I encourage our children<br />
to participate and go further in life, and build a<br />
better future for our children.”<br />
For more information, visit<br />
www.education.vic.gov.au/careers/<br />
earlychildhood
Early Childhood<br />
<strong>Shine</strong> 21<br />
Long day care centre<br />
re-established at<br />
Kinglake<br />
A<br />
A portable building donated by the Investa<br />
Property Group will replace the Kinglake<br />
Long Day Care Service until a permanent<br />
centre is built.<br />
Minister for Children and Early Childhood<br />
Development Maxine Morand said the<br />
centre would ensure Kinglake families have<br />
a children’s centre available to meet young<br />
families’ needs.<br />
“The return <strong>of</strong> a long day care centre is very<br />
important to Kinglake families with young<br />
children – giving Kinglake parents greater<br />
flexibility and opportunity for work, and giving<br />
Kinglake children a wonderful facility to<br />
enjoy,” Ms Morand said.<br />
The Victorian Government provided<br />
$90,000 to move the portable building to<br />
Kinglake West, where the centre <strong>of</strong>fers day<br />
care from 7am to 6pm for up to 35 children.<br />
Murrindindi Shire Council community services<br />
manager Sandra Saxton said the local council<br />
new child care centre has<br />
opened in Kinglake, replacing<br />
the Kinglake Long Day Care<br />
Service that was destroyed by<br />
the Black Saturday bushfires.<br />
also put significant resources towards getting the<br />
centre up and running in the shortest possible<br />
timeframe.<br />
“Murrindindi Shire Council worked incredibly<br />
hard to make the building operational as soon<br />
as possible, at a cost <strong>of</strong> $120,000,” she said.<br />
“Restoring children’s services was vital, and our<br />
major challenge was to provide a suitable venue.<br />
But it has now been open since 27 August and<br />
the under-three room already has 13 enrolments.<br />
It’s been a tremendous partnership between the<br />
council and the community.”<br />
Investa Property Group general marketing<br />
manager Katie Barton-Harvey said the<br />
company’s donation was part <strong>of</strong> the extraordinary<br />
statewide effort in supporting bushfire-affected<br />
communities. “An early learning centre is a vital<br />
aspect <strong>of</strong> any community, particularly in rural<br />
areas, and we were glad to be in a position to<br />
donate the building and play a small part in<br />
rebuilding the Kinglake community,” she said.
Mooroopna North Primary School is the first <strong>of</strong> six rural schools to be completed in the first round <strong>of</strong> the State<br />
Government-funded rural schools replacement program. Principal Ge<strong>of</strong>f Newman says the new school, which has been<br />
erected next to the old site consisting <strong>of</strong> relocatable buildings and an original building from 1875, is fantastic. “It’s the Taj<br />
Mahal. It’s open-plan, bright and airy and the staff and students – all 73 <strong>of</strong> them – love it!”
For Teaching English<br />
As A<br />
First Or Other Language<br />
R<br />
Windows PC: XP or Vista<br />
If this CD does not autorun,<br />
double-click on your CDROM<br />
icon or naviagate to the<br />
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PC -Mac<br />
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Backstage pass<br />
for Christine Nixon<br />
Jed McIntosh, 12, lost everything<br />
except his much-loved drum kit<br />
in the February bushfires. The<br />
Drouin West student was part <strong>of</strong><br />
the orchestra in Joining the Chorus’<br />
production <strong>of</strong> Barnum, and was<br />
cheered on by classmates during<br />
a special matinee performance for<br />
more than 800 students from fireaffected<br />
schools. The students were<br />
bussed into Melbourne’s historic<br />
Comedy Theatre to enjoy the circus<br />
musical free <strong>of</strong> charge, thanks to the<br />
support <strong>of</strong> the Victorian Bushfire<br />
Appeal Fund.<br />
Victorian Bushfire Reconstruction<br />
and Recovery Authority chair<br />
Christine Nixon went backstage<br />
after the show to meet with the<br />
musical director Kirk Skinner, Jed<br />
and his parents .Recruiting for the<br />
2010 State School Spectacular has<br />
commenced and schools will receive<br />
information packs later this month.<br />
THRASS ® Accredited Certificate Courses<br />
THRASS provides Australia’s best phonics PD.<br />
THRASS explicitly teaches linguistically correct phonics.<br />
THRASS uses a phonographic method to teach the 44 speech<br />
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THRASS is a code-breaker, <strong>of</strong>ten described as ‘the key that<br />
unlocks the door to our language’ or ‘the missing link’.<br />
THRASS is the perfect partner for whole-language strategies.<br />
DECODER 1.0<br />
Features The 120 THRASSWORDS<br />
PC - Mac Compatible CDROM<br />
Windows PC: XP or Vista<br />
Mac: OSX 10.4.0+<br />
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on this CDROM, doubleclick<br />
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© Denyse Ritchie <strong>2009</strong><br />
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ISBN 1 876424 78 8<br />
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Training courses<br />
New S<strong>of</strong>tware Available Now<br />
Quote: ‘I came looking for<br />
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in my class. I have found<br />
something for all 27 <strong>of</strong> them.’<br />
– Evaluation from a participant at a<br />
THRASS course, Melbourne, 2003.<br />
Read other evaluations at<br />
www.thrass.com.au<br />
Features The THRASS Picturechart<br />
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Serial: QW27PZ63T95C<br />
© Denyse Ritchie <strong>2009</strong><br />
09<br />
Published by THRASS Australia Pty Ltd <strong>2009</strong><br />
ISBN 1 876424 79 6<br />
www.thrass.com.au<br />
THRASS Australia Pty Ltd. Tel 08 9244 2119 Fax 08 9244 4044<br />
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OCTOBER<br />
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NOVEMBER<br />
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Two-Day Course:<br />
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Download rego forms from<br />
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24 Oct 09<br />
Resources<br />
Parents and children flock to<br />
Rhymes, songs and stories form the basis <strong>of</strong> this early years<br />
program designed to nurture the parent-child relationship and foster<br />
family wellness.<br />
The Parent-Child Mother Goose Program<br />
(P-CMGP) originated in Canada in 1986 and<br />
is now operating in several countries, including<br />
Australia where it has enjoyed a growing<br />
movement over the past few years.<br />
The program aims to strengthen the bond<br />
between parents and their children through<br />
story and rhyme. It also helps to develop good<br />
communication skills, pre-literacy skills, and<br />
provides parents with new ways to manage their<br />
children’s behaviour by distracting them with story<br />
and songs.<br />
Knox City Council organises the training for<br />
the program Australia wide. Janene Swalwell,<br />
coordinator for Specialist Support and Resources<br />
with Family and Children’s Services at Knox,<br />
says that there are currently 800 people on the<br />
council’s database who have been trained to run the<br />
program, and that a register is being established to<br />
identify where programs are available.<br />
“The Parent-Child Mother Goose Program<br />
provides simple, engaging and positive<br />
experiences. The program’s warmth supports<br />
parents’ and young children’s connections with<br />
each other before words. It is slow, gentle and<br />
very respectful <strong>of</strong> all participants. The songs<br />
and stories used reflect the groups’ cultural<br />
backgrounds,” she says.<br />
Jen Mitchell, manager Specialist Children’s<br />
Services in the Barwon South West Region,<br />
says parents love the program because it is<br />
very low key, free and, as it is based on oral<br />
language, accessible to a wide range <strong>of</strong> families.<br />
“It is a group experience for parents, their<br />
babies and young children, which focuses<br />
on the pleasure and power <strong>of</strong> using rhymes,<br />
songs, and stories together,” she says. “Parents<br />
gain skills and confidence, which can enable<br />
them to create positive family patterns during<br />
their children’s crucial early years, and give<br />
their children healthy early experiences with<br />
language and communication.”<br />
The program can be run in a variety <strong>of</strong> settings,<br />
including community centres, community health<br />
centres, neighbourhood houses, library outreach<br />
programs, family service agencies, Aboriginal<br />
friendship centres, teen parent centres, and<br />
immigrant and refugee support centres.<br />
Each program has at least two accredited teachers.<br />
Groups are small to ensure that the needs <strong>of</strong><br />
individuals, and <strong>of</strong> the group as a whole, can be<br />
met. Teaching is directed at adults and the children<br />
participate as is appropriate to their stage <strong>of</strong><br />
development and inclination.<br />
“The atmosphere is accepting and supportive, with<br />
the intention <strong>of</strong> building the confidence <strong>of</strong> all<br />
participants, and creating a feeling <strong>of</strong> community<br />
and mutual support within the group,” Ms<br />
Mitchell says.<br />
“Activity focuses on interactive rhymes, stories and<br />
songs. No toys or objects are used, but there are<br />
plenty <strong>of</strong> simple hand actions. The pace is slow<br />
and relaxed with plenty <strong>of</strong> time for repetition, and<br />
casual discussion <strong>of</strong> issues and questions that arise,”<br />
she explains.
Premier John Brumby and Minister Bronwyn Pike recently met online with students from across the state, including Niki and Blake,<br />
(pictured above) from Warrandyte High School, in the <strong>Department</strong>’s virtual conference room. They wanted to hear what students have<br />
to say about their digital world, cyberethics and the role students can play in leading responsible online behaviour. The session was<br />
an introduction to the Leading Responsibly in a Digital World Student Summit, which will take place on 12 <strong>October</strong>.
26 Oct 09<br />
Opinion<br />
Dr Patricia Edgar<br />
Give gifted and talented<br />
students a push<br />
The argument in support <strong>of</strong> special programs for gifted and talented students<br />
begins with a different premise but arrives at the same overall goal <strong>of</strong><br />
improving schools.<br />
“No one has written your<br />
destiny for you. Your<br />
destiny is in your hands.”<br />
There are “no excuses” for<br />
underachieving, said President Barack Obama<br />
in an address to the NAACP (The National<br />
Association for the advancement <strong>of</strong> Coloured<br />
People) in July this year.<br />
In exhorting all kids to apply themselves and<br />
try harder he also called on parents to play<br />
their part. “…we can’t tell our kids to do well<br />
in school and then fail to support them when<br />
they get home. You can’t just contract out<br />
parenting… It means pushing our children to<br />
set their sights a little bit higher.”<br />
In a debate challenging educational thinkers<br />
around the world to improve the education <strong>of</strong><br />
children generally, there are different points <strong>of</strong><br />
view about how best to help children succeed. Is<br />
it the child’s natural in-born talent that makes<br />
the difference (as we have long believed), is it the<br />
school they go to, or is it the teacher or the parent<br />
who pushes their child to excel<br />
Barack Obama credits his mother with<br />
pushing him, caring about his education,<br />
taking no lip, teaching him right from wrong<br />
and insisting he use his abilities.<br />
In the same month as President Obama gave<br />
his rallying call for education, Alan Milburn,<br />
MP and chairman <strong>of</strong> the UK Government’s<br />
panel on social mobility, delivered his report<br />
Unleashing Aspiration. He too spoke <strong>of</strong> the<br />
key role parents can play claiming “Parental<br />
interest in a child’s education has four times<br />
more influence on attainment by age 16 than<br />
does socio-economic background”.<br />
‘Pushy parents’ make a difference in education<br />
for all children, but those with high incomes<br />
have additional advantage, they can buy<br />
extra tuition or move near a good school to<br />
guarantee a place.<br />
Parents should push but the school their<br />
children go to makes a difference. “A good
Whether the goal is to develop unfulfilled talent or skills to<br />
compete in the modern labour marketplace, good schools for all –<br />
staffed with skilled teachers who work in partnership with parents<br />
– are needed to educate young people successfully.<br />
school”, Mr Milburn says, “opens the door to<br />
a good career. Generations <strong>of</strong> low and middle<br />
income young people will miss out unless we<br />
do more to close the educational attainment<br />
gap in schools”. He is an advocate for paying<br />
schools according to the progress their pupils<br />
make, providing an incentive to drive up<br />
standards and improve pupil’s outcomes.<br />
The argument in support <strong>of</strong> special programs<br />
for gifted and talented students begins with<br />
a different premise but arrives at the same<br />
overall goal <strong>of</strong> improving schools.<br />
In the UK Young, Gifted and Talented is a<br />
national program providing extra educational<br />
support for those who excel in one or<br />
more academic subjects, like language and<br />
mathmetics, learn faster than others in their<br />
year group or may have high potential but are<br />
underachieving. Or they are talented, with<br />
practical skills in areas like sport, music, design<br />
or creative and performing arts. Skills like<br />
leadership, decision-making, and organisation<br />
are also taken into account when identifying<br />
and providing for gifted and talented children.<br />
The national champion <strong>of</strong> gifted and talented<br />
learners in the UK, John Stannard, sees benefits<br />
to schools as a whole from a systematic focus<br />
on providing successfully for able, gifted<br />
and talented learners: lifting standards and<br />
expectations for all; more optimistic and<br />
challenging learning and teaching; increased<br />
opportunity through curriculum enrichment;<br />
positive and creative impact on school climate;<br />
increasing parental commitment.<br />
What able children can do, he says, is a good<br />
guide to what should be an entitlement for<br />
everyone. A curriculum pitched only at the<br />
average, he says, is unlikely to serve anyone’s<br />
interests well.<br />
Surely the aim should be to devise schools that<br />
both challenge the ablest and push the less able<br />
to achieve their best. Whether the goal is to<br />
develop unfulfilled talent or skills to compete in<br />
the modern labour marketplace, good schools for<br />
all – staffed with skilled teachers who work in<br />
partnership with parents – are needed to educate<br />
young people successfully.<br />
If we get the system right we still need to<br />
monitor the motivation <strong>of</strong> the individual child.<br />
It is the teacher in the classroom who is best<br />
placed to identify talent and motivate unengaged<br />
minds in partnership with a pushy parent. But<br />
the child is central in this partnership.<br />
My eight-year-old grandson’s parent teacher<br />
interview – a process usually undertaken<br />
without the child present – underwent a<br />
transformation recently with the school<br />
encouraging the child to opt-in and express<br />
their views. It proved to be a powerful<br />
experience for all involved. The teacher learned<br />
things about the child she wasn’t aware <strong>of</strong>.<br />
The boy heard his teacher and parents suggest<br />
a course <strong>of</strong> action which gave the agreement<br />
more weight in his eyes. He was happy to<br />
be included and turned over a new leaf the<br />
next day. It demonstrated how powerful a<br />
partnership between a teacher and parents<br />
with a child could be.<br />
Dr Patricia Edgar is an author, television<br />
producer, educator and founding director <strong>of</strong> the<br />
Australian Children’s Television Foundation.<br />
Her latest book is The New Child: In search <strong>of</strong><br />
smarter grown-ups.<br />
Tell us what you think<br />
Email editor@edumail.vic.gov.au<br />
ENVIRONMENTAL EDUCATION in WARBURTON<br />
Natural Resources Conservation League programs utilise spectacular and<br />
unique locations in Warburton including the Yarra Ranges National Park,<br />
where classes may undertake one <strong>of</strong> the following programs...<br />
BIODIVERSITY<br />
INCURSION WORKSHOPS<br />
For Primary School Based<br />
WATER for LIFE<br />
– an informative study <strong>of</strong> water systems<br />
Students. 4 one hour<br />
from beginning to end,<br />
sessions per day @ flat<br />
INSIDE FORESTS<br />
– a fascinating study <strong>of</strong> a cool temperate<br />
rate <strong>of</strong> $350.00<br />
rainforest & Mountain Ash forest<br />
Please phone our<br />
LIQUID and LEAVES<br />
– a combined water and<br />
<strong>of</strong>fice for more<br />
forests program<br />
details.<br />
All programs are linked to the Victorian Essential Learning Standards.<br />
For a brochure or to make a booking visit Natural Resources<br />
our website nrcl.org.au or call (03) 5966 5822 Conservation League<br />
SCHOOL<br />
NOTIFICATION<br />
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28 Oct 09<br />
Research<br />
From the minds <strong>of</strong> babes<br />
a key to understanding…us<br />
Australia’s first cognitive neuroscience ‘baby laboratory’ is hoping to learn how infantile thoughts and gestures<br />
mature into deliberate action; how the human brain develops and sometimes fails. By Rebecca Thyer<br />
Sitting on her mother’s lap with a tiny, Velcrocovered<br />
mitten on her 11-week-old hand, Molly<br />
reaches for an object that is similarly clad in<br />
Velcro. It’s a simple move that defies what other<br />
babies her age typically do, which is how young<br />
Molly is helping researchers better understand<br />
developing brain activity.<br />
As a ‘baby scientist’ Molly is helping researchers<br />
at Swinburne University <strong>of</strong> Technology’s Brain<br />
Science Institute learn more about a process<br />
called mirror neuron activity – where the brain<br />
mirrors the activity <strong>of</strong> another person, activating<br />
a neuron response, even though no physical<br />
movement occurs.<br />
Leading the work is Dr Jordy Kaufman, who<br />
moved to Melbourne from the University <strong>of</strong><br />
London, Birkbeck, to establish the Swinburne<br />
Baby Laboratory in early 2008. Dr Kaufman says<br />
Molly’s involvement in the lab’s ‘Sticky Mittens’<br />
project is allowing researchers to explore brain<br />
development. “At three months old babies are not<br />
good at reaching for things, but with practice they<br />
can do something like it. It may look like they are<br />
just swiping or swatting at things, but they are<br />
trying to get the toy.”<br />
Previous US-led research has shown that babies<br />
with ‘sticky mitten’ experience take more <strong>of</strong> these<br />
bold, directive actions – that is, they grab at<br />
objects more than other babies.<br />
Sticky mitten research began about a decade ago<br />
with Pr<strong>of</strong>essor Amy Needham, who supervised<br />
Dr Kaufman’s PhD in her previous role at Duke<br />
University. Now at the <strong>Department</strong> <strong>of</strong> Psychology<br />
and Human Development at Nashville’s<br />
Vanderbilt University, Pr<strong>of</strong>. Needham says these<br />
types <strong>of</strong> projects help to build an understanding<br />
<strong>of</strong> infant motor skill development and the<br />
changes behind it. “Development is a complex<br />
phenomenon and we are only now starting to<br />
understand the many ways in which different<br />
processes influence each other as development<br />
takes place,” she says.<br />
Perhaps most importantly for those who are<br />
exploring brain development, is that babies with<br />
a sticky mitten experience also watch the actions<br />
<strong>of</strong> others more closely. By carefully watching<br />
the actions <strong>of</strong> others, there is the possibility <strong>of</strong><br />
enhanced brain development, allowing infants to<br />
better interpret other people’s actions.<br />
Swinburne’s Dr Kaufman says his sticky mitten<br />
research will monitor this. “We want to know
“The more we know about the typically developing brain, the<br />
more scientists can discover markers for atypical development…”<br />
if giving babies a sticky mitten experience leads<br />
them to show more mirror neuron activity than<br />
those without.”<br />
To answer this question, Dr Kaufman is studying<br />
the brain waves <strong>of</strong> two sets <strong>of</strong> babies: those like<br />
Molly who have sticky mitten experience and<br />
those without. In both cases babies watch their<br />
parents grab for an object while their brain waves<br />
are monitored. “We are essentially finding out<br />
more about the mind’s building blocks.”<br />
The Swinburne Baby Laboratory monitors<br />
these brain waves using a non-invasive<br />
electroencephalogram (EEG). It works in<br />
much the same way as a thermometer measures<br />
temperature. A net <strong>of</strong> 128 sensors is placed over a<br />
baby’s head to measure naturally occurring brain<br />
activity. The sensors capture the electrical signals<br />
coming from the brain while the baby watches<br />
objects or listens to sounds. Dr Kaufman says it is a<br />
completely safe experience for the babies involved<br />
and usually lasts between two and 15 minutes.<br />
The work could also have commercial<br />
ramifications. Dr Andy Bremner, a former<br />
colleague <strong>of</strong> Dr Kaufman’s from the University<br />
<strong>of</strong> London, Goldsmiths, says that because sticky<br />
mitten research may help to explain how active<br />
exploratory experiences drive development, it<br />
could provide toy manufacturers with evidence<br />
that certain educational products are beneficial.<br />
“Currently there is little evidence basis for any<br />
benefit <strong>of</strong> such toys, but this research could help<br />
to provide this.”<br />
That aside, Dr Kaufman says what drives the<br />
Swinburne Baby Laboratory is the ability to<br />
provide insight into the minds <strong>of</strong> infants and<br />
young children. Its work has important<br />
ramifications for learning about the<br />
development <strong>of</strong> autism and schizophrenia.<br />
“Understanding how these conditions develop<br />
could lead to more sensitive diagnostic<br />
measures, and therefore earlier intervention.”<br />
One way <strong>of</strong> doing this is to measure how<br />
babies’ brains react to changes in sound, a<br />
perceptual process called ‘change detection’,<br />
which forms the basis <strong>of</strong> another Swinburne<br />
Baby Laboratory project. “Basically this means<br />
we play some sounds and then change it and<br />
see what their brain waves do. We know how<br />
adults’ brains respond to auditory change –<br />
even in our sleep our brains are aware <strong>of</strong> any<br />
changes in noise – but do babies respond”<br />
Finding out if babies do respond to auditory<br />
change could lead to a better understanding<br />
<strong>of</strong> how autism and schizophrenia develop. For<br />
example, people with schizophrenia do not<br />
show the same level <strong>of</strong> change detection as<br />
those without it; and some people with autism<br />
are highly sensitive to auditory change.<br />
“So by monitoring how the brain develops we<br />
might gain more insight into this,” Dr Kaufman<br />
says. “The more we know about the typically<br />
developing brain, the more scientists can<br />
discover markers for atypical development,<br />
perhaps leading to early diagnostic tests and<br />
early interventions to minimise the negative<br />
effects <strong>of</strong> atypical brain development.”<br />
This story was first published in Swinburne<br />
<strong>Magazine</strong>, the <strong>of</strong>ficial publication <strong>of</strong> Swinburne<br />
University <strong>of</strong> Technology.<br />
If you are a parent <strong>of</strong> a baby or child up to five years old, you can take part in<br />
research at the Swinburne Baby Laboratory by emailing babylab@swin.edu.au or<br />
visiting www.babylab.org<br />
Lab delves into<br />
our infancy<br />
The Swinburne Baby Laboratory is<br />
Australia’s first cognitive neuroscience<br />
facility for babies and infants.<br />
It was established in early 2008<br />
by Dr Jordy Kaufman, who became<br />
interested in studying brain<br />
development when he undertook a<br />
cognitive science degree at Carnegie<br />
Mellon University in the USA, and a<br />
PhD at Duke University with Pr<strong>of</strong>essor<br />
Amy Needham. His interest then led<br />
him to the UK to work with Pr<strong>of</strong>essor<br />
Mark Johnson at the Centre for Brain<br />
and Cognitive Development at the<br />
University <strong>of</strong> London, Birkbeck.<br />
He wants to find out how the<br />
mental world <strong>of</strong> infants differs from<br />
that <strong>of</strong> adults.<br />
“We are more infantile than we think,”<br />
he says. “Only 10 to 15 per cent <strong>of</strong><br />
things we do now are different from<br />
what we did then. Yet, the relationship<br />
between brain development and<br />
cognitive development in babies is<br />
largely unknown.”<br />
What drives Dr Kaufman is the<br />
desire to give scientists and parents<br />
alike a window into this world from<br />
which we have all grown. “Almost<br />
all parents at some point wonder<br />
what it is that their baby can see,<br />
hear, feel, remember and understand.<br />
The Swinburne Baby Laboratory<br />
was created to help answer these<br />
questions,” he says.<br />
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30 Oct 09<br />
Resources<br />
adrenaline-pumping<br />
outdoor activities<br />
These action-packed outdoor adventures will get your students’ hearts racing and push them to<br />
the extreme edge <strong>of</strong> fun. Compiled by Rachel Skinner<br />
Caving<br />
Adventure caving will open your students’ eyes to a subterranean world <strong>of</strong><br />
stalagtites and stalagmites, boulders, mazes, rivers and caverns. Adventure<br />
Guides Australia can arrange single- or multi-day caving adventures<br />
in a number <strong>of</strong> locations around Victoria. Britannia Creek, just a short<br />
drive from Yarra Junction, is great for beginners, or you might like to<br />
check out Labertouche Cave at Drouin in Gippsland – one <strong>of</strong> Victoria’s<br />
largest granite boulder caving systems. Buchan Caves, also in Gippsland,<br />
is a limestone wonderland, and your students will be spellbound by the<br />
underground waterfalls at Mount Buffalo in North East Victoria. Visit<br />
www.adventureguidesaustralia.com.au or call 0419 280 614.<br />
Canoeing<br />
What a great way to travel! A peaceful cruise down a river is just the<br />
thing to give your students a new appreciation for the great outdoors.<br />
Bindaree Outdoor can arrange canoeing trips from half a day to eight<br />
days in a variety <strong>of</strong> locations around Victoria, including the majestic<br />
Murray River. There are some great trips on the doorstep <strong>of</strong> Melbourne<br />
with the Yarra River winding its way through some magnificent and<br />
peaceful gullies within half an hour <strong>of</strong> the city. For something a little<br />
different, why not try gliding alongside the tall buildings <strong>of</strong> Southbank<br />
Visit www.bindaree.com<br />
Abseiling<br />
Abseiling is a great introduction to the vertical world. Originally simply<br />
a way <strong>of</strong> getting to the bottom <strong>of</strong> a climb, it’s now a thrill <strong>of</strong> its own and<br />
accessible to people <strong>of</strong> all ages. Your students will love the adrenaline<br />
rush that only hanging precariously <strong>of</strong>f a cliff face can bring. South West<br />
Adventures caters to school groups, and has locations in Portland, Mount<br />
Arapiles and The Grampians. Visit www.southwestadventures.com.au<br />
or call 5523 3175.
Rock climbing<br />
Nothing tests limits and overcomes fear like scaling a large cliff<br />
face – and while safety equipment ensures this exhilarating activity is<br />
low-risk, your students’ hearts will still be pounding with anticipation!<br />
Bindaree Outdoors <strong>of</strong>fers rock climbing in several locations throughout<br />
Victoria, from half a day to a full week, so you won’t have to travel far<br />
to experience the ultimate adrenaline rush. And better yet, there’s no<br />
experience needed to begin climbing, but the sense <strong>of</strong> achievement will<br />
last forever. Visit www.bindaree.com<br />
www.circusmaximus.com.au<br />
Your New Principal<br />
& Deputy for a day!<br />
Since 1983<br />
Mountain biking<br />
Victoria has a huge range <strong>of</strong> mountain bike tracks to choose from, and<br />
Off Road Cycling Adventures can arrange half-day, full-day or multi-day<br />
rides – so to really get your students’ hearts pumping, get them pedaling!<br />
Choose from guided rides along the Yarra and Maribyrnong rivers, or go<br />
for something a little more challenging in Gippsland, Murrundindi, the<br />
Otways Coast or Lysterfield Park. Visit www.orca.net.au or call<br />
1300 652 277.<br />
“Pr<strong>of</strong>essional approach,<br />
great rapport with children.”<br />
Victorian Arts Council<br />
• 60 minute performance–Highly <strong>Education</strong>al<br />
• Enquire about our free workshop/s <strong>of</strong>fer<br />
• Performance successful in all settings from Primary to SDS<br />
• Have Police check, WWC check and public liability<br />
• Appropriate for Years Prep to 6 at the same performance<br />
• Our show highlights strengths in Persistence, Resilience,<br />
Confidence, Organisation and Getting Along.<br />
UNICYCLING<br />
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RELATES TO<br />
CURRICULUM<br />
COMEDY<br />
SLAPSTICK<br />
JUGGLING<br />
STUDENT<br />
Involvement<br />
MUSIC<br />
AVAILABLE THROUGHOUT <strong>2009</strong>/10<br />
• From $4 plus GST per child.<br />
Contact Greg Spillane,<br />
Melbourne 9482 3512<br />
Freecall 1800 800 192<br />
Email: greg@circusmaximus.com.au<br />
ALL THE<br />
FUN OF THE<br />
CIRCUS AT<br />
YOUR SCHOOL<br />
If you’re serious about entertainment... Don’t call us!
32 Oct 09<br />
Partnerships<br />
Smarter Schools<br />
National Partnerships<br />
Over 500 Victorian Government, Catholic and independent schools are set to receive a share <strong>of</strong> $325<br />
million dollars to boost student outcomes and improve the quality <strong>of</strong> schooling under the new Smarter<br />
Schools National Partnerships.<br />
The Smarter Schools National Partnerships focus on improving<br />
schooling in three key areas:<br />
• Low socioeconomic status (SES) school communities<br />
• Literacy and numeracy<br />
• Improving teacher quality<br />
The Commonwealth Government is providing funding <strong>of</strong> $325 million<br />
for the partnerships over seven years, with the Victorian Government<br />
making a similar investment over this period. Investment will support<br />
Victoria’s ongoing reform <strong>of</strong> school education and the priorities in the<br />
Blueprint for <strong>Education</strong> and Early Childhood Development, including to:<br />
• strengthen public confidence in a world-class school education<br />
system;<br />
• improve outcomes for disadvantaged young Victorians; and<br />
• integrate services for children and families.<br />
Under the partnerships Victoria’s three school sectors will work together<br />
to develop and implement reforms and to share learning and best<br />
practice. With the benefit <strong>of</strong> partnership funds, DEECD, the Catholic<br />
<strong>Education</strong> Commission <strong>of</strong> Victoria, and the Association <strong>of</strong> Independent<br />
Schools <strong>of</strong> Victoria will seek to implement a range <strong>of</strong> school<br />
improvement strategies. These include developing teacher and school<br />
leadership capacity and quality, and collecting and analysing student<br />
data to improve teacher practice and engaging with parents, families and<br />
wider school communities.<br />
<strong>Education</strong> Minister Bronwyn Pike is expected to launch the final<br />
Victorian implementation plan for the Smarter Schools National<br />
Partnerships in November <strong>2009</strong>, following a formal co-signing <strong>of</strong> the<br />
bilateral agreement for the partnerships with Deputy Prime Minister<br />
Julia Gillard.<br />
About partnerships<br />
The Literacy and Numeracy National Partnership will deliver sustained<br />
improvement in literacy and numeracy outcomes for all students,<br />
especially those who are falling behind. Key initiatives include:<br />
•<br />
Building teacher and school leadership capacity through support<br />
from literacy and numeracy coaches and pr<strong>of</strong>essional learning<br />
programs focusing on literacy and numeracy.<br />
•<br />
Resourcing for schools to provide intensive literacy and/or<br />
numeracy intervention and support for students performing below<br />
the expected level.<br />
The Low SES School Communities National Partnership aims to<br />
address the diverse education needs <strong>of</strong> students in low SES school<br />
communities, and to support sustained improvement in their<br />
educational outcomes. Initiatives include:<br />
•<br />
School partnerships with the community and business to address<br />
barriers to students achieving their education potential.<br />
•<br />
Family Partnership Coordinators to build the capacity <strong>of</strong> schools<br />
to develop strategies that will better engage families in their child’s<br />
learning.<br />
The Improving Teacher Quality National Partnership will deliver<br />
system-wide reforms to attract, train, develop and retain quality teachers<br />
and school leaders. Initiatives include:<br />
•<br />
Establishment <strong>of</strong> specialist centres such as the Bastow Institute <strong>of</strong><br />
<strong>Education</strong>al Leadership, the Teacher <strong>Education</strong> and Leadership<br />
Centre, and the Centre for Leadership and Pr<strong>of</strong>essional Learning.<br />
•<br />
Further developing and enhancing the performance and<br />
development and improvement frameworks.
1929<br />
Flashback<br />
<strong>Shine</strong> 33<br />
“Melbourne High School has an archive with a large collection <strong>of</strong> photographs and materials dating from 1905. The archive<br />
is open to the public for free by appointment. I also conduct regular tours <strong>of</strong> the school. This photograph is <strong>of</strong> the Form<br />
Four (Year 10) class <strong>of</strong> 1929. Not much more is known about this image, except that it was taken within two years <strong>of</strong> the<br />
school moving to its new site at South Yarra.” Photo sent in by Glen Turnbull, archivist, Melbourne High School.<br />
SEND US YOUR FLASHBACK PHOTO AND WIN A DVD!<br />
Got a great old photo Email your image to editor@edumail.vic.gov.au to win Tim Winton’s classic tale Blueback<br />
in audio book format, courtesy <strong>of</strong> Bolinda Audio. See page 76 for competition Terms and Conditions.<br />
Create effective Student Wellbeing through on-site<br />
Staff Training and Pr<strong>of</strong>essional Development;<br />
needs analysis; planning; skill building.<br />
www.schoolwelfaresupport.com.au<br />
Deborah Pyke Ph 0433 362 683 & Rob Mason Ph 0431 295 522<br />
Creative Teaching<br />
Strategies<br />
Workshops, Focus Groups and unique<br />
onsite PD supporting teachers in the<br />
use <strong>of</strong> Creative Teaching Strategies<br />
for the classroom.<br />
Making learning more interactive,<br />
stimulating, and engaging.<br />
Focusing on the ‘how’ <strong>of</strong> teaching.<br />
Supporting teacher creativity!<br />
In Clued Ed<br />
Thornbury<br />
Darron Davies<br />
darron@darrondavies.com<br />
Ph 0405 170 493<br />
www.inclueded.net
34 Oct 09<br />
Resource<br />
Breaking down the<br />
barriers <strong>of</strong> disability<br />
Schools across Victoria will be even more welcoming to people with a disability,<br />
thanks to a new resource kit launched last month.<br />
<strong>Education</strong> Minister Bronwyn Pike and Community Services Minister<br />
Lisa Neville launched the Bar None Community Awareness Kit at North<br />
Melbourne Primary School on 10 September. The kit includes curriculum<br />
units for Prep to Year 8 students that are linked to the Victorian Essential<br />
Learning Standards, a pr<strong>of</strong>essional development module, a teacher<br />
information booklet and a DVD featuring real-life stories about students<br />
with a disability, their families, teachers and principals.<br />
Ms Pike said the kit aims to assist in breaking down any fears or barriers<br />
towards people with a disability, and has been distributed to government,<br />
independent and Catholic primary and secondary schools and governmentfunded<br />
kindergartens state wide.<br />
“There are 55,000 school-aged children with a disability or additional<br />
learning needs in Victoria and that is why we need to continue to support<br />
teachers in creating more inclusive and welcoming learning environments,”<br />
Ms Pike said. “Every child has the right to a great education and the life<br />
chances that this brings, and that is why we have developed a resource that<br />
will help all students to better understand disability. This is a crucial step in<br />
making our schools even more welcoming, giving students with a disability<br />
the best chance <strong>of</strong> doing well at school and succeeding in life.”<br />
Down Syndrome Victoria president Kirsten Deane attended the launch with<br />
her daughter, Sophie, who is in Year 2 and has Down Syndrome. Ms Deane<br />
and Sophie were involved in the development <strong>of</strong> the kit and Ms Deane is<br />
confident it will benefit school communities.<br />
“The dreams I have for Sophie are the same dreams I have for my other<br />
kids. I want them to go to school, to get an education, and to find a<br />
job that is meaningful and they enjoy,” Ms Deane said. “The resources<br />
provided in the kit will assist in building a safe learning environment<br />
to talk about some issues and potential fears people might have about<br />
disability and more importantly how they can then move forward with<br />
increased knowledge and awareness.”<br />
For more information or to obtain a copy <strong>of</strong> the Bar None<br />
Community Resource Kit visit www.<strong>of</strong>ficefordisability.vic.gov.au<br />
Minister Pike with Down Syndrome Victoria president<br />
Kirsten Deane, her daughter Sophie, and Community<br />
Services Minister Lisa Neville at the launch <strong>of</strong> the Bar<br />
None Community Awareness Kit at North Melbourne PS.
Leadership Program<br />
Brightest graduates to<br />
<strong>Shine</strong> 35<br />
teach for Australia<br />
Victoria will lead the nation by assigning some <strong>of</strong> the brightest university graduates to disadvantaged<br />
schools as part <strong>of</strong> a national partnership to raise the level <strong>of</strong> teaching Australia wide.<br />
Teach for Australia is a groundbreaking<br />
leadership and career development program<br />
designed to prepare outstanding graduates<br />
from all degree disciplines for teaching in<br />
disadvantaged schools. The program was<br />
launched in April by Premier John Brumby,<br />
Deputy Prime Minister Julia Gillard and<br />
Victorian <strong>Education</strong> Minister Bronwyn<br />
Pike. It will complement existing teacher<br />
recruitment pathways while providing<br />
alternative opportunities for outstanding<br />
graduates – who may not have considered<br />
teaching – to move into the pr<strong>of</strong>ession to<br />
inspire and motivate students and become<br />
exceptional leaders.<br />
Victoria is pioneering this initiative, and is<br />
ready for Teach for Australia’s first round <strong>of</strong><br />
graduates – known as ‘associates’ – to begin<br />
two years <strong>of</strong> teaching in secondary schools<br />
from 2010. Government schools will be<br />
accepting a minimum <strong>of</strong> 75 associates.<br />
The selected associates, who were chosen<br />
from hundreds <strong>of</strong> exceptional applicants, will<br />
undertake a Graduate Diploma in <strong>Education</strong>,<br />
commencing with a six-week intensive<br />
program before taking up their positions in<br />
schools. Once in schools, they will spend 80<br />
per cent <strong>of</strong> their time in the classroom. The<br />
rest <strong>of</strong> their time will be spent completing<br />
the remainder <strong>of</strong> their two-year teaching<br />
qualification and leadership program. The<br />
associates will receive comprehensive academic<br />
and pr<strong>of</strong>essional support and leadership<br />
development by trained school-based mentors,<br />
Teach for Australia pr<strong>of</strong>essional development<br />
coaches, and University <strong>of</strong> Melbourne tutors.<br />
Glen Proctor, executive principal <strong>of</strong> Hume<br />
Secondary College, has met several <strong>of</strong> the<br />
potential associates. “I was very impressed<br />
with the calibre <strong>of</strong> the Teach for Australia<br />
candidates and the rigour <strong>of</strong> the selection<br />
process. From what I know, I would be happy<br />
to have Teach for Australia associates in my<br />
school,” he said.<br />
Teach for Australia is modelled on the<br />
internationally successful UK Teach First and<br />
Teach for America programs, where research<br />
has indicated the delivery <strong>of</strong> better student<br />
outcomes and the raising <strong>of</strong> the status <strong>of</strong> the<br />
pr<strong>of</strong>ession in the respective countries. The<br />
<strong>Department</strong> has utilised the best aspects <strong>of</strong><br />
these programs in the design <strong>of</strong> the Teach for<br />
Australia model, which also incorporates aspects<br />
<strong>of</strong> the Victorian Career Change Model.<br />
For more information, visit www.teachforaustralia.org or call 9656 3003.<br />
www.edventures.com.au<br />
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Affordable Programs at your location or<br />
ours in Doncaster<br />
Portable Challenges
36 Oct 09 Opinion<br />
Gene Ge<strong>of</strong>frey<br />
Make the most<br />
<strong>of</strong> machinima<br />
Build on students’ skills under the guise <strong>of</strong> a computer game.<br />
Sometimes I am sure I have the mental<br />
maturity <strong>of</strong> a 12- to 15-year-old. I<br />
know this, because if something<br />
interests and engages me, then it will<br />
usually interest and engage a 14-year-old.<br />
This is not necessarily a bad thing, as I work<br />
with students in Soundhouse at Debney<br />
Park Secondary College. At Soundhouse we<br />
focus on strengthening students’ multimedia<br />
skills, with a strong emphasis on film and<br />
documentary production, and we are always<br />
looking for new and innovative methods to<br />
explore narrative storytelling.<br />
By chance, one lunchtime I was sitting in the<br />
library watching a group <strong>of</strong> students having<br />
a blast playing World <strong>of</strong> Warcraft, when I<br />
flicked past an article about machinima – the<br />
art <strong>of</strong> creating films by capturing the threedimensional<br />
animation <strong>of</strong> a computer game in<br />
real time, and then editing those captured clips<br />
together to make a film. With a quick bit <strong>of</strong><br />
research I found a free downloadable piece <strong>of</strong><br />
s<strong>of</strong>tware called Game Cam (v2.planetgamecam.<br />
com), which allowed the on-screen game-play to<br />
be captured as AVI or WMV files. This meant<br />
that the captured files easily imported into video<br />
editing s<strong>of</strong>tware like Windows Movie Maker<br />
and Sony Vegas. That was easy! Now came the<br />
hard part: to find some suitable games, which<br />
could be used in classrooms.<br />
Oblivion is set in the Middle<br />
Ages, with a huge island to<br />
explore, mountains, beaches,<br />
grasslands, castles, villages,<br />
churches, shops, markets and<br />
a collection <strong>of</strong> human and nonhuman<br />
characters.<br />
With my network <strong>of</strong> 14-year-old coconspirators<br />
– who by now thought this<br />
machinima thing could be pretty good – we<br />
began the hunt. I was amazed how responsible<br />
they could be. A game title would come up and<br />
all would sound great, until someone would<br />
remember the flesh-eating killer zombies in<br />
level 12 – probably not so useful! Finally, they<br />
decided on a game called Oblivion. Oblivion<br />
A scene from the computer game Oblivion.<br />
is set in the Middle Ages, with a huge island<br />
to explore, mountains, beaches, grasslands,<br />
castles, villages, churches, shops, markets<br />
and a collection <strong>of</strong> human and non-human<br />
characters. We then clocked the game, which<br />
effectively means we finished all the levels and<br />
solved all the quests. This was necessary, so<br />
that when I was working with a classroom <strong>of</strong><br />
students, there was no longer any game to play,<br />
just an environment to move around in and<br />
capture sections to create a story.<br />
Over a 12-month period we have run<br />
approximately 20 machinima classes with<br />
students from Years 5–9. Working in pairs, the<br />
students produce two-minute animations over<br />
a four-hour period. The topics and content<br />
vary; sometimes teachers have particular<br />
themes they want students to explore, other<br />
times the content is more free-ranging. Some<br />
<strong>of</strong> my favorites have been ‘Men are Strong<br />
but Women are Powerful’, which explores the<br />
tenacity <strong>of</strong> women. Another, made by a Year<br />
9 student, involves a Gollum-like character<br />
searching for an artifact that has trapped his<br />
family in poverty. The creative choices are<br />
limitless; students create the voices for their<br />
characters by recording their own voices<br />
directly into the computer; sometimes they<br />
film each other in front <strong>of</strong> the greenscreen and<br />
place themselves into the game. Sound effects<br />
and music can be added to create mood.<br />
Machinima classes have a wonderful buzz about<br />
them. There is a lot to do: writing, capturing,<br />
editing, voices, music, sound effects and titles –<br />
and none <strong>of</strong> it seems like schoolwork. However,<br />
the number <strong>of</strong> skills it allows us to cover in a few<br />
hours is amazing, and it’s all under the guise <strong>of</strong> a<br />
computer game!<br />
I was asked why I thought kids liked doing<br />
machinima. The answer is obvious – because<br />
it’s fun, it’s invisible learning, and, ultimately, it<br />
appeals to 14-year-olds like me.<br />
Gene Ge<strong>of</strong>frey is director <strong>of</strong> creativity at<br />
Soundhouse.com.au
Early Childhood<br />
<strong>Shine</strong> 37<br />
Playgroups support<br />
Ballarat families<br />
For parents in Ballarat, supported playgroups not only provide a caring environment to exchange ideas<br />
and meet new people – they also help parents in tough situations realise they’re not alone, writes<br />
Rachel Skinner.<br />
A room full <strong>of</strong> giggling preschoolers and chatting adults may not<br />
sound like an intimidating scene, but for parents who feel their family<br />
doesn’t fit the usual mould, run-<strong>of</strong>-the-mill playgroups can seem a<br />
little daunting. That’s where supported playgroups come in. Targeted<br />
at disadvantaged families, they aim to include parents who may not<br />
normally attend these sessions.<br />
The City <strong>of</strong> Ballarat is doing all it can to help vulnerable community<br />
members. Family day care and supported playgroups manager Jan Ditchburn<br />
says the council currently runs two supported playgroups – New Residents<br />
and Young Parents – but has previously run groups for other specific<br />
demographics, including Me and My Dad and Parents <strong>of</strong> Premmies.<br />
“Playgroups can be very, very inclusive,” Ms Ditchburn says. “So if you<br />
don’t fit in with the other parents, it can be difficult. For example, for<br />
parents <strong>of</strong> premature babies, to talk to someone who has a full-term<br />
baby is just not the same. And dads might not be comfortable in a room<br />
full <strong>of</strong> women.”<br />
She says playgroups provide vital community links to parents who<br />
may otherwise feel isolated and encourage families to access other<br />
early childhood services, such as maternal and child health centres and<br />
kindergartens. “As well as providing developmental activities for the<br />
children, it gives social contact for the parents, too,” she says.<br />
Playgroup coordinator Julie Davies says supported playgroups<br />
constantly evolve to meet community needs – existing playgroups are<br />
given the expertise and resources they need to become autonomous, so<br />
the council can focus its attention on developing new playgroups.<br />
“What we aim to achieve is that after a 12-month period, the groups can<br />
go into the transition phase and become independent,” she says. “We use all<br />
the networks at our disposal to form playgroups – maternal and child health,<br />
community pages, community and primary school networks. Those special<br />
needs groups tend to be people within the community who are in isolation<br />
or disadvantaged in some way. Young parents, for example, are part <strong>of</strong> the<br />
population that are particularly hard to engage, so it’s about encouraging<br />
them to participate in the community.<br />
“Being at home with a little one can be very isolating – but when you’ve<br />
got a playgroup to go to once a week, it’s something to look forward to,”<br />
she continues. “The parents get to talk to other parents who are in similar<br />
situations, and their network <strong>of</strong> friends can be enlarged as a result.”<br />
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“In Year 12, I thought medicine was a fad –<br />
everyone who does well, does medicine. My<br />
first preference was engineering and I went<br />
straight into that at Monash University, yet<br />
the thing that didn’t interest me is what I do<br />
now. It just shows that if you do something<br />
that you love, it can lead you anywhere.”
Where are they now<br />
<strong>Shine</strong> 39<br />
STORY BY TINA LUTON<br />
Dr David Nisbet<br />
Bentleigh Secondary College, 1994–2000<br />
Dr David Nisbet is one <strong>of</strong> a new breed <strong>of</strong> scientists with expertise that<br />
bridges the traditional fields <strong>of</strong> materials engineering and neurobiology. His<br />
research lies in the field <strong>of</strong> nanobiotechnology and tissue engineering.<br />
As a PhD student at Monash University he developed a new technique that<br />
has the potential to revolutionise stem cell treatment for crippling conditions<br />
such as spinal cord injury and Parkinson’s disease.“I always wanted to be an<br />
engineer, I wasn’t really interested in medicine,” he confesses.<br />
“In Year 12, I thought medicine was a fad – everyone who does well,<br />
does medicine. My first preference was engineering and I went straight<br />
into that at Monash University, yet the thing that didn’t interest me is<br />
what I do now. It just shows that if you do something that you love, it<br />
can lead you anywhere.”<br />
From Moorabbin Heights Primary School, Dr Nisbet attended Bentleigh<br />
Secondary College where he quickly became a shining star and an exemplary<br />
role model who shared a healthy dose <strong>of</strong> competition with his peers.<br />
“I have always worked well setting goals, and always enjoyed a healthy<br />
rivalry. At school I had a big group <strong>of</strong> mates and we had a quiet competition<br />
amongst ourselves. I was dux every year from Year 10, so I suppose you could<br />
say I did all right,” he says without false modesty. “A lot <strong>of</strong> it came naturally<br />
but I always worked hard. I used to load myself up and did extra practice<br />
exams and really filled my plate. I guess I was a bit <strong>of</strong> a nerd,” he laughs.<br />
“My favourite subjects were maths and science. My maths teacher, Paul<br />
Dean, was brilliant. He was a VCE Specialty Maths and Maths Methods<br />
teacher, and I had him two years in a row. His teaching style really suited<br />
me. He taught like a university lecturer; he made you think about things<br />
and he tried to guide you in the right direction. He really prepared us well<br />
for getting a good ENTER score and for life at university. “He is still at the<br />
school and I still catch up with him for a beer, but these days we talk about<br />
football and other things,” Dr Nisbet says.<br />
“The science teacher’s name was Glenn Ross and he could see that I liked to<br />
be pushed. He used to give me extra work, which I appreciated. If I got a test<br />
back and it was 95 per cent, he would push me to get 100 – that’s how I like<br />
to operate. I work well under pressure, I like to bite <strong>of</strong>f more than I can chew,<br />
and I like to be the best.”<br />
Dr Nisbet is currently an assistant lecturer in materials engineering and<br />
biological engineering at Monash University. He is one <strong>of</strong> the youngest<br />
assistant lecturers on campus, having fast-tracked his PhD in three years<br />
instead <strong>of</strong> the more usual four. His groundbreaking work combines the two<br />
once separate disciplines <strong>of</strong> nanotechnology and stem cell research into a<br />
new and exciting era <strong>of</strong> discovery, which could be the first step towards a<br />
cure for conditions such as Parkinson’s disease and spinal cord injury.<br />
Dr Nisbet has used existing polymer-based biodegradable fibres, 100 times<br />
smaller than a human hair, and re-engineered them to create a unique 3D<br />
cellular scaffold that encourages stem cells to attach to nerves in the human<br />
body – like ivy growing on a trellis. His technique to design a 3D structure<br />
is a world first. After spending eight months in Canada working with<br />
Pr<strong>of</strong>essor Molly Shoichet, the world’s foremost expert in neural tissue in<br />
the spinal cord, Dr Nisbet is now collaborating with like-minded experts in<br />
Australia, Singapore and London.<br />
“Repairing damaged neural pathways is the holy grail <strong>of</strong> many<br />
researchers,” he says. “Our studies show that stem cells anchored<br />
to a scaffold not only attach more easily, but rapidly adapt to their<br />
environment and regenerate effectively.<br />
Then<br />
Dr David Nisbet, pictured here in his final year at Bentleigh<br />
Secondary College, was dux <strong>of</strong> his class from Year 10 to Year 12.<br />
Now<br />
In a world first, Dr Nisbet has created a unique 3D cellular<br />
scaffold that encourages stem cells to attach to nerves in the<br />
human body, which could be the first step towards a cure for<br />
conditions such as Parkinson’s disease and spinal cord injury.<br />
“It is a very long road to success, which will require small steps from<br />
many people, but it’s wonderful to know we’re making such a significant<br />
contribution here at Monash University, and we are very excited about the<br />
therapeutic outcomes that could be obtained from our research.”<br />
Dr Nisbet has returned to Bentleigh SC to talk to students about his<br />
research. Throughout his talk, he proudly reminded the intent young<br />
achievers <strong>of</strong> tomorrow <strong>of</strong> the importance <strong>of</strong> goal setting, and <strong>of</strong> what can be<br />
achieved when you believe in yourself and aim high.<br />
“I think people at public schools try harder,” he says matter-<strong>of</strong>-factly. “For<br />
me, it was the ideal learning space because it was a laidback environment<br />
where you had to be self-motivated. I had a lot <strong>of</strong> mates who went to private<br />
schools and were spoon fed, and they failed most <strong>of</strong> their subjects first<br />
semester – I went to a public school and I won scholarships right through<br />
university,” he says. “I am also glad I was at a co-ed school,” he adds. “Socially<br />
it was really great, we had lots <strong>of</strong> parties and heaps <strong>of</strong> fun,” he grins.<br />
If you know a past student who’s achieved success,<br />
email us at editor@edumail.vic.gov.au
40 Oct 09<br />
School News<br />
Smoking ban on<br />
government school<br />
premisesA new ban on smoking within government school premises<br />
marks an important advance in Victoria’s campaign against<br />
cancer and preventable chronic disease, writes Rachel Skinner.<br />
For the majority <strong>of</strong> adults who smoke, that<br />
first furtive drag on a cigarette happened while<br />
they were still at school – and with tobacco<br />
responsible for more deaths than any other<br />
drug, the Victorian Government is doing all it<br />
can to buck this worrying trend.<br />
On 1 July <strong>2009</strong> smoking on Victorian<br />
Government school premises was prohibited,<br />
after public consultation found a high level <strong>of</strong><br />
support for schools to be completely smoke<br />
free. Before the ban, smoking was not permitted<br />
in Victorian Government school buildings or<br />
enclosed outdoor areas. This rule, however, did<br />
not extend to smoking on school grounds – adults<br />
were still permitted to smoke in unenclosed<br />
spaces, when out <strong>of</strong> view <strong>of</strong> students.<br />
Community and Stakeholder Relations branch<br />
manager Helen Clarke said the smoking ban<br />
is part <strong>of</strong> a whole-<strong>of</strong>-government strategy to<br />
drastically reduce preventable chronic disease<br />
in Victoria.<br />
“What we’re aiming to do is send a clear message<br />
to school communities that smoking is harmful<br />
and non-smoking is actively encouraged,” she<br />
said. “The challenge remains to ensure that all<br />
children and young people understand that<br />
smoking is damaging to their health.”<br />
And as drug education <strong>of</strong>ficer Doug Sandiford<br />
explains, the smoking ban provides schools<br />
with the ideal opportunity to review their drug<br />
education policies.<br />
“Smoke-free school policies and tobacco<br />
prevention education are most effective<br />
when linked to a student’s personal health<br />
and wellbeing and are part <strong>of</strong> a whole school<br />
approach,” he explains. “Health education<br />
programs should include prevention education<br />
about smoking, and support a safe and healthy<br />
environment for all students.”<br />
“Health education programs<br />
should include prevention<br />
education about smoking, and<br />
support a safe and healthy<br />
environment for all students.”<br />
‘All I want is your money and your health.’<br />
But for many Victorian schools, creating<br />
a smoke-free environment is nothing new.<br />
Brauer College principal Julie Myers says<br />
the school has long recognised the need<br />
to do everything it could to discourage<br />
impressionable adolescents from taking up the<br />
habit. The school has been smoke free since<br />
well before smoking was banned in other<br />
public places.<br />
“Brauer has been a smoke-free school since<br />
soon after the <strong>Department</strong> made this open<br />
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to schools to apply for in the mid-90s,” Ms<br />
Meyer explains. “The school pursued the<br />
initiative because it was agreed that it was<br />
an important adolescent – not to mention a<br />
staff – health issue. Parents smoking on the<br />
school grounds when visiting during student<br />
attendance hours were requested to butt<br />
out. There were one or two ‘discussions’ with<br />
individuals, but most were fine with the idea.”<br />
At Fountain Gate Secondary College, it’s<br />
always been a case <strong>of</strong> prevention is better than<br />
cure when it comes to smoking. As student<br />
welfare coordinator Demi Stathopoulos<br />
explains, the message to students is loud<br />
and clear – while dependent teens will be<br />
given all the support they need to<br />
quit smoking, they should think<br />
seriously before taking up the habit<br />
in the first place.<br />
“We have programs as part <strong>of</strong> the<br />
health initiative where students<br />
in Years 7 and 8 do a big unit on<br />
smoking,” she explains. “Kids freak<br />
out a bit when they see the list <strong>of</strong><br />
the things that go into tobacco –<br />
there are over 4000 chemicals.”<br />
Research has found that many<br />
lifelong smokers take up the habit<br />
between the ages <strong>of</strong> 12 to 14 – but<br />
despite adolescents’ willingness to<br />
dabble in experimental behaviour,<br />
there is still one risk they’d rather<br />
avoid: their parents finding out.<br />
“If I catch a child smoking, I don’t<br />
tell their parents straight away – I<br />
give them a second chance,” Ms<br />
Stathopoulos explains. “If I tell<br />
their parents, they’re not going to<br />
come to me.”<br />
Instead, Ms Stathopoulos aims<br />
to nip the problem in the bud<br />
with early intervention through<br />
individual counselling sessions,<br />
to help students kick their dependence without<br />
fear <strong>of</strong> parental retribution. And slowly but surely,<br />
the message is getting through.<br />
“I try to manage their smoking so they don’t<br />
smoke during school hours,” she says. “If I<br />
tell them they have to quit, they’re not going<br />
to. But the amount <strong>of</strong> kids who get caught<br />
smoking is decreasing, and I think it’s because<br />
<strong>of</strong> the education program we have in place. I<br />
don’t see as many kids smoking at the back <strong>of</strong><br />
the school and I don’t smell it as <strong>of</strong>ten.”<br />
The updated Smoke Free Schools resource has<br />
recently been distributed to schools.<br />
Smoke Free Schools<br />
Tobacco Prevention and<br />
Management Guidelines<br />
for Victorian Schools<br />
School News<br />
<strong>Shine</strong> 41<br />
The cold<br />
hard facts<br />
• Cigarettes contain over<br />
4000 chemicals.<br />
• It is estimated that you<br />
can become dependent<br />
on cigarettes in the first<br />
100 cigarettes; for some it<br />
is fewer.<br />
• In the 2004/05 financial<br />
year, the total social<br />
cost <strong>of</strong> tobacco use<br />
in Australia was $31.5<br />
billion. This accounted for<br />
56.2 per cent <strong>of</strong> the total<br />
social costs <strong>of</strong> all drugs,<br />
including alcohol and<br />
illicit drugs.<br />
• In 1945, 72 per cent<br />
<strong>of</strong> adult males were<br />
smokers – in 2007 it was<br />
estimated to be 21 per<br />
cent <strong>of</strong> males.<br />
• Smoking is responsible<br />
for 90 per cent <strong>of</strong><br />
drug-related deaths in<br />
Australia.<br />
For curriculum materials,<br />
regional support and information<br />
about being smoke free, visit<br />
www.education.vic.gov.au/<br />
drugeducation<br />
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42 Oct 09<br />
School News<br />
Victorian students<br />
top <strong>of</strong> the class<br />
A report on the results from the National Assessment Program Literacy<br />
and Numeracy (NAPLAN) tests, which were undertaken by all students<br />
in Years 3, 5, 7 and 9 in May this year, was released last month.<br />
The report stated that Victoria, ACT and NSW,<br />
are the highest performing states and territories<br />
in Australia. Victorian students, on average,<br />
performed better than the Australian average<br />
in reading, writing and numeracy, as well as<br />
grammar and punctuation, across all year levels.<br />
The percentage <strong>of</strong> Victorian students performing<br />
at or above the national minimum standard was<br />
significantly higher than for Australian students<br />
as a whole in 19 <strong>of</strong> the 20 assessment measures.<br />
In writing, the percentage <strong>of</strong> Victorian students<br />
in the top achievement band was significantly<br />
higher than students in Australia as a whole.<br />
<strong>Education</strong> Minister Bronwyn Pike said<br />
information from the NAPLAN tests will<br />
further support parents and teachers in their<br />
understanding <strong>of</strong> what their children can do and<br />
where they need additional help.<br />
“We agree with parents that nothing is more<br />
important than their children’s education. That<br />
is why our government has invested more than<br />
$80 million in schools with dedicated literacy<br />
specialists and maths and science coaches<br />
to ensure that every student is given every<br />
opportunity to reach their full potential, and<br />
clearly initiatives such as these are working,”<br />
Ms Pike said.<br />
“These results are good news for parents who<br />
can be confident that students are gaining the<br />
vital skills they need for the future. The results<br />
are also a tribute to the dedication <strong>of</strong> our highly<br />
motivated principals and teachers.”<br />
How Victoria performed<br />
in the NAPLAN tests<br />
Reading<br />
Over 94.3 per cent <strong>of</strong> Victorian Years 3, 5, 7<br />
and 9 students are at or above the national<br />
minimum standards in reading.<br />
The average score for Victorian Year 5 and 9<br />
students is higher than other jurisdictions. In<br />
Years 3 and 7, Victoria is one <strong>of</strong> the highestperforming<br />
jurisdictions along with NSW and<br />
the ACT.<br />
Writing<br />
Over 90.3 per cent <strong>of</strong> Victorian Years 3, 5, 7<br />
and 9 students are at or above the national<br />
minimum standards in writing.<br />
For all year levels, Victoria is one <strong>of</strong> the highest<br />
performing jurisdictions in terms <strong>of</strong> the proportion<br />
<strong>of</strong> students achieving in the highest band.<br />
Spelling<br />
Over 90.9 per cent <strong>of</strong> Victorian Years 3, 5, 7<br />
and 9 students are at or above the national<br />
minimum standards in spelling.<br />
For all year levels, Victoria is one <strong>of</strong> the highestperforming<br />
jurisdictions along with NSW and<br />
the ACT.<br />
Grammar and Punctuation<br />
Over 92.7 per cent <strong>of</strong> Victorian Years 3,<br />
5, 7 and 9 students are at or above the<br />
national minimum standards in grammar and<br />
punctuation.<br />
The average score for Victorian Year 3 and 5<br />
students is higher than other jurisdictions, and<br />
in Years 7 and 9 second only to the ACT.<br />
Numeracy<br />
Over 95.6 per cent <strong>of</strong> Victorian Years 3, 5, 7<br />
and 9 students are at or above the national<br />
minimum standards in numeracy.<br />
The Victorian mean score is above all other<br />
jurisdictions for all year levels, expect for Year<br />
3, where NSW and Tasmania perform similarly<br />
to Victoria.<br />
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Negotiated reviews help<br />
schools perform at their best<br />
Every Victorian Government school is required to be formally reviewed every four years – and for schools<br />
with student outcomes above expected levels, negotiated reviews <strong>of</strong>fer a flexible and focused way to closely<br />
examine a specific area for improvement.<br />
Southern Metropolitan Region program<br />
planning and development <strong>of</strong>ficer Jenny<br />
Flint said a negotiated review recognises<br />
that a school has done exceptionally well in<br />
improving student learning outcomes over<br />
time, and has the capacity to conduct its own<br />
review supported by the regional network<br />
leader, a critical friend and the region. Schools<br />
in the region meet each term to clarify and<br />
discuss expectations <strong>of</strong> a negotiated review,<br />
and give feedback and challenge each other on<br />
their investigations.<br />
“This is an exciting opportunity to investigate<br />
an area informed by the school self-evaluation<br />
that will take the school to the next level<br />
<strong>of</strong> improvement,” she said. “Schools are<br />
encouraged to take an approach to the review<br />
that is investigative in nature, the results <strong>of</strong><br />
which will inform the development <strong>of</strong> their<br />
School Strategic Plan. It’s a way for schools to<br />
challenge themselves to ask ‘what can we do to<br />
enhance the students’ learning; what can we do<br />
differently’.”<br />
Mount Eliza North Primary School took part in a<br />
negotiated review this year. Principal Kerry Graham<br />
said the entire teaching staff was divided into teams<br />
to research ways to improve student performance,<br />
particularly focusing on literacy and numeracy.<br />
“We’re a fairly high-performing school, but we felt<br />
the students could achieve a lot better than what<br />
they were achieving. We felt we weren’t getting the<br />
best out <strong>of</strong> them that we could possibly get,” she<br />
explains. “What we discovered was you can have all<br />
the whizz-bang programs, but unless you improve<br />
teachers’ instructional practices, those programs are<br />
not going to make one iota <strong>of</strong> difference – so what<br />
we were looking at was how to improve consistency,<br />
by researching best instructional practice.”<br />
And, she said, because the school undertook its<br />
School News<br />
<strong>Shine</strong> 43<br />
own research, every teacher was able to provide<br />
valuable feedback on how teaching practice could<br />
be improved. “It’s put all <strong>of</strong> our teachers on the<br />
same page,” says Ms Graham. “They all have an<br />
understanding <strong>of</strong> the direction we are taking, and it<br />
has galvanised everyone’s enthusiasm.”<br />
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28/07/<strong>2009</strong> 10:15:50 AM
44 Oct 09<br />
Regional Network Leaders<br />
questions for<br />
Barbara O’Brien<br />
Barbara O’Brien, regional network leader<br />
(RNL) for the Ovens and Murray Network,<br />
likes to relax by catching up with<br />
friends, pottering in the garden or<br />
lazing by the pool with a good book.<br />
1. What do you think makes a good principal<br />
When I think <strong>of</strong> the really good principals I have had the privilege to work<br />
with, they all seem to have a special charisma to engage and communicate<br />
with people. They have a real passion for working with young people and<br />
constantly strive to ensure their school provides the right opportunities for all<br />
students. Good principals can create and articulate a vision for improvement<br />
that instils confidence and loyalty in those they lead.<br />
2. When you were a student who was your most<br />
inspirational teacher<br />
I’m showing my age because it was Mrs Naughton, my homeroom teacher<br />
in Form 1. She was young and trendy and took a special interest in each <strong>of</strong><br />
us. She always made me feel confident in her classes and she made the work<br />
interesting. I really think she is one <strong>of</strong> the reasons I became a teacher.<br />
3. What are you reading at the moment<br />
I have just spent two weeks travelling with my husband<br />
and I found a book in the Kuala Lumpur Airport<br />
called What’s Age Got to do With it by Robin McGraw<br />
who boasts about turning 55 this year. It caught my<br />
eye because since taking on the RNL role my regular<br />
exercise regime has just gone out the window, so I<br />
thought she might inspire me to get fit again … it<br />
hasn’t happened! Dare I mention Instructional Rounds<br />
in <strong>Education</strong>, which I think will provide the impetus to<br />
network improvement.<br />
4. What is your idea <strong>of</strong> the perfect weekend<br />
About once a year we have a weekend away with our friends. We’ve been to<br />
a few different places but my favourite is a fantastic house in the Yarra Valley<br />
that very comfortably accommodates eight couples. We spend the weekend<br />
eating, drinking and laughing. It’s hard work. Especially recovering!<br />
5. What were you<br />
doing prior to this<br />
role<br />
I was principal <strong>of</strong><br />
Grahamvale Primary School,<br />
which has approximately 350<br />
students and is situated on<br />
the outskirts <strong>of</strong> Shepparton.<br />
6. What do you love to eat<br />
I enjoy eating Thai food but unfortunately I’m<br />
not very good at cooking it. I also like pumpkin soup<br />
with crusty white bread and a really good risotto.<br />
7. What was your main motivation for becoming<br />
an RNL<br />
Throughout my career I have had colleagues who have encouraged me to<br />
take the next step, and this was the case when considering the RNL role.<br />
Secondly, I had actually been a member on one <strong>of</strong> the RNL panels and I was<br />
in awe <strong>of</strong> the skills and knowledge that the applicants displayed; it was the<br />
best pr<strong>of</strong>essional learning I could have had.<br />
8. What are some <strong>of</strong> the key projects you are<br />
working on<br />
I find our work very complex and I could fill a book with the many key<br />
aspects <strong>of</strong> this work. At the moment a key project is developing effective<br />
Pr<strong>of</strong>essional Learning Teams in every school across the network where<br />
the focus is on students and a culture <strong>of</strong> “challenge and defend, not share”<br />
(Patrick Griffin). School retention is also a key piece <strong>of</strong> my work as we<br />
must provide pathways for students to continue their education in the<br />
post-compulsory years, and for small secondary schools this can be quite a<br />
challenge.<br />
9. What do you do to relax after work<br />
At the moment we are doing a makeover <strong>of</strong> our backyard, so I guess it is<br />
gardening, if ripping up old pavers and pulling out plants is relaxing. I enjoy<br />
watching AFL footy and going to my daughter’s netball and, <strong>of</strong> course,<br />
catching up with friends on a Saturday night and having a glass <strong>of</strong> wine.<br />
In the summer, relaxing by our pool with a good book is my idea <strong>of</strong> true<br />
relaxation.<br />
10. What is your all-time favourite movie<br />
I really love a good chick flick with lots <strong>of</strong> funny<br />
one-liners; Bridget Jones’ Diary is an all-time<br />
favourite <strong>of</strong> mine. I’m embarrassed saying this<br />
but I also love Gone with the Wind. I have<br />
watched it so many times and while there are<br />
characters in it that drive me insane because<br />
they are so insipid or self indulgent, I love the<br />
story and I cry every time.
School News<br />
<strong>Shine</strong> 45<br />
Wireless upgrade for<br />
primary schools<br />
Classrooms may soon match the modern <strong>of</strong>fice thanks to a $7 million wireless access point upgrade to<br />
all Victorian Government primary schools.<br />
Up to 7300 wireless access points (WAPs) were<br />
delivered to schools in September boosting<br />
network coverage and capacity for students who<br />
access the web. The statewide ratio <strong>of</strong> wireless<br />
radios is now one to 14 students, which is among<br />
the best in Australia.<br />
Minister for <strong>Education</strong> Bronwyn Pike made<br />
these exciting announcements during a recent<br />
visit to Merri Creek Primary School, which is one<br />
<strong>of</strong> the first to go live with the new devices.<br />
“Schools across the state already enjoy<br />
10-megabits-per-second broadband speeds<br />
and these upgrades will help Victoria maintain<br />
its leadership in the provision <strong>of</strong> bandwidth to<br />
schools,” she said.<br />
The <strong>Department</strong> has provided, through IBM,<br />
Cisco new generation dual radio WAPs<br />
and funding for cabling to every Victorian<br />
Government primary school. In addition,<br />
specialist school technicians are receiving training<br />
in planning and optimal placement <strong>of</strong> the new<br />
equipment in the classroom. Rollout <strong>of</strong> the new<br />
WAPs is expected to be complete by early 2010.<br />
In the meantime, staff and students at Merri<br />
Creek PS are enjoying the added freedom that<br />
boosted network coverage allows.<br />
“The increased coverage throughout the school<br />
means that there are more spaces that children can<br />
take laptops to,” principal Dionne Wright says.<br />
“The courtyard is a really lovely outdoor space for<br />
the Year 5 and 6 students to work in, and we are<br />
considering a complete changeover from desktop<br />
computers to laptops for students in Years 3 and<br />
4. It will allow them to work in different spaces,<br />
and not always at a desk. It means that the<br />
teacher can sit in circle with the students to work,<br />
which is very exciting,” she says.<br />
Ms Wright adds that one <strong>of</strong> the greatest – and<br />
most appreciated – changes has taken place in<br />
the staffroom.<br />
“Only half <strong>of</strong> the staffroom was covered by the<br />
original wireless network so the teachers were all<br />
stuck on top <strong>of</strong> each other at one end <strong>of</strong> the room<br />
during breaks – now they can relax and spread out<br />
while they work.”<br />
Minister Pike with Merri Creek PS students Joshua, Year 5, and Isobel, Year 6 – two<br />
<strong>of</strong> thousands <strong>of</strong> Victorian Government primary school students who will reap the<br />
benefits <strong>of</strong> having increased wireless access.<br />
Live Butterflies!<br />
come to your classroom all year<br />
• touch the butterflies<br />
• watch them eat<br />
• learn about the life cycle<br />
Call Natalie 0410 098 855 email: info@butterflyadventures.com.au<br />
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A stunning<br />
school circus<br />
spectacular<br />
Melbourne’s Comedy Theatre<br />
was transformed into a big-top<br />
extravaganza as more than 70 musicians<br />
and performers from government<br />
secondary schools dazzled audiences<br />
in the latest Joining the Chorus stage<br />
musical, Barnum.<br />
The theatre was packed to the rafters for<br />
all nine shows as crowds cheered on the<br />
daring stilt walkers, amazing jugglers<br />
and spectacular trapeze performers<br />
from the Flying Fruit Fly Circus.<br />
The musical, based on the life <strong>of</strong><br />
legendary circus showman PT<br />
Barnum, provided students with a<br />
fantastic opportunity to work with<br />
industry experts and gain pr<strong>of</strong>essional<br />
performing arts experience in a topclass<br />
venue.<br />
Dressed in flamboyant 1850s-inspired<br />
costumes, towering top hats, huge hoop<br />
skirts and stunning clown make-up,<br />
the talented student ensemble upstaged<br />
even the most polished <strong>of</strong> Broadway<br />
pr<strong>of</strong>essionals to earn standing ovations.
PHOTOGRAPHY BY LES O’ROURKE
Big Day<br />
In a big<br />
success<br />
After five days <strong>of</strong> pr<strong>of</strong>essional learning at the<br />
RNL Institute, Victoria’s regional network leaders<br />
put their newfound knowledge into practice,<br />
coordinating a Big Day In for principals.<br />
Attendees at the EMR Big Day In step outside to<br />
enjoy some fresh air and sunshine and to take in<br />
the glorious views across the Docklands.<br />
Minister Pike with keynote presenter Pr<strong>of</strong>essor<br />
Doug Reeves, Chairman <strong>of</strong> The Leadership and<br />
Learning Centre, and EMR acting regional director<br />
Jan Lake take a short break during the Big Day In<br />
at Etihad Stadium.<br />
John Cortese, RNL for the Highlands City Network<br />
in the Grampians Region, holds court during the<br />
Big Day In for the Highlands City, Highlands South<br />
and North East Highlands networks at the Mercure<br />
Hotel, Ballarat.<br />
Macedon Ranges Network literacy improvement <strong>of</strong>ficer<br />
Lisha Nash enjoys a laugh with principals Joan Gibbs<br />
and Kathy Vella at the Macedon Conference Centre.
The Big Day In for principals was an overwhelming success,<br />
with events held at 30 venues across the state on Friday<br />
14 August. The day replaced the previous statewide Big<br />
Day Out to reflect the new network structure and the role<br />
<strong>of</strong> Regional Network Leaders (RNLs). Some regions and networks<br />
hosted the day at a common venue, while others held their event at<br />
separate venues across the region.<br />
Minister for <strong>Education</strong>, Bronwyn Pike, attended the Eastern<br />
Metropolitan Region’s event at Etihad Stadium. “The move from<br />
the Big Day Out to 68 network-centred Big Days In reflects the<br />
increased maturity <strong>of</strong> the system and government’s expectations<br />
that the RNLs and network principals will be the key units<br />
driving school improvement,” she said. Ms Pike also attended the<br />
Banyule and Nillumbik networks’ event at Heidelberg Golf Club<br />
in the Northern Metropolitan Region. Pr<strong>of</strong>essor Richard Elmore<br />
attended the Macedon Ranges Network Big Day In, together<br />
with Office for Government School <strong>Education</strong> (OGSE) Deputy<br />
Secretary Darrell Fraser and School Improvement Division’s<br />
General Manager Judy Petch.<br />
The theme <strong>of</strong> the Big Day In was ‘A Pr<strong>of</strong>ession with a Practice’, which<br />
built on the work <strong>of</strong> the recent RNL Institute. Principals received a<br />
copy <strong>of</strong> Pr<strong>of</strong>essor Elmore’s book Instructional Rounds in <strong>Education</strong> prior<br />
to the event for pre-reading, and all networks spent time discussing the<br />
process <strong>of</strong> instructional rounds and how these might be used within the<br />
network to support school improvement.<br />
Oberon PS assistant principal Andrew Augerinos and<br />
BSW regional director Grant Rau take the opportunity<br />
to chat with Premier John Brumby.<br />
The theme <strong>of</strong> the Big Day In was ‘A<br />
Pr<strong>of</strong>ession with a Practice’, which built on<br />
the work <strong>of</strong> the recent RNL Institute.<br />
Julie Baker, assistant regional director (ARD) school improvement<br />
for the Loddon Mallee Region, attended a Big Day In at Mildura:<br />
“It was absolutely fantastic. We noticed in our region that there<br />
was a deeper level <strong>of</strong> conversation among our principals. I was very<br />
proud <strong>of</strong> the RNLs and the preparation they put in to make sure<br />
everything went smoothly,” she said.<br />
Mark Thompson, RNL for the Nillumbik Network in the Northern<br />
Metropolitan Region, agrees that it was a significant day that provided<br />
opportunity to look closely at teacher practice and how to stay in the<br />
descriptive mode when making observations.<br />
“Conversation was generated about how to improve instruction across<br />
the network. Principals were able to spend time and effort on the<br />
activities provided, and to discuss school improvement in their own<br />
network,” he said.<br />
RNLs Janet Gill-Kirkman and Jan Gregory ran a sub-regional event<br />
for the Southern Hume Network and The Ranges Network at Euroa,<br />
and included their ARD school improvement David Cummins, as<br />
well as Student Wellbeing General Manager Ian Claridge and OGSE<br />
executive coordinator Mark Brear.<br />
“We modelled the day on what Richard Elmore did with us at the<br />
RNL Institute – we used the same videos and the same learning<br />
framework and it worked! We had a very hands-on, very collaborative<br />
day that was extremely successful and worthwhile,” Ms Gill-Kirkman<br />
says. “Our principals were really engaged and had a readiness for the<br />
next level <strong>of</strong> learning. It was fabulous.”<br />
Ms Gill-Kirkman says she is now working with principals to use the<br />
methods <strong>of</strong> observation that were covered in the Big Day In. “We<br />
learned that practice is very important, and our regional team <strong>of</strong> seven<br />
RNLs and the two ARDs have all made a commitment to complete<br />
instructional rounds early in Term 4,” she says.<br />
left to right: Belmont PS principal Mark Arkinstall,<br />
Montpellier PS principal Russell Koehler, Rollins PS<br />
principal Steve McGarrigle, and North Geelong SC<br />
principal Allan White get down to business.<br />
OGSE’s Deputy Secretary Darrell Fraser participates<br />
in the marshmallow challenge during the Macedon<br />
Ranges Network Big Day In. Participants used skewers,<br />
marshmallows, Blu-Tack and sticky notes to create a<br />
sculpture representing a network.
50 Oct 09<br />
Building the <strong>Education</strong> Revolution<br />
Infrastructure Update<br />
Strathmore North PS sports new oval<br />
An exciting new sports ground at Strathmore North Primary School will help to keep students active for<br />
years to come, writes Tessa Van Der Riet.<br />
The Strathmore North PS community joined $35,000 <strong>of</strong> school fundraising<br />
with federal funding for the construction <strong>of</strong> the synthetic turf oval, which<br />
was launched with a whole-school celebration – after which, the students<br />
were invited to run and play on the field for the very first time! “We’re very<br />
excited about being given these funds from the Federal Government and<br />
being able to realise our dream for the oval, which has been a much-loved<br />
project for some time,” principal Jenni Lewis said.<br />
The oval has been imagined and anticipated for some years and came<br />
together as part <strong>of</strong> the National School Pride initiative, just one segment <strong>of</strong><br />
the Building the <strong>Education</strong> Revolution (BER), part <strong>of</strong> the Federal Nation<br />
Building – Economic Stimulus Plan (ESP). The school has also started<br />
construction <strong>of</strong> its $2.5 million learning neighbourhood, another BER<br />
project, which will open up learning spaces into new and dynamic 21st<br />
century teaching and learning environments.<br />
Ms Lewis, who has been principal at Strathmore North for nine years, says<br />
the school community is “over the moon” with the stimulus plan projects.<br />
“I’ve never seen this volume <strong>of</strong> money for infrastructure development and I<br />
think it has huge potential to improve learning outcomes for students and<br />
teaching conditions for our staff, and really add value to education.<br />
“We identified the oval project because it was something that would benefit<br />
all children, Prep to Year 6, and also children with special needs allowing<br />
them to get out onto the oval,” she said.<br />
Ms Lewis added that the school community has experienced a real lift with<br />
the new oval as well as other upcoming projects, including the learning<br />
neighbourhood and Better Schools Today classroom rejuvenations, which<br />
are all working together toward improving learning environments and,<br />
ultimately, student performance. The investments in school infrastructure<br />
“will take us to a new level <strong>of</strong> learning and learning outcomes,” she said.<br />
Lowest Basic Mortgage Rate – Best Mutual:<br />
Victoria Teachers Credit Union<br />
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12 month discounted variable rate<br />
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4.72 p.a.<br />
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Refinance to any <strong>of</strong> our Home Loans between<br />
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For further information, or to apply, call a friendly<br />
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www.victeach.com.au.<br />
Victoria Teachers Credit Union Limited<br />
ABN 44 087 651 769 AFSL 240 960<br />
Offer valid for Home Loan applications received from 1 August <strong>2009</strong> to 31 <strong>October</strong> <strong>2009</strong> and loan must be funded by 31 January 2010. Minimum loan amount is $100,000. At the end <strong>of</strong> the discounted period the<br />
interest rate then reverts to the Basic Home Loan variable rate, currently 4.97%p.a. Interest rates subject to change. This <strong>of</strong>fer is only for new Home Loans; it does not apply to switching existing Victoria Teachers<br />
Credit Union Home Loans. Loans in excess <strong>of</strong> 80% Loan to Value Ratio (LVR) will incur Lenders Mortgage Insurance charges.*Applicants who decide not to proceed with the loan may incur establishment fees.<br />
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Tate Street’s<br />
Trojan horse<br />
www.teachingwithouttelling.com.au<br />
Following Karen Green and Amanda<br />
Dressing’s successful roll out <strong>of</strong> the e 5<br />
Instructional Model to Principal Class<br />
Officers in 11 Regional Networks in<br />
Victoria during Term Three <strong>2009</strong>, they<br />
are proud to present<br />
e 5 Instructional Model<br />
School Leaders Workshop<br />
MELBOURNE CRICKET GROUND –<br />
Brunton Avenue, Melbourne<br />
13 November <strong>2009</strong><br />
An interactive, informative and thought<br />
provoking workshop about the e 5<br />
Instructional Model that was developed<br />
by the DEECD in <strong>2009</strong>.<br />
AND<br />
IMAGE COURTESY OF THE GEELONG ADVERTISER<br />
A colossal wooden horse has brought legend to life for the students <strong>of</strong> Tate Street<br />
Primary School, thanks to a $36,000 grant.<br />
The groundbreaking project is one <strong>of</strong> the first <strong>of</strong> the Extended School Residencies<br />
funded by Arts Victoria in association with the <strong>Department</strong>.<br />
The four-metre high Trojan horse was created by local artists Glen Romanis and Stuart<br />
Guthrie as the centerpiece <strong>of</strong> the school’s latest stage show, The Legend <strong>of</strong> Troy. Torquay<br />
artist Janet Muller added the final touch by creating the helmets and shields worn by<br />
students during the battle sequences.<br />
Students worked with artistic director Dave Kelman for three hours every Friday for<br />
20 weeks to get ready for the play, and he was hugely impressed by their dedication to<br />
creating a production <strong>of</strong> epic proportions.<br />
“This is our first project in Geelong,” he said. “It has been fantastic to work at Tate<br />
Street and we have been blown away by the talent and enthusiasm <strong>of</strong> the young people<br />
and the pr<strong>of</strong>essionalism and commitment <strong>of</strong> the staff. This work is about telling an<br />
important story for our times. It is not about ‘stars’; everyone is equally important and<br />
they must work together to make the story work for the audience.”<br />
e 5 Instructional Model<br />
Train the Trainer Program 09/10<br />
MELBOURNE CRICKET GROUND –<br />
Brunton Avenue, Melbourne<br />
DAY ONE – FRIDAY 11 DECEMBER 09<br />
DAY TWO – FRIDAY 12 FEBRUARY 10<br />
DAY THREE – FRIDAY 23 APRIL 10<br />
DAY FOUR – FRIDAY 23 JULY 10<br />
These practical and engaging<br />
workshops are designed for teachers<br />
who will be empowered to unpack<br />
the e 5 Instructional Model and recreate<br />
the activities in school-based<br />
pr<strong>of</strong>essional learning sessions. The<br />
first <strong>of</strong> these will be conducted<br />
in Term 4, <strong>2009</strong> to allow for the<br />
introduction <strong>of</strong> e 5 during pr<strong>of</strong>essional<br />
learning days at the beginning <strong>of</strong><br />
2010. It is highly recommended that<br />
each school send two participants.<br />
Participating schools will receive a USB<br />
containing all workshop materials.<br />
Workshop details, registration forms<br />
and on-line registration available at<br />
www.teachingwithouttelling.com.au
52 Oct 09 Opinion<br />
Dr Gaye Williams<br />
A deeper learning approach<br />
We need a fundamental shift in how science, technology, engineering and<br />
mathematics subjects are taught, so that students find them engaging, exciting and<br />
want to pursue it at the next level.<br />
Australia does not have enough<br />
students taking science, technology,<br />
engineering and mathematics<br />
subjects – collectively known as<br />
STEM – in senior secondary school and beyond.<br />
Our young people simply don’t seem interested<br />
in studying these vital subjects beyond the<br />
compulsory years.<br />
This isn’t just an Australian problem; it’s an<br />
issue for almost all developed nations. And<br />
it’s a serious one: if we don’t have students<br />
studying STEM subjects at university level,<br />
where will we find the STEM ‘ideas workers’<br />
<strong>of</strong> tomorrow to maintain our position on the<br />
cutting edge <strong>of</strong> research and design<br />
To fix this problem, we need to start in the<br />
primary classroom. We need a fundamental<br />
shift in how STEM subjects – in particular,<br />
mathematics – are taught, so that students<br />
find the subject engaging, exciting and want to<br />
pursue it at the next level.<br />
At the moment, the majority <strong>of</strong> mathematics<br />
in schools is taught in ways that produce<br />
instrumental understanding; that is, the teacher<br />
explains a topic, with students completing a<br />
number <strong>of</strong> exercises on that topic before moving<br />
on to the next one. This type <strong>of</strong> teaching requires<br />
a great deal <strong>of</strong> repetition, as students tend to<br />
forget details <strong>of</strong> the topic quickly, and <strong>of</strong>ten<br />
struggle to understand how one topic relates to<br />
another. This learning is superficial and shortterm<br />
– and, for too many students, boring, or<br />
difficult and stressful.<br />
Instead, if students are taught in a way<br />
intended to develop relational understanding,<br />
they are able to relate one topic to another and<br />
gain a deep understanding <strong>of</strong> mathematics.<br />
This type <strong>of</strong> learning is what we should be<br />
aiming for in the classroom; it gives students<br />
the chance to build their understanding <strong>of</strong><br />
a topic and really engage with it to develop<br />
further mathematical ideas.<br />
To do this, parents and teachers need to have<br />
more faith in our young people’s ability to think.<br />
I developed a group work approach while working<br />
as a teacher that I refined through my PhD<br />
studies. A carefully designed problem solving<br />
task that is accessible in multiple ways is given to<br />
the class, who then work together to explore the<br />
problem by sharing their existing knowledge and<br />
building on their combined knowledge.<br />
After about 15 minutes, students report on an<br />
aspect <strong>of</strong> their progress to the rest <strong>of</strong> the class.<br />
This helps them consolidate their ideas and <strong>of</strong>ten<br />
adds a new dimension for the consideration <strong>of</strong><br />
other groups. They then return to their groups to<br />
continue their thinking. This generally happens<br />
three to four times before the students as a class<br />
have developed new understandings around the<br />
mathematics available through the task.<br />
The teacher’s role is to ask questions (not hint<br />
or tell), to assist students to think further along<br />
the directions they have decided to take. The
By trying to do too much thinking for our students and young<br />
people, we stifle their ability to learn at their full potential. Perhaps<br />
it’s time to let go and enable our students to think for themselves.<br />
teacher also works out the order <strong>of</strong> reporting so<br />
each group has the opportunity to investigate<br />
something new, and knowledge builds for the<br />
class during the process. This helps students make<br />
mental leaps to a new idea, and sharing these<br />
ideas contributes to what others can draw on in<br />
their own problem solving endeavours.<br />
Within this learning context, optimistic<br />
thinkers view success (i.e. learning something<br />
more) as permanent and personal, and failure<br />
(not yet knowing) as temporary and something<br />
that can be overcome through personal effort.<br />
They are aware that there are specific aspects<br />
<strong>of</strong> the present failure that they may be able<br />
to change, and in doing so come closer to<br />
achieving success.<br />
Students who think in this way respond to the<br />
group problem solving positively; they are able to<br />
use what they already know and apply it to build<br />
a new concept. When it doesn’t work out the first<br />
time, they are happy to try again until it does.<br />
In other words, they are persistent and creative<br />
problem solvers.<br />
Students who don’t perceive things this way<br />
(because they are not optimistic) want to remain<br />
working within the knowledge they already have.<br />
They are not willing to struggle to develop a new<br />
concept or idea. They perceive learning as being<br />
‘told’ the correct answer and then repeating it,<br />
rather than coming up with it themselves. These<br />
children could be very high achievers on recall<br />
type mathematics tests that are frequently used<br />
to assess student performance in schools, but<br />
their ability to problem solve is lacking and their<br />
understanding tends to be recall <strong>of</strong> rules and<br />
procedures only.<br />
The good news is that, in certain circumstances,<br />
a student can change their way <strong>of</strong> thinking from<br />
non-optimistic to optimistic in one year. My<br />
research is currently looking at how the learning<br />
<strong>of</strong> maths can contribute to such changes.<br />
In 1999, after the Trends in International<br />
Mathematics and Science Study (TIMSS) results<br />
from the mid-1990s had shown that Singaporean<br />
students clearly outperformed Australian students<br />
in mathematics, Pr<strong>of</strong>. Berinderjeet Kaur from<br />
the National Institute <strong>of</strong> <strong>Education</strong> in Singapore<br />
came to Australia to find ways to overcome a<br />
problem she had noted in Singaporean engineers.<br />
Despite the top marks they were achieving, they<br />
had a high proportion <strong>of</strong> engineers working in<br />
industry who could not pose problems; only work<br />
out problems identified by others. She considered<br />
Australian students were more likely to be able<br />
to pose problems. Problem posing is integral to<br />
the problem solving undertaken by STEM ‘ideas<br />
workers’ and despite Pr<strong>of</strong>. Kaur’s confidence in us,<br />
Australia also needs to develop these skills further<br />
and engage students in the process.<br />
Using this deep learning approach will not only<br />
teach our students to become better problem<br />
solvers and to think more independently, it will<br />
also free up the curriculum to cover more topics at<br />
a higher level, as space becomes available because<br />
teachers will not need to go over and over the<br />
same work year after year.<br />
By trying to do too much thinking for our<br />
students and young people, we stifle their<br />
ability to learn at their full potential. Perhaps<br />
it’s time to let go and enable our students to<br />
think for themselves.<br />
Dr Gaye Williams won the University <strong>of</strong><br />
Melbourne’s Chancellor’s Prize for Social Sciences in<br />
2007 for her work into optimistic thinking in the<br />
classroom. She is hosted by the International Centre<br />
for Classroom Research at the Melbourne Graduate<br />
School <strong>of</strong> <strong>Education</strong>.<br />
Tell us what you think<br />
Email editor@edumail.vic.gov.au
54 Oct 09<br />
Regional Network Leaders<br />
questions for<br />
Peter Enright<br />
When he’s not engrossed in a novel, Peter<br />
Enright – regional network leader (RNL)<br />
for Moreland in the Northern Region – is<br />
happiest when playing golf, gardening<br />
or working out at the gym.<br />
1. What do you think makes a good principal<br />
The ability to create an informed vision based on improved student<br />
outcomes with the local community and hold all accountable for its<br />
successful implementation.<br />
2. When you were a student, who was your most<br />
inspirational teacher<br />
My Year 12 Literature teacher had a genuine love <strong>of</strong> books and the capacity<br />
to inspire and support me to work really hard to achieve good results. He<br />
also had very high expectations and knew his content extremely well.<br />
3. What are you reading at the moment<br />
In the past few weeks I have read Breath by Tim<br />
Winton, The Slap by Christos Tsiolkas<br />
and The Road to Lost Innocence by Somaly<br />
Mann, as well as How to Get Your School<br />
Moving and Improving by Steve Dinham<br />
and <strong>of</strong> course Instructional Rounds by<br />
Marzano.<br />
4. What is your idea <strong>of</strong> the<br />
perfect weekend<br />
My perfect weekend includes some physical activity – golf, gardening, beach<br />
or gym – a great meal with family and friends and the opportunity to read<br />
for enjoyment in front <strong>of</strong> an open fire.<br />
5. What do you love to eat<br />
Thai food or paella.<br />
6. What was your main motivation<br />
for becoming an RNL<br />
To continue and extend the work I had been doing as a senior education<br />
<strong>of</strong>ficer (SEO) on school improvement, internal accountability and<br />
developing leadership capacity basing the work on using a network model.<br />
7. What were you doing prior to this role<br />
I had been an SEO for seven years, mainly working on the Broadmeadows<br />
Schools Project, and I was principal <strong>of</strong> two large primary schools in the<br />
Western Region for 13 years before that.<br />
8. What do you do to relax<br />
after work<br />
After work each day it is usually so late<br />
that I have dinner and collapse exhausted<br />
onto the couch. But if I have any energy<br />
left, I try to exercise on my treadmill and<br />
home gym equipment and spend time<br />
with my wife and adult children.<br />
9. What are some <strong>of</strong> the key<br />
projects you’re working on<br />
The main project is school improvement<br />
for all <strong>of</strong> the schools in the Moreland<br />
Network where performance needs<br />
significant support to improve outcomes.<br />
I have also been working on two<br />
regeneration projects that are designed<br />
to bring together smaller primary and<br />
secondary schools to improve the<br />
choice, diversity and pathways for all<br />
students.<br />
10. What is your alltime<br />
favourite movie<br />
Dead Poets Society and Milk are<br />
both fantastic movies.
Careers <strong>Education</strong><br />
<strong>Shine</strong> 55<br />
Careers teacher<br />
wins national award<br />
Gisborne Secondary College careers coordinator John Horley has received<br />
the prestigious Judith Leeson Award for Excellence in Careers <strong>Education</strong>.<br />
Mr Horley, who is in his fourth year at the college,<br />
says the award is a great honour and acknowledges<br />
the school’s success in the careers field. “It’s great<br />
to be at a school that recognises that careers<br />
guidance is absolutely critical in achieving good<br />
outcomes for young people,” he says.<br />
Mr Horley has overseen the revamp and overhaul<br />
<strong>of</strong> the school’s approach to careers education.<br />
The college now integrates careers and the<br />
curriculum in a model that ensures students<br />
develop understanding and skills as they progress<br />
through the school. Mr Horley has also linked<br />
the curriculum and the Australian Blueprint for<br />
Career Develepment, Employability Skills for the<br />
Future, Student Well Being Model, and Managed<br />
Individual Pathways.<br />
The model begins with Year 8 students playing<br />
the Real Game, which links into their subject<br />
selection and careers counselling for Year 9 and<br />
10. Year 9 and 10 subjects incorporate skills from<br />
Employability Skills for the Future and there is a<br />
compulsory career elective in Year 10.<br />
Workshops are run for VCE/VCAL students<br />
as well as visits to career expos, industry, guest<br />
speakers, extension studies in VCE and at<br />
university, VTAC information nights, parent<br />
information nights and intensive personal<br />
assistance for students when necessary. More than<br />
1000 students participate in some aspect <strong>of</strong> the<br />
careers program annually.<br />
Principal John Flanagan says that Mr Horley<br />
clearly understands students’ needs as well as the<br />
variety <strong>of</strong> career pathways. “Within two months <strong>of</strong><br />
his appointment, John outlined a strategic plan for<br />
the next three years,” he said.<br />
Mr Flanagan describes Mr Horley, who holds<br />
a Masters in Careers <strong>Education</strong>, as passionate<br />
and articulate about the important role that<br />
teachers play in students’ career development.<br />
“He understands the constraints on teachers’ time<br />
and is a strong advocate for quality, well-targeted<br />
training,” he said.<br />
“Teachers are beginning to feel more confident<br />
and better resourced to meet the challenges that<br />
the curriculum changes bring.”<br />
Mr Flanagan added that Mr Horley’s work had<br />
very successful outcomes. “We had a very high<br />
rate <strong>of</strong> students getting their first preference for<br />
university placements last year and our exit data<br />
tells us that just about every student goes into<br />
further education, training or worthwhile career<br />
pathways,” he said.<br />
Get your careers teacher<br />
recognised For more information,<br />
visit www.cdaa.org.au
56 Oct 09<br />
Research<br />
Q&A with Collette Tayler<br />
Collette Tayler holds the Chair <strong>of</strong> Early Childhood <strong>Education</strong><br />
and Care at the Melbourne Graduate School <strong>of</strong> <strong>Education</strong><br />
at the University <strong>of</strong> Melbourne. She conducts local and<br />
international studies <strong>of</strong> the ways that social, family and<br />
educational policies and practices affect early childhood<br />
education and care outcomes.<br />
Can you tell us a little about your background in<br />
early childhood education and care (ECEC)<br />
I guess from the time I (literally) had to march into school at age four<br />
I’ve been thinking about how children come to learn and get on in<br />
group settings. I’ve worked with very young children in far northwest<br />
and regional southeast Queensland and in WA, where I did my graduate<br />
studies contrasting the interactions in preschools and early primary<br />
school classes to find out how better to handle transitions.<br />
My time working in the Organisation for Economic Cooperation<br />
and Development (OECD) to produce the Starting Strong II report<br />
(ECEC provision in 20 countries) made me think more about questions<br />
around the quality and effectiveness <strong>of</strong> different types <strong>of</strong> ECEC<br />
programs – this is the subject <strong>of</strong> our team’s research.<br />
Why are high-quality ECEC programs so important<br />
Important and rapid cognitive growth happens very early in life. We know<br />
from very large studies in North America and the UK that high-quality<br />
ECEC programs promote positive development. Experimental studies show<br />
us that the effects <strong>of</strong> high-quality programs can be sustained into adulthood.<br />
Lack <strong>of</strong> a quality program can predict poor progress.<br />
More broadly, our society requires accessible high-quality ECEC<br />
programs. They are a good foundation for other social institutions.<br />
ECEC programs promote increased participation in the labour force<br />
and increase the social inclusion <strong>of</strong> both children and parents – they can<br />
help level the playing field and promote gender equality. And they may<br />
be an impetus for gender equity, prompting in two-parent households<br />
equal sharing <strong>of</strong> child rearing and domestic work.<br />
How can parents help their children’s learning<br />
and development<br />
Parents are the most important influence in a child’s early learning<br />
and development. Children’s physiological and mental systems develop<br />
through the relationships they experience. Research shows us that<br />
creating a warm, nurturing and safe environment where children can<br />
learn and grow is very important. Listening to children, reading, playing<br />
and exploring are important early forms <strong>of</strong> learning and development.<br />
What are the elements <strong>of</strong> a well-designed<br />
ECEC program<br />
Defining what constitutes ‘quality’ in an effective ECEC program is<br />
one <strong>of</strong> our main objectives in the E4Kids (Effective Early <strong>Education</strong>
Experiences for Kids) study. We already know that high-quality staff,<br />
small group sizes and high staff-to-child ratios are important, as is<br />
creating a warm, engaging environment for the children.<br />
The Australian Government currently invests $3.3 billion annually in<br />
early childhood education and care. Our study will enable educators and<br />
policymakers to make the most <strong>of</strong> this annual spend by providing detail <strong>of</strong><br />
what elements <strong>of</strong> a program have the greatest effect. So watch this space!<br />
What kinds <strong>of</strong> ECEC programs do 3–5-year-olds<br />
usually encounter<br />
Between the ages <strong>of</strong> three and five, there is a wide range <strong>of</strong> programs<br />
children encounter as they transition to school. Through this period, as<br />
children get older they begin to encounter more consistent programs<br />
and more children participate.<br />
Significantly, less than two-thirds <strong>of</strong> Australian three-year-olds take<br />
part in an ECEC program (that receives public funds) – a low level <strong>of</strong><br />
participation for a rich OECD country. These programs vary widely in<br />
terms <strong>of</strong> content and structure, ranging from small groups running from<br />
providers’ homes to centres in the community.<br />
By age five, children are moving into Prep, the first year <strong>of</strong> school, where<br />
provision becomes much more consistent. The variability <strong>of</strong> provision at<br />
age three begs questions about how different programs affect children’s<br />
development: this is a core question <strong>of</strong> our study.<br />
What are the challenges for ECEC provision in Victoria<br />
and Australia in terms <strong>of</strong> access, quality and equity<br />
We need to have a better understanding <strong>of</strong> exactly what constitutes<br />
quality in an early childhood setting and how we measure it. Further,<br />
we need to know exactly which elements <strong>of</strong> programs have the greatest<br />
effect in promoting positive development in a broad range <strong>of</strong> areas:<br />
cognition, social and emotional development, literacy and language,<br />
mathematics and numeracy, social inclusion and health.<br />
In terms <strong>of</strong> access, the challenge <strong>of</strong> providing services to regional and<br />
remote areas is unique to Australia, and one that we must address.<br />
The E4Kids study<br />
The E4Kids study is an Australian Research Council linkage project<br />
<strong>of</strong> which the <strong>Department</strong> is an industry partner. The Victorian<br />
Government has made a $1.4 million commitment to the project,<br />
which will provide evidence about ways to optimise early learning and<br />
social experiences and establish positive life trajectories for Australia’s<br />
children. It addresses the national research priority <strong>of</strong> ‘a healthy start to<br />
life’ and aligns with the National Productivity Agenda.<br />
This is the first Australian study to link the non-compulsory education <strong>of</strong><br />
three-year-olds to national test data collected when children are eight. It will<br />
determine what elements <strong>of</strong> early childhood education and care programs<br />
make a significant impact on a child’s learning and development over time.<br />
The research team will analyse a typical suite <strong>of</strong> early childhood education<br />
and care programs in diverse Australian communities: remote, regional,<br />
urban, disadvantaged and wealthy. It will also study the outcomes for<br />
children who do not access ECEC programs.<br />
The study will also draw on expertise from the Queensland University<br />
<strong>of</strong> Technology; the Institute <strong>of</strong> <strong>Education</strong>, London; the University <strong>of</strong><br />
Toronto; the Royal Children’s Hospital, Melbourne; the Queensland<br />
Government Office for Early Childhood <strong>Education</strong> and Care; and the<br />
Queensland <strong>Department</strong> <strong>of</strong> <strong>Education</strong> and Training.
58 Oct 09<br />
Research<br />
Children’s perspectives<br />
<strong>of</strong> starting school<br />
A group <strong>of</strong> Prep students recently shared their<br />
thoughts on starting school – these valuable<br />
opinions should help inform adult understandings<br />
<strong>of</strong> and responses to the complexity <strong>of</strong> school<br />
transition. By Kay Margetts
<strong>Shine</strong> 59<br />
Starting school is a time when learning<br />
and education becomes formalised, when<br />
conformity to rules and expectations, and<br />
relationships with others become a measure<br />
<strong>of</strong> success. Children’s social and affective<br />
wellbeing, identity, and learning are important<br />
and can make the difference between a child<br />
progressing well or experiencing ongoing<br />
difficulties (Fabian 2007; Margetts 2007;<br />
Niesel & Griebel 2001).<br />
Becoming a school child involves dissecting<br />
information and constructing understandings<br />
about school and the role <strong>of</strong> school children.<br />
This includes responding to and taking on<br />
the behaviours and expectations <strong>of</strong> the new<br />
environment. The variation in individual<br />
development and experiences <strong>of</strong> each child<br />
means that for some children, the new<br />
experiences encountered at school will provide<br />
minimal challenges and difficulties, while<br />
for others, the same experiences will provide<br />
heightened challenges and difficulties (Fabian<br />
2007; Margetts 2007).<br />
There is general agreement that the success<br />
<strong>of</strong> the transition to school and adaptation to<br />
the new physical, social and academic contexts<br />
is mediated on many fronts including: child;<br />
family; school and community. It is important<br />
for children to contribute to the processes that<br />
affect them and to include their perspectives<br />
in research about early childhood issues<br />
(Dunlop 2002). The reality <strong>of</strong> the child’s view<br />
may differ from that <strong>of</strong> adults (Heinzel 2000,<br />
cited in Griebel & Niesel 2000). Further<br />
differentiation <strong>of</strong> experiences and perspectives<br />
occurs through the individuality <strong>of</strong> personality<br />
and experience that each child brings to their<br />
impressions and interactions within the school.<br />
These interviews enabled the<br />
‘expertise’ <strong>of</strong> children, who<br />
had actually experienced the<br />
transition to school, to be<br />
expressed and heard.<br />
This view recognises the agency <strong>of</strong> children<br />
as co-constructors <strong>of</strong> their socio-cultural<br />
environments. By listening to and analysing<br />
the ‘voices’ <strong>of</strong> children who have been directly<br />
involved in the transition to school process,<br />
a third dimension is added to the voices <strong>of</strong><br />
parents and teachers, and should help inform<br />
adult understandings and responses to the<br />
complexity <strong>of</strong> school transition.<br />
Fifty-four Prep children from four<br />
metropolitan schools in Melbourne were<br />
recently interviewed after attending school<br />
for seven months. Children were interviewed<br />
in small focus groups <strong>of</strong> three and asked two<br />
simple questions: ‘What do you think new<br />
children starting school need to know’ and<br />
then after each child in the focus group had an<br />
opportunity to respond: ‘What can schools do<br />
to help children who are starting school’ These<br />
interviews enabled the ‘expertise’ <strong>of</strong> children,<br />
who had actually experienced the transition to<br />
school, to be expressed and heard.<br />
Six main themes emerged in relation to what<br />
new children starting school need to know<br />
about: peer relationships; school rules; general<br />
procedures; classrooms; academic skills; and<br />
feelings. Responses support the notion that<br />
social, affective and learning competencies are<br />
important to children as they start school.<br />
Knowing about how to make friends and<br />
deal with interactions included establishing<br />
friendships, knowing children’s names,<br />
considering the feelings <strong>of</strong> others, sharing and<br />
taking turns. The number <strong>of</strong> times not being<br />
hurt, or hurting were mentioned suggests that<br />
the playground, in particular, places demands<br />
on children’s social and emotional skills and<br />
wellbeing, and assistance is needed for dealing<br />
with playground conflict. Children suggested<br />
that schools need to help them know what
60 Oct 09<br />
Research<br />
to do when they are hurt, should provide<br />
teacher assistance in the playground, and teach<br />
children how not to hurt.<br />
Having someone to rely on during the start<br />
to school – whether for social, physical or<br />
other reasons – was recommended. Children<br />
suggested this could be the teacher or<br />
principal, but it could also be an older more<br />
experienced child: “a friend that has already<br />
been in Prep ... they could help you do things”.<br />
This included being told or shown how to use<br />
the playground equipment safely: “You have to<br />
show them (Preps) how to do that so they don’t<br />
get hurt.”<br />
Knowing about school rules, consequences<br />
<strong>of</strong> breaking rules, being good (not bad), and<br />
avoiding or not getting into trouble, were<br />
noted <strong>of</strong>ten. The suggestions by children on<br />
ways that schools could help newcomers–<br />
“give them a reward if they’ve been good or<br />
not if they’ve been bad” or “they could tell<br />
you if you do something bad” – indicates that<br />
they want clarification about what constitutes<br />
appropriate and inappropriate behaviour, or<br />
that they are trying so hard to do the right<br />
thing that they want this recognised:<br />
Knowing general school procedures and ways<br />
<strong>of</strong> doing things was also important. This<br />
involved knowing what to do (actions), where<br />
to go (locations), and timing <strong>of</strong> routines. For<br />
example, asking for help, doing up shoelaces,<br />
lining up with a partner, responding to bells;<br />
and playing on the right playground.<br />
Knowing about: school rules;<br />
consequences <strong>of</strong> breaking<br />
rules; being good (not bad);<br />
and avoiding or not getting<br />
into trouble were noted <strong>of</strong>ten.<br />
Another distinct set <strong>of</strong> knowledge related to<br />
classroom procedures including information<br />
about the teacher, the teacher’s name, what<br />
the classroom is like, and how to behave in<br />
the classroom such as: listening to the teacher;<br />
doing what the teacher says; being quiet; asking<br />
permission; sitting on the mat; and so on.<br />
Knowing how to learn, doing hard work, and<br />
knowledge related to literacy and numeracy<br />
was also important. There was a strong focus<br />
on the importance <strong>of</strong> knowing how to write;<br />
writing one’s name; the alphabet and letter<br />
sounds; and maths and numbers. Along with<br />
recommendations that teachers could help<br />
children sounding letters and words, help<br />
them learn and provide easier work, responses<br />
suggest that these skills are a challenge to new<br />
entrant children but may also be a means <strong>of</strong><br />
measuring one’s competence as a school child.<br />
Fifteen children referred to feelings about<br />
starting school with most relating to ‘not<br />
feeling scared’: “Not to be scared … Because<br />
it’s not scarier when you start school. Because<br />
it’s easy when you get in Prep.”<br />
Ways that school could help included helping<br />
children ‘feel good’: “They could make sure that<br />
none <strong>of</strong> them are sad and they’re all happy.”<br />
Children’s responses affirm that relationships<br />
and interactions, procedures and ways <strong>of</strong> doing<br />
things are important elements <strong>of</strong> starting<br />
school and appear to provide children with a<br />
sense <strong>of</strong> identity and competence, safety and<br />
emotional wellbeing.<br />
Familiarity with school, the people in it and<br />
acceptable ways to behave gives children a<br />
frame <strong>of</strong> reference by which they can function<br />
independently and determine their own<br />
competence (and that <strong>of</strong> others). These initial<br />
impressions are important and can become<br />
the standard against which future school<br />
experiences are measured.<br />
By understanding the challenges articulated<br />
by children as they start school, and the skills<br />
and competencies and aspirations <strong>of</strong> them and<br />
their families, educators in the early years are<br />
better able to support children and implement<br />
strategies, both prior to and during the<br />
transition period, that enhance development<br />
and learning, and minimise difficulties as<br />
children start school.<br />
Kay Margetts is an associate pr<strong>of</strong>essor in early<br />
childhood studies at the Melbourne Graduate School <strong>of</strong><br />
<strong>Education</strong> at the University <strong>of</strong> Melbourne.<br />
References<br />
<strong>Department</strong> <strong>of</strong> <strong>Education</strong> and Early Childhood<br />
Development <strong>2009</strong>, Transition: A positive start<br />
to school, Melbourne. www.education.vic.gov.au/<br />
earlylearning/transitionschool/default.htm<br />
Dunlop, A-W. 2002, ‘Bridging early educational<br />
transition in learning through children’s agency’,<br />
European Early Childhood <strong>Education</strong> Research<br />
Monograph, 1, pp. 67–86.<br />
Fabian, H 2007, ‘Informing transitions’. In A-W. Dunlop<br />
& H. Fabian (eds) Informing transitions in the early<br />
years (pp. 3–20). Berkshire: Open University Press.<br />
Griebel, W. & Neisel, R. 2000, ‘The children’s voice in<br />
the complex transition into kindergarten and school’.<br />
Paper presented at the 10th European Early Childhood<br />
<strong>Education</strong> Research Association Conference, London, 29<br />
Aug- 1 Sept. Available at: http://extranet.edfac.unimelb.<br />
edu.au/LED/tec/pdf/griebelniesel1.pdf<br />
Margetts, K. 2007, ‘Understanding and supporting<br />
children: Shaping transition practices’. In A-W. Dunlop &<br />
H. Fabian (eds) Informing transitions in the early years.<br />
(pp. 107–119). Berkshire: Open University Press.<br />
Niesel, R. & Griebel, W. 2001, ‘Transition to schoolchild.<br />
What children tell about school and what they teach<br />
us’. Paper presented at the 11th European Early<br />
Childhood <strong>Education</strong> Research Association Conference,<br />
Alkmaar, Netherlands, 29 Aug – 1 Sep
A positive start<br />
to school<br />
A number <strong>of</strong> promising practices were<br />
identified though the evaluation <strong>of</strong> the 30<br />
Transition: A Positive Start to School pilots,<br />
which ran across a diverse range <strong>of</strong> Victorian<br />
communities from <strong>October</strong> 2008 to May<br />
<strong>2009</strong>, including:<br />
• Reciprocal visits for children and<br />
educators between early childhood<br />
services and school;<br />
• Sharing information about children’s<br />
learning and development via transition<br />
statements and meetings;<br />
• Joint pr<strong>of</strong>essional development for early<br />
childhood educators and school staff;<br />
• Local transition networks, which involve<br />
a broad range <strong>of</strong> stakeholders;<br />
• Buddy programs for children and<br />
families;<br />
• Activities that promote the engagement<br />
<strong>of</strong> families;<br />
• Learning programs responsive to<br />
children;<br />
• Social storyboards for children on the<br />
transition to school; and<br />
• Community-level transition timetables.<br />
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62 Oct 09<br />
School News<br />
Erin Brockovich a class act<br />
A little piece <strong>of</strong> Hollywood came to Berwick recently when Erin Brockovich, the real-life heroine <strong>of</strong> the<br />
movie <strong>of</strong> the same name, dropped by to speak with students at Kambrya College.<br />
The 2000 film won Julia Roberts Oscar glory and its namesake acclaim<br />
for her investigative skills. Ms Brockovich helped terminally sick<br />
residents <strong>of</strong> the Californian town <strong>of</strong> Hinkley win $333 million in<br />
damages when she found toxic chemicals in their drinking water.<br />
In Australia working with Brisbane law firm <strong>Shine</strong> Lawyers, Ms<br />
Brockovich travelled to the school after legal studies teacher Anne<br />
Kyprianos emailed her asking her to visit if she ever came to Melbourne.<br />
She couldn’t believe her ears when she received a phone call advising her<br />
that Ms Brockovich was happy to fulfill her request.<br />
“I was numb!” she laughs. “My ears started ringing and I thought, ‘I<br />
can’t be hearing right!’ My heart was pounding at 100 miles an hour and<br />
I didn’t want to hang up the phone just in case it wasn’t real.”<br />
But real it was, and Ms Brockovich gave the students an unforgettable<br />
insight into her personal challenges and legal triumphs.<br />
“When I looked over the faces in the audience, there were around 170<br />
to 180 students seated and captivated by Erin’s powerful words and<br />
warm encouragement to believe in themselves, to trust their gut feelings.<br />
You could hear a pin drop,” Ms Kyprianos says.<br />
“Ultimately what I wanted and what I envisaged was to bring Erin’s<br />
world and experiences into the classroom and be something that they<br />
would remember forever, if nothing else,” she continues. “And boy, I<br />
wasn’t wrong – the students still talk about Erin’s speech every day and<br />
in one way or another, her name continues to come up.”<br />
During a recent visit to Australia to work with a Brisbane law firm,<br />
real-life heroine Erin Brockovich flew in to Melbourne to visit with<br />
students at Kambrya College in Berwick. Left: Julia Roberts won<br />
an Oscar for her feisty portrayal <strong>of</strong> human rights champion Erin<br />
Brockovich in the 2000 Hollywood movie <strong>of</strong> the same name.
During the Royal Melbourne Show thousands <strong>of</strong> children and their families visited the <strong>Department</strong> and <strong>Education</strong> and Early<br />
Childhood Development exhibit at the Government Pavilion to take advantage <strong>of</strong> dozens <strong>of</strong> free activities including face painting,<br />
art and craft, interactive whiteboards, Wii and Nintendo consoles and banks <strong>of</strong> iMac and Netbook computers.<br />
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64 Oct 09<br />
Multicultural <strong>Education</strong><br />
Overseas students look to Australia for<br />
lessons in multiculturalism<br />
Inbound study programs <strong>of</strong>fer overseas educators and students much more than the chance to develop<br />
their language skills, they also provide an opportunity for a rich and rewarding multicultural exchange.<br />
In August, Korean afterschool English teacher<br />
Suah Myeong organised and accompanied a<br />
pioneering UNESCO/Seoul Metropolitan<br />
Government Korean Global Youth Leadership<br />
‘Multiculturalism Study Tour’ to Australia. Ms<br />
Myeong and her group <strong>of</strong> six middle school<br />
students spent two weeks in Australia investigating<br />
multicultural policies, programs and issues, in<br />
Melbourne, Canberra and Sydney.<br />
On their return to Korea, the group prepared<br />
comprehensive written and verbal presentations on<br />
their findings for a large Global Youth Leadership<br />
Initiatives forum, joining other groups <strong>of</strong> Korean<br />
students and teachers who have made similar,<br />
issue-specific study tours to countries including the<br />
US, Canada, Britain and Europe.<br />
“Multiculturalism is evolving as high interest and<br />
is an obvious subject for our overseas visitors,” says<br />
Ian Stockdale, manager <strong>of</strong> International Training<br />
Programs, International <strong>Education</strong> Division.<br />
“It is becoming a leading societal issue in many<br />
<strong>of</strong> our neighbouring countries, such as Korea,<br />
China and Japan, and educators and students<br />
from these countries want to come here to study<br />
multiculturalism because Australia is considered<br />
the ‘multiculturalism capital <strong>of</strong> the world’,” he says.<br />
During their time in Melbourne, the Korean<br />
students visited the Adult Multicultural<br />
<strong>Education</strong> Service Languages Campus, the<br />
<strong>Department</strong>’s LOTE Multicultural <strong>Education</strong><br />
Resource Centre, and the Australian<br />
Multicultural Foundation. Visits to the<br />
Melbourne and Immigration Museums, and<br />
the National Gallery <strong>of</strong> Victoria were also<br />
scheduled, where DEECD education staff<br />
provided specialised multicultural programs.<br />
The group also spent time at Livingstone<br />
Primary School, where they observed classroom<br />
activities and heard all about the school from its<br />
enthusiastic teachers and students.<br />
While they were there, the visiting teens had<br />
the chance to catch up with another group <strong>of</strong><br />
14 Korean primary school students and their<br />
teachers, Eun-kyoung Jang and Yong-jin Lee,<br />
who were in Melbourne on a three-week study<br />
tour and cultural exchange program, and being<br />
hosted by families from Livingstone PS.<br />
“This is the second time that we have hosted<br />
Ms Jang and some <strong>of</strong> her students, and it won’t<br />
be the last. Our children love having visiting<br />
students and there is never any shortage <strong>of</strong> families<br />
wanting to host them,” principal Kathy Jones said.<br />
Livingston PS doesn’t teach Korean – it teaches<br />
German and is adding Mandarin next year – but<br />
Ms Jones says it is not so much about language as<br />
it is about cultural exchange and enabling children<br />
to be part <strong>of</strong> the global society.<br />
“We have children who represent so many cultural<br />
heritages at our school and it is lovely for them<br />
– and very important – to have the<br />
chance to interact with children<br />
from other countries.<br />
It extends<br />
multiculturalism<br />
to give our children<br />
the opportunity to<br />
spend time with and<br />
learn from children from<br />
another culture,<br />
For more information on study<br />
tours, contact Alan McLean from the<br />
International <strong>Education</strong> Division on<br />
9637 3697 or email mclean.alan.w@<br />
edumail.vic.gov.au<br />
at the same time giving the visiting students a<br />
chance to speak English and learn about our<br />
culture,” she says.<br />
To encourage other schools to look beyond<br />
language-based study programs, the <strong>Department</strong> is<br />
currently refining its range <strong>of</strong> themed, short-term<br />
study programs to include science and technology,<br />
visual and performing arts, and leadership, to<br />
name a few.<br />
During their recent multicultural study tour to Melbourne,<br />
teacher Suah Myeong and six Korean students met<br />
with International <strong>Education</strong> Division Unit manager<br />
Alan McLean (left) and International Training Programs<br />
manager Ian Stockdale (right).
VCAL<br />
<strong>Shine</strong> 65<br />
Auslan gives VCAL<br />
students a hand<br />
VCAL students at Croydon Community School have gained confidence and new skills after completing<br />
an Australian Sign Language course as part <strong>of</strong> their regular studies, writes Emily Stoikovich.<br />
Students at Croydon Community School completed their level one<br />
Australian Sign Language (Auslan) certificate this year as part <strong>of</strong> a unique<br />
VCAL program called The Studio, in which the curriculum focuses<br />
specifically on personal development and vocational training as a means <strong>of</strong><br />
re-engaging students who are at risk <strong>of</strong> being marginalised from education.<br />
The Auslan course was initiated by VCAL teacher Trish Kruse. A newcomer<br />
to sign language, Ms Kruse envisaged the 10-week course would provide<br />
students with important life and employment skills, such as improved<br />
communication, empathy and relationship building. However its success, she<br />
says, surpassed all expectations.<br />
“When I was doing my lesson plans I thought, ‘Okay, what will the<br />
outcomes be’ I thought we could improve literacy and communication skills.<br />
But what came out <strong>of</strong> it was so much more than I expected; a real sense <strong>of</strong><br />
connectedness has taken place.”<br />
Ms Kruse maintains that much <strong>of</strong> the course’s success is due to Auslan’s<br />
ability to create a level playing field in terms <strong>of</strong> learning, and by<br />
accommodating different learning styles. She feels that Auslan <strong>of</strong>fers<br />
young people a holistic approach to education that enables instant<br />
success – by the end <strong>of</strong> their first lesson the students were able to sign<br />
sentences about themselves.<br />
Ms Kruse’s inspiration for the course evolved from the 2008 Australian<br />
Government Residential Summer School for teachers, where the<br />
exploration <strong>of</strong> innovative ways to use applied learning included Auslan.<br />
She later received a grant to develop a program that would improve<br />
students’ learning outcomes. As a result, Darren Roberts, director <strong>of</strong> The<br />
Auslan Company, was recruited.<br />
A qualified teacher, Mr Roberts adapted the curriculum at The Studio<br />
to incorporate games and activities, which encouraged interpersonal<br />
development and team building amongst the students. His final assessment<br />
included an informal group activity that tested their knowledge <strong>of</strong> Auslan,<br />
and the results were pleasing. Mr Roberts and Ms Kruse presented The<br />
Studio’s Auslan course at the Victorian Applied Learning Association<br />
conference in August, where it was well received. “The beauty <strong>of</strong> Auslan is<br />
that it assists people who have learning difficulties by enabling them to see<br />
what they need to know,” Mr Roberts says. “It is a visual language that relies<br />
heavily on facial expression, body language and memory to communicate.”<br />
Because <strong>of</strong> this, students are required to use a lot <strong>of</strong> eye contact and that<br />
alone has been a great step forward for many <strong>of</strong> The Studio’s students. “The<br />
young people realised the importance <strong>of</strong> eye contact when talking to others.<br />
Positive eye contact and body language helps people project a sense <strong>of</strong> selfconfidence<br />
that is really important to potential employers,” Mr Roberts says.<br />
With his certificate firmly in hand, VCAL student Andy Thomas says<br />
the journey into the world <strong>of</strong> sign language was very rewarding: “My<br />
school experience wasn’t really good at the start, but meeting Darren<br />
and doing Auslan has changed my life a bit because now I know how to<br />
sign to deaf people”.<br />
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66 Oct 09<br />
Music Awards<br />
Recorded music strikes a chord<br />
Music teacher Gail Godber is as passionate about her music as she is about her pupils.<br />
Gail Godber has been teaching music to students since 1981, and has been<br />
an integral part <strong>of</strong> Spring Gully Primary School community since 1997.<br />
Throughout her years at the school Ms Godber has encouraged students,<br />
staff and community members to take an active part in the school’s<br />
celebrated music program, which culminates in whole-school productions<br />
featuring original songs penned and performed by her students.<br />
In 1998, to commemorate the <strong>of</strong>ficial opening <strong>of</strong> new buildings at Spring<br />
Gully PS, Ms Godber composed a school song, which is sung each Monday<br />
morning during assembly. In recognition <strong>of</strong> her contribution to the school,<br />
one <strong>of</strong> its six houses is named Godber House.<br />
Her passion and dedication to music was recognised most recently with a<br />
win in the ‘teacher’ category <strong>of</strong> the <strong>2009</strong> National Awards for Excellence<br />
in School Music <strong>Education</strong>. As part <strong>of</strong> the award Ms Godber will receive<br />
a $5000 grant to further her pr<strong>of</strong>essional learning in the field <strong>of</strong> music<br />
education. She plans to use the money to help her pupils.<br />
“Because we write original compositions, I am interested in honing<br />
my skills with the music s<strong>of</strong>tware program we have and recording the<br />
children’s work for posterity,” she says.
NEWS<br />
BITES<br />
Ultranet update<br />
The <strong>Department</strong> is working with regional directors and Ultranet<br />
coaches to refine the rollout plans to deliver the Ultranet to every<br />
Victorian Government school by the end <strong>of</strong> Term 3, 2010. Since<br />
the contract to deliver the Ultranet was signed in July, detailed<br />
scoping <strong>of</strong> the system has been underway. This will soon be<br />
complete and the Ultranet will be configured to the Victorian<br />
context. More information about the system and rollout will be<br />
shared with all principals in Term 4, <strong>2009</strong>. Visit www.education.<br />
vic.gov.au/ultranet<br />
Find an Early Childhood<br />
service or school website<br />
The new Find an Early Childhood Service or School website is<br />
now live and integrates three former <strong>Department</strong>al websites: the<br />
Maternal Child Health Centre Directory, Find-a-Kindergarten<br />
and Schools Online.<br />
Now you can search for maternal child health services,<br />
kindergartens and schools in your area or across Victoria in one<br />
place, and use a variety <strong>of</strong> different search methods to get the best<br />
results for you. Results are displayed on maps, and with contact<br />
details and the ability to get directions, your service or school<br />
can be easily found by parents and the general public. See www.<br />
education.vic.gov.au/findaservice<br />
Kindergarten water<br />
conservation trial<br />
South East Water is trialling an early<br />
childhood water conservation program<br />
Delivered through storytelling,<br />
movement and song by a trained<br />
early childhood educator, the<br />
program aims to educate children<br />
aged 3–6 years about the<br />
value <strong>of</strong> water and support<br />
teachers on ways to save<br />
and use less water in early<br />
childhood settings. The<br />
program is free and open to all<br />
kindergartens in the southeast<br />
suburbs <strong>of</strong> Melbourne. For<br />
more information, contact<br />
Sonya Magain on 9552 3682<br />
(Mondays and Tuesdays) or email<br />
education@sewl.com.au.<br />
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Longwarry principal<br />
nominated for award<br />
Staff and parents at Longwarry Primary School in Gippsland are so passionate about<br />
principal Peter McKay and the positive changes he has made to the school, that they<br />
nominated him for a National Excellence in Teaching Award (NEiTA). By Elana Panayiotou<br />
The award, which recognises inspirational teaching in<br />
schools across Australia, provides parents and school<br />
communities with a unique opportunity to say thank you to<br />
an outstanding and hard-working teacher.<br />
Since his appointment six years ago, Mr McKay has created<br />
a collaborative and open environment between the school<br />
and the wider community, making the school “a place where<br />
everyone is welcome.”<br />
“By closely involving parents in various school programs,<br />
Peter reinforces the value <strong>of</strong> school and the importance <strong>of</strong><br />
quality education. Parents feel they are an integral part <strong>of</strong><br />
their students’ learning,” Tracey Stephens, president <strong>of</strong> the<br />
Parents and Friends Association, says.<br />
Newly graduated teacher, Wayne Higgins, is thrilled to be<br />
part <strong>of</strong> a school community where everybody is focused on<br />
student learning. “Mr McKay is an inspiration for the school,<br />
always putting the needs <strong>of</strong> the students first.”<br />
Overwhelmed with the support from the school community,<br />
Mr McKay is thrilled many think so highly <strong>of</strong> him. “I<br />
cannot describe how I feel – it is an honour and privilege to<br />
be nominated by people I work with everyday,” he said. “It<br />
really reinforces the community oriented environment that<br />
has been developed at the school.”<br />
Sixty award winners will be announced in November,<br />
with a further 10 second-round winners to be announced<br />
in January.<br />
Welcome to Primary School<br />
A Parent’s Guide to Victorian<br />
Government Primary Schools for 2010<br />
Distributed in Term 4 to all kindergarten venues for<br />
parents <strong>of</strong> 3 and 4 year old children.<br />
Primary and Special Schools will receive copies to meet<br />
additional needs.<br />
Enquiries to parenthandbook@edumail.vic.gov.au
NEWS<br />
BITES<br />
Organisational<br />
Development activities<br />
The recently announced<br />
Organisational<br />
Development<br />
Framework supports<br />
the building <strong>of</strong><br />
organisational<br />
capability in a way<br />
that is explicitly<br />
linked to the<br />
<strong>Department</strong>’s<br />
strategic objectives.<br />
A co-ordinated<br />
approach to<br />
Organisational<br />
Development will assist<br />
DEECD to achieve its<br />
aspiration <strong>of</strong> providing consistently excellent<br />
learning and development services for all Victorians aged 0–18<br />
years.<br />
The first activity will be a <strong>Department</strong>-wide consultation process<br />
to develop a set <strong>of</strong> shared values. Subsequent activities will focus<br />
on collaboration and partnerships, improved processes and<br />
capability development.<br />
For more information, visit www.portal.eduweb.vic.gov.au/<br />
collaboration/orgdevdeecd/default.aspx<br />
RMIT rewards Year 12<br />
best and brightest<br />
RMIT University has launched a scholarship scheme to<br />
reward Year 12 students who demonstrate outstanding levels <strong>of</strong><br />
achievement.<br />
Students currently completing their VTAC applications for<br />
study in 2010 are the first in line for Achievement Scholarships<br />
that will pay $6000 a year for the length <strong>of</strong> their study at RMIT.<br />
Thirteen scholarships will be <strong>of</strong>fered in the first year, with<br />
funding provided by the RMIT Foundation.<br />
To be eligible, Year 12 students must lodge an application<br />
through VTAC by 30 <strong>October</strong>.<br />
For more information, see www.rmit.edu.au/students/<br />
scholarships/undergraduate/achievement<br />
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Educators,<br />
there’s no<br />
better time to<br />
volunteer overseas<br />
Take your life and skills to a place that needs you most<br />
and be a part <strong>of</strong> a community effort that is contributing<br />
to positive and lasting change.<br />
There are many places you can go with Australian Volunteers International –<br />
from an English Teacher in Indonesia to a Special <strong>Education</strong> Supervisor in<br />
Lebanon. Wherever you go, you’ll train local education workers and support<br />
people who urgently need your help.<br />
Volunteers receive airfares, accommodation, a living allowance, ongoing<br />
support, career advancement and you’ll have the experience <strong>of</strong> a lifetime. After<br />
all, what goes around comes around.<br />
Applications now open. Check our website for further details. You’ll also find<br />
details on AVI’s public information sessions, visiting all states in <strong>October</strong>.<br />
For more information please call<br />
Nancy Zele +61 3 9279 1843 or<br />
email nzele@australianvolunteers.com<br />
tollfree 1800 331 292<br />
www.australianvolunteers.com<br />
AusAID, the Australian Government’s overseas aid program, is proud to provide significant<br />
support for Australian volunteers who work in a development capacity overseas.
Gould news for gardens<br />
One hundred years on, and the Gould League<br />
continues to thrive – along with all the multicultural<br />
school gardens it helps to create. By Eamon Evans<br />
You can’t keep a good league down. A year after being put into voluntary<br />
administration, the Gould League is alive and well and celebrating its<br />
centenary, thanks to a last-minute buy-out by non-pr<strong>of</strong>it landcare group,<br />
Liverpool Plains Land Management.<br />
Gould League spokeswoman Nikki Saleeba said staring down the barrel<br />
<strong>of</strong> bankruptcy was distressing and frustrating for the whole team. “Our<br />
staff and life members, as well as many <strong>of</strong> our customers and suppliers,<br />
have always been personally very committed to the Gould League and<br />
its work. We were devastated at the potential loss <strong>of</strong> so many outstanding<br />
programs and resources, and so many years <strong>of</strong> hard work.”<br />
Established as the Gould League <strong>of</strong> Bird Lovers in 1909, with Alfred<br />
Deakin as the founding president, the Gould League originally campaigned<br />
against bird egg theft. The charity turned its focus to environmental<br />
education in the 1960s and has since reached hundreds <strong>of</strong> thousands <strong>of</strong><br />
children with original and award-winning programs and resources.<br />
One <strong>of</strong> its most popular projects is the Multicultural School Gardens,<br />
which is once again available to Victorian schools, thanks in part to<br />
funding from the State Government. Now in its fifth year, the project<br />
sees students work with their ‘gardening buddies’ – parents, grandparents<br />
and representatives <strong>of</strong> the local ethnic communities – to create<br />
multicultural food gardens, containing fruit, vegetables and herbs from<br />
across the world. Together, they then use the produce to cook traditional<br />
dishes from different parts <strong>of</strong> the world, and share stories about the<br />
different cultures that inhabit them.<br />
Ms Saleeba says it is a safe and positive way for families and community<br />
members to become more involved with the school, with added bonuses<br />
for student health and nutrition. “By growing their own herbs and<br />
vegetables, the children not only learn more about healthy eating but are<br />
more willing to try new, healthier foods.”<br />
The league provides an experienced mentor to help schools set up their<br />
gardens and recruit community help. This year’s program will also make<br />
more extensive use <strong>of</strong> online mentoring and resources.<br />
“Teachers will be encouraged to create a community <strong>of</strong> interest<br />
using online chat and discussion groups to share ideas and<br />
experiences,” she says.<br />
All schools are eligible to apply for the heavily subsidised project,<br />
though priority will given to those with a high proportion <strong>of</strong> lowincome<br />
families and/or families with languages other than English<br />
spoken at home.<br />
For more information about the Gould League’s environmental education<br />
programs and resources, go to www.gould.org.au<br />
Creative Teaching<br />
Strategies<br />
Workshops, Focus Groups and unique<br />
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use <strong>of</strong> Creative Teaching Strategies<br />
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Making learning more interactive,<br />
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Focusing on the ‘how’ <strong>of</strong> teaching.<br />
Supporting teacher creativity!<br />
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Innovative Program<br />
<strong>Shine</strong> 71<br />
Rolling Hills students<br />
hit the airwaves<br />
Getting to the bottom <strong>of</strong> crime scenes, indulging in feasts fit for ancient civilisations, and burrowing<br />
for archaeological discoveries are all part <strong>of</strong> bringing learning to life at Rolling Hills Primary School.<br />
These fascinating hands-on activities are part <strong>of</strong> the school’s Thinkers Group<br />
program – a series <strong>of</strong> enrichment lessons designed to extend students’<br />
learning beyond the classroom. And as well as getting a taste for forensic<br />
science, archaeology and the ancient world, budding broadcasters in the<br />
Radio Thinkers group can also test their scripting and presenting skills as<br />
part <strong>of</strong> Yarra Valley Radio’s ‘Schools In’ program – a daily 30-minute, live-toair<br />
segment presented by students <strong>of</strong> local schools.<br />
Assistant principal Mary Moore said the school has been hitting the<br />
airwaves for two years – groups <strong>of</strong> nine students present a segment at least<br />
once a term.<br />
Assistant principal Mary Moore said the school<br />
has been hitting the airwaves for two years –<br />
groups <strong>of</strong> nine students present a segment at<br />
least once a term.<br />
“I’ve always believed in the potential to enhance learning skills outside the<br />
classroom and the extension classes provide students with the opportunity<br />
to broaden topics <strong>of</strong> interest, to go just a little bit more in depth,” she said.<br />
“The Radio Thinkers group teaches them speaking and listening skills, script<br />
writing, time management and performance skills – students negotiate what<br />
they’d like their broadcast to be about, then they write their own script and<br />
choose what songs they’d like to play.”<br />
The group has a dedicated listenership <strong>of</strong> proud parents, grandparents and<br />
neighbours – and once, a listener from Germany who had tuned in via live<br />
internet streaming, prompting a German-language segment for the next<br />
broadcast. “They had heard that someone in Germany had been listening<br />
so they wanted to say ‘hi’,” Ms Moore laughed. “These Thinkers Groups are<br />
about extending students and seeing their minds ticking over,” she continued.<br />
“We really believe in differentiation – we do try to make sure every child gets<br />
every opportunity to have a go.”<br />
Budding broadcasters at Rolling Hills Primary School test their<br />
skills as part <strong>of</strong> Yarra Valley Radio’s ‘Schools In’ program, a daily<br />
live-to-air segment that is presented by students <strong>of</strong> local schools.<br />
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72 Oct 09<br />
eLearning<br />
Great websites for…early years<br />
Everything you need and more is right at your fingertips with these fabulous<br />
websites designed to educate and entertain children in their early years.<br />
WEBSITE OF<br />
THE MONTH<br />
Connect Early Childhood<br />
www.education.vic.gov.au/child<br />
Some <strong>of</strong> the world’s best sites for early years<br />
including literacy and numeracy, music, art, with<br />
plenty <strong>of</strong> information for teachers and parents.<br />
The Playground<br />
www.abc.net.au/children<br />
Early years board games, audio books, and plenty <strong>of</strong> fun activities<br />
with much-loved ABC TV characters, including Bananas in<br />
Pyjamas, Postman Pat and Shaun the Sheep.<br />
Count Us In<br />
www.abc.net.au/countusin<br />
Engaging games designed to help children understand basic number<br />
concepts. Includes teacher resources for each activity.<br />
Explore Early Childhood through these colourful and interactive<br />
websites from Connect at www.education.vic.gov.au/connect. Get great<br />
ideas for using Connect and eLearning with Kerry Rowett at<br />
rowett.kerry.k@edumail.vic.gov.au
Our Early Years<br />
www.education.vic.gov.au/showcase/earlyyears<br />
Featuring DEECD’s programs and services, community partnerships<br />
and information for childhood pr<strong>of</strong>essionals and parents.<br />
Panwapa<br />
www.panwapa.org<br />
Created by the educational experts behind Sesame Street, this<br />
online world aims to inspire and empower children aged 4–7<br />
years, to be responsible global citizens.<br />
Literacy Center<br />
www.literacycenter.net/lessonview_en.htm<br />
A fabulous collection <strong>of</strong> activities to build skills in literacy and<br />
includes shapes, numbers and colours.<br />
A fabulous employment<br />
opportunity for an<br />
experienced teacher <strong>of</strong><br />
Italian!<br />
EDUCATION OFFICER<br />
1 x Full time<br />
Salary package: $60,000-$70,000<br />
Term: One year, renewable for a further two years.<br />
An exciting joint initiative between the National Gallery <strong>of</strong> Victoria and CO.AS.IT<br />
for the development <strong>of</strong> new programs for students and teachers <strong>of</strong> Italian to begin<br />
in 2010. We are seeking an experienced, enthusiastic and creative educator who is<br />
fluent in written and spoken Italian for the full time position <strong>of</strong> <strong>Education</strong> Officer.<br />
In this role you will be working with teachers and students <strong>of</strong> primary, post primary<br />
and special needs education, using the National Gallery <strong>of</strong> Victoria’s permanent<br />
collection and temporary exhibitions. You will research, develop and implement<br />
pr<strong>of</strong>essional development programs and prepare curriculum resources for teachers<br />
and students <strong>of</strong> Italian.<br />
To be considered for this role the successful candidate will possess an appropriate<br />
teaching qualification, have excellent bilingual communication and interpersonal<br />
skills and a demonstrated ability to work flexibly in a team environment. You will<br />
have proven art and Italian teaching experience, knowledge <strong>of</strong> the collections <strong>of</strong> the<br />
National Gallery <strong>of</strong> Victoria and an established understanding <strong>of</strong> current curriculum<br />
developments and government priorities.<br />
A role statement can be obtained from Mr. Umberto Martinengo at COASIT<br />
by emailing schools@coasit.com.au Applications must address the key<br />
selection criteria and be forwarded to Mr. Umberto Martinengo, COASIT<br />
Level 1, 189 Faraday Street CARLTON 3053 by November 13, <strong>2009</strong>.
74 Oct 09<br />
eLearning<br />
How ICT can make your<br />
KidSmart!<br />
The IBM KidSmart Early Learning Program provides technology and pr<strong>of</strong>essional learning opportunities<br />
to kindergartens and primary schools in low socio-economic or disadvantaged areas.<br />
The KidSmart Program supports early childhood education and builds<br />
on the understanding that pre-school children learn through creative<br />
play and social interaction. The program encourages children to become<br />
confident users <strong>of</strong> technology – an increasingly important life skill – and<br />
also to improve in other areas <strong>of</strong> their learning. It actively supports and<br />
promotes innovative information and communication technology (ICT)<br />
integration through a play-based curriculum.<br />
The KidSmart units consist <strong>of</strong> colourful Little Tikes furniture, an IBM<br />
PC and an extensive range <strong>of</strong> educational s<strong>of</strong>tware. The participating<br />
kindergartens and schools are also provided with a printer and technical<br />
help. Each teacher participates in workshops to introduce them to the<br />
technology and provide an opportunity to explore ways <strong>of</strong> effectively<br />
integrating the KidSmart s<strong>of</strong>tware applications into their learning and<br />
teaching programs. An independent evaluation in Australia has shown<br />
that children participating in the KidSmart Program have improved<br />
their sharing, listening and cognitive skills.<br />
Meadows Primary School Prep teacher Jodie Holland says her students<br />
love using KidSmart. “The children are enjoying using the programs<br />
such as Millie’s Maths House and Bailey’s Book House. They have<br />
also had the opportunity to explore some <strong>of</strong> The Learning Federation’s<br />
learning objects to help with their numeracy and literacy activities.”<br />
Ms Holland also uses the KidSmart computer as an independent<br />
activity. During reading sessions the children click on pictures on a<br />
website, which starts with the letter the class is learning about that<br />
week. “For this activity the Prep students have been given a Year 1<br />
buddy to help them with basic computer skills, such as using a mouse<br />
and navigating around a website, and with identifying the letter,” Ms<br />
Holland explained.<br />
The KidSmart units are currently being delivered to kindergartens and<br />
primary schools in Broadmeadows, Ballarat and fire-affected schools<br />
in Victoria.<br />
For further information on the KidSmart program, see www.<br />
kidsmartearlylearning.org or contact Leanne Compton, eLearning<br />
Unit, on 9637 3544 or at compton.leanne.l@edumail.vic.gov.au.
NEWS<br />
BITES<br />
<strong>Education</strong> and<br />
Training Reform<br />
Legislation has been introduced into the Victorian Parliament that will<br />
lift the minimum school leaving age from 16 to 17. From January next<br />
year all Victorian students will be required to complete Year 10 and<br />
remain in some form <strong>of</strong> education, training or employment until the age<br />
<strong>of</strong> 17.<br />
Minister Pike said this reform will encourage young people to stay in<br />
Victoria’s excellent school system, giving them better career opportunities<br />
and therefore life chances. “We want to build on this great work and<br />
ensure we are giving our young people opportunity, choice, and a modern<br />
education, while equipping them with the life skills they need for jobs <strong>of</strong><br />
the future.”<br />
Ms Pike said Victoria had some fantastic examples <strong>of</strong> vocational<br />
programs that are inspiring students to broaden their horizons and<br />
become job-ready while still at school. The amendment is aimed at<br />
setting a higher bar for the community and not punishing school leavers.<br />
“This is not a punitive approach – and it supports the many programs<br />
already in place to support early school leavers,” she said. “Research<br />
shows that young people who stay in education and training significantly<br />
boost their career prospects and have a better chance <strong>of</strong> experiencing all<br />
the benefits that come with a good education.<br />
“<strong>Education</strong> is the Brumby Government’s number one priority and<br />
part <strong>of</strong> giving our students a good education is giving them a range <strong>of</strong><br />
educational options that suit their individual aspirations and provide a<br />
platform for them to pursue their dreams.”<br />
In Victoria, students can choose from a range <strong>of</strong> academic and applied<br />
learning options, including the Victorian Certificate <strong>of</strong> <strong>Education</strong><br />
(VCE) and the Victorian Certificate <strong>of</strong> Applied Learning (VCAL).<br />
Students can undertake the popular Vocational <strong>Education</strong> and Training<br />
(VET) in Schools program as part <strong>of</strong> their VCE or VCAL.<br />
“Victorian students are embracing these options, with more students<br />
staying on to complete Year 12 or its equivalent,” Ms Pike said. In<br />
2008, the percentage <strong>of</strong> young people who had completed Year 12 or<br />
equivalent rose to 88.7 per cent – up from 81.8 per cent in 2000.<br />
All states and territories will next year implement the National Youth<br />
Participation Requirement, which includes a mandatory requirement for<br />
students to complete Year 10 or an equivalent and be in some form <strong>of</strong><br />
education, training or employment until the age <strong>of</strong> 17.<br />
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76 Oct 09<br />
External Resource<br />
Helping to rebuild<br />
the parental bond<br />
The <strong>Shine</strong> for Kids organisation lends a helping hand to children <strong>of</strong> imprisoned parents.<br />
<strong>Shine</strong> for Kids has been working with children and young people in NSW<br />
for over 25 years and is now operating programs in Victoria for young<br />
people who have a parent in prison or on Community Corrections Orders.<br />
“Children with a parent in prison are perhaps the most vulnerable group<br />
in Australian society,” says Victorian manager Guy Hatfield.<br />
“Given over 95 per cent <strong>of</strong> prisoners in Victoria are men, most children<br />
who experience parental incarceration lose their father, which can mean<br />
the loss <strong>of</strong> someone loved, the loss <strong>of</strong> a provider and a role model. Even<br />
in circumstances where it is a ‘welcomed’ loss there is still the creation <strong>of</strong><br />
unwanted turbulence in a child’s life,” he says.<br />
“The loss <strong>of</strong> a mother poses even greater problems to children in terms<br />
<strong>of</strong> their health and welfare,” he adds, “and despite attempts made by<br />
Corrections Victoria to maintain healthy relationships between parents in<br />
general and their children, there are many severed bonds between mother<br />
and child, which impact on the child’s development and livelihood.”<br />
Ms Hatfield says that children <strong>of</strong> prisoners, through no fault <strong>of</strong> their own,<br />
face unique challenges that can leave them traumatised, stigmatised and<br />
isolated. “Many teachers will have children in their classes experiencing<br />
this situation,” he says.<br />
“These young people deserve our help because none <strong>of</strong> us would choose<br />
for them to suffer. Beyond the humanity is a more selfish motivation,”<br />
he adds. “When we help them we are also helping ourselves: children <strong>of</strong><br />
prisoners are five times more likely than other kids to end up in prison<br />
themselves – a high price we all have to pay.”<br />
<strong>Shine</strong> for Kids programs are founded on the belief that early intervention<br />
helps to stem the negative effects <strong>of</strong> parental crime on children.<br />
The SKY Program provides mentoring and counselling through the<br />
Victorian Association for the Care and Resettlement <strong>of</strong> Offenders<br />
(VACRO) for young people aged 5–17 years.<br />
“Mentoring matches a young person with a highly trained volunteer<br />
who, over a 12-month period, provides support by spending time<br />
with the young person, encouraging participation in social activities<br />
enhancing personal growth, development <strong>of</strong> skills and self esteem,”<br />
Mr Hatfield explains.<br />
The Prison Invisits Program, which operates in Barwon Prison and is<br />
expanding to other Victorian prisons, provides an art and craft space<br />
within the prison visiting area.<br />
“This s<strong>of</strong>ter interactive corner supervised by a qualified childcare worker<br />
<strong>of</strong>fers activities to strengthen the parent/child bond while supporting<br />
children to gain peer support, reduce feelings <strong>of</strong> isolation and the trauma<br />
experienced entering the harsh prison environment,” he says.<br />
“The value <strong>of</strong> the parent/child relationship should not change when a<br />
father or mother goes to prison. While we accept that society demands<br />
crime not go unpunished it must not be done at the cost <strong>of</strong> the rights <strong>of</strong><br />
the child,” he adds.<br />
For more information on <strong>Shine</strong> for Kids, visit www.<br />
shineforkids.org.au or contact Guy Hatfield on 9687 5200<br />
or at victoria@shineforkids.org.au.<br />
Terms and Conditions<br />
1. Any entry into any <strong>Shine</strong> magazine competitions is deemed an acceptance <strong>of</strong> these terms and conditions. Entries not completed in accordance with these terms and conditions<br />
will not be considered.<br />
2. The Promoter is the Victorian <strong>Department</strong> <strong>of</strong> <strong>Education</strong> and Early Childhood Development. The Promoter is not liable for lost, late or misdirected mail or email.<br />
3. Competitions commence on 8 <strong>October</strong> <strong>2009</strong> at 0900 (AEST) and close on 4 November <strong>2009</strong> at 1700 (AEST).<br />
4. Entry to any <strong>of</strong> the Competitions is via email to the <strong>Shine</strong> magazine editor email account: editor@edumail.vic.gov.au or via post to GPO Box 4367 Melbourne Victoria 3000.<br />
5. There are three prize packs to be given away in the August issue <strong>of</strong> <strong>Shine</strong> magazine. Details <strong>of</strong> items included in each prize pack are as specified within the magazine.<br />
6. Winners will be determined by the editor <strong>of</strong> <strong>Shine</strong> magazine, Sarah Oppenheim, at 2nd Floor, 2 Treasury Place, East Melbourne Victoria 3002.<br />
7. Winners will be determined according to the suitability <strong>of</strong> their contribution for publication.<br />
8. The winners will be notified by 4 November <strong>2009</strong>. The results will not be published. The judge’s decision is final and no correspondence will be entered into.<br />
9. Prizes will be awarded to those readers whose contributions are successfully published in the following edition <strong>of</strong> <strong>Shine</strong> magazine.<br />
10. The prizes are strictly as stated above. The prizes are non-transferable, not exchangeable and non-redeemable for cash<br />
11. The Promoter reserves the right to disqualify any entry, which in the opinion <strong>of</strong> the Promoter includes invalid, objectionable or defamatory content. The Promoter may disqualify<br />
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 <strong>of</strong> the Promoter, engaged in<br />
conduct which is fraudulent, misleading, deceptive or damaging to the goodwill or reputation <strong>of</strong> the Promoter. This right continues after the announcement <strong>of</strong> the winner.<br />
12. If an entrant’s contact details change during the competition period, it is the entrant’s responsibility to notify the Promoter (Victorian <strong>Department</strong> <strong>of</strong> <strong>Education</strong> and Early<br />
Childhood Development) in writing, at the address set out in these terms.<br />
13. Prizes will be posted to winners at the expense <strong>of</strong> the Victorian <strong>Department</strong> <strong>of</strong> <strong>Education</strong> and Early Childhood Development.<br />
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.<br />
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,<br />
special or consequential loss or damage, loss <strong>of</strong> opportunity revenue or pr<strong>of</strong>it) arising directly or indirectly out <strong>of</strong> or in connection with this promotion.<br />
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.<br />
17. The Promoter accepts no responsibility for any variation in prize value. The Promoter reserves the right to substitute the prize for a prize <strong>of</strong> equal value or for the cash equivalent<br />
at its discretion.
Innovative Program<br />
<strong>Shine</strong> 77<br />
Ouyen P–12 has SOLE<br />
A remote Mallee school has successfully developed and trialled a<br />
program aimed at boosting student wellbeing while reducing behaviour<br />
management issues.<br />
The Skills <strong>of</strong> Life Experience – or SOLE program<br />
– is the brainchild <strong>of</strong> Ouyen P-12 College<br />
co-principal Kathryn John and classroom teacher<br />
Lisa Heslop. Mrs John said the three-month<br />
pilot had lead to a reduction in the number <strong>of</strong><br />
classroom referrals to her <strong>of</strong>fice. “For me it provides<br />
a structure to work through difficulties with<br />
children – by focusing on the skills Lisa has already<br />
given them, we can ensure there is a consistency<br />
<strong>of</strong> messages,” she said. Miss Heslop describes<br />
the innovative curriculum as an eclectic mix <strong>of</strong><br />
philosophies and positive teaching practices. “It<br />
includes social and cognitive problem-solving skills,<br />
coping with uncontrollable stressors or difficult<br />
emotions, assertiveness skills as well as relaxation<br />
and overcoming procrastination,” she said.<br />
“More simply, the program discusses the seven<br />
areas <strong>of</strong> resilience – emotional awareness, impulse<br />
control, optimism, flexible and accurate thinking,<br />
empathy, self-efficacy and connection with<br />
others. The curriculum is supported by research<br />
that illustrates the broad positive impacts <strong>of</strong><br />
such a program.” Leading positive psychologist<br />
Pr<strong>of</strong>essor Martin Seligman is a major influence,<br />
as are elements <strong>of</strong> the University <strong>of</strong> Pennsylvania’s<br />
Penn Resilience Program, which recognises the<br />
restorative practices embraced by the school and<br />
seeks to enhance relationships among students and<br />
between students, teachers and parents.<br />
The SOLE program aims to equip children with<br />
the skills needed to live positive and fulfilling lives.<br />
The committed educators say they were inspired<br />
to develop the program out <strong>of</strong> a shared desire to<br />
improve education outcomes at the rural school,<br />
situated about 450km north <strong>of</strong> Melbourne.<br />
“We just wanted to be pro-active about<br />
teaching the whole child and raising the<br />
skill levels <strong>of</strong> all children. We know if we can<br />
create more settled, happier students that their<br />
learning will be improved and enhanced,” Ms<br />
John said. “We were looking for something to<br />
fulfill our needs and given our remote location<br />
and the difficulty <strong>of</strong> accessing ‘pr<strong>of</strong>essionals’ on<br />
a daily basis, we wanted to come up with a way<br />
<strong>of</strong> becoming more self-reliant ourselves rather<br />
than being dependent on external services.<br />
“A top priority was to improve our students’<br />
capacity to solve issues and resolve conflict and<br />
to equip the children with the skills needed to<br />
enable them to make good choices – this program<br />
complements our approach to student welfare.<br />
“Creating this program really was an intuitive thing<br />
– Lisa and myself share a passion about children,<br />
their well-being and wanting to help facilitate welladjusted<br />
young people.”<br />
Miss Heslop agrees. “I was driven by a desire<br />
to teach kids some <strong>of</strong> the skills that will benefit<br />
them for the rest <strong>of</strong> their lives and to help give<br />
them strategies to cope better with difficult<br />
situations that arise in their life,” she said. “I<br />
wanted to drive the kids to be positive thinkers<br />
and to build on their own character strengths.”<br />
A combined community effort ensured the<br />
program came to fruition in Term 1 this year,<br />
including input from the local health authority,<br />
the Mallee Track Health and Community<br />
Serivce, and funding from the local municipal<br />
body, the Mildura Rural City Council through<br />
its School-Focussed Youth Service.<br />
Mrs John said she was interested to hear Chris<br />
Daicos, keynote speaker at the recent Loddon<br />
Mallee Principal’s Conference in Melbourne,<br />
emphasise the importance <strong>of</strong> developing<br />
programs similar to the one underway in the<br />
Mallee. “It was satisfying to realize that we are<br />
already providing on-the-ground delivery <strong>of</strong> her<br />
main message,” she said.<br />
The school is hoping to secure funding to allow the<br />
program to continue. Miss Heslop said she would<br />
like to expand the program, which focuses on<br />
small groups <strong>of</strong> students in Year 3–6. “I’d love to be<br />
able to coach other staff in the terminology <strong>of</strong> the<br />
program so we can have a whole-school approach<br />
to it – I am certain teachers would personally<br />
benefit from it as well as learning how the skills<br />
can help children,” she said. “Ultimately, our vision<br />
would be that the program becomes a model for<br />
other schools to use as well.”<br />
Students have their say<br />
“We talk about how to solve problems<br />
and how to fix things … it helped me<br />
when I was doing cross country – I was<br />
nervous and thought I would collapse<br />
but we talked through those feelings as a<br />
group and I felt much better going into<br />
the race.”<br />
Charlotte, 11<br />
“I like how we have a suggestion box<br />
and we get to write down problems on<br />
a card. We pull one out and try to deal<br />
with it as a group … it is a good chance<br />
to work together on a solution.”<br />
Ashley, 12<br />
“I like the fact that it is teaching us<br />
things that will help us for the rest <strong>of</strong> our<br />
life, not just now …it’s about changing<br />
negative thinking to something better<br />
and helping us to look at things from a<br />
different perspective. It makes us think<br />
about things in different ways and helps<br />
build our confidence and makes us more<br />
supportive <strong>of</strong> each other.”<br />
Rose, 12<br />
“It is a fun place we get to go after lunch<br />
and I enjoy when we role play … it’s<br />
good to be able to talk about feelings,<br />
thoughts and problems.”<br />
Shania, 11<br />
Students at Ouyen P–12 College took part in the successful three-month trial <strong>of</strong> the<br />
Skills <strong>of</strong> Life Experience (SOLE) program, which was the brainchild <strong>of</strong> co-principal<br />
Kathryn John and teacher Lisa Heslop.
78 Oct 09<br />
Regional Roundup<br />
Good news from around the state<br />
Compiled by Tina Luton<br />
Northern Metropolitan<br />
Croxton Special School has opened its kitchen<br />
garden to neighbours, <strong>of</strong>fering a couple <strong>of</strong> plots for<br />
community use in exchange for help looking after<br />
the garden during summer. “Sharing our beautiful<br />
garden breaks down barriers and builds community<br />
engagement,” says Basil Natoli, who runs the<br />
garden and has worked with the children for the<br />
past three years, helping them to plant a huge range<br />
<strong>of</strong> produce. “We have broad beans and broccoli, bok<br />
choy and beetroot, we have nashi pears, kiwifruit,<br />
Fuji apples, rhubarb and lots <strong>of</strong> hardy, ornamental<br />
plants. The neighbours can come and plant their<br />
own produce and all we ask is that they water the<br />
garden over the summer holidays. We have two<br />
wonderful water tanks and can harvest 12,000 litres<br />
<strong>of</strong> rainwater from the ro<strong>of</strong> <strong>of</strong> the school building,<br />
which is used to keep the garden alive in the hotter<br />
months,” he says.<br />
Southern Metropolitan<br />
Patterson River SC teacher Craig Waldron has set Shakespeare’s immortal words to music once<br />
again to create The Tempest rock opera. The show incorporates 34 students in Years 9–12 from nine<br />
schools in the region, including Pakenham SC, Drouin SC, Mornington SC, McLelland SC, both<br />
campuses <strong>of</strong> Beaconhills College, Mt Erin SC, Patterson River SC and Mt Eliza SC. This incredible<br />
project has been two years in the making and includes more than 30 original songs, which will<br />
be performed by the Pakenham Hills PS choir for the Australian performances. In November, the<br />
students will head to Europe for performances in Italy and Germany, taking their sets, props and<br />
costumes with them. The visit follows the successful tour <strong>of</strong> Mr Waldron’s rock opera Romeo and<br />
Juliet to Milan in 2007. In September, 25 students and six teachers from Milan will visit Melbourne<br />
to perform Pinocchio, and will stay with the cast members <strong>of</strong> The Tempest.<br />
Barwon South West<br />
Warrnambool West PS is well on its way to<br />
becoming an accredited Australian Developmental<br />
Curriculum School by the end <strong>of</strong> this year. In<br />
working toward accreditation, the school has<br />
quelled morning hyperactivity among its 15 Prep<br />
students, with a teaching program designed to<br />
engage them through playtime activities. Teachers<br />
Judie Irvine and Siobhan Lilley say the program<br />
has been so successful that they are now running it<br />
for students in Years 3 and 4 and will introduce it to<br />
Year 1 and 2 students next year. Ms Irvine explains:<br />
“We have a tuning-in session where we remind<br />
the children <strong>of</strong> things we have been talking about<br />
and looking at. Then we set up a series <strong>of</strong> activities<br />
around the room, it’s investigation time, which they<br />
can do at their own pace.”<br />
Examples <strong>of</strong> these activities include role playing,<br />
working with modeling clay and reading. The<br />
teachers keep a close eye on what the students are<br />
doing and how they are interacting, and will pick<br />
up on something they feel is worth tuning the other<br />
children into. “The outcome,” Ms Irvine says, “is<br />
that we have children who are much more engaged<br />
and interested. They are writing with purpose, and<br />
there is more language development as they have<br />
to share information and negotiate with each other.<br />
We started with the Preps and the whole school<br />
has benefited.”
<strong>Shine</strong> 79<br />
Eastern Metropolitan<br />
Boroondara Park PS students saddled up for a<br />
Wild West musical adventure. The Year 5 and 6<br />
students spent 12 weeks rehearsing for their musical<br />
Ye-Ha, which is set in a fictional town called<br />
Splodge City. To prepare for their performance,<br />
the students studied the history <strong>of</strong> the American<br />
Wild West, including the fashions and social trends<br />
<strong>of</strong> the era. Musical director Lois Fleming said the<br />
biennial musical theatre event is a highlight <strong>of</strong> the<br />
school’s calander, and <strong>of</strong>fers a fabulous opportunity<br />
for students to showcase their acting, singing<br />
and dancing skills along with their creative and<br />
organisational talents.<br />
“The development <strong>of</strong> a full musical production<br />
requires many skills in addition to basic musical<br />
literacy. Students need to manage stage and prop<br />
schedules, scene changes, dance routines, cast<br />
requirements, all within a defined space and time<br />
frame,” she said.<br />
Loddon Mallee<br />
Students at Kyneton PS worked hard for an entire<br />
semester to each create a personal masterpiece for<br />
an art exhibition at the local town hall. The title<br />
<strong>of</strong> the show was Breakfast @ DaVinci’s. “All the<br />
work was created to show what DaVinci would<br />
be producing if he were alive,” said art teacher<br />
Danny Butterworth, who has based his teaching<br />
this year on preparing work for the show. Focal<br />
points were a reproduction <strong>of</strong> the Mona Lisa<br />
painted with Vegemite, and a computer covered<br />
with Cornflakes and oats, two giant collages<br />
<strong>of</strong> sunflowers made out <strong>of</strong> peas and corn, and a<br />
unique piece <strong>of</strong> work created as a class project<br />
showing butterflies taking <strong>of</strong>f from a sculpture<br />
that was made from a log <strong>of</strong> wood, apples and<br />
potatoes. Other points <strong>of</strong> interest included a wall<br />
<strong>of</strong> sheep skull drawings created by Year 5 and 6<br />
students, and five portraits <strong>of</strong> students that were<br />
enlarged, dissected and pieced back together like<br />
a jigsaw.
80 Oct 09 Xxxx Regional Roundup<br />
Gippsland<br />
Lakes Entrance SC VCAL<br />
students are participating in a<br />
Commonwealth-funded pilot<br />
mentoring program called<br />
‘Mentors for Our Students’.<br />
“The aim <strong>of</strong> the program is to<br />
inspire young people to broaden<br />
their horizons, encourage<br />
them to stay at school and<br />
to help them make informed<br />
career choices,” says program<br />
coordinator Rhonda Kingston<br />
<strong>of</strong> Gippsland East Local<br />
Learning Employment Network<br />
(GELLEN). Ms Kingston<br />
says the students interact with<br />
local community members,<br />
who share their knowledge and<br />
experiences. These mentors are<br />
also volunteers with the ‘Plan-<br />
It-Youth Mentoring Program’,<br />
which has been operating in the<br />
school successfully for five years,<br />
and is also coordinated through<br />
GELLEN.<br />
Hume<br />
NASA astronaut Dr Megan McArthur touched down at Tallygaroopna PS as part <strong>of</strong> National Science Week’s ‘Invite a<br />
Scientist to Lunch’. The school’s 54 students were over the moon to have such an awe-inspiring guest – who had only recently<br />
returned to Earth after a 13-day mission in space helping to maintain the Hubble Telescope. Dr McArthur enthralled<br />
students, teachers and parents with video taken during her mission. She talked about future space missions and her favourite<br />
part <strong>of</strong> being in space – floating!
<strong>Shine</strong> 81<br />
Grampians<br />
Kaniva College won two <strong>of</strong> the top three places in this year’s Aurecon<br />
Bridge Building Competition. Fifty-six teams, made up <strong>of</strong> Year 8 and 9<br />
students from schools across Victoria, took part in the competition, which<br />
is now in its ninth year and was held at Scienceworks during National<br />
Engineering Week. Students work in teams <strong>of</strong> three and are given three<br />
weeks to design and construct a model bridge using supplied materials<br />
that include balsa wood sticks, a cardboard tube, a 5m-long piece <strong>of</strong> string<br />
and quick-drying glue. On judging day the bridges are tested to failure by<br />
progressively adding weights to a specially built rig. They are also tested<br />
on strength to weight ratio, visual appeal, workmanship and creativity.<br />
The winning bridge withstood 136kg <strong>of</strong> weight before collapsing, earning<br />
Kaniva College $1500, plus $200 each for team members Jacob Rayner,<br />
Tim Eastwood and Joe McDonald. Leibler Yavneh College won second<br />
place (104kg), while Kaniva College’s female team came third (85kg).<br />
Western Metropolitan<br />
Video games, fashion and beauty products, cookbooks, and clever eye masks<br />
with earplugs, are just some examples <strong>of</strong> business that students at Baden Powell<br />
P–9 College represented at their inaugural Trade Fair. Presented by students in<br />
Years 7 and 8, the fair was the culmination <strong>of</strong> a unit <strong>of</strong> work designed around<br />
the Australian economy, learning about economics, civics and citizenship and<br />
consumer science. Proud teacher Suzanne Love says the students thoroughly<br />
enjoyed the hands-on approach to learning and the community was impressed<br />
with their creativity and pr<strong>of</strong>essionalism. “Everyone was extremely impressed by<br />
the standard <strong>of</strong> their efforts and the manner in which they worked in teams to<br />
brainstorm, design and produce an array <strong>of</strong> functional and quality products,” she<br />
says. “Their approach to businesses for sponsorship was pr<strong>of</strong>essional, confident<br />
and polite, and the community was amazed at their wonderful imaginations and<br />
abilities to make their ideas into reality.”
82 Oct 09<br />
Appointments<br />
The appointments listed below are as a result <strong>of</strong> vacancies advertised online. All data, including spelling <strong>of</strong> names and schools, is as provided<br />
by schools through the Recruitment Online system. This information is published for the purpose <strong>of</strong> general interest only.<br />
NAME SCHOOL CLASSIFICATION<br />
Barwon South Western<br />
Barwon South Western<br />
Bernoth, Phillip Harold Cobden Technical School ES1-2<br />
Brooks, Susan Marie Matthew Flinders Girls’ SC ES1-1<br />
Buchan, James Robert Barwon Valley School ES1-2<br />
Coombs, Janine Grovedale College AP1-2<br />
Dalipi, Selma Western Heights SC ES1-1<br />
Doh, Eh Zue Bell Park North PS ES1-1<br />
Isbister, Debbie Patricia Newcomb Park PS ES1-1<br />
Kelly, Lynette Fay Casterton SC CLASS<br />
Keys, Denise Edith Geelong HS CLASS<br />
Macaulay, Erin Louise Corio West PS CLASS<br />
Maharaj, Bramhanand Rajnish Brauer SC<br />
CLASS<br />
Marra, Damian Lara SC CLASS<br />
Neilson, Michelle Anne Barwon Valley School ES1-1<br />
Neilson, Michelle Anne Barwon Valley School ES1-1<br />
O’Gorman, Marian Barwon Valley School ES2-3<br />
Patrick, Robyn Elizabeth Warrnambool PS CLASS<br />
Solly, Elijah Matthew Flinders Girls’ SC ES1-1<br />
Steven, Mardi Joy Colac PS CLASS<br />
Stewart, Sandra Louise Moolap PS ES1-1<br />
Szanto, Tina Lara PS CLASS<br />
Whittington, Brenda Louise Matthew Flinders Girls’ SC ES1-2<br />
Williams, Donna Jane Cressy PS GRD<br />
Wyld, Michael Alan Newcomb SC CLASS<br />
Eastern Metropolitan<br />
Alba, Jennifer Mary Heatherwood School CLASS<br />
Allen, Anna Templestowe Valley PS ES1-2<br />
Benson, Anne Majella Aurora School ES1-1<br />
Brophy, Paula Upper Ferntree Gully PS ES1-1<br />
Burton, Jennie Bronwen Aurora School ES2-4<br />
Christ<strong>of</strong>is, Anna Jane Park Ridge PS CLASS<br />
Chu, David Blackburn HS CLASS<br />
Cleary, Brian Templestowe Park PS AP1-1<br />
C<strong>of</strong>fin, Dianne Beverley Park Ridge PS CLASS<br />
Coleman, Gwenyth Anne Wesburn PS ES1-1<br />
Corr, Julie Louise Kilsyth PS LEAD<br />
Dunn, Paul Benjamin Ashwood SC CLASS<br />
Eshuis, Gerald Henry Boronia Heights PS CLASS<br />
Forsberg, Olivia Camberwell HS CLASS<br />
Galloway, Jennifer Claire Aurora School CLASS<br />
Gauci, Anita Dawn Upwey HS CLASS<br />
Gordon, Miranda Norwood SC ES1-2<br />
Graham, Karen Marie Bayswater South PS ES1-1<br />
Grayden, Anthony John Wellington SC AP1-2<br />
Hague, Joanne Jells Park PS ES1-1<br />
Ham, Christopher Leonard Macclesfield PS CLASS<br />
Henderson, Anna Christine Andersons Creek PS GRD<br />
Horgan, Karen Maree Great Ryrie PS CLASS<br />
Jackson, Chris Luke Heathmont College CLASS<br />
Jansz, Samantha Hartwell PS ES1-1<br />
Joyce, Penelope J Essex Heights PS CLASS<br />
Kearton, Melanie Alexandra Wonga Park PS ES1-1<br />
Keech, Susan Norma East Doncaster SC CLASS<br />
Keeghan, Tanya J Bayswater South PS ES1-1<br />
Keir, Rebecca Jane Kent Park PS CLASS<br />
Kelly, Clare Lauren Orchard Grove PS GRD<br />
Lambert, Graeme Mullauna SC LEAD<br />
Lay, Steven Johnny Mount Waverley SC CLASS<br />
Lim, Rebecca Siok Khing Mount View PS CLASS<br />
Lowe, Andrea Croydon PS CLASS<br />
Mariniello, Catherine Elizabeth Tinternvale PS<br />
ES1-1<br />
Martin, Rachel Anne Kent Park PS EXRT<br />
Miller, Fiona Megan Hartwell PS ES1-1<br />
Miller, Keirston Lysterfield PS CLASS<br />
Mioni, Dimitria Wonga Park PS ES1-1<br />
Moulynox, Lauren Kate Maroondah SC GRD<br />
Murphy, Marian C Mullauna SC LEAD<br />
Neil, Matthew Mooroolbark College CLASS<br />
Newton, Penny East Doncaster SC CLASS<br />
NAME SCHOOL CLASSIFICATION NAME SCHOOL CLASSIFICATION<br />
Nieuwoudt, Lodie Ashwood SC ES1-1<br />
Norden, Sharron Kew East PS SSO1-1<br />
Ong, Chien Hsiu Wantirna College CLASS<br />
Owen, Denise Lesley Jells Park PS ES1-1<br />
Pappas, Helen Highvale SC CLASS<br />
Pate, Teagan Louisa Orchard Grove PS GRD<br />
Patel, Renee Kate Mitcham PS CLASS<br />
Pop, Morris Lilydale HS ES1-2<br />
Reid, Shirley Rosemarie Kerrimuir PS CLASS<br />
Rice, Lauren Great Ryrie PS CLASS<br />
Salam, Omaima Saad Camberwell PS ES1-1<br />
Stevens, Mike Peter Vermont SC AP1-2<br />
Tairych, Werner Johann Mullauna SC LEAD<br />
Taylor, David Mount View PS CLASS<br />
Terry, Nancye June Vermont SC ES1-1<br />
Thompson, Julie Lynette Kerrimuir PS CLASS<br />
Troup, Valerie Agnes Sussex Heights PS ES1-1<br />
Van Der Spek, Leonie Karen Wonga Park PS ES1-1<br />
Vrsecky, George Gerry Lilydale Heights College CLASS<br />
Walton, Christine Maria Bayswater South PS ES1-1<br />
Waterman, Gerard Thomas Heathmont College CLASS<br />
Watt, Christina Upper Ferntree Gully PS ES1-1<br />
Wearing, Tess Camberwell HS ES1-1<br />
Williams, Emma Louise Pembroke SC CLASS<br />
Wood, Taryn Templestowe College ES1-1<br />
Yoxon, Anton William Rowville SC CLASS<br />
Gippsland<br />
Bennett, Angeline Izabelle Orbost North PS ES1-1<br />
Benson, Jason Douglas South Gippsland Specialist Sch ES1-1<br />
Brooker, James Lakes Entrance SC ES1-2<br />
Bucknall, Philip Noojee PS CLASS<br />
Christie, Emma Bairnsdale SC ES1-2<br />
Forsyth, Lisa Maree Bass Coast Specialist School ES1-2<br />
Goldsmith, Les Nowa Nowa PS CLASS<br />
Humphrey, Helen Anne Airly PS ES1-1<br />
McDonald, Leona Warragul North PS GRD<br />
McGarigle, Grace Anna Sale College CLASS<br />
Missen, Jennie Toongabbie PS ES1-1<br />
Patten, Naomi Alice-May Toongabbie PS ES1-1<br />
Phillips, Jan Orbost North PS ES1-2<br />
Preston, Laural Lowanna College SSO2-3<br />
Prior, Deborah Orbost North PS ES1-1<br />
Ryan, Marnie Louise Lowanna College ES1-1<br />
Santoro, Nicole Traralgon (Stockdale Rd.) PS GRD<br />
Smith Sr., Jane Fleur Buln Buln PS ES1-1<br />
Sutherland Sr., Gregory John South Gippsland Specialist Sch ES1-2<br />
Trewin, Amanda Muriel Orbost North PS ES1-1<br />
Trezise, Neil Rowlan Welshpool & District PS CLASS<br />
Watts, Paula Maree Churchill PS GRD<br />
Willesdorf, Julie Bairnsdale SC ES2-3<br />
Williams Sr., Maxwell Eric Korumburra SC CLASS<br />
Grampians<br />
Allan, Janet Clare Horsham North PS CLASS<br />
Bigham-Bish, Dianne Joy Jeparit PS ES1-1<br />
Brown-Elkner, Fiona Balliang East PS ES1-1<br />
Connelly, Jacinta Ann Birchip P–12 School ES1-1<br />
Fitzpatrick, Shaun James Sebastopol College CLASS<br />
Gifford, Jennifer Anne St Arnaud PS ES1-2<br />
Glenane, Patricia Ballarat Specialist School CLASS<br />
Griffin, Michelle Louise St Arnaud PS CLASS<br />
Henry, Peter Gravener Grampians Region EXECLS<br />
Johnson, Benita Ballarat Specialist School ES2-3<br />
Kittelty, Sara Robyn Trawalla PS GRD<br />
McKee, Leigh William Ballarat SC CLASS<br />
McMahon, Julie Frances Grampians Region EXECLS<br />
Mundy, Kathryn Linda Ballarat SC ES1-1<br />
Rogers, Clifford J Daylesford SC CLASS<br />
Schneider, Bronwyn Denise Nhill College ES1-1<br />
Smith, Eileen A Birchip P–12 School AP1-1<br />
Strachan, Helen Marie Laharum PS ES1-1<br />
Weckert, Shellie Rokewood PS GRD<br />
Hume<br />
Betts, Lynsey Mcguire College Shepparton CLASS<br />
Drury, Jane Marie Wandong PS ES1-1<br />
Gifkins, Julie Elizabeth Anne Wodonga PS<br />
ES1-1<br />
Nishizawa, Satoru Euroa SC CLASS<br />
Pracy, Jenny Rose Mooroopna PS CLASS<br />
Ronald, Hailey Kay Yarrunga PS GRD<br />
Russell, Nerissa Megan Dhurringile PS ES1-1<br />
Stewart, Tina Mansfield PS ES1-1<br />
Ward, Jennie Rutherglen HS AP1-2<br />
Watkins, Tegan Elise Pyalong PS CLASS<br />
Watson, Maxine Raye Kialla West PS ACPT<br />
Loddon Mallee<br />
Alvarez-Harris, Luis Joaquin Maryborough <strong>Education</strong> Centre CLASS<br />
Beagley, Janelle Faye Bendigo South East SC CLASS<br />
Bennett, Skye Louise Huntly PS GRD<br />
Binding, Tina Louise Red Cliffs SC CLASS<br />
Bird, Camilla Mary Castlemaine SC CLASS<br />
Bird, Camilla Mary Castlemaine SC CLASS<br />
Blakely, Tamra Lee Anne Bendigo South East SC LEAD<br />
Bond, Robert George Maryborough <strong>Education</strong> Centre CLASS<br />
Campbell, Jonathon Paul Chaffey SC ES1-1<br />
Christenson, Lana Debra Robinvale Consolidated School CLASS<br />
Clyne, Loretta Irymple SC LEAD<br />
Comben, Lynne Krystine Gisborne PS CLASS<br />
Coote, Nicole B Bendigo South East SC LEAD<br />
Cowan, Susanne Tongala PS CLASS<br />
Doyle, Stacy Richard Robinvale Consolidated School GRD<br />
Ehlers, Ragna Birgitte Castlemaine SC CLASS<br />
George, Jacob George Castlemaine SC CLASS<br />
Hoare, Diane Joy Elmore PS ES1-1<br />
Hopkins, Marie Swan Hill North PS CLASS<br />
Kempton, Karen Maree Koorlong PS ES1-1<br />
Ludeman, Lachlan James Echuca College ES2-3<br />
McDonald, Barry Albert Castlemaine SC CLASS<br />
Midgley, David Ian Loddon Mallee Region LEAD<br />
Oakley, Lydia Castlemaine PS CLASS<br />
Peppinck, Helen Kaye Weeroona College Bendigo CLASS<br />
Probert, Bekki Lee Eaglehawk North PS CLASS<br />
Purdon, Scott Patrick Chewton PS GRD<br />
Reynolds Sr., John Allan Pyramid Hill College CLASS<br />
Roberts, Sarah Lynette Pyramid Hill College ES1-1<br />
Sansom, Thais Castlemaine PS CLASS<br />
Thompson, Marie Castlemaine PS CLASS<br />
Wakefield, Helen Margaret Chewton PS EXRT<br />
Walklate, Aaron Brian Boort SC CLASS<br />
Wilkie, Kate Margaret Bendigo South East SC LEAD<br />
Willey, Tegan Talbot PS GRD<br />
Wrate, Sara Irymple SC LEAD<br />
Northern Metropolitan<br />
Banfield Sr., Emma Louise Moomba Park PS ES1-1<br />
Barclay, Mary Lynall Hall Community School AP1<br />
Baweja, Vikas Distance <strong>Education</strong> Centre Vic ES2-3<br />
Berryman, Annette Josephine Melbourne Girls’ College CLASS<br />
Bettiol, Dean Viewbank College CLASS<br />
Bulley, Elise Claire The Lakes South Morang P–9 ES1-1<br />
Butterworth, Karen Lee The Lakes South Morang P–9 AP1-1<br />
Chen, Angeline Northern School for Autism GRD<br />
Collins, Megan Joy Belle Vue Park PS CLASS<br />
Costa, Rosa Maria Baltara School CLASS<br />
Dalla Rosa, Livia Mill Park Heights PS ES1-1<br />
Daly, Imelda Preston East PS ES1-2<br />
Davies, Helen Gail Watsonia PS ES1-1<br />
Devereux, Alison Marjorie Plenty Parklands PS AP1-1<br />
Dileo, Maria Clifton Hill PS EXRT<br />
Dobric, David Milos Box Forest SC CLASS<br />
Filling, Thea Gladys Victorian School Of Languages ES1-2<br />
Findley, Jared The Lakes South Morang P–9 ES1-1<br />
Gardner, Robyn Epping Views PS ES1-1<br />
Leadership Opportunities in Victorian Government Schools<br />
Information about exciting<br />
school leadership opportunities<br />
is posted on www.education.<br />
vic.gov/schooljobs and will<br />
be available from the dates<br />
indicated.<br />
SHINE<br />
publication date<br />
Thursday 8 <strong>October</strong><br />
Thursday 5 November<br />
Thursday 3 December<br />
Online Job<br />
Posting date<br />
Friday 9 <strong>October</strong><br />
Friday 6 November<br />
Friday 4 December<br />
www.education.vic.gov.au/schooljobs
Appointments<br />
<strong>Shine</strong> 83<br />
NAME SCHOOL CLASSIFICATION NAME SCHOOL CLASSIFICATION NAME SCHOOL CLASSIFICATION<br />
Gardner, Sheryl Dorothy Austin Hospital School AP1-1<br />
Gittos, Raelene Ann The Lakes South Morang P–9 LEAD1<br />
Giuliano, Donatella Mount Ridley P–12 College ACPT<br />
Grant, Larry James Lynall Hall Community School CLASS<br />
Heenan, Marc The Lakes South Morang P–9 CLASS<br />
Heeremans, Meagan Jayne The Lakes South Morang P–9 ACPT<br />
Hubl, Barbara Pascoe Vale Girls’ SC ES2-5<br />
James, Barbara G Sunbury Downs SC ES1-2<br />
Kahle, Renee Meredith Willmott Park PS ES2-3<br />
Karanikolos, Louie Reservoir District SC CLASS<br />
Koochew, Kori Jai Diamond Valley SDS GRD<br />
Licciardi, Nick Greensborough SC LEAD<br />
Lloga, Pierre Lutfi Fawkner SC CLASS<br />
Lowe, Renae Leah The Lakes South Morang P–9 CLASS<br />
Marsh Iii, Sally Anne Alphington PS LEAD<br />
Marsh Iii, Sally Anne Alphington PS LEAD<br />
Marson, Cathy Northern School for Autism CLASS<br />
McCarthy, David Box Forest SC CLASS<br />
McGough, Karl Francis Thomastown SC ES1-2<br />
Moh, Cecilia Mill Park Heights PS CLASS<br />
Moore, Kathleen Mary Concord School AP1-1<br />
Mountney, Carla Shannon Craigieburn SC CLASS<br />
Parrish, Rae Maree Lalor PS EXRT<br />
Pascuzzi, Laura The Lakes South Morang P–9 GRD<br />
Paterson, Ashlea Renee Mount Ridley P–12 College ES1-2<br />
Phillips, Rachel Louise Mount Ridley P–12 College ACPT<br />
Presunka, Tanya Mill Park Heights PS CLASS<br />
Ramsay, Daniel John Fawkner SC CLASS<br />
Reilly, Lorraine Fawkner SC CLASS<br />
Roberton, Paul Richard Meadow Heights PS CLASS<br />
Robinson, Jayde Mount Ridley P–12 College ES1-1<br />
Rupena, Sarah Elizabeth Mill Park Heights PS CLASS<br />
Sanders, Bree Courtney The Lakes South Morang P–9 ACPT<br />
Smith, Rebecca Anne The Lakes South Morang P–9 ACPT<br />
Stephenson, Michelle Jean Box Forest SC CLASS<br />
Sutherland, Madeleine Clifton Hill PS ES1-1<br />
Swamy, Ranita Brunswick East PS ES2-3<br />
Tamer, Eve Northern School for Autism ES2-4<br />
Taylor, Narelle J Viewbank PS CLASS<br />
Taylor, William David Sunbury Downs SC CLASS<br />
Thompson, Lynda Kay Roxburgh Park PS AP1-2<br />
Torcasio, Elizabeth Northern School for Autism ES1-1<br />
Walker, Karen Margaret Sunbury PS ES1-1<br />
Southern Metropolitan<br />
Angelone, Maria Anna Westall SC ES1-1<br />
Arnold, Katherine Elizabeth Oatlands PS CLASS<br />
Ash, Joanna Yarraman Oaks PS ES2-3<br />
Bacon, Julie Ann Frankston HS ES1-1<br />
Bennett-Hullin, Karie Cranbourne SC GRD<br />
Brown, Annabelle Gilmour Keysborough Springvale SC CLASS<br />
Brydie, Tamara Yvette Carrum Downs SC CLASS<br />
Buwalda, Wanda Joy River Gum PS ES2-4<br />
Campbell, Heather Jean Mornington SC ES1-2<br />
Carrubba, Maria Berwick PS ES1-1<br />
Carver, Nicholas Peter Brighton SC CLASS<br />
Casa, Katherine Pasqua Southvale PS CLASS<br />
Chester, Kimberley Louise Timbarra PS CLASS<br />
Conway, Karyn Louise Keysborough Springvale SC ES1-2<br />
Coombes, Marion Patricia Southern Metropolitan Region ES2-3<br />
Cornell, Helen Marie Port Phillip Specialist School CLASS<br />
Cowden, Michael Kenneth Karingal Heights PS AP1-1<br />
Crawford, Kathryn Jane Pakenham Hills PS ES1-1<br />
Dahanayake, Yamuna Shanthini Noble Park SDS<br />
ES1-1<br />
Dale, Doreen Judith Yarraman Oaks PS ES1-1<br />
Dawson, Erin Leigh Balnarring PS CLASS<br />
De Lorenzo, Nikole Sharyn Pak enham Hills PS ES1-1<br />
Demilio, Danielle Rosina Oatlands PS CLASS<br />
Dike, Sally Jane Noble Park SDS ES2-4<br />
Dollman, Anna Kambrya College LEAD<br />
Dunkley, Pota Rhiana Carwatha College P–12 CLASS<br />
Dunstan, Carolyn Renee Carrum Downs SC CLASS<br />
Evans, Bronwyn Rose Berwick PS CLASS<br />
Fawcett, Gregory George Mahogany Rise PS CLASS<br />
Folwell, Elizabeth May Timbarra PS CLASS<br />
Foreman, Fiona Louise Kambrya College LEAD<br />
Francis, Christopher Mount Eliza SC CLASS<br />
Frowd, Lori Dingley PS CLASS<br />
Frye, Karen Dawn Dandenong Valley School CLASS<br />
Gardiner, Lorraine Dorothy Gleneagles SC ES1-1<br />
Griffiths, Ge<strong>of</strong>frey Carrum Downs SC CLASS<br />
Haisty, Jessica Mount Erin SC CLASS<br />
Harris, Sumah Maria Westall PS GRD<br />
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Hicks, Bronwyn Elizabeth Balnarring PS CLASS<br />
Hutchings, Ben Christopher Timbarra PS CLASS<br />
Irving, Cheryl Catherine Cranbourne North East PS PR2-3<br />
Joyce, Kaye Irene Narre Warren South P–12 College ES1-1<br />
Keil, Ngamata Noble Park SDS ES1-1<br />
Kenington, Amanda Louise Oatlands PS CLASS<br />
King, Bernadette Maria Seaford North PS ES1-1<br />
Kirkham, Sue Kambrya College LEAD<br />
La Fortezza, Nazrine Glen Eira College CLASS<br />
Lu, Lu Westall SC CLASS<br />
Mabarrack, Carolina Moorooduc PS ES1-1<br />
Marshall, Gordon John Carwatha College P–12 CLASS<br />
McAlpine, Marina MacRobertson Girls HS LEAD<br />
McLaughlin, Richard James Timbarra PS CLASS<br />
Mclean, Keira Briallen Glen Eira College GRD<br />
McNeil, Marina Mount Erin SC CLASS<br />
Moody, Josie Sonnya Derinya PS ES1-1<br />
Morales, Geraldine Noble Park SDS ES2-4<br />
Moran, Christine Marie Keysborough Springvale SC CLASS<br />
Mukhlas, Geeti Noble Park PS ES1-1<br />
Nelson, Tracey Anne Noble Park SC GRD<br />
Nichols, Margaret Osborne PS ES1-1<br />
Nottle, Kellie Anne Frankston HS CLASS<br />
Nuttall, Eleanor Irene Mount Martha PS ES1-1<br />
O’Neill, Rosanne Jean Dingley PS CLASS<br />
Olney, Karen Lee Mount Erin SC CLASS<br />
Palazzolo, Debra Judith Southern Metropolitan Region ES2-3<br />
Parsonage, Dean McClelland SC ES2-3<br />
Petersen, Laura Maralinga PS ES2-4<br />
Pitt, Briony Sorrento PS ES2-3<br />
Pollard, Michelle Louise Dingley PS ES2-3<br />
Reardon, Lynne Maree Pakenham SC ES1-1<br />
Russell, John Desmond Frankston HS EXRT<br />
Saciri, Cheryl Liz Mount Eliza SC CLASS<br />
Sansom, Deana Jayne Berwick SC ES1-1<br />
Sawaki, Shungo MacRobertson Girls HS LEAD<br />
Schafer, Emma Rosebud SC LEAD<br />
Schr<strong>of</strong>fel, Angelica Maria Brighton SC EXRT<br />
Scully, Jane Mornington PS ES1-1<br />
Sherlock, Simon John Mount Erin SC CLASS<br />
Shuttleworth, Donald Bruce Somerville SC ES1-1<br />
Siegle, Mechelle Chandler Yarraman Oaks PS CLASS<br />
Silestean, Steven Hampton Park SC LEAD<br />
Skelton, Andrea Margaret Sorrento PS ES2-3<br />
Smith, Kelly Lee Bunyip PS CLASS<br />
Smith, Maria Concepcion Keysborough Springvale SC CLASS<br />
Smith, Sylvia Naranga Special School CLASS<br />
Steel, Alison Nicole Timbarra PS CLASS<br />
Sukhatankar, Durgesh Gleneagles SC ES2-3<br />
Sullivan, Rory Westall SC ES1-1<br />
Szentessy, Lana Jane Yarraman Oaks PS ES1-1<br />
Tarticchio, Samantha Jane Port Melbourne PS LEAD1<br />
Thompson, Jodi Lorraine Oatlands PS CLASS<br />
Tzilantonis, Anastasia Natasha Carwatha College P–12 CLASS<br />
Van Gameren Sr., Jodie M Mount Erin SC GRD<br />
Vega, Tatiana Western Port SC CLASS<br />
Vegh, Helen Margaret Yarrabah School ES1-1<br />
Walters, Vicki F Fountain Gate SC PR2-4<br />
Williams, Kylie Kambrya College LEAD<br />
Wills, Warren Clifford Lyndhurst SC PR3-5<br />
Zouch, Penelope Jane St Kilda Park PS ES1-2<br />
Western Metropolitan<br />
Abbey, Anja Maria Warringa Park School ES1-1<br />
Adamson, Robin D Essendon/East Keilor District AP2-4<br />
Allen, Kylie Anne St Albans East PS CLASS<br />
Baker, Lisa Jane Wembley PS CLASS<br />
Barney, Rachel Ann-Jean Hoppers Crossing SC CLASS<br />
Biles, Vivien The Grange P–12 College ES1-1<br />
Borg, Leno Caroline Springs College ES1-1<br />
Brachmanis, Clair Margarita A Braybrook College<br />
CLASS<br />
Bryce, Elise Michelle Werribee SC CLASS<br />
Calleja Sr., Jodie Anne Warringa Park School ES1-1<br />
Calleja Sr., Jodie Anne Warringa Park School ES1-1<br />
Canny, Rebecca Maree Wembley PS CLASS<br />
Canny, Rebecca Maree Wembley PS CLASS<br />
Carter, Kylie-Ann The Grange P–12 College ES1-1<br />
Casalbuono, Stephanie Glengala/Sunshine West PS GRD<br />
Catalano, Giorgio G Williamstown HS AP2-3<br />
Cobb, Gabrielle Juliette Warringa Park School ES1-1<br />
Cook, Aaron Ross Carranballac P–9 College CLASS<br />
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Costa, Rosa Maria Caroline Springs College CLASS<br />
Cowan, Spencer Ward Ascot Vale West PS CLASS<br />
Cristiano, Dominic Taylors Lakes PS EXRT<br />
Day, Gabriela Elizabeth Carranballac P–9 College CLASS<br />
Deacon, Andrew James Melton Specialist School CLASS<br />
Dillon, Kate Mary-Elizabeth Essendon North PS CLASS<br />
Dosti Sr., Valentina Hoppers Crossing SC CLASS<br />
Drennan, Lydia Essendon North PS CLASS<br />
Duff, Wendy M South Yarra PS AP1-1<br />
Ebinger, Carmen Freda Warringa Park School ES1-1<br />
Edwards, Nazlia Movelle PS CLASS<br />
Eltham, Lisa Michelle Buckley Park College ACPT<br />
Faltas, Nancy Caroline Springs College ES1-1<br />
Farquharson, Yvonne Patricia Gilmore College For Girls LEAD<br />
Gillespie, Faye Maree Warringa Park School ES1-1<br />
Glass, Jessica Louise Caroline Springs College ES2-4<br />
Green, Sandra Warringa Park School ES1-1<br />
Hackett, Melissa Anne Warringa Park School CLASS<br />
Haralambopoulos, Eleni Yarraville SDS CLASS<br />
Hassan, Gary Kurunjang SC CLASS<br />
Hatton, Nerissa The Grange P–12 College CLASS<br />
Heaney, Tamara Lee Strathmore SC CLASS<br />
Hennessy, Tara Sherie St Albans South PS ES1-1<br />
Hitch, Kelly Sue Cairnlea Park PS ES1-2<br />
Holland, Elizabeth Ann Point Cook Senior SC LEAD<br />
Ireland, Martha Carranballac P–9 College CLASS<br />
Ivankovic, Richard Caroline Springs College CLASS<br />
Jennings, Ashlea Jayne St Albans East PS CLASS<br />
Jevons, Madeleine Kate Victorian College <strong>of</strong> the Arts SSO1-1<br />
Jones, Stacey Jane Carranballac P–9 College CLASS<br />
Kelly, Anna Louise Carranballac P–9 College CLASS<br />
Kennedy, Catherine Maree Warringa Park School ES1-1<br />
Kent, Jonathon Essendon North PS CLASS<br />
Kingsley, Amanda Joanne Essendon North PS CLASS<br />
Kompa, Heather Carranballac P–9 College CLASS<br />
Krajewski, Geni Carranballac P–9 College CLASS<br />
Kurtis, Joan Warringa Park School ES1-1<br />
Laird, Katie Margaret Woodville PS ES1-1<br />
Laird, Melissa Simone Calder Rise PS GRD<br />
Lata, Komal Karishma Maribyrnong SC CLASS<br />
Legg, Emma Carranballac P–9 College CLASS<br />
Linehan-Cunningham, Christine Galvin Park SC<br />
ES1-1<br />
Mackenzie, Siaan Maree Mackellar PS ES1-1<br />
Magro, Amanda Glengala/Sunshine West PS GRD<br />
Mahon, Shannyn Amie Point Cook Senior SC LEAD<br />
Mariani, Elisa Juliet Strathmore SC ES2-3<br />
Martin, Melissa Jane Kensington PS ES2-4<br />
McIntosh, Alana Carranballac P–9 College CLASS<br />
Monigatti, Daniel Sunshine College CLASS<br />
Nolan, Simon Beau Wembley PS CLASS<br />
Ostepeev, Lidia Braybrook College CLASS<br />
Park, Nadine Lindsay Wembley PS CLASS<br />
Park, Nadine Lindsay Wembley PS CLASS<br />
Patton, Jessica Strathmore SC CLASS<br />
Pelar, Rebekah Lauren Carranballac P–9 College CLASS<br />
Pennisi, Marny Louise Wembley PS ES1-1<br />
Perrottet, Adele Jane Moonee Ponds West PS CLASS<br />
Rattray, Kerryn Warringa Park School ES1-1<br />
Raud, Kirsten Nicole Melton West PS CLASS<br />
Reddy, Jessila Braybrook College CLASS<br />
Richter, Cheryl Lee Galvin Park SC CLASS<br />
Roberts, Blake Thomas Warringa Park School ES2-4<br />
Robertson, Julene Footscray City PS ES1-2<br />
Rousseaux, Renate Rebekka Carranballac P–9 College CLASS<br />
Ruberto, Michelle Josephine University HS ES1-2<br />
Schiele, Kim Maree Woodville PS ES1-1<br />
Schot, Colin Hendrik Warringa Park School PR2-4<br />
Scott, Nick Maribyrnong SC PR3-5<br />
Singh, Inderbir St Albans SC ES1-2<br />
Smillie, David The Grange P–12 College AP2-3<br />
Smith, Jeffrey Richard Movelle PS CLASS<br />
Stella, Danielle Western Metropolitan Region PR2-3<br />
Symons, Aaron Jens Maribyrnong SC ES2-3<br />
Terris, Brea Louise Sunshine PS LEAD<br />
Thorne, Amelia Claire Moonee Ponds West PS CLASS<br />
Tsesmetzis, Sara Helen Carlton Gardens PS CLASS<br />
Vella, Gary Strathmore SC CLASS<br />
Vella, Julie Anne Sunshine PS CLASS<br />
Waites, Kelly Ann Exford PS ES1-1<br />
Wheelahan, Peter Stevensville PS EXRT<br />
Wiffen, Kate Carranballac P–9 College CLASS<br />
Xuereb, Rosetta Braybrook College CLASS<br />
Yunis, Reem Caroline Springs College CLASS<br />
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84 Oct 09<br />
Classifieds<br />
RETIREMENTS<br />
BRIDGES, CLIVE<br />
After an exemplary career in education<br />
including 10 years in the Principal class at<br />
Spring Valley Primary School, Clive Bridges is<br />
retiring from the <strong>Department</strong>. A function will be<br />
held at Southern Golf Club, Keysborough on<br />
Wednesday, 2nd December from 5.30-7.30pm<br />
to which we invite colleagues and friends <strong>of</strong><br />
Clive. Cost $20 per head which includes finger<br />
food, cake and gift. Drinks are available at bar<br />
prices. To join us please call Spring Valley<br />
Primary School and ask for Tina Kokkinos on<br />
9547-3222 or 9562-4812. RSVP 23rd<br />
November.<br />
FARLEY, NICK<br />
A retirement function for Nick Farley will be held<br />
in the Wattle Park Primary School hall , Banksia<br />
Street, Burwood on Wednesday 21st <strong>October</strong><br />
from 7.30 pm - 9.30pm. $30 per head to cover<br />
finger food, refreshments and gift. RSVP 13th<br />
<strong>October</strong>. Contact Robyn Hunter 9808 2165 or<br />
email wattle.park.ps@edumail.vic.gov.au<br />
GERALDINE NEwBEGIN<br />
After an outstanding career in education,<br />
including 20 years at Dromana P.S., Geraldine<br />
Newbegin is retiring from the Dept. A function<br />
will be held at Marina Cove, 329 Pt Nepean Rd<br />
Dromana on Friday 16th <strong>October</strong> at 6.30pm.<br />
Friends & Colleagues invited. Cost $25, inc.<br />
gift, finger food, tea & c<strong>of</strong>fee. Drinks at bar<br />
prices. RSVP Dromana P.S. 59872367 by Wed<br />
7 Oct. or dromana.ps@edumail.vic.gov.au<br />
PEtER LoRD<br />
Peter Lord, Principal <strong>of</strong> Richmond West Primary<br />
School and former President <strong>of</strong> the AEU(Vic),<br />
FTUV and VTU is retiring. The farewell function<br />
is on Thursday, Dec 3rd, 5.30pm – 7.00pm at<br />
the Amora Hotel, Riverwalk, 649 Bridge Rd<br />
Richmond. Cheques for $30 (includes<br />
presentation) to Richmond West Primary<br />
School, PO Box 404 Richmond, 3121.<br />
Enquiries to Jessica on 9429 2950<br />
REtIRING SooN<br />
Volunteers for Isolated Students’ <strong>Education</strong><br />
recruits retired teachers to assist families with<br />
their Distance <strong>Education</strong> Program. Travel and<br />
accommodation provided in return for six<br />
weeks teaching. Register at vise.org.au or<br />
George Murdoch 03 9017 5439 Ken Weeks<br />
03 9876 2680<br />
REUNIONS<br />
BASS VALLEY PRIMARY SCHooL<br />
30th Anniversary Open Day - Saturday, 21st<br />
November, <strong>2009</strong>. Past, present & future staff<br />
and families invited to come and help us<br />
celebrate from 12noon – 4pm. School tours<br />
and BBQ lunch available. Afternoon tea<br />
provided. Contact Jo Peacock, 70 Corinella Rd,<br />
Corinella. Phone: 03 56780208 Fax: 03<br />
56780696 or email: peacock.joanne.j@<br />
edumail.vic.gov.au<br />
ENGRAVED GLASSES<br />
Have your reunion or commemorative message<br />
permanently laser engraved on glassware.<br />
Contact Ian Newman, telephone/fax 9645<br />
8699, or PO Box 5164, Middle Park Vic 3206.<br />
GREYtHoRN HS 30 YEAR REUNIoN<br />
Greythorn High School 30 Year Reunion - The<br />
HSC Class <strong>of</strong> 1979 and students who left<br />
Greythorn prior to Year 12 (but from the same<br />
cohort) are invited to attend. Cost: $25 pp paid<br />
in advance (includes entry + finger food;<br />
drinks extra at bar prices). When: Saturday 7th<br />
November <strong>2009</strong> from 7pm - 1am. Email for<br />
venue details and more information:<br />
greythornhigh79@yahoo.com.au<br />
MoRwELL PARK PS 40tH ANNIVERSARY<br />
To celebrate our 40TH Anniversary there will be<br />
a Fete/Fun Day on Friday, November 27th from<br />
12pm – 4pm on the school grounds. All past<br />
students and teachers are cordially invited to<br />
help commemorate this event. For more<br />
information email Peter Credlin at morwell.park.<br />
ps@edumail.vic.gov.au or Elaine Ivory at ivory.<br />
elaine.l@edumail.vic.gov.au<br />
St ALBANS NoRtH PRIMARY SCHooL<br />
St Albans North Primary School is celebrating<br />
its 50th Anniversary on Friday 13th November<br />
<strong>2009</strong> 4pm – 9pm.<br />
Past students, teachers and parents are invited<br />
to join in the celebrations.<br />
Official concert and presentation 6pm – 7pm.<br />
Refreshments available.<br />
Contact: st.albans.north.ps@edumail.vic.gov.<br />
au or 9366 2029<br />
ACCOMMODATION<br />
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189 Toorak Road, South Yarra, 3141<br />
1300 301 630<br />
info@hotelclaremont.com<br />
www.hotelclaremont.com<br />
ACCREDITED SCHOOL ACCOMMODATION<br />
per student per night<br />
$40* (based on group share<br />
accommodation) includes breakfast,<br />
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10 students. * Rates subject to alteration<br />
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GRAFFItI REMoVAL<br />
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LINE MARKING<br />
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Peter Rowell 0415 565 351<br />
Fax 03 5974 4378<br />
petrow@alphalink.com.au<br />
LINE MARKING<br />
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All playground lines, sports courts<br />
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Phone Barry 0419 315 431<br />
See main ad on page 35<br />
EDUCATIONAL<br />
MATERIALS/SERVICES<br />
Advance<br />
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• Scholarships • Accounting<br />
• Business management<br />
Tuition bookings:<br />
0411 333 001 / 0413 880 897<br />
Teachers are welcome to join our team<br />
www.advancetutoringschool.com.au<br />
1300 760 354<br />
ALUMINIUM<br />
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performance from Asia<br />
Asia Raya also provide Asian music and<br />
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Popular Performing Arts Incursion<br />
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CIRCUS MAXIMUS P/L<br />
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Classifieds<br />
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PUPPET SHOWS &<br />
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John Evans<br />
Telephone<br />
9397 0033<br />
0419 346 731<br />
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Hands On<br />
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Attention All Primary Schools<br />
• Science & Technology teaching<br />
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• A Learning Experience! Not a show<br />
• Pr<strong>of</strong>essional Development<br />
• Practical workshops for children<br />
- 90 minutes <strong>of</strong> educational fun<br />
- individual grade lessons our specialty<br />
• Many Topics / Themes (VELS)<br />
* Sustainability Science<br />
* Astronomy Science<br />
• Family Science Nights<br />
• No need for a bus<br />
We come to your school<br />
Contact: Emily or Robyn<br />
Phone: (03) 9852 0054 or (03) 9855 1191<br />
www.handsonscience.com.au<br />
HAVE BUTTERFLIES<br />
AT SCHOOL<br />
Order now<br />
for Term 4<br />
Cage eggs & plants $129 (plus p/h)<br />
Phone (03) 8802 0023<br />
www.butterflykarma.com.au<br />
OR<br />
PLANETARIUMS<br />
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From $4.50 per head<br />
For bookings or for futher<br />
information call<br />
9748 8326<br />
starlab@labyrinth.net.au<br />
or visit<br />
www.journeyman.net.au<br />
www.edventures.com.au<br />
Team Building<br />
Low and High<br />
Ropes Course<br />
Located in Doncaster<br />
Call us on (03) 9251 5261<br />
MERIt StICKERS<br />
Stickers with hidden keys Stickers with your<br />
name on Join in the fun and see for yourself!<br />
Unique and exciting, go to jayl.com.au<br />
Jayl Enterprises - full <strong>of</strong> surprises!<br />
EMPLOYMENT<br />
Applying for a Job<br />
Specialists in:<br />
• Key Selection Criteria • Cover Letters<br />
• Curriculum Vitae • Interview Preparation<br />
Our consultants have extensive<br />
principal class, teaching and editing experience.<br />
Discounted rates for graduate teachers.<br />
Phone Alison at Effective Corporate<br />
Communications: 0413 142 050<br />
Email: ecc@live.com.au<br />
APPLYING FoR A JoB<br />
Teachers, principals, support staff: Let us do<br />
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Effective résumés, selection criteria, letters,<br />
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PARt-tIME woRK tEACHING CHESS FoR<br />
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Lunchtime and afterschool classes, mainly in<br />
Primary Schools. If you have enthusiasm,<br />
teaching background and some Chess<br />
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Call Peter on<br />
9505 3287<br />
for pr<strong>of</strong>essional support with<br />
• selection criteria<br />
• interviews<br />
• resumés (CVs)<br />
30 years experience with the <strong>Education</strong><br />
<strong>Department</strong>...teaching & in the Principal Class<br />
Resumé Bureau<br />
FINANCIAL PLANNING<br />
Carrington Financial<br />
Services<br />
We <strong>of</strong>fer<br />
n Salary Sacrifice<br />
n Novated Lease<br />
n 54.11 Resignation<br />
n Retirement Planning<br />
n Wealth Creation<br />
n Taxation<br />
n Estate Planning<br />
For a no obligation assessment <strong>of</strong> your situation<br />
Contact John Doyle or Diana Sangue<br />
on (03) 9820 8688<br />
HOLIDAY<br />
ACCOMMODATION<br />
GIPPSLAND LAKES, PAYNESVILLE<br />
Two bedroom units three minutes walk to<br />
beach, three bedroom house with lake frontage.<br />
Fully self contained for a comfortable holiday or<br />
short break. Phone 5156 6395, email info@<br />
lakewoodpark.com.au<br />
Metung - Akora Flats<br />
4 x 2BR self-contained flats<br />
(sleep up to 5).<br />
Close to Metung Village.<br />
Pets welcome by<br />
arrangement.<br />
www.akoraflats.com<br />
5156 2320<br />
oCEAN GRoVE<br />
Modern 2 story, Sea views, 2 living areas, 2<br />
bathrooms, 3 bedrooms; sleeps 9. Secure<br />
double garage. Ph; 9439 1258 Mob: 0419 536<br />
608<br />
PHILLIP ISLAND SUNSEt StRIP EStAtE<br />
All accommodation is available anytime<br />
throughout the week /weekends and also<br />
available for Super Cars, Super Bikes, Grand<br />
Prix, Cup Weekend, September and Christmas<br />
School Holidays. *Three bedroom house in<br />
Thompson Ave Cowes sleeps 6-8. Located in<br />
the main drag <strong>of</strong> Cowes opposite RSL, 10 min<br />
walk to pier, beach and main shopping centre.<br />
* Fishing shack/self contained van sleeps 3-4<br />
with boat parking and fish cleaning area<br />
available. *One bedroom self contained unit<br />
sleeps 2-4. All properties are fully furnished<br />
and are available at a reasonable cost. We are<br />
child and pet friendly and welcome families/<br />
fisherman and anyone just wanting a relaxing<br />
break. Please contact Kerryn for further<br />
information and bookings - 0422 395 168 or<br />
(03) 5952 5465<br />
PRoMoNtoRY VIEwS, wALKERVILLE<br />
NoRtH<br />
Small A-frame cottage to rent. Handy to beach<br />
and bush. Very comfortable. Reasonable rates.<br />
Phone Helen for information mail-out:<br />
56236390 or 0427-268211<br />
QUEENSCLIFF<br />
Charming 2BR restored 1930’s cottage in<br />
beautiful garden setting in the heart <strong>of</strong><br />
Queenscliff. Central heating. Holidays or<br />
weekends. Ring 52582798 or 0409582798<br />
PROFESSIONAL<br />
DEVELOPMENT<br />
BRAIN GYM woRKSHoPS<br />
Pr<strong>of</strong>essionally presented Brain Gym workshops<br />
with Claire Hocking, International Brain Gym<br />
Instructor and <strong>Education</strong>al Kinesiologist. Also<br />
comprehensive Brain Gym resources. For more<br />
information phone (03) 5282 5985 or 0419<br />
569 071 or visit www.wholebrain.com.au<br />
See our advert in<br />
the PD section or<br />
book online at<br />
www.edpd.com.au<br />
PoSItIVE RULES! FoR PoSItIVE KIDS!<br />
Have you seen the feedback from <strong>Education</strong><br />
MPs, parents and kids, regarding:<br />
Positive Rules! for Positive Kids!<br />
Find out more at http://positiverules.com.au
86 Oct 09<br />
Classifieds<br />
Instruction courses<br />
THRASS phonics courses provide<br />
teachers with a simple and sustainable<br />
methodology for teaching English right<br />
from day one <strong>of</strong> a child’s learning.<br />
THRASS is Australia’s most attended<br />
phonics PD.<br />
Please see our ad on page 23 for details<br />
<strong>of</strong> upcoming courses.<br />
SCHOOL CAMPS<br />
Lakewood Park Paynesville<br />
Making memories for life<br />
ACA Accredited Camp<br />
n Up to 100 students<br />
n Luxury staff quarters<br />
n Lakes cruise<br />
n Australian Indigenous Culture<br />
Activities<br />
n Beach activities, water skiing,<br />
sailing, canoeing, raft making,<br />
nature walks, orienteering,<br />
ropes, hut building<br />
BOOK NOW for 2010<br />
Contact us – limited dates available in <strong>2009</strong><br />
www.lakewoodpark.com.au<br />
Phone 5156 6395 or 0427 516 050<br />
email info@lakewoodpark.com.au<br />
wARANGA HoLIDAY CAMP<br />
We are situated 4 kms from Rushworth, a 70<br />
square mud brick complex <strong>of</strong>fered on a catered<br />
or self catered basis to groups <strong>of</strong> 20–64. Phone<br />
for further details, 5856 1243. Email info@<br />
lakewaranga.com<br />
TAXATION<br />
tAX REtURNS FRoM $75<br />
Teachers Special Offer:Most refunds in 14<br />
days. With 20 years experience we ensure<br />
maximum refunds by claiming all allowable<br />
deductions and tax <strong>of</strong>fsets. After hours and<br />
Saturday appointments available. Contact Mr M<br />
Georgy, (03) 9467 7842.<br />
TRAVEL<br />
CHINA SCHooL toUR<br />
Beijing, Shanghai, Xian, Yangtze Cruise,<br />
Chengdu. Inc Grt Wall, Forbidden City,Terracotta<br />
Warriors, Pandas etc. Free time, good hotels.<br />
SSO’s welcome. School visits, tax deductible.<br />
14 days leaving 27 .03.2010. $4556 per<br />
person twin. email: tremellen.terence.k@<br />
edumail.vic.gov.au Advertising phone 0431359283<br />
<strong>Shine</strong><br />
CLASSIFIEDS<br />
E: ed.advertising@edumail.vic.gov.au<br />
T: Diane Mifsud: (03) 9637 2862<br />
China<br />
Four Week Group<br />
Study Tour<br />
November-December<br />
Is your school teaching Mandarin<br />
Would your students like to<br />
improve their skills in Mandarin<br />
Who Can Apply<br />
Interested school groups or individual<br />
students aged 15 to 18 years. The<br />
maximum size <strong>of</strong> the group is 15<br />
Program Fee: $4,375<br />
Program Fee Includes:<br />
Return airfare from Sydney or<br />
Melbourne. Comprehensive medical<br />
and travel insurance, all meals and<br />
accommodation in China. Program<br />
fee does not include visa fees or<br />
spending money<br />
Departure Date: 25 Nov.<br />
Return Date: 22 Dec.<br />
APPLY BY 31 OCTOBER <strong>2009</strong><br />
Call toll free<br />
1800 654 947<br />
yfuaus@yfu.com.au<br />
YFU Australia international Student<br />
Exchange 13/14 Edgeworth David Ave<br />
Hornsby NSW 2077<br />
See main ad on page 15 for more info<br />
15<br />
FRANCE - SoUtH wESt<br />
17C.2B/R apart. in elegant Figeac or cottage in<br />
hilltop Lauzerte.<br />
www.fl ickr.com/photos/clermont-fi geac/<br />
www.fl ickr.com/photos/les-chouettes/<br />
Low cost, brochure, teacher owner 03 9877<br />
7513.<br />
FRANCE, PRoVENCE<br />
Fully equipped and restored 17th century house<br />
in mediaeval, fortified village <strong>of</strong> Entrevaux.<br />
Sleeps seven. Close to Nice, Cote d’Azur and<br />
Italy. Phone owner 5258 2798 or (02) 9948<br />
2980. www.provencehousestay.com.<br />
PARIS<br />
Stay right in central Paris in a beautiful one<br />
bedroom, fully contained apartment. Five<br />
minutes walk to the nearest metro and then on<br />
to all the Paris tourist sites: Louvre, Eiffel Tower,<br />
Champs Elyses. Sunny, inviting apartment.<br />
Bedroom, lounge, separate kitchen and<br />
bathroom. English speaking owners. Live with<br />
the locals, talk with the locals and experience<br />
the traditional Parisian lifestyle. www.<br />
rentaparisfl at.com<br />
WANTED<br />
wANtED–PHotoCoPIERS<br />
Photocopiers all brands and many models.<br />
Working, faulty, obsolete or surplus. Also<br />
telephone systems, IT/computer items. Contact<br />
David on 0402 469 111, and fax 9388 9810.<br />
Email bbs_copy@westnet.com.au Call all<br />
hours and collection arranged.<br />
MISCELLANEUS<br />
Lowest Basic Mortgage Rate – Best Mutual:<br />
Victoria Teachers Credit Union<br />
Source: infochoice June <strong>2009</strong><br />
12 month discounted variable rate<br />
%<br />
4.72 p.a.<br />
Basic Home Loan<br />
Refer to website for current rates<br />
% 1<br />
4.95 p.a.<br />
Comparison rate<br />
$0 establishment fee*<br />
fortune favours the refinancers!<br />
Refinance to any <strong>of</strong> our Home Loans between<br />
1 August and 31 <strong>October</strong> <strong>2009</strong> and we’ll waive the<br />
establishment fee.*<br />
For further information, or to apply, call a friendly<br />
Home Loan Consultant on 1300 654 822 or visit<br />
www.victeach.com.au.<br />
Victoria Teachers Credit Union Limited<br />
ABN 44 087 651 769 AFSL 240 960<br />
Offer valid for Home Loan applications received from 1 August <strong>2009</strong> to 31 <strong>October</strong> <strong>2009</strong> and loan must be funded by 31 January 2010. Minimum loan amount is $100,000. At the end <strong>of</strong> the discounted period the<br />
interest rate then reverts to the Basic Home Loan variable rate, currently 4.97%p.a. Interest rates subject to change. This <strong>of</strong>fer is only for new Home Loans; it does not apply to switching existing Victoria Teachers<br />
Credit Union Home Loans. Loans in excess <strong>of</strong> 80% Loan to Value Ratio (LVR) will incur Lenders Mortgage Insurance charges.*Applicants who decide not to proceed with the loan may incur establishment fees.<br />
Minimum redraw $500 and is only available via Internet Banking for Basic Home Loans. 1. Comparison rate is calculated on a secured loan amount <strong>of</strong> $150,000 for a term <strong>of</strong> 25 years. WARNING: This comparison<br />
rate is true only for the example given and may not include all fees and charges. Different terms, fees and other loan amounts might result in a different comparison rate. A comparison rate schedule is available on<br />
request from our branches. Terms and Conditions available upon request.
87<br />
Attention teachers! Nothing brings words to life for students like seeing them performed<br />
on stage. Feast your eyes on this month’s educational stage productions and incursions.<br />
Melbourne Theatre Company<br />
presents:<br />
Bookings: 1300 723 038<br />
When the Rain Stops Falling<br />
Until Sunday 22 November<br />
Sumner Theatre, Southbank<br />
Incursions<br />
No time for lengthy theatre<br />
excursions Bring the show to your<br />
students with pr<strong>of</strong>essional, inschool<br />
productions.<br />
arts2GO, Regional Arts Victoria<br />
presents:<br />
Bookings: 9644 1800 or<br />
www.rav.net.au/arts2go<br />
Impro Melbourne –<br />
Improvisation Performances<br />
and Workshops<br />
Incursions through <strong>2009</strong><br />
Play It By Ear with Rae<br />
Howell – Music Performance<br />
and Composition Workshops<br />
Incursions through <strong>2009</strong><br />
Born in a Taxi – Physical<br />
Theatre Workshops<br />
Incursions through <strong>2009</strong><br />
Andrew McKenna<br />
Storytelling Workshops<br />
Incursions through <strong>2009</strong><br />
Brainstorm Productions<br />
presents:<br />
Bookings: 1800 676 224 or<br />
www.brainstormproductions.com.au<br />
The Human Race<br />
Incursions through <strong>2009</strong><br />
Verbal Combat<br />
Incursions through <strong>2009</strong><br />
CARP Productions presents:<br />
Bookings: 9593 8581<br />
The Teddy Bears Picnic<br />
Incursions through <strong>2009</strong><br />
The Dinosaur Dance!<br />
Incursions through <strong>2009</strong><br />
Bright and Bushy Animal Tales<br />
Incursions through <strong>2009</strong><br />
Dreaming <strong>of</strong> the Dreamtime<br />
Incursions through <strong>2009</strong><br />
The Magic Circus Show<br />
Incursions through <strong>2009</strong><br />
Playful Puppets and Cheeky<br />
Monkeys<br />
Incursions through <strong>2009</strong><br />
A Land Far, Far Away<br />
Incursions through <strong>2009</strong><br />
Somewhere Over the Rainbow<br />
Incursions through <strong>2009</strong><br />
40 Minutes to Save the World!<br />
Incursions through <strong>2009</strong><br />
Proud to be Me – the Personal<br />
Learning Show<br />
Incursions through <strong>2009</strong><br />
Complete Works Theatre<br />
Company presents:<br />
Bookings: 9417 6166<br />
Romeo and Juliet<br />
Incursions through <strong>2009</strong><br />
Macbeth<br />
Incursions through <strong>2009</strong><br />
The Word Superb –<br />
Poetry for Years 7-8<br />
Incursions through <strong>2009</strong><br />
BOObook theatre presents:<br />
Bookings: 9397 6016 or<br />
boobooktheatre@hotmail.com<br />
Totally Wasted<br />
Incursions through <strong>2009</strong><br />
A Gargoyle in the Garage<br />
Incursions through <strong>2009</strong><br />
To list your school production<br />
email editor@edumail.vic.gov.au<br />
Quiz answers: 1. Victoria Street, Abbotsford. Little Audrey. 2. Australia. In the 17th century, part <strong>of</strong> Brazil was also called New Holland for several years. 3. Powderfinger. 4.<br />
Underground. 5. 10 pin bowling (18.29m X 1.05m). 6. A decibel (dB). 7. Lassie. 8. It is short for fanatic. 9. The Ox (same as <strong>2009</strong> – the Chinese horoscope has a 12-year cycle).<br />
10. Her Excellency Ms Quentin Bryce AC. 11. A bell (<strong>of</strong>ficially known as the Great Bell, it is inside the clock tower). 12. Vatican City. 13. Bergamot. 14. Uranus. 15. Pocket Monster<br />
(Japanese - Poketto Monsuta). 16. Duchess <strong>of</strong> Cornwall. 17. The AFL Players Association Most Valued Player. 18. The nose. 19. Danish. 20. Doric, Ionic and Corinthian.
88 Oct 09<br />
Pr<strong>of</strong>essional Development<br />
What’s on in Oct/Nov<br />
Kodaly Music <strong>Education</strong><br />
Institute <strong>of</strong> Australia<br />
Bookings: 9535 7035 or<br />
glenys@kodaly.org.au<br />
Kodaly Favourites Workshop<br />
Wednesday 21 <strong>October</strong>, Caulfield<br />
Autism Behavioural<br />
Intervention Association<br />
Bookings: 9830 0677<br />
Practical Strategies for Teaching<br />
Social Skills Workshop<br />
Friday 30 <strong>October</strong>, Surrey Hills<br />
Healesville Sanctuary<br />
Bookings: 5957 2818 or www.zoo.org.au/<br />
Learning/TeacherPD/Slimy_science<br />
Slimy Science Pr<strong>of</strong>essional<br />
Development Day<br />
Thursday 29 <strong>October</strong>, Healesville<br />
St Albans Meadows<br />
Primary School<br />
Bookings: www.samps.vic.gov.au<br />
1:1 Learning – Logistics, Pedagogy<br />
Plus Much More<br />
Friday 20 November, St Albans<br />
University <strong>of</strong> Melbourne<br />
Bookings:www.education.unimelb.edu.au/ceiec<br />
Early Childhood Conference<br />
Thursday 19 November to Saturday 21<br />
November, Parvkille<br />
eLearning Unit, Student<br />
Learning Division<br />
Bookings: 9637 2163 or<br />
mcnamara.brooke.l@edumail.vic.gov.au<br />
Intel Teach Thinking With Technology<br />
Thursday 26, Friday 27 and Monday 30<br />
November, and Tuesday 1 December,<br />
Strathmore<br />
School Library Association<br />
<strong>of</strong> Victoria<br />
Bookings: 9349 5822 or<br />
www.slav.schools.net.au<br />
Seeing things differently: New<br />
perspectives on reading and literacy<br />
Friday 13 <strong>October</strong>, Melbourne<br />
Victorian Information Technology<br />
Teachers’ Association<br />
Bookings: 94956836 or<br />
vitta.org.au/trainingevents<br />
Web 2 and You<br />
Thursday 15 <strong>October</strong>, Collingwood<br />
The Australian Council for<br />
Health, Physical <strong>Education</strong><br />
and Recreation<br />
Bookings: www.achper.vic.edu.au<br />
VCE Physical <strong>Education</strong> Program<br />
Planning for 2010<br />
Monday 19 <strong>October</strong>, Chadstone<br />
VCE Health and Human Development<br />
Program Planning for 2010<br />
Monday 26 <strong>October</strong>, Chadstone<br />
Victorian Information<br />
Technology Teachers’<br />
Association<br />
Web 2 and You<br />
Thursday 15 <strong>October</strong>, Collingwood<br />
Bookings: 94956836 or<br />
vitta.org.au/trainingevents<br />
Autism Behavioural<br />
Intervention<br />
Association<br />
Practical Strategies for Teaching<br />
Social Skills Workshop<br />
Friday 30 <strong>October</strong>, Surrey Hills<br />
Bookings: 9830 0677<br />
Email your PD listings to editor@edumail.vic.gov.au<br />
Drama Victoria<br />
Bookings: (03) 9419 2766 or<br />
dramavic@netspace.net.au<br />
Primary Drama Network Meeting<br />
Wednesday 15 <strong>October</strong>, Abbotsford<br />
Soundhouse<br />
Bookings: Anna-Maree on 9376 6833 or<br />
am@soundhouse.com.au<br />
Digital Storytelling<br />
Monday 12 <strong>October</strong>, Flemington<br />
Managing Images using Adobe<br />
Photoshop and Bridge<br />
Monday 12 <strong>October</strong>, Flemington<br />
Sibelius 110 (Sibelius Level 1)<br />
Thursday 15 <strong>October</strong>, Flemington<br />
Interactivity – Whiteboards and<br />
eLearning Resources<br />
Friday 16 <strong>October</strong>, Flemington<br />
Dreamweaver Level 2<br />
Monday 19 <strong>October</strong>, Flemington<br />
Create Music for your Films –<br />
GarageBand<br />
Thursday 22 <strong>October</strong>, Flemington<br />
Digital Movie Making for Home<br />
and Classroom<br />
Friday 23 <strong>October</strong>, Flemington<br />
Drama Victoria<br />
Primary Drama<br />
Network Meeting<br />
Wednesday 15 <strong>October</strong>, Abbotsford<br />
Bookings: (03) 9419 2766 or<br />
dramavic@netspace.net.au
Adobe In-Design<br />
Thursday 29 <strong>October</strong>, Flemington<br />
Using Popular Computer<br />
Games in the Classroom<br />
Friday 30 <strong>October</strong>, Flemington<br />
Sibelius 201<br />
Thursday 5 November, Flemington<br />
Australian Council for Health<br />
Physical <strong>Education</strong> and Recreation<br />
Bookings: 9851 6966 or<br />
achper@achper.vic.edu.au<br />
PHASE Primary Course<br />
Monday <strong>October</strong> 12 – Wednesday <strong>October</strong><br />
14, Parkville<br />
Term 4, <strong>2009</strong><br />
Pr<strong>of</strong>essional Learning Workshop Programme<br />
Why can’t we… A Workshop for the<br />
strategically minded School Administrator<br />
Peter Goldsworthy. Thursday 15 <strong>October</strong>, 4pm – 6pm<br />
Whole School Approach to Inquiry Based<br />
Learning: What’s Essential P-6<br />
Kath Murdoch. Wednesday 21 <strong>October</strong>, 9.30am – 3.30pm<br />
Dealing with the Hard Class<br />
Bill Rogers. Monday 26 <strong>October</strong>, 9.30am – 3.30pm<br />
Teaching Social Competencies<br />
Helen McGrath. Friday 30 <strong>October</strong>, 9.30am – 3.30pm<br />
Whole School Planning and Assessment in<br />
Mathematics for 2010<br />
Michael Ymer. Friday 30 <strong>October</strong>, 9.30am – 3.30pm<br />
Thinking and Assessment<br />
Clinton Golding. Friday 6 November, 9.30am – 3.30pm<br />
Designing a Staff Learning Programme<br />
for 2010<br />
Neville Johnson. Monday 9 November, 9.30am – 3.30pm<br />
Rich and Balanced Approaches to<br />
Mathematics (Yrs 3-9)<br />
Charles Lovitt. Tuesday 10 November, 9.30am – 3.30pm<br />
Designing and Implementing Programmes for<br />
Boys and Boys and Motivation<br />
Rollo Browne. Friday 13 November, 9.30am – 3.30pm<br />
Planning a Balanced and Effective Maths<br />
Programme for 2010<br />
Rob Vingerhoets. Monday 16 November, 9.30am – 3.30pm<br />
Preparing for Personalising Learning<br />
Darryn Kruse. Friday 20 November, 9.30am – 3.30pm<br />
Leadership Skills for Coordinators<br />
Karen Stammers & Yvonne Willich<br />
Monday 23 November, 9.30am – 3.30pm<br />
Planning for Year 12 English in 2010<br />
Ross Huggard. Friday 27 November, 9.30am – 3.30pm<br />
Designing a Whole School Welfare Approach<br />
for 2010<br />
Andrew Fuller. Friday 27 November, 9.30am – 3.30pm<br />
All workshops are held at the Australian Institute <strong>of</strong> Management,<br />
181 Fitzroy Street, St Kilda<br />
For further information or to book online visit: www.edpd.com.au<br />
or t: (03) 9524 6222 or e: seminars@edpd.com.au<br />
J1931
90 Oct 09<br />
Xxxx<br />
Take a break<br />
Staffroom Q uiz<br />
Put your general knowledge to the test<br />
with this month’s 20 questions.<br />
1 Where in Melbourne is the Skipping Girl<br />
sign Bonus point: what’s her name<br />
2 ‘New Holland’ was an early name for<br />
which country<br />
3 Bernard Fanning came to fame as the lead<br />
singer <strong>of</strong> which Australian band<br />
4 Which English word starts and ends in ‘und’<br />
5 Which sport has a playing area <strong>of</strong><br />
approximately 18 metres by a metre<br />
6 What is one tenth <strong>of</strong> a bel<br />
7 Trivia classic: Which famous female character<br />
in films and TV series from the 1950s to the<br />
2000s has always been played by a male<br />
8 How did the word ‘fan’, meaning an enthusiast<br />
or supporter, come into being<br />
9 1997 was the Chinese year <strong>of</strong> what animal<br />
10 What is the name <strong>of</strong> the Australian<br />
Governor General<br />
11 What is London’s Big Ben<br />
12 Which independent state allows entry to<br />
anyone without a passport<br />
13 With what is Earl Grey tea flavoured<br />
14 Which is the only planet in the solar system<br />
that is named after a Greek god<br />
15 What is the origin <strong>of</strong> the name <strong>of</strong> the video<br />
game Pokemon<br />
16 What is Camilla’s <strong>of</strong>ficial title<br />
17 To whom is the Leigh Matthews Trophy<br />
awarded each year<br />
18 On what part <strong>of</strong> the body would rhinoplasty<br />
be performed<br />
19 In 1997, the bubblegum pop band Aqua topped<br />
the charts. What nationality was the band<br />
20 In classic architecture, what are the three main<br />
styles <strong>of</strong> columns<br />
See page 87 for answers<br />
Sudoku Difficulty level: expert<br />
8 9 4 7 2 6 3 1 5<br />
1 2 3 4 8 5 6 7 9<br />
7 5 6 9 1 3 8 2 4<br />
9 4 8 3 5 7 1 6 2<br />
6 7 5 1 4 2 9 3 8<br />
2 3 1 6 9 8 4 5 7<br />
3 6 2 8 7 4 5 9 1<br />
4 1 7 5 3 9 2 8 6<br />
5 8 9 2 6 1 7 4 3<br />
ACCENT<br />
CURTAINS<br />
& BLINDS<br />
25 years experience<br />
in industry<br />
Government & commercial<br />
(with a focus on schools)<br />
Large or small developments<br />
WE OFFER:<br />
Installation <strong>of</strong> curtains & blinds<br />
Room darkening options<br />
Translucent curtains and blinds<br />
Insulating options<br />
Contact: Michelle<br />
Ph 94971829 Mob 0425763280<br />
Email acurtains@optusnet.com.au<br />
Cartoon by Simon Schneider<br />
FREE<br />
MEASURE<br />
& QUOTE
it’s your sChool’s ChanCE to shinE<br />
Victorian state schools spectacular<br />
hisense arena, 11–12 september 2010<br />
Joining the Chorus, the organisers <strong>of</strong> the Victorian state schools spectacular, will soon<br />
be on the lookout for 3000 singers, dancers, acrobats, actors, musicians and specialty<br />
acts such as skateboarders, rollerbladers and BMX freestylers to star in the 2010 event.<br />
Expressions <strong>of</strong> interest from government schools – for performance groups such<br />
as bands, choirs, marching bands, cheerleading squads, dance ensembles and<br />
student solo performers – open in october.<br />
look for the information that will be sent to every government school at the start <strong>of</strong> term 4<br />
or contact Joining the Chorus at jtc@edumail.vic.gov.au
SCHOOL SPECIAL!<br />
Earn l0% rebate back to your school on<br />
group bookings in May and June 2010<br />
Also 1 teacher for every 10 students stays free<br />
* $42 per person per night share basis<br />
• Breakfast included in all rates<br />
• 10 minutes CBD<br />
• 100 metres famous Chapel Street<br />
• 100 metres tram/train<br />
• 24 hr Reception<br />
• 77 rooms (Groups up to 100)<br />
• Linen and bedding supplied<br />
• Clean towels daily<br />
• Sprinkler system and fire alarms installed<br />
• Baggage storage<br />
• Security entry doors<br />
• 23 Bathrooms close to rooms<br />
• Conference Room seats 30<br />
• Evening meals easily arranged at nearby establishments<br />
• No alcohol served on premises<br />
189 Toorak Road, South Yarra 3141<br />
1300 301 630<br />
info@hotelclaremont.com<br />
www.hotelclaremont.com<br />
STAY WITH<br />
CONFIDENCE<br />
ACCREDITED SCHOOL<br />
ACCOMMODATION<br />
CLAREMONT GUEST HOUSE<br />
SOUTH YARRA<br />
DONÕ T MISS OUT<br />
BOOK NOW<br />
1300 301 630