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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 />

• Chemistry<br />

• Physics<br />

• Scholarships<br />

• 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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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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We visit your<br />

school or<br />

home


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 />

1200<br />

1200<br />

1020<br />

1020<br />

1020<br />

840<br />

840<br />

840 660<br />

660<br />

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480 300<br />

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300 120<br />

120<br />

120<br />

J F M A M J J A S O N D<br />

J F M A M J J A S O N D<br />

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 />

FIZZ<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 />

contents <strong>of</strong> this CD and<br />

double-click on the<br />

CHART.exe icon.<br />

PC -Mac<br />

Compatible CDROM<br />

For Teaching English As A First Or Other<br />

Language<br />

R<br />

Mac: OSX 10.4.0+<br />

Navigate to the contents<br />

on this CDROM and<br />

double-click on the<br />

CHART.app icon.<br />

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 />

sounds <strong>of</strong> English and their various spelling choices.<br />

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 />

If this CD does not autorun,<br />

Navigate to the contents<br />

double-click on your CDROM<br />

on this CDROM, doubleclick<br />

on the Decoder.app<br />

icon or naviagate to the<br />

contents <strong>of</strong> this CD,<br />

or Video.app icons<br />

double-click on the<br />

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Decoder Serial: T6H5R4A3S2S1<br />

PC Install Serial: dpe172<br />

Video Serial: V8I2D7E5O4<br />

PC Install Serial: dpe162<br />

© Denyse Ritchie <strong>2009</strong><br />

Published by THRASS Australia Pty Ltd <strong>2009</strong><br />

ISBN 1 876424 78 8<br />

www.thrass.com.au<br />

Training courses<br />

New S<strong>of</strong>tware Available Now<br />

Quote: ‘I came looking for<br />

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THRASS course, Melbourne, 2003.<br />

Read other evaluations at<br />

www.thrass.com.au<br />

Features The THRASS Picturechart<br />

CDROM must be in your CDROM drive for the program to run.<br />

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 />

www.thrass.com.au enquiries@thrass.com.au<br />

ABN 15 081 990 490<br />

Serial: ZA7PC814MB2H<br />

Version 1.0<br />

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OCTOBER<br />

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NOVEMBER<br />

Shepparton 09-10<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 />

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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 />

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Freecall 1800 800 192<br />

Email: greg@circusmaximus.com.au<br />

ALL THE<br />

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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 />

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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 />

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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 />

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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 />

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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.


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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 />

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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 />

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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 />

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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 />

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Bennett-Hullin, Karie Cranbourne SC GRD<br />

Brown, Annabelle Gilmour Keysborough Springvale SC CLASS<br />

Brydie, Tamara Yvette Carrum Downs SC CLASS<br />

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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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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 />

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ACCREDITED SCHOOL ACCOMMODATION<br />

per student per night<br />

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LINE MARKING<br />

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LINE MARKING<br />

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Contact: Emily or Robyn<br />

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HAVE BUTTERFLIES<br />

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Order now<br />

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Phone (03) 8802 0023<br />

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or visit<br />

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Call Peter on<br />

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• 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 />

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Contact: Michelle<br />

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Cartoon by Simon Schneider<br />

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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

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