Shine Magazine, Issue 9, October 2009 - Department of Education ...

education.vic.gov.au

Shine Magazine, Issue 9, October 2009 - Department of Education ...

Shine A publication of the Department of Education and Early Childhood Development October 2009 | Issue 09 EARLY CHILDHOOD special issue fantastic outdoor 5adventures Big Day In-a big success! 10 ways towards sustainability


THINK OUTSIDE THE CLASSROOM IMAGE: SINGING BOWL MEDIA SOURCE: MUSEUM VICTORIA MELBOURNE MUSEUM NICHOLSON STREET CARLTON SCIENCEWORKS 2 BOOKER STREET SPOTSWOOD IMMIGRATION MUSEUM 400 FLINDERS STREET MELBOURNE BEYOND FOUR WALLS The Melbourne Story exhibition is divided into 7 distinct time periods which highlight key events and changes to the city from early days of European settlement to the present. Staff-led education programs – Fun and Games, Making a Quid, Load of Old Rubbish and Cold Case Detectives – are designed to engage students in an enquiry based investigation of the city. See our website for details of humanities programs. GOING PLACES: THE TECHNOLOGY OF TRANSPORT This interactive exhibition explores the technology humans have developed for travel and the way it has shaped the social fabric of our time. Observe, understand and use an incredible range of travel technology to see how it makes our lives easier and get a glimpse of the future of transport. Suitable for Years 3–8. TALKING FAITHS EXHIBITION OPENS 26 NOV ‘I’ve learned that we should get to know people before we judge them.’ Year 10 student Talking Faiths is a program developed to engage faith communities, schools and young people to explore interfaith issues through a multicultural perspective. This includes the Talking Faiths exhibition and online programs. The Talking Faiths Project is part of the 2009 Parliament of World’s Religions program. ENTRY & BOOKINGS Entry is free for students. A one-off booking fee of $11 applies per school (additional fees may be incurred for staff led programs). Bookings for 2010 open 1 December. Bookings essential. STAY IN THE LOOP Subscribe to MV Teachers for unlimited general entry to our museums. VISIT MUSEUMVICTORIA.COM.AU ⁄ EDUCATION OR CALL 13 11 02 FOR MORE DETAILS


Contents Shine 3 30 38 56 Shine is published monthly by the Communications Division for the Department of Education and Early Childhood Development, GPO Box 4367, Melbourne 3001 ABN 52 705 101 522 www.education.vic.gov. au ACTING EDITOr | Tina Luton EDITOr | Sarah Oppenheim Phone: 9637 2914 Email: editor@edumail.vic.gov.au DESIGNEr | Jackie Jackson Any use of this publication is welcome within the constraints of the Copyright Act 1968. PuBLICATION DATES 2009 | Next issue published on 5 November TO ADvErTISE | Contact Wayne Maxwell or Diane Mifsud Ph: 9637 2868 or 9637 2862 ed.advertising@edumail.vic.gov.au TO SuBSCrIBE | Contact Wayne Maxwell Ph: 9637 2868 Email: shine@edumail.vic.gov.au Advertisements featured in Shine carry no endorsement from the Department of Education and Early Childhood Development, either implicit or explicit. readers should rely on their own inquiries and investigation. No responsibility is accepted by DEECD for the suitability or accuracy of goods, services or advice contained in advertisements. Some material in Shine is opinionative and does not necessarily reflect the views of the Department. Proudly printed by Hannanprint victoria under ISO 14001 Environmental Certification. The paper used to create this magazine comes from certified and sustainable forests. Please recycle. COvEr | Photo by Clinton Plowman News 11 Children’s Week A list of events and activities for children of all ages around the state. 21 Kinglake day care centre A long day care service has been re-established at Kinglake. 32 Smarter Schools Partnerships Victorian schools will benefit from an injection of funds to boost student outcomes and improve the quality of schooling. 34 Bar None The new Bar None Community Awareness Kit will assist schools to be even more welcoming to people with a disability. 35 Teach for Australia A new national partnership will see Victoria lead the way in assigning outstanding graduates to disadvantaged schools. 64 Lessons in multiculturalism Australia is a drawcard for inbound study programs, which provide the chance for a rich and rewarding multicultural exchange. Regulars Letters 5 Briefcase 6 Calendar 10 Snapshot 14 Flashback 33 Where are they now 38 Research 56 Features 16 Suggestions for sustainability Ten ways to help your school or early childhood facility to reduce its carbon footprint. 26 Gifted and talented students Dr Patricia Edgar on the power parentteacher partnerships can have on building student succeess. 28 From the minds of babes ‘Sticky mitten’ research is being conducted at Australia’s first cognitive neuroscience ‘baby laboratory’. 46 Barnum Spectacular photos from the latest production by Joining the Chorus. 48 Big Day In All the news from the statewide Big Day In for principals. 52 Deeper learning approach Developing rational understanding may encourage more students to take up science, technology, engineering and maths. eLearning 72 Regional Roundup 78 Appointments 82 Curtain Call 87 Professional Development 88 Staffroom Quiz 90


4 Oct 09 Messages Welcome to the October issue Minister for Education Bronwyn Pike Minister for Children and Early Childhood Development Maxine Morand Welcome to a special early childhood edition of Shine. There is overwhelming evidence and increasing recognition that the early years of life have a profound impact on each child’s future. Parents, families, the community and government are all vital influences on ensuring our children have the best possible start in life. We know that children’s learning and development starts from day one and that their early experiences have a direct impact on their future wellbeing – which is why we outlined our commitment to improving early childhood services in the Blueprint for Education and Early Childhood Development. Already this year we have launched the Children’s Services Regulations, increased funding for technology in kindergartens, released the draft Early Years Learning and Development Framework, and made significant headway in implementing the ‘Transition: A Positive Start to School’ initiative – all key elements of a broader reform agenda designed to improve early learning in Victoria. The Victorian Government is also committed to the delivery of an inclusive education system that ensures all students have access to a quality education to meet their diverse needs. Schools and kindergartens across Victoria will now be even more welcoming to people with a disability, thanks to a new resource kit launched last month. World Teachers’ Day – held annually in Australia on 30 October – was developed in 1994 by the United Nations Educational, Scientific and Cultural Organisation. It is a day to celebrate teachers and the central role they play in guiding children, youths and adults through the lifelong learning process. This year, World Teachers’ Day focused on the role of teachers within the context of the global financial and economic crisis, and the need to invest in teachers now as a means to secure post-crisis regeneration. There is no doubt that teachers provide an invaluable service to every community, and here in Victoria we can be incredibly proud of the quality, dedication and commitment of our teaching staff. Teaching is a profession that simply cannot be underestimated, and World Teachers’ Day serves as reminder of the importance of this vital role. Secretary of the Department of Education and Early Childhood Development Professor Peter Dawkins For the second year in a row, Victorian students have been amongst the nation’s highest performers in literacy and numeracy. Results from the National Assessment Program Literacy and Numeracy (NAPLAN) tests show that Victoria, along with the ACT and NSW, are the highest performing states and territories in Australia. In the Blueprint for Education and Early Childhood Development, we highlighted our commitment to improve student achievement, and these results are a terrific indication that we have a lot to be proud of in our education and early childhood system. In the last edition of Shine we brought you news of the Regional Network Leader (RNL) Institute – a weeklong professional development session for regional network leaders and other regional staff. After five days of professional learning, Victoria’s RNLs put their newfound knowledge into practice, coordinating a Big Day In for principals. The day was an overwhelming success, with events held at 30 venues across the state – giving education professionals a valuable opportunity to discuss school improvement. You can read more about these developments in this edition of Shine. Advance Tutoring School Home or centre tuition – Year 1 to Year 12 The Professional Teachers • English • Chemistry • Physics • Scholarships • Business management • Maths • Biology • Italian and more • Accounting Tuition bookings: 0411 333 001 / 0413 880 897 Teachers are welcome to join our team www.advancetutoringschool.com.au


Letters T 28 Apr Jul 09 Opinion Pandora Petrovska Why Aboriginal languages should be taught “Before we started I had absolutely no idea that our language even existed.” – VCE Indigenous Reclamation Language Student here is something profoundly sad about a young person being oblivious to their own history. Knowledge about oneself and one’s heritage is fundamental to our sense of self, and understanding of the world. Language is an enduring marker of identity and culture, and this story shows how individuals strive to overcome the deep wounding of past policy affecting self, to this day. It was the summer of 2005 when I first met Wotjobaluk woman Jennifer Beer from the Wimmera, as she stood in the doorway of my office. It was hot and she had trave led from Horsham to Melbourne to meet with somebody who could help her realise her dream: the teaching of her language, Wergaia. Jennifer Beer is one of those remarkable characters you are truly fortunate to meet in a lifetime; a person whose vision inspires many to do things they never imagined were possible, like asking for the basic rights we take for granted. For Jennifer, this meant teaching a Victorian Aboriginal language that is no longer spoken as a primary means of communication. It is a well-known fac that after the establishment FRIDAY 31 JULY Phonics and Spe ling in the Early Years David Hornsby PREP TO YEAR 2 TEACHERS WEDNESDAY 12 AUGUST Three Dimensions in a Day – Part 2: Measurement, Chance & Dat and Working Mathematically Rob Vingerhoets (can be a tended as a stand-alone seminar) PREP TO YEAR 6 TEACHERS of government and church missions, where Aboriginal people were forbidden to speak their language, or practise their culture, the transmission of Victorian Aborigina languages ceased. This, and the threat of having their children removed, was an effective mechanism to achieve a situation where these languages simply faded. Jennifer Beer had come to the right place: the Victorian School of Languages, a specialist government language school teaching 45 languages in over 40 schools in Melbourne and country Victoria, as we l as a distance education section teaching nine languages to a l school sectors. With broad VCE provision, many thousands of students around the state, and Term 3 & 4 Program THURSDAY 20 AUGUST Project-Based Learning in the Middle Years of Schooling Darryn Kruse YEARS 3 TO 9 TEACHERS THURSDAY 27 AUGUST Comprehension and Strategies for Fiction Deb Sukarna YEARS 3 TO 9 TEACHERS TUESDAY 1 SEPTEMBER Assessment for Learning in the Inquiring Classroom Kath Murdoch PREP TO YEAR 6 TEACHERS We had a country centre at Horsham, so delivering an Indigenous language was possible. But this experience was very different from the many established languages we taught. I read with great interest your article on ‘Why Aboriginal languages should be taught’ (issue 06, page 28). I think that reviving, reclaiming and honouring all cultures is important. When apartheid was lifted/banned in South Africa in 1994, at least 15 African languages and three Indian languages were made compulsory in schools, acknowledging and representing the varying segments that made up the South African population. This was a moment in history that reflected that all people were equal and important and that the South African culture was not only a reflection of Western values but made up of a rich tapestry. It is wonderful to see that my niece’s children learn English, Hindi, Zulu and Afrikaans at school. The inclusion of all languages is a true representation of the people. The shame of being black has been replaced by dignity when all languages are recognised and acknowledged in the curriculum of the school. If the government wants to build a true and united nation then Indigenous languages need to be taught. In South Africa the overthrow of the ‘white only’ government saw three major changes: the flag, the national anthem and the inclusion of Indigenous languages in the curriculum. Apart from the ‘Sorry Day’ speech, so far the Australian Government has not changed anything to acknowledge the Aboriginal people as the First Nation of Australia. The Aboriginal culture has a lot to teach us about conservation, harmony and interconnectedness. I feel that it is a sorry day indeed that Aboriginal culture is still not officially reflected in our government logos and community. Dr Intal Chetty recent delivery of Yorta Yorta in partnership with Northland Secondary Co lege, we were we l placed to assist. We had a country centre at Horsham, so delivering an Indigenous language was possible. Bu this experience was very different from the many established languages we taught. There were no dictionaries or grammar books. Even when we undertake the teaching of refugee languages, like Dinka and Somali, materials have often been developed internationa ly, and may be adapted for the Australian classroom. This required a partnerships and co laboration with many to become a reality. Permission to undertake the reclamation and revival of Wergaia was given by the community in the Wimmera, and after consultation with the Local Aboriginal Education Consultative Group (LAECG) and the Land Council, the community received funding from the Victorian Aboriginal Corporation for Languages (VACL) to develop a Wergaia word list. Monash University linguist, Dr Julie Reid, developed the Wergaia Community Grammar and Dictionary in 2007. For the firs time, Wergaia was taught at VCE level to students in Horsham and Ba larat using Ivanhoe Grammar School is committed to building academic professional knowledge through the delivery of high quality seminars and workshops presented by internal and external speakers. FRIDAY 9 OCTOBER Ensuring an Effective and Strong Final Term in Maths Rob Vingerhoets PREP TO YEAR 6 TEACHERS THURSDAY 15 OCTOBER Mathematics – Teaching and Learning the Four Operations in Number Michael Ymer PREP TO YEAR 6 TEACHERS Fo registration forms and enquiries, please contact Paula Welham on: Telephone: 9490 1877 • Mobile: 0488 110 000 • Email: mail@ivanhoepl.com • Book online: www.ivanhoepl.com Where: Darebin Arts & Entertainment Centre (Cnr Be l Street & St Georges Road, Preston) Time: 9:30am – 3:30pm (Registration from 9:00am) Cost: $185 (inc. GST). Cost includes morning tea, lunch& hand-outs our video conferencing facility in Thornbury. Linguist Dr Julie Reid conducted weekly twohour classes, and regular one-day workshops in Ba larat in accordance with the VCE Study Design for Indigenous Languages of Victoria: Revival and Reclamation, which was specifically designed to teach the fundamentals of language reclamation. The starting point for the linguist, and the class, was the sketch grammar written by Hercus (1986) based on 1960s audio recordings of individuals speaking Wergaia. Unbeknowns to her, these audio recordings had captured the voice of one of Jennifer’s own relatives. “I remember growing up hearing Uncle Walter and others speak language as a sma l child, but I did not know he had been recorded,” she told me. “When I heard his voice on the tapes, I had a deep sense of pride.” Seeing these VCE Indigenous Language Reclamation students successfu ly complete their studies and receive validation from Minister for Education Bronwyn Pike, at our VCE Top Scorers Function was bri liant. The joy for me wi l be seeing what they do with this knowledge in the future and the language classes they wi l teach. On reflection, as I write this, I understand why I came to spend so many years with this language school. Pandora Petrovska is assistant principal of the Victorian School of Languages (VSL). She leads curriculum and training for over 700 language teachers employed by the VSL statewide and has been instrumental in the implementation of VELS electronic reporting and many other projects at the VSL, which are shared across a l government schools. Tell us what you think. Email editor@edumail.vic.gov.au Email editor@edumail.vic.gov. au Letters may be edited for space. Opinion Shine 29 Briefcase Shine 5 Letter of the month We applaud Dr Patricia Edgar’s continued efforts to combat the advertising of junk food on television (issue 07, page 26). Such marketing is indeed highly questionable, particularly when it is aimed at children. Our concern is that it becomes so pervasive in the child’s world that it limits knowledge and interest in other food choices, putting additional health-related pressures on families. It is a disservice to our young people to underestimate their capacity (and their right) to enjoy real food. While children are susceptible to advertising, on the other hand they can be wonderfully open to new, fresh and healthy choices. Parents and home economics teachers know what pleasure young people get from preparing, tasting and sharing food, and how much they can learn along the way. This experience and knowledge can help children to be critical of the food advertising they see around them, and to aspire to long-term health. But kids, parents and teachers could do without the constant bombardment of counterproductive messages on television. Jo Scanlan Bouquets for Shine magazine! It’s very attractive, encourages a browse and there is an interesting range of articles. There is a gap though. I have been a full-time classroom teacher since 1970. It has been a privileged, professional life and it continues for me. Many of my peers are retiring or have retired. A concern to me is the prevailing view that many workers will change careers numerous times during their working lives. This view encourages a perception that being a teacher is not a long-term commitment, and that after a while a person might/ought seek greener pastures and move on/up in their professional journey. I, on the other hand, believe we should be encouraging new teachers to see this career as lifelong and not just one railway station on the longer line. People need to be encouraged to stay the distance. They need to be shown how others have stayed the distance; that you don’t have to become burned-out wrecks after a short time. Dennis Matthews Next month’s best letter wins an audio book! 26 Aug Apr 09 Opinion Send us your views on an article in this month’s issue and you could win the classic Andy Griffiths novel Mascot Madness: Schooling Around in audio book format, courtesy of Bolinda audio. Email editor@edumail.vic.gov.au I sat on the beach last summer observing the parade of bodies, recalling photographs taken of my children playing on that same beach one generation before. The difference was massive. Australians are now among the fattest people on the planet. Twenty per cent of Australian children are overweight and 10 per cent are obese. These young people will battle i lness for most of their lives – type 2 diabetes, bone disease, respiratory and cardiovascular diseases. Studies pu the cost of obesity in children and adults in Australia in excess of $21 bi lion dollars. Researchers are warning that, In Sweden, television advertising to children under 12 has been banned since 1991. In the UK, television regulator Ofcom banned junk food advertising in and around children’s television programs in 2007. Opinion Dr Patricia Edgar Biting off more than we can chew Children are targeted relentlessly by fast food companies with irresponsible marketing campaigns. As teachers – your voices should be raised in this debate. for the firs time in more than a century, life expectancy may fall. The psychological impact of obesity can be as damaging as the physical effects with many children demonstrating increased levels of stress with effects on their behaviour, concentration, learning ability and mood. I am sure teachers observe these symptoms in classrooms across the state. We are hearing more and more messages about healthy eating bu they get lost under the welter of products designed to tempt, which are thrust under our noses. In supermarkets there are lo lies, chips, chocolates and biscuits all on shelves at children’s eye level so they can pester their parents. It’s not just the amount o food we now eat but also what is in the food – the saturated fats and the quantity of sugar – that make the battle to keep weight within normal range a cha lenge for many people. The way food and drink is advertised creates confusion about what are the contents of food products and what represents healthy eating. Labels trumpet: 20 per cent less fat; 70 per cent less sugar, but the real meaning is less clear. Children are targeted relentlessly by companies and advertisers with irresponsible marketing fat, sugar an promotions Shrek promo popcorn, Cok Without a very un Sophistry bedevil industry’s role in t industry insists we media industries in they only offer ente calls on parents to b children: they can tu refuse to buy, feed th But business conspire are way ahead of the g best minds to bear on w develop the market. The people genera ly would of french fries or two bu buy the super size, the va Super-sizing led to a revo A serving of McDonald’s ballooned from 200 calorie


6 Oct 09 Briefcase What’s new this month Make a Scene is back! Students Australia wide are once again invited to select a Shakespearean phrase and interpret it in their own way for the Make a Scene competition. Students can submit their interpretation in any medium they choose – drawing, photograph, illustration, podcast, animation, or movie – as long as it is submitted electronically as a still image, audio or movie file. There are significant prizes to be won, with the best national entry awarded an Apple iPhone 3G plus $5000 cash for the individual student and $10,000 cash for their school. Entries can be uploaded from 1 October and close 30 November 2009. For more information, visit www.optus.com.au/makeascene Battle online baddies and save energy Origin has launched a new environmental education program called Energy Force. This digital game is specifically aimed at kids aged 8–12 years, and encourages them to think about saving energy in a fun, safe and interactive online environment. By joining a fictional spy agency, players can choose an agent alias and receive secret missions whereby they learn about the wasteful energy behaviours of the ‘baddies’ from a group called WASTE (We Are Stealing The Energy) and earn rewards along the way. For more information, visit www.energyforcegame.com.au Where’s Kate Adventurer Kate Leeming is about to set off on her grueling 20,000km cycling journey across Africa! The first leg will see her pedal 250km from Dakar to Saint Louis in Senegal. Ms Lemming’s Breaking the Cycle quest aims to explore and understand the causes and consequences of extreme poverty. Middle years students are encouraged to take part in the journey through the Department’s associated education program. For more information and updates, see www.btcycle.com Open Day at the Gould League All teachers are invited to a free Teacher Open Day at the Gould League Environmental Education Centre in Genoa Street, Moorabbin, on Monday 26 October between 11:00am–2:00pm. Tour the centre, explore the Climate Change and Water Education Garden, and participate in a hands-on sampler of environmental education programs, before taking part in a delicious and complimentary light lunch. RSVP to gould@gould.org.au or call 9555 5565. Put your knowledge to the test How much do you know about State Government, and how confidently could you answer any questions parents and students may have about it Try these questions on for size – is Federation Square public or private Where would you look for historical documents Who makes the laws, and what is the highest court in Victoria Check your answers in Welcome to Government, your introduction to working in the Victorian public sector at www.ssa.vic.gov.au, and impress your colleagues with your newfound knowledge! The origins of life From Charles Darwin’s theory of evolution to modern biomolecular technologies, where we all came from remains a fundamental headscratcher. Join world-leading evolutionary theorist Prof. David Penny for The Origin of Life: from Darwin to the metabolome of primordial soup, a public lecture presented by the University of Melbourne on 22 October. Visit www.pmv.org. au/darwinlecture/darwinlecture.html Anaphylaxis conferences Anaphylaxis Australia will hold seminars in Melbourne and Ballarat on 28 and 29 October. These seminars will provide useful information for individuals who are at risk of anaphylaxis, as well as parents, relatives, friends, carers, teachers, health professionals and members of the community who want to know more about the management of severe allergy and anaphylaxis. Expert speakers will cover a range of topics including, what is food allergy, how to recognise and treat a reaction with EpiPen demonstration, management of food allergy in the home, childcare and school community. The Melbourne event will be held at AMREP seminar room, ground floor, Alfred Hospital, Commercial Road, on 28 October at 7pm. Cost: $15 per person. For more information or to register, visit www.allergyfacts.org.au


Ready, set – walk! Walktober Walk-to-School, the highly successful VicHealth event aimed at getting more children walking to and from school, is being run again throughout Victoria on Wednesday 21 October 2009. Last year 322 primary schools across Victoria participated in the event, with over 60,000 children walking to school on the day – this is an increase of over 100 schools and 21,000 children since the inaugural event in 2006. For more information, see www.vichealth.vic. gov.au/walktober Melbourne International Arts Festival Briefcase Shine 7 It’s time to party! Some of the world’s most exciting and challenging creative works will again be on display in Melbourne. The Festival’s 2009 Schools Program provides some great opportunities, including a review writing competition for students, and free educational resources for teachers. Melbourne International Arts Festival runs 9–24 October 2009. For full details, visit www. melbournefestival.com.au/education Uncover the Distance Education Centre Victoria Former teacher Jenny Campbell has painstakingly researched the history of distance education to create Across the Distance – 1909–2009: Celebrating 100 Years of the Distance Education Centre Victoria. The book charts DECV’s growth from small beginnings to present day, and contains letters, photographs and plenty of fascinating, and perhaps little known, facts. For example, during 1916–1917, returned soldiers participated in teacher training by correspondence, which would assist them to integrate back into the community. To purchase a copy of the book for $10 (includes postage), call DECV on 8480 0000 or email centenary@distance.vic.edu.au Across the Distance: 1909-2009 Celebrating 100 Years of the Distance Education Centre Victoria PREP TO YEAR 8 Did you know AutoMarque can assess written work. Yes, written work! A world fi rst, AutoMarque provides teachers with astute feedback on their teaching and the gaps in student learning that would otherwise go unnoticed. Educational leaders can reduce their teachers’ work load while simultaneously improving their teaching effectiveness. AutoMarque is the assessment for learning tool. “We have found AutoMarque to be a very powerful way to inform us of our strenghths and weaknesses in [learning] across the school and we are now progressing toward directing our teaching with regard to these… I have heard from teachers that they, and many students, have found this to be a powerful experience. It has certainly changed the conversations we are having”. (Senior Teacher) Get your free demonstration disk from www.automarque.biz or contact Customer Service for information on (03) 6234 8336 Why have WOODWORK WORKSHOPS in your classroom Because our workshops are: • EASY - we provide everything & teachers regularly rebook • SAFE - custom workbenches & tools • THEME-TAILORED - to any classroom topic • FUN - engaging & interactive, kids take models built home • HANDS-ON - tool skills, techniques, co-ordination, confidence Popular topics: Energy, toys, environment, gears & pulleys, movement, machines, electricity, solar energy and more. Programs from under $10 per student BOOKINGS 1300 966 338 Email: admin@woodworkroom.com.au woodworkroom.com.au


8 Oct 09 Briefcase Short films for the future Young Victorians are urged to create short films about sustainability for Future Shots, a short film challenge sponsored by Sustainability Victoria, in partnership with Melbourne Water, DEECD, CERES, Australian Film Television and Radio School, Hopscotch Entertainment and Little Big Shots. Three awards are on offer: best film, people’s choice, and an award for the film made with lowest use of resources. Films may be of any genre and made individually or as part of a team. Entrants may use any filmmaking device, ranging from a mobile phone, home video equipment to a film crew. Training workshops are being held for teachers to help them support aspirational filmmakers in the areas of sustainability and film production. Entry deadline is 6 November 2009. Winners will be announced at an awards night in December. The top 20 films will be screened on the night and also be streamed on the Sustainability Victoria and Future Shots website. For information, visit futureshots.com.au Slimy science PD Healesville Sanctuary is running a full day PD to give primary and secondary teachers valuable information and practical ideas on how to engage their students in science, with particular emphasis on frogs, their biology and the conservation and creation of frog habitats. Five of the eight schools that attended the last Slimy Science PD have since established thriving frog bogs and created cross-curricular activities. Teachers at Bayswater North Primary School have initiated a frog habitat at their school, improving the husbandry and extending the use of their classroom green tree frogs as a result of attending the day. They have also purchased additional frog models for use in the lifecycles program for early years’ students. So, hop to it! The next session of Slimy Science is on Thursday 29 October from 9.15am to 3pm and costs $99.00. For more information, see www.zoo.org.au/ Learning/TeacherPD/Slimy_science Foxtel wants you for its high school musical! Does your school have what it takes to deliver the ultimate school musical Foxtel is on the hunt for Australia’s most talented school, giving students a once-in-a-lifetime chance to be cast in a new reality TV series Fame The Musical. Schools are invited to submit promo tapes that demonstrate their singing and dancing talents. It doesn’t have to be current – it could be from last year or the year before, just to give an idea of what your school has produced in the past. Only one school will be chosen! Students from the chosen school will then be invited to audition for the musical. Auditions start early November. Rehearsals will run through December with the curtain rising on the final cast of 30 talented students who will perform in front of a massive audience of family and friends in January 2010. For more information contact Jo Rippon at jo.rippon@freemantlemedia.com.au Is your teacher the world’s greatest To celebrate World Teachers’ Day on 30 October, the Victorian Institute of Teaching is inviting students to make a three-minute film that answers the question, “What makes a great teacher” Winning schools in the P–6 and 7–12 categories will receive a set of 10 iPod touch units, and gift vouchers for up to four of their students. Entries close 16 October, so be quick! For more information, visit www.vit.vic. edu.au. YOUR TEACHER YOU STARRING YOUR TEACHER TO CELEBRATE WORLD TEACHERS’ DAY ON 30 OCTOBER 2009, THE VICTORIAN INSTITUTE OF TEACHING WANTS YOU TO MAKE A 3 MINUTE FILM THAT ANSWERS THE QUESTION “WHAT MAKES A GREAT TEACHER” YOUR SCHOOL COULD WIN A SET OF 10 iPOD TOUCH UNITS FOR CLASSROOM USE *. TO FIND OUT MORE OR TO ENTER, VISIT WWW.VIT.VIC.EDU.AU THIS FILM HAS BEEN RATED G GENERAL AUDIENCES *(ONE SET FOR EACH WINNING ENTRY IN THE P-6 AND 7-12 CATEGORIES) HURRY, ENTRIES CLOSE 16 OCTOBER 2009 DIRECTED BY YOU WTD POSTER FINAL A3 (5).in d 1 27/08/09 12:15 PM Catch great Australian movies at the Mediatheque Melbourne’s Australian Centre for the Moving Image (ACMI) and the National Film and Sound Archive (NFSA) have collaborated to create a new national screen culture resource centre. The Australian Mediatheque is housed in a purpose-built centre within ACMI at Federation Square and will provide Victorians and visitors to Melbourne with new and exciting opportunities to freely engage with the moving image and to explore significant screen culture archives, including highlights from over 100 years of Australian and international film, clips from Australian television productions, film stills and publicity materials, video artworks, student and communitymade films and sound resources. The Australian Mediatheque is open to the public free of charge between 12–6pm Monday to Sunday. For further information, see www.australianmediatheque.net


Happy 120th birthday Mentone Primary! Mentone Primary School is inviting the community, along with past teachers and students, to help celebrate its 120th birthday with a huge festival to be held on the school’s premises in Childer’s Street, Mentone, on Saturday 24 October 2009 from 10am–4pm. There will be stage performances from the Mordialloc Band and various artists, Indonesian and Indian dance demonstrations, food stalls, games, an animal farm, art show and plenty of activities for kids. For more information, contact Robyn Wilson on 9583 2995 or email wilson.robyn.m@edumail.vic.gov.au Last chance to enter Dardee Boorai art competition Entries for the Dardee Boorai art www.education.vic.gov.au/aboriginalcharter Victorian Charter of Safety & Wellbeing for Aboriginal Children and Young People www.education.vic.gov.au/aboriginalcharter Dardee Boorai: Victorian Charter of Safety & Wellbeing for Aboriginal Children and Young People competition close on Friday 30 October 2009, so if you haven’t already entered you had best get to work! Students’ artwork should reflect their interpretation of the theme: Strong Aboriginal Children. Prizes include bikes, DS Nintendos, $200 gift vouchers, Wii Fits and more. Visit www. education.vic.gov.au/aboriginalcharter Visit Skydeck FREE! To celebrate World Teachers’ Day on 30 October, Eureka Skydeck 88 is offering all Victorian teachers free admission on presentation of their VIT cards between 30 October and 1 November 2009. Teachers will also have a chance to win a six-course degustation dinner at Eureka 89, an unforgettable dining experience 300 metres above cosmopolitan Melbourne, by subscribing to the online Teacher Subscription during October. For more information, visit www.eurekaskydeck.com.au CAR LEASING


10 Oct 09 Briefcase What’s on this month 14 24 October Leave the car at home and don your bike helmet for National Ride to Work Day. This annual Australia-wide event encourages workers to feel good and have fun by commuting to work by bike and experiencing the health, financial and environmental benefits of riding. Children’s Week begins today. Tomorrow, head to the Melbourne Zoo where kids will enjoy the lion’s share of fun with music, games, fairies and face painting. Throughout this week schools, playgroups, child care centres, kindergartens, cultural groups, libraries, community groups and more, will provide activities and events for thousands of children and their families around Australia. To join the fun, see www.childrensweek.org.au November 1 3 Say farewell to Children’s Week for another year, and join the free, final festivities at Melbourne Museum. Celebrate in style for the race that stops a nation on Melbourne Cup Day. It’s all about the fashion, the fillies, fine food and having a friendly flutter. May the best horse win! 28 30 31 Universal Children’s Day. Winners of the Early Years Awards, which recognise the contribution that partnership approaches make to improving the health, learning, development and wellbeing of all Victorian children, will be announced at a ceremony in the Great Hall of the National Gallery of Victoria. The wait is finally over, so set your clocks, prepare your pens, take a deep breath and smile as thousands of students across the state begin their VCE exams. At the same time, pay homage to the extraordinary contributions and achievements of Australia’s educators and early childhood workers for World Teachers’ Day. Get a little spooky for Halloween. Carrington Financial Services Transition to Retirement can Provide: n Same Income As Now n Retain Your Tenure n Retain Your Sick Leave n Retain Your Long Service Leave n Pay Less Tax n Have More Superannuation at 60 or later Contact John Doyle or Diana Sangue on (03) 9820 8688 For a no obligation assessment of your situation. Email: carringtonfs@carringtonfs.com.au Website: www.carringtonfs.com.au We visit your school or home


Celebrate CHILDREN’S WEEK Children’s Week offers an array of fun – and free! – activities for children of all ages right across Victoria, writes Caroline Kearney. From tai chi to sand sculptures and sing-along sessions with Blinky Bill and the Wonderful World of Mr Men and Little Miss – the Melbourne Zoo will be transformed into a children’s wonderland on Sunday 25 October as the Minister for Children and Early Childhood Development, Maxine Morand, launches Children’s Week 2009 with a family fun day. Entry is free for children 15 years and under and the zoo will be abuzz with face painters, empress stilt dancers, Chinese lantern and knot workshops, wacky musical instrument workshops, crafty animal fun and ‘Go for your life’ activities. Running from Saturday 24 October to Sunday 1 November, Children’s Week is an annual, national event that celebrates children’s right to enjoy childhood and provides opportunities for young Victorians to participate in a range of activities provided by the Victorian Government in partnership with local governments, Victorian schools, early childhood services and key stakeholders. Themed around ‘a caring world shares’, Children’s Week recognises the importance of cherishing children; their talents, skills and achievements. On Universal Children’s Day, Wednesday 28 October, Minister Morand will celebrate the positive impact of early years’ education and care partnerships on Victorian children and families through the presentation of the Early Years Awards. Held at the National Gallery of Victoria, the awards recognise the contribution that partnership approaches make to improving the health, learning, development and wellbeing of all Victorian children. Children’s Week also draws on 2009 as the International Year of the Gorilla, Astronomy, Natural Fibres and Reconciliation. During launch day at the zoo a gorilla art mural will be created and ‘gorillas in the wild’ art activities will take place. On Sunday 1 November, as Children’s Week celebrations draw to a close, a new initiative with The Alannah and Madeline Foundation – Children365 – will be launched with a family fun day at Melbourne Museum. Children365 encourages all of us to cherish our children every single day of the year. The concept was developed after the tragic death of Darcey Freeman. The Alannah and Madeline Foundation – a charity focussed on protecting children from violence – supported Darcey’s family after her death, and together with the Find out what’s happening in Children’s Wee Victorian Government, www.education.vic.gov.au/childrensw will host a special day to celebrate all children. During the launch adults will be encouraged Children's Week - Poster Vic 2009.indd 1 to make promises and declarations about their children for the year ahead. A free calendar will be distributed featuring great ways to spend time with your children. An exciting range of interactive, fun and educational activities will be available for the whole family to enjoy. Concession card holders and children 12 years and under have free entry to the Melbourne Museum. For this event, the museum is offering free admission for all adults with a voucher. See pages 12–13 for a selection of events taking place around the state during Children’s Week. For a full list of events and information on museum admission vouchers, visit www.education.vic. gov.au/childrensweek


CHILDREN’S WEEK Children’s Week – fun and fabulous events in your region BARWON SOUTH WESTERN Family fun day Sun 25 Oct; 11am–3pm Potato Shed, Bellarine Multi Arts Centre, 41 Peninsula Drive, Drysdale Celebrate the launch of Children’s Week in Geelong at’s happening with a free in Children’s family fun Week day featuring by visiting: games, stalls, .education.vic.gov.au/childrensweek activities, open mic sessions, roving entertainers and a stage performance by Spontaneous Broadway. Contact Angela Baum on 5272 4816 or at 7/4/09 12:38:29 PM abaum@geelongcity.vic.gov.au Ships ahoy Tues 27–Thurs 29 Oct Flagstaff Hill Maritime Village, 81 Merri St, Warrnambool Step back to the 1800s at Flagstaff Hill Maritime Village, awash with fun activities including crafts, gardening, traditional games and storytelling. Entry is free for children aged 0–8 years and an accompanying adult. Contact Rebecca Fleming on 5559 4600 or at flagstaffhill@warrnambool.vic.gov.au NORTHERN METROPOLITAN Super sporty skills Mon 26 Oct–Fri 30 Oct; 11am and 1:30pm daily National Sports Museum, Gate 3, Melbourne Cricket Ground, Yarra Park, Jolimont Super Sporty Skills with Sam Starr is a fun, interactive show highlighting essential skills as a basis for all sporting endeavours. Contact Adriana Agosta on 9657 8864 or at adriannaa@nsm.org.au Westside kinder circus Mon 26 Oct and Wed 28 Oct; 9am–10:15am and 10:30am–11:45am Westside Circus, Warehouse 3, 433 Smith Street, Fitzroy Children aged 3–5 years can work with members of the Westside Circus to learn skills such as juggling, hoops, balancing tricks and creative games. Contact Alicia Clark on 9482 2088 or at communityprograms@westsidecircus.org.au EASTERN METROPOLITAN Sky pilots flight spectacular Sat 31 Oct; 10am–3pm Healesville Sanctuary, Badger Creek Road, Healesville Come along to the Sky Pilots Flight Spectacular and learn about all types of flying critters. Flap into a flight show and see Birds of Prey and Parrots in Flight and meet Karak the red-tailed Black Cockatoo. Learn boomerang throwing and join the Junior Birdo activity for bird-spotting tips. Dress up in your finest feathers to win prizes. Free entry for ages 0–8 years. Contact Karen Lane on 5957 2800 Compost cake – the musical Sun 25 Oct; 11am–2pm Hawthorn Town Hall, 260 Burwood Road, Hawthorn Come and see what Katya Konsumption and her waste-loving neighbour, Mr Hyde, are up to in the premiere of the family musical Compost Cake. Other activities include an interactive show-and-tell with native Australian animals, environmental displays, games and art activities. Travel to the event by train, tram or bike, or walk in to enter the ‘sustainable transport competition’ and be in the running for great prizes. Suitable for ages 4–10 years. Contact City of Boroondara Leisure and Cultural Services on 9278 4770 or at events@ boroondara.vic.gov.au GIPPSLAND Fun run, walk and ride Sun 25 Oct; 9:30am Burke Street, Warragul Get active in Baw Baw by joining in the annual fun run, walk and ride. Bring the family for an enjoyable day of activities. Contact Gabrielle McBain on 5624 2437 or at gabrielle.mcbain@bawbawshire.vic.gov.au Family art party Sun 25 Oct; 11:30am–2:30pm Latrobe Regional Gallery, 138 Commercial Road, Morwell Join in the fun at this family art party, including activities and an art trail for children. This event forms part of the Get into Art weekend of free activities available at art galleries across Victoria (visit www.pgav.org.au). Call 5128 5700 or email lrg@latrobe.vic.gov. au. Website: www.latroberegionalgallery.com LODDON MALLEE Fun science Thurs 29 Oct; 11am–12pm Discovery Science and Technology Centre, Discovery’s Lab, 7 Railway Place, Bendigo Are your kids always asking why Bring them along to this fun science session for curious kids. Contact Angie Carter on 5444 4400 or at manager@discovery.asn.au. Web: www. discovery.asn.au Celebrating childhood Tues 27 Oct; 10am–12pm Mount Alexander Town Hall, 25 Lyttleton Street, Castlemaine Mount Alexander is a great place to be a kid! Plenty of entertainment for children aged 0–10 years and their families, by local school children, jugglers and more, as well as art and play opportunities. Parents will have the chance to learn about child safety and receive a copy of the new Children’s Services Directory. Contact Jenny Balmer on 54721364 or at casltemainemch@mountalexander.vic.gov.au


HUME All aboard Sat 31 Oct; 10am–4pm Bury Street and Turnbull Street, Euroa Join in the Children’s Week street parade along Bury Street from 10am before heading to the Euroa Miniature Railways centre on Turnbull Street for an afternoon of free train rides, clowns, balloons, baby animals, face painting and a movie matinee. VicRoads, and members of the ambulance, police and CFA services will pay a visit. Contact Heather Bryant on 5795 0001 or at heather.bryant@strathbogie.vic.gov.au Strolling along Mon 26 Oct (Yea), Wed 28 Oct (Eildon); 10am and 12pm Enjoy fresh air and good company. Bring your family and friends for some gentle exercise, yummy food and lots of great give-aways. Yea – meet at the BBQ shelter at the Old Railway Station for a walk along the Rail Trail. Eildon – meet at the Lions BBQ shelter for a gentle stroll around the pondage. Contact Louise Flowers on 5772 0356 or at lflowers@murrindini.vic.gov.au SOUTHERN METROPOLITAN Meet a lifeguard Mon 26 Oct–Fri 30 Oct; 9am–3pm daily Life Saving Victoria Interactive sessions in beach safety awareness, the role of a lifeguard, rescue techniques and more. Contact Jane Flowers on 9676 6954 or at jane. flowers@lifesavingvictoria.com.au Animals on the move Thurs 29 Oct (Moorleigh Community Centre Bentleigh East), Sat 31 Oct (Carnegie Library and Community Centre forecourt); 10am–1pm A visit from a variety of farmyard animals that children will be able to watch, hold and feed. Contact Janette Keesman on 9524 3285 or at jkeesman@gleneira.vic.gov.au GRAMPIANS Journey through the pages Wed 28 Oct–Fri 30 Oct; 10:30am and 12pm Sovereign Hill, Bradshaw St, Ballarat Reading comes to life as students immerse themselves in the tale of Tilly, a young girl who loses her father’s pocket watch. Ideal for children in Prep to Year 2, the program includes working in groups, and the hunt for the missing watch will take them on an adventure all over the township. Call 5337 1188 or email schoolbookings@ sovereignhill.com.au Mega-fun Mon 26 Oct–Fri 30 Oct; 10.00am–12.00pm, 12.30pm–2.30pm Ecolinc Science and Technology Innovations Centre, 17-23 Labilliere Street, Bacchus Marsh Investigation and hands-on activities are all part of the fun in this introduction to the fascinating world of Australia’s megafauna, including the Diprotodon – which was found in Bacchus Marsh – giant kangaroos and giant wombats. Contact Suzanne Clark on 5367 0171 or at ecolinc@edumail.vic.gov.au CITY OF MELBOURNE Romp and stomp Wed 28 Oct; 10am–3pm Melbourne Museum, Carlton Gardens, Melbourne An event that celebrates children aged 0–5 years and families, and highlights the importance of early childhood development. The event features Melbourne Museum’s new exhibition ‘Wild: amazing animals in a changing world’, along with loveable roving characters, and a myriad of craft activities, multicultural dance, music and more. Contact Margaret Griffin on 131 102 or at mgriffit@museum.vic.gov.au WESTERN METROPOLITAN Furaha African acrobats Saturday 31 Oct; 10am–3pm Werribee Open Range Zoo, K Rd, Werribee Immerse your children in a fun and interactive cultural experience. The Furaha African Acrobats will hold children’s workshops sharing their skills in jumping hoop, human pyramid, limbo dance and juggling, as well as delighting their audience with performances throughout the day. Call 9731 9600 Machines in action Sun 25 Oct; 10am–4:30pm Scienceworks, 2 Booker Street, Spotswood All visitors to Scienceworks can enjoy the fun of the Machines in Action program, which explores engines and transport. Ride a model steam train, view historic machinery in action and learn about transport in the Start your Engines Show. Contact Michelle Sanders on 9392 4800 or at msaunders@museum.vic.gov.au Arts alive Fri 30 Oct; 10am–2pm National Gallery of Victoria, 180 St Kilda Road, Melbourne Recommended for students in Years 3–6, Arts Alive is a collaborative program between The Song Room and the NGV that brings the visual arts, performing arts and music together. Students will be introduced to the wonderful world of music through a fantastic performance in the Great Hall where they will be able to actively participate in a sing-a-long. On a guided tour, students will have the opportunity to view original artworks that make up the diverse and extensive international collection of the NGV. The gallery will also be holding a Theatre Attack day on Sun 25 October. Call 8620 2329 For a full calendar of Children’s Week events, visit www.education. vic.gov.au/childrensweek


14 Oct 09 Snapshot 12pm: San Remo, Phillip Island Got a great pic Email your high-resolution photo to editor@edumail.vic.gov.au to win a pack of photographic resources. “Feeding time for the pelicans at San Remo on Phillip Island. I took this photo while on holidays with our foster child. While he was engrossed with the hand-feeding and information session, I made the most of the photographic opportunities.” Photo sent in by Laureen Knight, Millwarra Primary School. Send us your snapshot and win an audio book! Email us a great photo and you could win an audio book of Paul Jennings’ The Nest, , courtesty of Bolinda Audio Books. Email your high-resolution photo to editor@edumail.vic.gov.au. See page 76 for competition Terms and Conditions.


Kindergarten teacher loved by all Early Childhood Shine 15 Sassafras Preschool director Debbie Haberfield is a much-loved part of the kindergarten and her local community. For local parent Heidi Clarke – who will see all four of her children go through the doors of the Sassaras Preschool – the ongoing relationship her family has formed with preschool director Debbie Haberfield is something to treasure. “Debbie is really gentle with the children and respectful of them; she never raises her voice and is so calm and enthusiastic and motivated,” Ms Clarke says. “I have a nine-year-old and a seven-year-old and they love going back to say hello to Debbie. I have a five-year-old at the kinder and a two-year-old coming through next year, and I think that ongoing relationship is really lovely,” Ms Clarke says. Kindergarten commitee president Melissa Chipp says Ms Haberfield has taught the four-year-old group since 1995 and has introduced lots of new ideas. “Debbie is constantly thinking of new and creative ways to involve the children, such as Africa day, and a café day where the children made scones and served them to their parents. Then there is the much loved ‘special box’, where a child is given the opportunity to bring five treasured items from home to talk about to the group, enabling the children to practice essential talking and listening skills,” she says. Ms Haberfield says she is humbled by so many kind comments, and honoured to be part of such a wonderful, tight-knit community. “Sassafras is a beautiful area and the families here are warm and welcoming. The centre is a very enjoyable environment to work in: relaxed and easygoing, and the children love coming here. I am very lucky to have the support of the families, staff and the committee over the years, and I have had a wonderful assistant, Leonie Stow, who has been with me for 13 years. We make a great team,” she says. Much-loved Sassafras Preschool teacher Debbie Haberfield.


10 16 Oct 09 Eco footprint ways towards sustainability There is a multitude of ways that you can become more sustainable. Here are some suggestions to help your school or early childhood facility reduce its impact on the environment.


Shine 17 ILLUSTRATIONS BY TONY REARDON 1. Team up and take action Set up an action team of members who want to make a difference. Include teachers, parents, gardeners, canteen managers, administration staff, school or kindergarten council and local community members. Draw up a plan for future improvements and obtain support from key parents. Develop a marketing plan to promote your achievements – make sure you have a regular column in the local newsletter and a feature on the school or kindergarten website. Invite local press to an activity that highlights your commitment to sustainability. 2. Monitor your money and your waste Join the Schools Environment Tracking System (SETS) through Carbonetix (there is an annual subscription fee). This web-based monitoring tool allows you to input your billing information, such as water, energy, waste and any land management costs, into the database to see where your money is going. It can transform these figures into tables and graphs for easy use in the classroom. Importantly, SETS allows you to track sustainability performance by highlighting discrepancies such as water leaks and inefficient electricity use. 3. Reduce greenhouse gases • Avoid using fossil fuel energy as much as possible. Monitor usage of heaters/air conditioners, electronic whiteboards and computers – if you don’t need them, turn them off. • Use sunshades to keep out the summer sun and reduce your use of air conditioning. Well-insulated walls and ceilings will also help to reduce greenhouse gases. • Increase your use of green electricity. Many schools have prepared their Federal Government National Solar Schools Proposal for $50,000 installations of photovoltaic panels as well as energy efficiency improvements. Some schools are now developing their carbon sequestration plans, planting trees as carbon sinks. Balnarring Primary School is a Electricity Usage Comparison (per day) Electricity 1200 Usage Comparison (per day) 1200 1200 1020 1020 1020 840 840 840 660 660 660 480 480 480 300 300 300 120 120 120 J F M A M J J A S O N D J F M A M J J A S O N D Peak 2009 Peak J2009 F M A MPeak J J2008 A S O NPeak D 2007 Peak 2008 Peak 2008 Peak 2007 Peak 2007 Electricity Usage per day (KWh/day) Electricity Usage per day (KWh/day) Electricity Usage per day (KWh/day) Electricity Usage Comparison (per day) champion with the creation of an 80-tonne carbon sink through a massive revegetation program allied to green electricity use and considerable cuts in fossil fuel use. 4. Energy saving ideas • Put stickers on power points to remind people to switch off appliances when not in use. • Avoid making rooms too cold in summer or too hot in winter and set the thermostat temperature accordingly. • Stop draughts to keep warm air in. • Run your air conditioning and heating only during the times staff, students and children are actually in the building. • Install programmable thermostats that can be timed to switch on 30 minutes before work and switch off when the building is empty. • Provide external shading from direct sunlight to reduce or avoid the need for air conditioning. • Ceiling fans are cheap to run and are often all that’s needed to get to a comfortable temperature. • Even better, open a window and make use of fresh air to moderate temperature and improve air quality. 5. Let there by light Maximise natural light – it’s the most energy-efficient lighting source. Replace old, incandescent globes with energy-efficient fluorescent globes. Keep light fittings clean to maximise light output. Switch lighting off when the room is empty. • • Measure lighting levels to guard against over-lighting – use the lux meter that was sent to all Victorian government schools. • Use the TREES software to identify where you can reduce lighting. • Install programmable timers, daylight sensors or movement sensors to control outdoor and security lighting, so unoccupied areas aren’t lit without reason. Meter


FIZZ FIZZ FIZZ FIZZ FIZZ FIZZ FIZZ FIZZ FIZZ FIZZ FIZZ FIZZ FIZZ FIZZ FIZZ FIZZ FIZZ FIZZ FIZZ FIZZ FIZZ FIZZ FIZZ FIZZ FIZZ FIZZ FIZZ FIZZ FIZZ FIZZ FIZZ FIZZ 18 Oct 09 Eco footprint 6. Be water wise Did you know that 10 drips per minute from a leaking tap wastes 3000 litres of water a year • Turn taps off fully when not in use and fix leaks quickly. • Install tap aerators to reduce flow, or taps that automatically shut off. • Use rainwater tanks to collect roof runoff for flushing toilets or watering the garden. Retrofit dual flush toilets and water efficient urinals. • Encourage children and staff to use refillable water bottles rather than using bottled water – it will reduce your waste and is much better for the environment. • Only run the staffroom dishwasher when it is full, and use the economy cycle. • If you’re purchasing a new dishwasher, get one with at least a 3.5 star energy and water rating – every extra star can reduce running costs by around 30 per cent. • Remember, drought-resistant plants require less work and less water, and garden beds will survive dry conditions much better if they are well mulched. 7. Have a water audit Schools now have short water audits performed by the School Water Efficiency Program (SWEP). Support for auditing is important in recognising the cost effective savings and future opportunities. Simple actions like leak detection saved one school $7000 a year. Installing tank-to-toilet systems and flow reducers in taps can save up 20 to 30 per cent on mains water use. Ways of reducing water usage can be debated in the classroom and a complete water conservation curriculum can be established using programs such as Water – Learn It! Live It! 8. Reduce, reuse and recycle • Separate your waste into three easily identifiable bins: recycle, organic, and landfill. • Food scraps can be collected for worm farms and chickens. • Organic waste can also be used to make compost and mulch for your garden or vegetable patch. • The volume and cost of waste collections can be monitored, graphed and reported on using SETS. • To further reduce your waste, encourage students to use re-usable lunchboxes and plastic containers instead of paper bags. • Rubbish-free lunch days are a fun and creative way to get children thinking about how reduce the amount of packaging that goes into landfill. FIZZ FIZZ FIZZ FIZZ FIZZ FIZZ FIZZ FIZZ FIZZ FIZZ FIZZ FIZZ FIZZ FIZZ FIZZ FIZZ FIZZ FIZZ FIZZ FIZZ FIZZ FIZZ FIZZ FIZZ FIZZ FIZZ FIZZ FIZZ FIZZ FIZZ FIZZ


Shine 19 9. Create an ecosystem • Restore original vegetation, grow native grasses and bush foods. • Begin systematic surveys of the garden through weeks and seasons until nature is restored. ResourceSmart AuSSI Vic uses Landlearn/Greening Australia materials to measure habitat quality each year. See www.greeningaustralia.org.au • Develop special outdoor areas for butterflies, lizards, birds, etc. • Create a frog bog or build a pond. • Propagate native and vegetable seedlings to sell during school fetes and open days. 10. Build biodiversity Make the most of the great outdoors and create wonderful places and spaces for children to play, rest, learn and explore. Plant a vegetable garden, a mini orchard or a special interest garden using native and drought-tolerant plants, trees and grasses. Include flowering plants for all seasons that will provide beautiful flowers and plants for indoor use. Build a chicken coop – the chooks will make short work of your organic waste and the rewards will be lovely fresh eggs that the kids will be lining up to collect! Make a worm farm. Worms also love organic waste and the ‘worm juice’ makes for a rich, organic fertiliser that will help your garden to thrive. Brighten up a wall with a colourful mural made from recycled materials, or create a dynamic sculpture to decorate the garden to promote sustainable actions. recycle For more information, see: Sustainability Victoria, www.sustainability.ceres.org.au; Victorian Association for Environmental Education, www.vaee.vic.edu.au; ResourceSmart, www.resourcesmart.vic.gov.au


20 Oct 09 Early Childhood Early childhood scholarship recipients doing what they love Early childhood workers Joanne Clarke and Sharon Bamblett have recently upgraded their qualifications, thanks to two scholarship programs for educators in the early childhood sector. Child care assistant Joanne Clarke spends her days rattling off the alphabet, counting aloud to 10, and marveling at the unique ways children find to communicate. “I love the way children express themselves. I just enjoy the way they speak, the way they try to put their words together – they’re great!” she enthuses. “I love the nurturing aspect as well. I really enjoy my job.” The former travel consultant has been working at Wonga Park Community Cottage for five years, after discovering her dream job when her eldest daughter was at kindergarten. “They’d ask for parents to volunteer once a term – well I was down there all the time!” she laughs. “I absolutely loved it, I couldn’t get enough. So when my youngest daughter started school a few years later, I saw a job Scholarship for Existing Workers in Licensed Children’s Services recipient Joanne Clarke knew she’d found her calling when she became almost a permanent fixture at her eldest daughter’s kindergarten. advertised here and thought, why not” In July this year, Ms Clarke was awarded a Scholarship for Existing Workers in Licensed Children’s Services. The program was developed to support unqualified staff working in licensed child care facilities attain a Certificate III in Children’s Services, and there are 200 scholarships available in 2009/10. Ms Clarke completed her studies last month and says her new qualification has increased her confidence and opened many doors. “At the beginning it’s very daunting,,” she says. “It’s all finished now and it has been absolutely wonderful. It does open you up to the opportunities out there – it really opened my eyes to what I can do. My qualifications are so much more up-to-date, and should my circumstances change I’ll be so much better qualified to try other things. I think it’s great that the government’s done this for a lot of people.” Aboriginal Early Childhood Teacher Scholarship recipient Sharon Bamblett couldn’t agree more. In April this year, she completed her Bachelor of Early Childhood at Deakin University’s Institute of Koorie Education. The Department’s 2007-08 budget provided $1.4 million over four years to provide scholarships for up to 21 Aboriginal people holding a Diploma in Children’s Services to undertake further studies to become an early childhood teacher. The scholarship totals $58,540 over two years – and because it covers HECS fees and contributes towards living expenses, Ms Bamblett could afford to take the necessary time off work to focus on her studies. “It was something I had thought about but I didn’t have the time with work and family,” she explains. “However, the scholarship gave us time off to study so we weren’t disadvantaged with our pay, which meant we could keep up with all the work. I was really pleased when I found out I had the scholarship – I probably wouldn’t have studied without it.” Ms Bamblett is a child care coordinator at Shepperton’s Lulla Children and Family Centre – and she wasn’t the only one kept busy with her studies. Kindergarten assistant Kristen Atkinson and preschool coordinator Sharyn Sinclair were also awarded scholarships, and the three colleagues graduated this month. Ms Bamblett has been working in early childhood for over 22 years and, as she explains, looking after young children is the most natural thing in the world to her. “It’s just in our blood, taking care of our children,” she explains. “It’s part of our culture to look after our young. I enjoy the work – I get a good laugh out of it! I enjoy the time spent with children and the difference you can make for children and their families. I hope I encourage our children to participate and go further in life, and build a better future for our children.” For more information, visit www.education.vic.gov.au/careers/ earlychildhood


Early Childhood Shine 21 Long day care centre re-established at Kinglake A A portable building donated by the Investa Property Group will replace the Kinglake Long Day Care Service until a permanent centre is built. Minister for Children and Early Childhood Development Maxine Morand said the centre would ensure Kinglake families have a children’s centre available to meet young families’ needs. “The return of a long day care centre is very important to Kinglake families with young children – giving Kinglake parents greater flexibility and opportunity for work, and giving Kinglake children a wonderful facility to enjoy,” Ms Morand said. The Victorian Government provided $90,000 to move the portable building to Kinglake West, where the centre offers day care from 7am to 6pm for up to 35 children. Murrindindi Shire Council community services manager Sandra Saxton said the local council new child care centre has opened in Kinglake, replacing the Kinglake Long Day Care Service that was destroyed by the Black Saturday bushfires. also put significant resources towards getting the centre up and running in the shortest possible timeframe. “Murrindindi Shire Council worked incredibly hard to make the building operational as soon as possible, at a cost of $120,000,” she said. “Restoring children’s services was vital, and our major challenge was to provide a suitable venue. But it has now been open since 27 August and the under-three room already has 13 enrolments. It’s been a tremendous partnership between the council and the community.” Investa Property Group general marketing manager Katie Barton-Harvey said the company’s donation was part of the extraordinary statewide effort in supporting bushfire-affected communities. “An early learning centre is a vital aspect of any community, particularly in rural areas, and we were glad to be in a position to donate the building and play a small part in rebuilding the Kinglake community,” she said.


Mooroopna North Primary School is the first of six rural schools to be completed in the first round of the State Government-funded rural schools replacement program. Principal Geoff Newman says the new school, which has been erected next to the old site consisting of relocatable buildings and an original building from 1875, is fantastic. “It’s the Taj Mahal. It’s open-plan, bright and airy and the staff and students – all 73 of them – love it!”


For Teaching English As A First Or Other Language R Windows PC: XP or Vista If this CD does not autorun, double-click on your CDROM icon or naviagate to the contents of this CD and double-click on the CHART.exe icon. PC -Mac Compatible CDROM For Teaching English As A First Or Other Language R Mac: OSX 10.4.0+ Navigate to the contents on this CDROM and double-click on the CHART.app icon. Backstage pass for Christine Nixon Jed McIntosh, 12, lost everything except his much-loved drum kit in the February bushfires. The Drouin West student was part of the orchestra in Joining the Chorus’ production of Barnum, and was cheered on by classmates during a special matinee performance for more than 800 students from fireaffected schools. The students were bussed into Melbourne’s historic Comedy Theatre to enjoy the circus musical free of charge, thanks to the support of the Victorian Bushfire Appeal Fund. Victorian Bushfire Reconstruction and Recovery Authority chair Christine Nixon went backstage after the show to meet with the musical director Kirk Skinner, Jed and his parents .Recruiting for the 2010 State School Spectacular has commenced and schools will receive information packs later this month. THRASS ® Accredited Certificate Courses THRASS provides Australia’s best phonics PD. THRASS explicitly teaches linguistically correct phonics. THRASS uses a phonographic method to teach the 44 speech sounds of English and their various spelling choices. THRASS is a code-breaker, often described as ‘the key that unlocks the door to our language’ or ‘the missing link’. THRASS is the perfect partner for whole-language strategies. DECODER 1.0 Features The 120 THRASSWORDS PC - Mac Compatible CDROM Windows PC: XP or Vista Mac: OSX 10.4.0+ If this CD does not autorun, Navigate to the contents double-click on your CDROM on this CDROM, doubleclick on the Decoder.app icon or naviagate to the contents of this CD, or Video.app icons double-click on the and follow the THRASS.exe and install prompts. follow the install prompts. Decoder Serial: T6H5R4A3S2S1 PC Install Serial: dpe172 Video Serial: V8I2D7E5O4 PC Install Serial: dpe162 © Denyse Ritchie 2009 Published by THRASS Australia Pty Ltd 2009 ISBN 1 876424 78 8 www.thrass.com.au Training courses New Software Available Now Quote: ‘I came looking for something to help one child in my class. I have found something for all 27 of them.’ – Evaluation from a participant at a THRASS course, Melbourne, 2003. Read other evaluations at www.thrass.com.au Features The THRASS Picturechart CDROM must be in your CDROM drive for the program to run. Serial: QW27PZ63T95C © Denyse Ritchie 2009 09 Published by THRASS Australia Pty Ltd 2009 ISBN 1 876424 79 6 www.thrass.com.au THRASS Australia Pty Ltd. Tel 08 9244 2119 Fax 08 9244 4044 www.thrass.com.au enquiries@thrass.com.au ABN 15 081 990 490 Serial: ZA7PC814MB2H Version 1.0 REGISTER NOW! OCTOBER Bendigo-F/U* 21 Bendigo 22-23 Geelong 26-27 Geelong-F/U* 28 Melbourne-F/U* 28 Melbourne 29-30 NOVEMBER Shepparton 09-10 Ballarat-F/U* 11 Ballarat 12-13 Melbourne 18-19 Two-Day Course: $396 (Inc. GST, Catering & Comp. Resources) * Follow-Up Workshop: $198 (Inc. GST & Catering) **Advanced Course: $1100 (Inc. GST, Catering & Comp. Resources) Download rego forms from www.thrass.com.au and fax to 08 9244 4044 or Tel. 08 9244 2119 for us to fax you a form.


24 Oct 09 Resources Parents and children flock to Rhymes, songs and stories form the basis of this early years program designed to nurture the parent-child relationship and foster family wellness. The Parent-Child Mother Goose Program (P-CMGP) originated in Canada in 1986 and is now operating in several countries, including Australia where it has enjoyed a growing movement over the past few years. The program aims to strengthen the bond between parents and their children through story and rhyme. It also helps to develop good communication skills, pre-literacy skills, and provides parents with new ways to manage their children’s behaviour by distracting them with story and songs. Knox City Council organises the training for the program Australia wide. Janene Swalwell, coordinator for Specialist Support and Resources with Family and Children’s Services at Knox, says that there are currently 800 people on the council’s database who have been trained to run the program, and that a register is being established to identify where programs are available. “The Parent-Child Mother Goose Program provides simple, engaging and positive experiences. The program’s warmth supports parents’ and young children’s connections with each other before words. It is slow, gentle and very respectful of all participants. The songs and stories used reflect the groups’ cultural backgrounds,” she says. Jen Mitchell, manager Specialist Children’s Services in the Barwon South West Region, says parents love the program because it is very low key, free and, as it is based on oral language, accessible to a wide range of families. “It is a group experience for parents, their babies and young children, which focuses on the pleasure and power of using rhymes, songs, and stories together,” she says. “Parents gain skills and confidence, which can enable them to create positive family patterns during their children’s crucial early years, and give their children healthy early experiences with language and communication.” The program can be run in a variety of settings, including community centres, community health centres, neighbourhood houses, library outreach programs, family service agencies, Aboriginal friendship centres, teen parent centres, and immigrant and refugee support centres. Each program has at least two accredited teachers. Groups are small to ensure that the needs of individuals, and of the group as a whole, can be met. Teaching is directed at adults and the children participate as is appropriate to their stage of development and inclination. “The atmosphere is accepting and supportive, with the intention of building the confidence of all participants, and creating a feeling of community and mutual support within the group,” Ms Mitchell says. “Activity focuses on interactive rhymes, stories and songs. No toys or objects are used, but there are plenty of simple hand actions. The pace is slow and relaxed with plenty of time for repetition, and casual discussion of issues and questions that arise,” she explains.


Premier John Brumby and Minister Bronwyn Pike recently met online with students from across the state, including Niki and Blake, (pictured above) from Warrandyte High School, in the Department’s virtual conference room. They wanted to hear what students have to say about their digital world, cyberethics and the role students can play in leading responsible online behaviour. The session was an introduction to the Leading Responsibly in a Digital World Student Summit, which will take place on 12 October.


26 Oct 09 Opinion Dr Patricia Edgar Give gifted and talented students a push The argument in support of special programs for gifted and talented students begins with a different premise but arrives at the same overall goal of improving schools. “No one has written your destiny for you. Your destiny is in your hands.” There are “no excuses” for underachieving, said President Barack Obama in an address to the NAACP (The National Association for the advancement of Coloured People) in July this year. In exhorting all kids to apply themselves and try harder he also called on parents to play their part. “…we can’t tell our kids to do well in school and then fail to support them when they get home. You can’t just contract out parenting… It means pushing our children to set their sights a little bit higher.” In a debate challenging educational thinkers around the world to improve the education of children generally, there are different points of view about how best to help children succeed. Is it the child’s natural in-born talent that makes the difference (as we have long believed), is it the school they go to, or is it the teacher or the parent who pushes their child to excel Barack Obama credits his mother with pushing him, caring about his education, taking no lip, teaching him right from wrong and insisting he use his abilities. In the same month as President Obama gave his rallying call for education, Alan Milburn, MP and chairman of the UK Government’s panel on social mobility, delivered his report Unleashing Aspiration. He too spoke of the key role parents can play claiming “Parental interest in a child’s education has four times more influence on attainment by age 16 than does socio-economic background”. ‘Pushy parents’ make a difference in education for all children, but those with high incomes have additional advantage, they can buy extra tuition or move near a good school to guarantee a place. Parents should push but the school their children go to makes a difference. “A good


Whether the goal is to develop unfulfilled talent or skills to compete in the modern labour marketplace, good schools for all – staffed with skilled teachers who work in partnership with parents – are needed to educate young people successfully. school”, Mr Milburn says, “opens the door to a good career. Generations of low and middle income young people will miss out unless we do more to close the educational attainment gap in schools”. He is an advocate for paying schools according to the progress their pupils make, providing an incentive to drive up standards and improve pupil’s outcomes. The argument in support of special programs for gifted and talented students begins with a different premise but arrives at the same overall goal of improving schools. In the UK Young, Gifted and Talented is a national program providing extra educational support for those who excel in one or more academic subjects, like language and mathmetics, learn faster than others in their year group or may have high potential but are underachieving. Or they are talented, with practical skills in areas like sport, music, design or creative and performing arts. Skills like leadership, decision-making, and organisation are also taken into account when identifying and providing for gifted and talented children. The national champion of gifted and talented learners in the UK, John Stannard, sees benefits to schools as a whole from a systematic focus on providing successfully for able, gifted and talented learners: lifting standards and expectations for all; more optimistic and challenging learning and teaching; increased opportunity through curriculum enrichment; positive and creative impact on school climate; increasing parental commitment. What able children can do, he says, is a good guide to what should be an entitlement for everyone. A curriculum pitched only at the average, he says, is unlikely to serve anyone’s interests well. Surely the aim should be to devise schools that both challenge the ablest and push the less able to achieve their best. Whether the goal is to develop unfulfilled talent or skills to compete in the modern labour marketplace, good schools for all – staffed with skilled teachers who work in partnership with parents – are needed to educate young people successfully. If we get the system right we still need to monitor the motivation of the individual child. It is the teacher in the classroom who is best placed to identify talent and motivate unengaged minds in partnership with a pushy parent. But the child is central in this partnership. My eight-year-old grandson’s parent teacher interview – a process usually undertaken without the child present – underwent a transformation recently with the school encouraging the child to opt-in and express their views. It proved to be a powerful experience for all involved. The teacher learned things about the child she wasn’t aware of. The boy heard his teacher and parents suggest a course of action which gave the agreement more weight in his eyes. He was happy to be included and turned over a new leaf the next day. It demonstrated how powerful a partnership between a teacher and parents with a child could be. Dr Patricia Edgar is an author, television producer, educator and founding director of the Australian Children’s Television Foundation. Her latest book is The New Child: In search of smarter grown-ups. Tell us what you think Email editor@edumail.vic.gov.au ENVIRONMENTAL EDUCATION in WARBURTON Natural Resources Conservation League programs utilise spectacular and unique locations in Warburton including the Yarra Ranges National Park, where classes may undertake one of the following programs... BIODIVERSITY INCURSION WORKSHOPS For Primary School Based WATER for LIFE – an informative study of water systems Students. 4 one hour from beginning to end, sessions per day @ flat INSIDE FORESTS – a fascinating study of a cool temperate rate of $350.00 rainforest & Mountain Ash forest Please phone our LIQUID and LEAVES – a combined water and office for more forests program details. All programs are linked to the Victorian Essential Learning Standards. For a brochure or to make a booking visit Natural Resources our website nrcl.org.au or call (03) 5966 5822 Conservation League SCHOOL NOTIFICATION SYSTEM CONTACT HUNDREDS OF PARENTS INSTANTLY! Visit www.zapitsms.com.au for your FREE trial today. With ZapitSMS you can send text messages quickly and easily from your PC. Notify parents of bus delays, event cancellations, emergency announcements, rehearsal reminders and much more! SAVE TIME, SAVE MONEY, VISIT www.ZAPITSMS.com.au TO FIND OUT HOW. Race River Corporation is a participant of The Australian Government ICT MUL T +61-7-3369-4770 F +61-7-3369-4771 PC to Mobile Communications T 1300 119 487 E info@zapitsms.com.au


28 Oct 09 Research From the minds of babes a key to understanding…us Australia’s first cognitive neuroscience ‘baby laboratory’ is hoping to learn how infantile thoughts and gestures mature into deliberate action; how the human brain develops and sometimes fails. By Rebecca Thyer Sitting on her mother’s lap with a tiny, Velcrocovered mitten on her 11-week-old hand, Molly reaches for an object that is similarly clad in Velcro. It’s a simple move that defies what other babies her age typically do, which is how young Molly is helping researchers better understand developing brain activity. As a ‘baby scientist’ Molly is helping researchers at Swinburne University of Technology’s Brain Science Institute learn more about a process called mirror neuron activity – where the brain mirrors the activity of another person, activating a neuron response, even though no physical movement occurs. Leading the work is Dr Jordy Kaufman, who moved to Melbourne from the University of London, Birkbeck, to establish the Swinburne Baby Laboratory in early 2008. Dr Kaufman says Molly’s involvement in the lab’s ‘Sticky Mittens’ project is allowing researchers to explore brain development. “At three months old babies are not good at reaching for things, but with practice they can do something like it. It may look like they are just swiping or swatting at things, but they are trying to get the toy.” Previous US-led research has shown that babies with ‘sticky mitten’ experience take more of these bold, directive actions – that is, they grab at objects more than other babies. Sticky mitten research began about a decade ago with Professor Amy Needham, who supervised Dr Kaufman’s PhD in her previous role at Duke University. Now at the Department of Psychology and Human Development at Nashville’s Vanderbilt University, Prof. Needham says these types of projects help to build an understanding of infant motor skill development and the changes behind it. “Development is a complex phenomenon and we are only now starting to understand the many ways in which different processes influence each other as development takes place,” she says. Perhaps most importantly for those who are exploring brain development, is that babies with a sticky mitten experience also watch the actions of others more closely. By carefully watching the actions of others, there is the possibility of enhanced brain development, allowing infants to better interpret other people’s actions. Swinburne’s Dr Kaufman says his sticky mitten research will monitor this. “We want to know


“The more we know about the typically developing brain, the more scientists can discover markers for atypical development…” if giving babies a sticky mitten experience leads them to show more mirror neuron activity than those without.” To answer this question, Dr Kaufman is studying the brain waves of two sets of babies: those like Molly who have sticky mitten experience and those without. In both cases babies watch their parents grab for an object while their brain waves are monitored. “We are essentially finding out more about the mind’s building blocks.” The Swinburne Baby Laboratory monitors these brain waves using a non-invasive electroencephalogram (EEG). It works in much the same way as a thermometer measures temperature. A net of 128 sensors is placed over a baby’s head to measure naturally occurring brain activity. The sensors capture the electrical signals coming from the brain while the baby watches objects or listens to sounds. Dr Kaufman says it is a completely safe experience for the babies involved and usually lasts between two and 15 minutes. The work could also have commercial ramifications. Dr Andy Bremner, a former colleague of Dr Kaufman’s from the University of London, Goldsmiths, says that because sticky mitten research may help to explain how active exploratory experiences drive development, it could provide toy manufacturers with evidence that certain educational products are beneficial. “Currently there is little evidence basis for any benefit of such toys, but this research could help to provide this.” That aside, Dr Kaufman says what drives the Swinburne Baby Laboratory is the ability to provide insight into the minds of infants and young children. Its work has important ramifications for learning about the development of autism and schizophrenia. “Understanding how these conditions develop could lead to more sensitive diagnostic measures, and therefore earlier intervention.” One way of doing this is to measure how babies’ brains react to changes in sound, a perceptual process called ‘change detection’, which forms the basis of another Swinburne Baby Laboratory project. “Basically this means we play some sounds and then change it and see what their brain waves do. We know how adults’ brains respond to auditory change – even in our sleep our brains are aware of any changes in noise – but do babies respond” Finding out if babies do respond to auditory change could lead to a better understanding of how autism and schizophrenia develop. For example, people with schizophrenia do not show the same level of change detection as those without it; and some people with autism are highly sensitive to auditory change. “So by monitoring how the brain develops we might gain more insight into this,” Dr Kaufman says. “The more we know about the typically developing brain, the more scientists can discover markers for atypical development, perhaps leading to early diagnostic tests and early interventions to minimise the negative effects of atypical brain development.” This story was first published in Swinburne Magazine, the official publication of Swinburne University of Technology. If you are a parent of a baby or child up to five years old, you can take part in research at the Swinburne Baby Laboratory by emailing babylab@swin.edu.au or visiting www.babylab.org Lab delves into our infancy The Swinburne Baby Laboratory is Australia’s first cognitive neuroscience facility for babies and infants. It was established in early 2008 by Dr Jordy Kaufman, who became interested in studying brain development when he undertook a cognitive science degree at Carnegie Mellon University in the USA, and a PhD at Duke University with Professor Amy Needham. His interest then led him to the UK to work with Professor Mark Johnson at the Centre for Brain and Cognitive Development at the University of London, Birkbeck. He wants to find out how the mental world of infants differs from that of adults. “We are more infantile than we think,” he says. “Only 10 to 15 per cent of things we do now are different from what we did then. Yet, the relationship between brain development and cognitive development in babies is largely unknown.” What drives Dr Kaufman is the desire to give scientists and parents alike a window into this world from which we have all grown. “Almost all parents at some point wonder what it is that their baby can see, hear, feel, remember and understand. The Swinburne Baby Laboratory was created to help answer these questions,” he says. SCHOOLS OUT FOR SUMMER! Luna Park is the perfect venue for your schools end of year activity day. Students $20.95. Teachers free of charge Exclusive access for schools - nice and secure Easy to supervise & free coffee and tea for teachers Dec 2, 3, 4, 8, 9, 10, 11, 14, 15, 16, 17 For more information contact us on 9525 5033 www.lunapark.com.au; justforfun@lunapark.com.au www.lunapark.com.au


30 Oct 09 Resources adrenaline-pumping outdoor activities These action-packed outdoor adventures will get your students’ hearts racing and push them to the extreme edge of fun. Compiled by Rachel Skinner Caving Adventure caving will open your students’ eyes to a subterranean world of stalagtites and stalagmites, boulders, mazes, rivers and caverns. Adventure Guides Australia can arrange single- or multi-day caving adventures in a number of locations around Victoria. Britannia Creek, just a short drive from Yarra Junction, is great for beginners, or you might like to check out Labertouche Cave at Drouin in Gippsland – one of Victoria’s largest granite boulder caving systems. Buchan Caves, also in Gippsland, is a limestone wonderland, and your students will be spellbound by the underground waterfalls at Mount Buffalo in North East Victoria. Visit www.adventureguidesaustralia.com.au or call 0419 280 614. Canoeing What a great way to travel! A peaceful cruise down a river is just the thing to give your students a new appreciation for the great outdoors. Bindaree Outdoor can arrange canoeing trips from half a day to eight days in a variety of locations around Victoria, including the majestic Murray River. There are some great trips on the doorstep of Melbourne with the Yarra River winding its way through some magnificent and peaceful gullies within half an hour of the city. For something a little different, why not try gliding alongside the tall buildings of Southbank Visit www.bindaree.com Abseiling Abseiling is a great introduction to the vertical world. Originally simply a way of getting to the bottom of a climb, it’s now a thrill of its own and accessible to people of all ages. Your students will love the adrenaline rush that only hanging precariously off a cliff face can bring. South West Adventures caters to school groups, and has locations in Portland, Mount Arapiles and The Grampians. Visit www.southwestadventures.com.au or call 5523 3175.


Rock climbing Nothing tests limits and overcomes fear like scaling a large cliff face – and while safety equipment ensures this exhilarating activity is low-risk, your students’ hearts will still be pounding with anticipation! Bindaree Outdoors offers rock climbing in several locations throughout Victoria, from half a day to a full week, so you won’t have to travel far to experience the ultimate adrenaline rush. And better yet, there’s no experience needed to begin climbing, but the sense of achievement will last forever. Visit www.bindaree.com www.circusmaximus.com.au Your New Principal & Deputy for a day! Since 1983 Mountain biking Victoria has a huge range of mountain bike tracks to choose from, and Off Road Cycling Adventures can arrange half-day, full-day or multi-day rides – so to really get your students’ hearts pumping, get them pedaling! Choose from guided rides along the Yarra and Maribyrnong rivers, or go for something a little more challenging in Gippsland, Murrundindi, the Otways Coast or Lysterfield Park. Visit www.orca.net.au or call 1300 652 277. “Professional approach, great rapport with children.” Victorian Arts Council • 60 minute performance–Highly Educational • Enquire about our free workshop/s offer • Performance successful in all settings from Primary to SDS • Have Police check, WWC check and public liability • Appropriate for Years Prep to 6 at the same performance • Our show highlights strengths in Persistence, Resilience, Confidence, Organisation and Getting Along. UNICYCLING MAGIC RELATES TO CURRICULUM COMEDY SLAPSTICK JUGGLING STUDENT Involvement MUSIC AVAILABLE THROUGHOUT 2009/10 • From $4 plus GST per child. Contact Greg Spillane, Melbourne 9482 3512 Freecall 1800 800 192 Email: greg@circusmaximus.com.au ALL THE FUN OF THE CIRCUS AT YOUR SCHOOL If you’re serious about entertainment... Don’t call us!


32 Oct 09 Partnerships Smarter Schools National Partnerships Over 500 Victorian Government, Catholic and independent schools are set to receive a share of $325 million dollars to boost student outcomes and improve the quality of schooling under the new Smarter Schools National Partnerships. The Smarter Schools National Partnerships focus on improving schooling in three key areas: • Low socioeconomic status (SES) school communities • Literacy and numeracy • Improving teacher quality The Commonwealth Government is providing funding of $325 million for the partnerships over seven years, with the Victorian Government making a similar investment over this period. Investment will support Victoria’s ongoing reform of school education and the priorities in the Blueprint for Education and Early Childhood Development, including to: • strengthen public confidence in a world-class school education system; • improve outcomes for disadvantaged young Victorians; and • integrate services for children and families. Under the partnerships Victoria’s three school sectors will work together to develop and implement reforms and to share learning and best practice. With the benefit of partnership funds, DEECD, the Catholic Education Commission of Victoria, and the Association of Independent Schools of Victoria will seek to implement a range of school improvement strategies. These include developing teacher and school leadership capacity and quality, and collecting and analysing student data to improve teacher practice and engaging with parents, families and wider school communities. Education Minister Bronwyn Pike is expected to launch the final Victorian implementation plan for the Smarter Schools National Partnerships in November 2009, following a formal co-signing of the bilateral agreement for the partnerships with Deputy Prime Minister Julia Gillard. About partnerships The Literacy and Numeracy National Partnership will deliver sustained improvement in literacy and numeracy outcomes for all students, especially those who are falling behind. Key initiatives include: • Building teacher and school leadership capacity through support from literacy and numeracy coaches and professional learning programs focusing on literacy and numeracy. • Resourcing for schools to provide intensive literacy and/or numeracy intervention and support for students performing below the expected level. The Low SES School Communities National Partnership aims to address the diverse education needs of students in low SES school communities, and to support sustained improvement in their educational outcomes. Initiatives include: • School partnerships with the community and business to address barriers to students achieving their education potential. • Family Partnership Coordinators to build the capacity of schools to develop strategies that will better engage families in their child’s learning. The Improving Teacher Quality National Partnership will deliver system-wide reforms to attract, train, develop and retain quality teachers and school leaders. Initiatives include: • Establishment of specialist centres such as the Bastow Institute of Educational Leadership, the Teacher Education and Leadership Centre, and the Centre for Leadership and Professional Learning. • Further developing and enhancing the performance and development and improvement frameworks.


1929 Flashback Shine 33 “Melbourne High School has an archive with a large collection of photographs and materials dating from 1905. The archive is open to the public for free by appointment. I also conduct regular tours of the school. This photograph is of the Form Four (Year 10) class of 1929. Not much more is known about this image, except that it was taken within two years of the school moving to its new site at South Yarra.” Photo sent in by Glen Turnbull, archivist, Melbourne High School. SEND US YOUR FLASHBACK PHOTO AND WIN A DVD! Got a great old photo Email your image to editor@edumail.vic.gov.au to win Tim Winton’s classic tale Blueback in audio book format, courtesy of Bolinda Audio. See page 76 for competition Terms and Conditions. Create effective Student Wellbeing through on-site Staff Training and Professional Development; needs analysis; planning; skill building. www.schoolwelfaresupport.com.au Deborah Pyke Ph 0433 362 683 & Rob Mason Ph 0431 295 522 Creative Teaching Strategies Workshops, Focus Groups and unique onsite PD supporting teachers in the use of Creative Teaching Strategies for the classroom. Making learning more interactive, stimulating, and engaging. Focusing on the ‘how’ of teaching. Supporting teacher creativity! In Clued Ed Thornbury Darron Davies darron@darrondavies.com Ph 0405 170 493 www.inclueded.net


34 Oct 09 Resource Breaking down the barriers of disability Schools across Victoria will be even more welcoming to people with a disability, thanks to a new resource kit launched last month. Education Minister Bronwyn Pike and Community Services Minister Lisa Neville launched the Bar None Community Awareness Kit at North Melbourne Primary School on 10 September. The kit includes curriculum units for Prep to Year 8 students that are linked to the Victorian Essential Learning Standards, a professional development module, a teacher information booklet and a DVD featuring real-life stories about students with a disability, their families, teachers and principals. Ms Pike said the kit aims to assist in breaking down any fears or barriers towards people with a disability, and has been distributed to government, independent and Catholic primary and secondary schools and governmentfunded kindergartens state wide. “There are 55,000 school-aged children with a disability or additional learning needs in Victoria and that is why we need to continue to support teachers in creating more inclusive and welcoming learning environments,” Ms Pike said. “Every child has the right to a great education and the life chances that this brings, and that is why we have developed a resource that will help all students to better understand disability. This is a crucial step in making our schools even more welcoming, giving students with a disability the best chance of doing well at school and succeeding in life.” Down Syndrome Victoria president Kirsten Deane attended the launch with her daughter, Sophie, who is in Year 2 and has Down Syndrome. Ms Deane and Sophie were involved in the development of the kit and Ms Deane is confident it will benefit school communities. “The dreams I have for Sophie are the same dreams I have for my other kids. I want them to go to school, to get an education, and to find a job that is meaningful and they enjoy,” Ms Deane said. “The resources provided in the kit will assist in building a safe learning environment to talk about some issues and potential fears people might have about disability and more importantly how they can then move forward with increased knowledge and awareness.” For more information or to obtain a copy of the Bar None Community Resource Kit visit www.officefordisability.vic.gov.au Minister Pike with Down Syndrome Victoria president Kirsten Deane, her daughter Sophie, and Community Services Minister Lisa Neville at the launch of the Bar None Community Awareness Kit at North Melbourne PS.


Leadership Program Brightest graduates to Shine 35 teach for Australia Victoria will lead the nation by assigning some of the brightest university graduates to disadvantaged schools as part of a national partnership to raise the level of teaching Australia wide. Teach for Australia is a groundbreaking leadership and career development program designed to prepare outstanding graduates from all degree disciplines for teaching in disadvantaged schools. The program was launched in April by Premier John Brumby, Deputy Prime Minister Julia Gillard and Victorian Education Minister Bronwyn Pike. It will complement existing teacher recruitment pathways while providing alternative opportunities for outstanding graduates – who may not have considered teaching – to move into the profession to inspire and motivate students and become exceptional leaders. Victoria is pioneering this initiative, and is ready for Teach for Australia’s first round of graduates – known as ‘associates’ – to begin two years of teaching in secondary schools from 2010. Government schools will be accepting a minimum of 75 associates. The selected associates, who were chosen from hundreds of exceptional applicants, will undertake a Graduate Diploma in Education, commencing with a six-week intensive program before taking up their positions in schools. Once in schools, they will spend 80 per cent of their time in the classroom. The rest of their time will be spent completing the remainder of their two-year teaching qualification and leadership program. The associates will receive comprehensive academic and professional support and leadership development by trained school-based mentors, Teach for Australia professional development coaches, and University of Melbourne tutors. Glen Proctor, executive principal of Hume Secondary College, has met several of the potential associates. “I was very impressed with the calibre of the Teach for Australia candidates and the rigour of the selection process. From what I know, I would be happy to have Teach for Australia associates in my school,” he said. Teach for Australia is modelled on the internationally successful UK Teach First and Teach for America programs, where research has indicated the delivery of better student outcomes and the raising of the status of the profession in the respective countries. The Department has utilised the best aspects of these programs in the design of the Teach for Australia model, which also incorporates aspects of the Victorian Career Change Model. For more information, visit www.teachforaustralia.org or call 9656 3003. www.edventures.com.au Team Programs Low and High Challenge Ropes Courses Affordable Programs at your location or ours in Doncaster Portable Challenges


36 Oct 09 Opinion Gene Geoffrey Make the most of machinima Build on students’ skills under the guise of a computer game. Sometimes I am sure I have the mental maturity of a 12- to 15-year-old. I know this, because if something interests and engages me, then it will usually interest and engage a 14-year-old. This is not necessarily a bad thing, as I work with students in Soundhouse at Debney Park Secondary College. At Soundhouse we focus on strengthening students’ multimedia skills, with a strong emphasis on film and documentary production, and we are always looking for new and innovative methods to explore narrative storytelling. By chance, one lunchtime I was sitting in the library watching a group of students having a blast playing World of Warcraft, when I flicked past an article about machinima – the art of creating films by capturing the threedimensional animation of a computer game in real time, and then editing those captured clips together to make a film. With a quick bit of research I found a free downloadable piece of software called Game Cam (v2.planetgamecam. com), which allowed the on-screen game-play to be captured as AVI or WMV files. This meant that the captured files easily imported into video editing software like Windows Movie Maker and Sony Vegas. That was easy! Now came the hard part: to find some suitable games, which could be used in classrooms. Oblivion is set in the Middle Ages, with a huge island to explore, mountains, beaches, grasslands, castles, villages, churches, shops, markets and a collection of human and nonhuman characters. With my network of 14-year-old coconspirators – who by now thought this machinima thing could be pretty good – we began the hunt. I was amazed how responsible they could be. A game title would come up and all would sound great, until someone would remember the flesh-eating killer zombies in level 12 – probably not so useful! Finally, they decided on a game called Oblivion. Oblivion A scene from the computer game Oblivion. is set in the Middle Ages, with a huge island to explore, mountains, beaches, grasslands, castles, villages, churches, shops, markets and a collection of human and non-human characters. We then clocked the game, which effectively means we finished all the levels and solved all the quests. This was necessary, so that when I was working with a classroom of students, there was no longer any game to play, just an environment to move around in and capture sections to create a story. Over a 12-month period we have run approximately 20 machinima classes with students from Years 5–9. Working in pairs, the students produce two-minute animations over a four-hour period. The topics and content vary; sometimes teachers have particular themes they want students to explore, other times the content is more free-ranging. Some of my favorites have been ‘Men are Strong but Women are Powerful’, which explores the tenacity of women. Another, made by a Year 9 student, involves a Gollum-like character searching for an artifact that has trapped his family in poverty. The creative choices are limitless; students create the voices for their characters by recording their own voices directly into the computer; sometimes they film each other in front of the greenscreen and place themselves into the game. Sound effects and music can be added to create mood. Machinima classes have a wonderful buzz about them. There is a lot to do: writing, capturing, editing, voices, music, sound effects and titles – and none of it seems like schoolwork. However, the number of skills it allows us to cover in a few hours is amazing, and it’s all under the guise of a computer game! I was asked why I thought kids liked doing machinima. The answer is obvious – because it’s fun, it’s invisible learning, and, ultimately, it appeals to 14-year-olds like me. Gene Geoffrey is director of creativity at Soundhouse.com.au


Early Childhood Shine 37 Playgroups support Ballarat families For parents in Ballarat, supported playgroups not only provide a caring environment to exchange ideas and meet new people – they also help parents in tough situations realise they’re not alone, writes Rachel Skinner. A room full of giggling preschoolers and chatting adults may not sound like an intimidating scene, but for parents who feel their family doesn’t fit the usual mould, run-of-the-mill playgroups can seem a little daunting. That’s where supported playgroups come in. Targeted at disadvantaged families, they aim to include parents who may not normally attend these sessions. The City of Ballarat is doing all it can to help vulnerable community members. Family day care and supported playgroups manager Jan Ditchburn says the council currently runs two supported playgroups – New Residents and Young Parents – but has previously run groups for other specific demographics, including Me and My Dad and Parents of Premmies. “Playgroups can be very, very inclusive,” Ms Ditchburn says. “So if you don’t fit in with the other parents, it can be difficult. For example, for parents of premature babies, to talk to someone who has a full-term baby is just not the same. And dads might not be comfortable in a room full of women.” She says playgroups provide vital community links to parents who may otherwise feel isolated and encourage families to access other early childhood services, such as maternal and child health centres and kindergartens. “As well as providing developmental activities for the children, it gives social contact for the parents, too,” she says. Playgroup coordinator Julie Davies says supported playgroups constantly evolve to meet community needs – existing playgroups are given the expertise and resources they need to become autonomous, so the council can focus its attention on developing new playgroups. “What we aim to achieve is that after a 12-month period, the groups can go into the transition phase and become independent,” she says. “We use all the networks at our disposal to form playgroups – maternal and child health, community pages, community and primary school networks. Those special needs groups tend to be people within the community who are in isolation or disadvantaged in some way. Young parents, for example, are part of the population that are particularly hard to engage, so it’s about encouraging them to participate in the community. “Being at home with a little one can be very isolating – but when you’ve got a playgroup to go to once a week, it’s something to look forward to,” she continues. “The parents get to talk to other parents who are in similar situations, and their network of friends can be enlarged as a result.” GREENHOUSE www.adloheat.com.au We will provide a complete set up for your school. Professional horticultural equipment and advice to suit your schools’ curriculum requirements. Kit form Greenhouses, benches, shelving, potting benches, propagating equipment, misting systems etc. Free brochure available. For school grants go to www.kitchengardenfoundation.org.au Phone us on 03 5940 0281 or call in to see us at 2/7 Bormar Drive, Pakenham Vic (M-F 8.30-5pm) Advance Tutoring School Home or centre tuition – Year 1 to Year 12 The Professional Teachers • English • Chemistry • Physics • Scholarships • Business management • Maths • Biology • Italian and more • Accounting Tuition bookings: 0411 333 001 / 0413 880 897 Teachers are welcome to join our team www.advancetutoringschool.com.au


“In Year 12, I thought medicine was a fad – everyone who does well, does medicine. My first preference was engineering and I went straight into that at Monash University, yet the thing that didn’t interest me is what I do now. It just shows that if you do something that you love, it can lead you anywhere.”


Where are they now Shine 39 STORY BY TINA LUTON Dr David Nisbet Bentleigh Secondary College, 1994–2000 Dr David Nisbet is one of a new breed of scientists with expertise that bridges the traditional fields of materials engineering and neurobiology. His research lies in the field of nanobiotechnology and tissue engineering. As a PhD student at Monash University he developed a new technique that has the potential to revolutionise stem cell treatment for crippling conditions such as spinal cord injury and Parkinson’s disease.“I always wanted to be an engineer, I wasn’t really interested in medicine,” he confesses. “In Year 12, I thought medicine was a fad – everyone who does well, does medicine. My first preference was engineering and I went straight into that at Monash University, yet the thing that didn’t interest me is what I do now. It just shows that if you do something that you love, it can lead you anywhere.” From Moorabbin Heights Primary School, Dr Nisbet attended Bentleigh Secondary College where he quickly became a shining star and an exemplary role model who shared a healthy dose of competition with his peers. “I have always worked well setting goals, and always enjoyed a healthy rivalry. At school I had a big group of mates and we had a quiet competition amongst ourselves. I was dux every year from Year 10, so I suppose you could say I did all right,” he says without false modesty. “A lot of it came naturally but I always worked hard. I used to load myself up and did extra practice exams and really filled my plate. I guess I was a bit of a nerd,” he laughs. “My favourite subjects were maths and science. My maths teacher, Paul Dean, was brilliant. He was a VCE Specialty Maths and Maths Methods teacher, and I had him two years in a row. His teaching style really suited me. He taught like a university lecturer; he made you think about things and he tried to guide you in the right direction. He really prepared us well for getting a good ENTER score and for life at university. “He is still at the school and I still catch up with him for a beer, but these days we talk about football and other things,” Dr Nisbet says. “The science teacher’s name was Glenn Ross and he could see that I liked to be pushed. He used to give me extra work, which I appreciated. If I got a test back and it was 95 per cent, he would push me to get 100 – that’s how I like to operate. I work well under pressure, I like to bite off more than I can chew, and I like to be the best.” Dr Nisbet is currently an assistant lecturer in materials engineering and biological engineering at Monash University. He is one of the youngest assistant lecturers on campus, having fast-tracked his PhD in three years instead of the more usual four. His groundbreaking work combines the two once separate disciplines of nanotechnology and stem cell research into a new and exciting era of discovery, which could be the first step towards a cure for conditions such as Parkinson’s disease and spinal cord injury. Dr Nisbet has used existing polymer-based biodegradable fibres, 100 times smaller than a human hair, and re-engineered them to create a unique 3D cellular scaffold that encourages stem cells to attach to nerves in the human body – like ivy growing on a trellis. His technique to design a 3D structure is a world first. After spending eight months in Canada working with Professor Molly Shoichet, the world’s foremost expert in neural tissue in the spinal cord, Dr Nisbet is now collaborating with like-minded experts in Australia, Singapore and London. “Repairing damaged neural pathways is the holy grail of many researchers,” he says. “Our studies show that stem cells anchored to a scaffold not only attach more easily, but rapidly adapt to their environment and regenerate effectively. Then Dr David Nisbet, pictured here in his final year at Bentleigh Secondary College, was dux of his class from Year 10 to Year 12. Now In a world first, Dr Nisbet has created a unique 3D cellular scaffold that encourages stem cells to attach to nerves in the human body, which could be the first step towards a cure for conditions such as Parkinson’s disease and spinal cord injury. “It is a very long road to success, which will require small steps from many people, but it’s wonderful to know we’re making such a significant contribution here at Monash University, and we are very excited about the therapeutic outcomes that could be obtained from our research.” Dr Nisbet has returned to Bentleigh SC to talk to students about his research. Throughout his talk, he proudly reminded the intent young achievers of tomorrow of the importance of goal setting, and of what can be achieved when you believe in yourself and aim high. “I think people at public schools try harder,” he says matter-of-factly. “For me, it was the ideal learning space because it was a laidback environment where you had to be self-motivated. I had a lot of mates who went to private schools and were spoon fed, and they failed most of their subjects first semester – I went to a public school and I won scholarships right through university,” he says. “I am also glad I was at a co-ed school,” he adds. “Socially it was really great, we had lots of parties and heaps of fun,” he grins. If you know a past student who’s achieved success, email us at editor@edumail.vic.gov.au


40 Oct 09 School News Smoking ban on government school premisesA new ban on smoking within government school premises marks an important advance in Victoria’s campaign against cancer and preventable chronic disease, writes Rachel Skinner. For the majority of adults who smoke, that first furtive drag on a cigarette happened while they were still at school – and with tobacco responsible for more deaths than any other drug, the Victorian Government is doing all it can to buck this worrying trend. On 1 July 2009 smoking on Victorian Government school premises was prohibited, after public consultation found a high level of support for schools to be completely smoke free. Before the ban, smoking was not permitted in Victorian Government school buildings or enclosed outdoor areas. This rule, however, did not extend to smoking on school grounds – adults were still permitted to smoke in unenclosed spaces, when out of view of students. Community and Stakeholder Relations branch manager Helen Clarke said the smoking ban is part of a whole-of-government strategy to drastically reduce preventable chronic disease in Victoria. “What we’re aiming to do is send a clear message to school communities that smoking is harmful and non-smoking is actively encouraged,” she said. “The challenge remains to ensure that all children and young people understand that smoking is damaging to their health.” And as drug education officer Doug Sandiford explains, the smoking ban provides schools with the ideal opportunity to review their drug education policies. “Smoke-free school policies and tobacco prevention education are most effective when linked to a student’s personal health and wellbeing and are part of a whole school approach,” he explains. “Health education programs should include prevention education about smoking, and support a safe and healthy environment for all students.” “Health education programs should include prevention education about smoking, and support a safe and healthy environment for all students.” ‘All I want is your money and your health.’ But for many Victorian schools, creating a smoke-free environment is nothing new. Brauer College principal Julie Myers says the school has long recognised the need to do everything it could to discourage impressionable adolescents from taking up the habit. The school has been smoke free since well before smoking was banned in other public places. “Brauer has been a smoke-free school since soon after the Department made this open See our advert in the PD section or book online at www.edpd.com.au INCORPORATING ABORIGINAL PERSPECTIVES IN KLAs CLASSROOM READERS Indij Readers has 29 contemporary Indigenous stories for mainstream guided reading lessons, special literacy & Reading Recovery classes, homework centres, after school care & libraries. ACCOMPANYING TEACHERS GUIDES Provide cultural information, lesson plans, activity sheets, blackline masters, drama guides and discussion topics for each book in the series. FEATURES All authors/illustrators are Indigenous. Stories (from urban and rural communities) are clever, interesting and fun. Underlying messages: healthy eating, exercise, school is fun and family is important. Excellent for SOSE and HSIE, as well as literacy. PRICES Series 1: 11 readers + Teachers Guide $151.40 Series 2: 9 readers + Teachers Guide $139.50 Series 3: 9 readers + Teachers Guide $151.50 Schools can save up to 20% on guided reading packs. HOW TO ORDER Ask your local bookseller if they can supply or contact Tracey and Margaret at Indij Readers: Telephone 02 9597 7844 Facsimile 02 9597 7855 Email info@indijreaders.com.au Download an order form directly from the web: www.indijreaders.com.au/order-books


to schools to apply for in the mid-90s,” Ms Meyer explains. “The school pursued the initiative because it was agreed that it was an important adolescent – not to mention a staff – health issue. Parents smoking on the school grounds when visiting during student attendance hours were requested to butt out. There were one or two ‘discussions’ with individuals, but most were fine with the idea.” At Fountain Gate Secondary College, it’s always been a case of prevention is better than cure when it comes to smoking. As student welfare coordinator Demi Stathopoulos explains, the message to students is loud and clear – while dependent teens will be given all the support they need to quit smoking, they should think seriously before taking up the habit in the first place. “We have programs as part of the health initiative where students in Years 7 and 8 do a big unit on smoking,” she explains. “Kids freak out a bit when they see the list of the things that go into tobacco – there are over 4000 chemicals.” Research has found that many lifelong smokers take up the habit between the ages of 12 to 14 – but despite adolescents’ willingness to dabble in experimental behaviour, there is still one risk they’d rather avoid: their parents finding out. “If I catch a child smoking, I don’t tell their parents straight away – I give them a second chance,” Ms Stathopoulos explains. “If I tell their parents, they’re not going to come to me.” Instead, Ms Stathopoulos aims to nip the problem in the bud with early intervention through individual counselling sessions, to help students kick their dependence without fear of parental retribution. And slowly but surely, the message is getting through. “I try to manage their smoking so they don’t smoke during school hours,” she says. “If I tell them they have to quit, they’re not going to. But the amount of kids who get caught smoking is decreasing, and I think it’s because of the education program we have in place. I don’t see as many kids smoking at the back of the school and I don’t smell it as often.” The updated Smoke Free Schools resource has recently been distributed to schools. Smoke Free Schools Tobacco Prevention and Management Guidelines for Victorian Schools School News Shine 41 The cold hard facts • Cigarettes contain over 4000 chemicals. • It is estimated that you can become dependent on cigarettes in the first 100 cigarettes; for some it is fewer. • In the 2004/05 financial year, the total social cost of tobacco use in Australia was $31.5 billion. This accounted for 56.2 per cent of the total social costs of all drugs, including alcohol and illicit drugs. • In 1945, 72 per cent of adult males were smokers – in 2007 it was estimated to be 21 per cent of males. • Smoking is responsible for 90 per cent of drug-related deaths in Australia. For curriculum materials, regional support and information about being smoke free, visit www.education.vic.gov.au/ drugeducation Bush Babies Hands-on education with our Australian native animals including a wombat, joey, possums, birds and reptiles Milking Help us milk ‘Brandy’ the cow and make your own butter and cream the old-fashioned way! Farmyard Feed pat and hold the best variety of farm animals in Melbourne 1300 760 354 Chicken Hatching Experience the excitement of chickens hatching from eggs in your very own classroom Rabbit Rearing See new-born rabbits open their eyes for the first time, develop fur and learn how to hop over a four-week period Pony Rides & Camel Rides Take a break and let the ponies and camels do the walking We can setup indoors or outdoors Franchises now available Are you an energetic and enthusiastic teacher Do you love drama and working with kids Then we want you to join the team at Helen O’Grady Drama Academy. Call us now about part-time positions for 2010 across Melbourne and the Peninsula. Phone 95306080 for more details. Franchises are also available.


42 Oct 09 School News Victorian students top of the class A report on the results from the National Assessment Program Literacy and Numeracy (NAPLAN) tests, which were undertaken by all students in Years 3, 5, 7 and 9 in May this year, was released last month. The report stated that Victoria, ACT and NSW, are the highest performing states and territories in Australia. Victorian students, on average, performed better than the Australian average in reading, writing and numeracy, as well as grammar and punctuation, across all year levels. The percentage of Victorian students performing at or above the national minimum standard was significantly higher than for Australian students as a whole in 19 of the 20 assessment measures. In writing, the percentage of Victorian students in the top achievement band was significantly higher than students in Australia as a whole. Education Minister Bronwyn Pike said information from the NAPLAN tests will further support parents and teachers in their understanding of what their children can do and where they need additional help. “We agree with parents that nothing is more important than their children’s education. That is why our government has invested more than $80 million in schools with dedicated literacy specialists and maths and science coaches to ensure that every student is given every opportunity to reach their full potential, and clearly initiatives such as these are working,” Ms Pike said. “These results are good news for parents who can be confident that students are gaining the vital skills they need for the future. The results are also a tribute to the dedication of our highly motivated principals and teachers.” How Victoria performed in the NAPLAN tests Reading Over 94.3 per cent of Victorian Years 3, 5, 7 and 9 students are at or above the national minimum standards in reading. The average score for Victorian Year 5 and 9 students is higher than other jurisdictions. In Years 3 and 7, Victoria is one of the highestperforming jurisdictions along with NSW and the ACT. Writing Over 90.3 per cent of Victorian Years 3, 5, 7 and 9 students are at or above the national minimum standards in writing. For all year levels, Victoria is one of the highest performing jurisdictions in terms of the proportion of students achieving in the highest band. Spelling Over 90.9 per cent of Victorian Years 3, 5, 7 and 9 students are at or above the national minimum standards in spelling. For all year levels, Victoria is one of the highestperforming jurisdictions along with NSW and the ACT. Grammar and Punctuation Over 92.7 per cent of Victorian Years 3, 5, 7 and 9 students are at or above the national minimum standards in grammar and punctuation. The average score for Victorian Year 3 and 5 students is higher than other jurisdictions, and in Years 7 and 9 second only to the ACT. Numeracy Over 95.6 per cent of Victorian Years 3, 5, 7 and 9 students are at or above the national minimum standards in numeracy. The Victorian mean score is above all other jurisdictions for all year levels, expect for Year 3, where NSW and Tasmania perform similarly to Victoria. A unique educational resource ‘Living’ history Personal Development Find out what Enterprize can offer your students www.enterprize.org.au Phone or email for our Schools’ Programs brochure 03 9397 3477 or sailing@enterprize.org.au


Negotiated reviews help schools perform at their best Every Victorian Government school is required to be formally reviewed every four years – and for schools with student outcomes above expected levels, negotiated reviews offer a flexible and focused way to closely examine a specific area for improvement. Southern Metropolitan Region program planning and development officer Jenny Flint said a negotiated review recognises that a school has done exceptionally well in improving student learning outcomes over time, and has the capacity to conduct its own review supported by the regional network leader, a critical friend and the region. Schools in the region meet each term to clarify and discuss expectations of a negotiated review, and give feedback and challenge each other on their investigations. “This is an exciting opportunity to investigate an area informed by the school self-evaluation that will take the school to the next level of improvement,” she said. “Schools are encouraged to take an approach to the review that is investigative in nature, the results of which will inform the development of their School Strategic Plan. It’s a way for schools to challenge themselves to ask ‘what can we do to enhance the students’ learning; what can we do differently’.” Mount Eliza North Primary School took part in a negotiated review this year. Principal Kerry Graham said the entire teaching staff was divided into teams to research ways to improve student performance, particularly focusing on literacy and numeracy. “We’re a fairly high-performing school, but we felt the students could achieve a lot better than what they were achieving. We felt we weren’t getting the best out of them that we could possibly get,” she explains. “What we discovered was you can have all the whizz-bang programs, but unless you improve teachers’ instructional practices, those programs are not going to make one iota of difference – so what we were looking at was how to improve consistency, by researching best instructional practice.” And, she said, because the school undertook its School News Shine 43 own research, every teacher was able to provide valuable feedback on how teaching practice could be improved. “It’s put all of our teachers on the same page,” says Ms Graham. “They all have an understanding of the direction we are taking, and it has galvanised everyone’s enthusiasm.” SCHOOL SEATING SOLUTIONS Tough. Reliable. Good looking. “Building the Education Revolution in our Schools made easy with Felton Industries” Jumbo Park Setting 1800mm long x 1000mm wide (table top). Seats 10-12. Free standing or bolt down. Great for interaction. Price: $1800 +GST Code: FELJPS Delux Sheltered Park Setting 1800mm long x 2300mm high x 1560mm wide. Seats up to 8. ‘Colorbond’ roof provides weather protection. Bolt down lugs for maximum stability and safety. Powder coated frames. Price: $3800 +GST Code: FELRPT ALUMINIUM SEATING Park Setting 1800mm long. Seats 6-8. Can be fixed down for security and stability. Wheelchair access. Price: $1086 +GST Code: FELPS Phone NOW for: Government & Educational Price List and Free Catalogue Toll Free Ph: 1800 22 00 55 Toll Free Fax: 1800 05 91 58 Email: sales@felton.net.au Felton_Shinda_Ad_125x188.indd 1 28/07/2009 10:15:50 AM


44 Oct 09 Regional Network Leaders questions for Barbara O’Brien Barbara O’Brien, regional network leader (RNL) for the Ovens and Murray Network, likes to relax by catching up with friends, pottering in the garden or lazing by the pool with a good book. 1. What do you think makes a good principal When I think of the really good principals I have had the privilege to work with, they all seem to have a special charisma to engage and communicate with people. They have a real passion for working with young people and constantly strive to ensure their school provides the right opportunities for all students. Good principals can create and articulate a vision for improvement that instils confidence and loyalty in those they lead. 2. When you were a student who was your most inspirational teacher I’m showing my age because it was Mrs Naughton, my homeroom teacher in Form 1. She was young and trendy and took a special interest in each of us. She always made me feel confident in her classes and she made the work interesting. I really think she is one of the reasons I became a teacher. 3. What are you reading at the moment I have just spent two weeks travelling with my husband and I found a book in the Kuala Lumpur Airport called What’s Age Got to do With it by Robin McGraw who boasts about turning 55 this year. It caught my eye because since taking on the RNL role my regular exercise regime has just gone out the window, so I thought she might inspire me to get fit again … it hasn’t happened! Dare I mention Instructional Rounds in Education, which I think will provide the impetus to network improvement. 4. What is your idea of the perfect weekend About once a year we have a weekend away with our friends. We’ve been to a few different places but my favourite is a fantastic house in the Yarra Valley that very comfortably accommodates eight couples. We spend the weekend eating, drinking and laughing. It’s hard work. Especially recovering! 5. What were you doing prior to this role I was principal of Grahamvale Primary School, which has approximately 350 students and is situated on the outskirts of Shepparton. 6. What do you love to eat I enjoy eating Thai food but unfortunately I’m not very good at cooking it. I also like pumpkin soup with crusty white bread and a really good risotto. 7. What was your main motivation for becoming an RNL Throughout my career I have had colleagues who have encouraged me to take the next step, and this was the case when considering the RNL role. Secondly, I had actually been a member on one of the RNL panels and I was in awe of the skills and knowledge that the applicants displayed; it was the best professional learning I could have had. 8. What are some of the key projects you are working on I find our work very complex and I could fill a book with the many key aspects of this work. At the moment a key project is developing effective Professional Learning Teams in every school across the network where the focus is on students and a culture of “challenge and defend, not share” (Patrick Griffin). School retention is also a key piece of my work as we must provide pathways for students to continue their education in the post-compulsory years, and for small secondary schools this can be quite a challenge. 9. What do you do to relax after work At the moment we are doing a makeover of our backyard, so I guess it is gardening, if ripping up old pavers and pulling out plants is relaxing. I enjoy watching AFL footy and going to my daughter’s netball and, of course, catching up with friends on a Saturday night and having a glass of wine. In the summer, relaxing by our pool with a good book is my idea of true relaxation. 10. What is your all-time favourite movie I really love a good chick flick with lots of funny one-liners; Bridget Jones’ Diary is an all-time favourite of mine. I’m embarrassed saying this but I also love Gone with the Wind. I have watched it so many times and while there are characters in it that drive me insane because they are so insipid or self indulgent, I love the story and I cry every time.


School News Shine 45 Wireless upgrade for primary schools Classrooms may soon match the modern office thanks to a $7 million wireless access point upgrade to all Victorian Government primary schools. Up to 7300 wireless access points (WAPs) were delivered to schools in September boosting network coverage and capacity for students who access the web. The statewide ratio of wireless radios is now one to 14 students, which is among the best in Australia. Minister for Education Bronwyn Pike made these exciting announcements during a recent visit to Merri Creek Primary School, which is one of the first to go live with the new devices. “Schools across the state already enjoy 10-megabits-per-second broadband speeds and these upgrades will help Victoria maintain its leadership in the provision of bandwidth to schools,” she said. The Department has provided, through IBM, Cisco new generation dual radio WAPs and funding for cabling to every Victorian Government primary school. In addition, specialist school technicians are receiving training in planning and optimal placement of the new equipment in the classroom. Rollout of the new WAPs is expected to be complete by early 2010. In the meantime, staff and students at Merri Creek PS are enjoying the added freedom that boosted network coverage allows. “The increased coverage throughout the school means that there are more spaces that children can take laptops to,” principal Dionne Wright says. “The courtyard is a really lovely outdoor space for the Year 5 and 6 students to work in, and we are considering a complete changeover from desktop computers to laptops for students in Years 3 and 4. It will allow them to work in different spaces, and not always at a desk. It means that the teacher can sit in circle with the students to work, which is very exciting,” she says. Ms Wright adds that one of the greatest – and most appreciated – changes has taken place in the staffroom. “Only half of the staffroom was covered by the original wireless network so the teachers were all stuck on top of each other at one end of the room during breaks – now they can relax and spread out while they work.” Minister Pike with Merri Creek PS students Joshua, Year 5, and Isobel, Year 6 – two of thousands of Victorian Government primary school students who will reap the benefits of having increased wireless access. Live Butterflies! come to your classroom all year • touch the butterflies • watch them eat • learn about the life cycle Call Natalie 0410 098 855 email: info@butterflyadventures.com.au Carrington Financial Services We offer n Salary Sacrifice n Novated Lease n 54.11 Resignation n Retirement Planning n Wealth Creation n Taxation n Estate Planning For a no obligation assessment of your situation Contact John Doyle or Diana Sangue on (03) 9820 8688


A stunning school circus spectacular Melbourne’s Comedy Theatre was transformed into a big-top extravaganza as more than 70 musicians and performers from government secondary schools dazzled audiences in the latest Joining the Chorus stage musical, Barnum. The theatre was packed to the rafters for all nine shows as crowds cheered on the daring stilt walkers, amazing jugglers and spectacular trapeze performers from the Flying Fruit Fly Circus. The musical, based on the life of legendary circus showman PT Barnum, provided students with a fantastic opportunity to work with industry experts and gain professional performing arts experience in a topclass venue. Dressed in flamboyant 1850s-inspired costumes, towering top hats, huge hoop skirts and stunning clown make-up, the talented student ensemble upstaged even the most polished of Broadway professionals to earn standing ovations.


PHOTOGRAPHY BY LES O’ROURKE


Big Day In a big success After five days of professional learning at the RNL Institute, Victoria’s regional network leaders put their newfound knowledge into practice, coordinating a Big Day In for principals. Attendees at the EMR Big Day In step outside to enjoy some fresh air and sunshine and to take in the glorious views across the Docklands. Minister Pike with keynote presenter Professor Doug Reeves, Chairman of The Leadership and Learning Centre, and EMR acting regional director Jan Lake take a short break during the Big Day In at Etihad Stadium. John Cortese, RNL for the Highlands City Network in the Grampians Region, holds court during the Big Day In for the Highlands City, Highlands South and North East Highlands networks at the Mercure Hotel, Ballarat. Macedon Ranges Network literacy improvement officer Lisha Nash enjoys a laugh with principals Joan Gibbs and Kathy Vella at the Macedon Conference Centre.


The Big Day In for principals was an overwhelming success, with events held at 30 venues across the state on Friday 14 August. The day replaced the previous statewide Big Day Out to reflect the new network structure and the role of Regional Network Leaders (RNLs). Some regions and networks hosted the day at a common venue, while others held their event at separate venues across the region. Minister for Education, Bronwyn Pike, attended the Eastern Metropolitan Region’s event at Etihad Stadium. “The move from the Big Day Out to 68 network-centred Big Days In reflects the increased maturity of the system and government’s expectations that the RNLs and network principals will be the key units driving school improvement,” she said. Ms Pike also attended the Banyule and Nillumbik networks’ event at Heidelberg Golf Club in the Northern Metropolitan Region. Professor Richard Elmore attended the Macedon Ranges Network Big Day In, together with Office for Government School Education (OGSE) Deputy Secretary Darrell Fraser and School Improvement Division’s General Manager Judy Petch. The theme of the Big Day In was ‘A Profession with a Practice’, which built on the work of the recent RNL Institute. Principals received a copy of Professor Elmore’s book Instructional Rounds in Education prior to the event for pre-reading, and all networks spent time discussing the process of instructional rounds and how these might be used within the network to support school improvement. Oberon PS assistant principal Andrew Augerinos and BSW regional director Grant Rau take the opportunity to chat with Premier John Brumby. The theme of the Big Day In was ‘A Profession with a Practice’, which built on the work of the recent RNL Institute. Julie Baker, assistant regional director (ARD) school improvement for the Loddon Mallee Region, attended a Big Day In at Mildura: “It was absolutely fantastic. We noticed in our region that there was a deeper level of conversation among our principals. I was very proud of the RNLs and the preparation they put in to make sure everything went smoothly,” she said. Mark Thompson, RNL for the Nillumbik Network in the Northern Metropolitan Region, agrees that it was a significant day that provided opportunity to look closely at teacher practice and how to stay in the descriptive mode when making observations. “Conversation was generated about how to improve instruction across the network. Principals were able to spend time and effort on the activities provided, and to discuss school improvement in their own network,” he said. RNLs Janet Gill-Kirkman and Jan Gregory ran a sub-regional event for the Southern Hume Network and The Ranges Network at Euroa, and included their ARD school improvement David Cummins, as well as Student Wellbeing General Manager Ian Claridge and OGSE executive coordinator Mark Brear. “We modelled the day on what Richard Elmore did with us at the RNL Institute – we used the same videos and the same learning framework and it worked! We had a very hands-on, very collaborative day that was extremely successful and worthwhile,” Ms Gill-Kirkman says. “Our principals were really engaged and had a readiness for the next level of learning. It was fabulous.” Ms Gill-Kirkman says she is now working with principals to use the methods of observation that were covered in the Big Day In. “We learned that practice is very important, and our regional team of seven RNLs and the two ARDs have all made a commitment to complete instructional rounds early in Term 4,” she says. left to right: Belmont PS principal Mark Arkinstall, Montpellier PS principal Russell Koehler, Rollins PS principal Steve McGarrigle, and North Geelong SC principal Allan White get down to business. OGSE’s Deputy Secretary Darrell Fraser participates in the marshmallow challenge during the Macedon Ranges Network Big Day In. Participants used skewers, marshmallows, Blu-Tack and sticky notes to create a sculpture representing a network.


50 Oct 09 Building the Education Revolution Infrastructure Update Strathmore North PS sports new oval An exciting new sports ground at Strathmore North Primary School will help to keep students active for years to come, writes Tessa Van Der Riet. The Strathmore North PS community joined $35,000 of school fundraising with federal funding for the construction of the synthetic turf oval, which was launched with a whole-school celebration – after which, the students were invited to run and play on the field for the very first time! “We’re very excited about being given these funds from the Federal Government and being able to realise our dream for the oval, which has been a much-loved project for some time,” principal Jenni Lewis said. The oval has been imagined and anticipated for some years and came together as part of the National School Pride initiative, just one segment of the Building the Education Revolution (BER), part of the Federal Nation Building – Economic Stimulus Plan (ESP). The school has also started construction of its $2.5 million learning neighbourhood, another BER project, which will open up learning spaces into new and dynamic 21st century teaching and learning environments. Ms Lewis, who has been principal at Strathmore North for nine years, says the school community is “over the moon” with the stimulus plan projects. “I’ve never seen this volume of money for infrastructure development and I think it has huge potential to improve learning outcomes for students and teaching conditions for our staff, and really add value to education. “We identified the oval project because it was something that would benefit all children, Prep to Year 6, and also children with special needs allowing them to get out onto the oval,” she said. Ms Lewis added that the school community has experienced a real lift with the new oval as well as other upcoming projects, including the learning neighbourhood and Better Schools Today classroom rejuvenations, which are all working together toward improving learning environments and, ultimately, student performance. The investments in school infrastructure “will take us to a new level of learning and learning outcomes,” she said. Lowest Basic Mortgage Rate – Best Mutual: Victoria Teachers Credit Union Source: infochoice June 2009 12 month discounted variable rate % 4.72 p.a. Basic Home Loan Refer to website for current rates % 1 4.95 p.a. Comparison rate $0 establishment fee* fortune favours the refinancers! Refinance to any of our Home Loans between 1 August and 31 October 2009 and we’ll waive the establishment fee.* For further information, or to apply, call a friendly Home Loan Consultant on 1300 654 822 or visit www.victeach.com.au. Victoria Teachers Credit Union Limited ABN 44 087 651 769 AFSL 240 960 Offer valid for Home Loan applications received from 1 August 2009 to 31 October 2009 and loan must be funded by 31 January 2010. Minimum loan amount is $100,000. At the end of the discounted period the interest rate then reverts to the Basic Home Loan variable rate, currently 4.97%p.a. Interest rates subject to change. This offer is only for new Home Loans; it does not apply to switching existing Victoria Teachers Credit Union Home Loans. Loans in excess of 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. Minimum redraw $500 and is only available via Internet Banking for Basic Home Loans. 1. Comparison rate is calculated on a secured loan amount of $150,000 for a term of 25 years. WARNING: This comparison 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 request from our branches. Terms and Conditions available upon request.


Tate Street’s Trojan horse www.teachingwithouttelling.com.au Following Karen Green and Amanda Dressing’s successful roll out of the e 5 Instructional Model to Principal Class Officers in 11 Regional Networks in Victoria during Term Three 2009, they are proud to present e 5 Instructional Model School Leaders Workshop MELBOURNE CRICKET GROUND – Brunton Avenue, Melbourne 13 November 2009 An interactive, informative and thought provoking workshop about the e 5 Instructional Model that was developed by the DEECD in 2009. AND IMAGE COURTESY OF THE GEELONG ADVERTISER A colossal wooden horse has brought legend to life for the students of Tate Street Primary School, thanks to a $36,000 grant. The groundbreaking project is one of the first of the Extended School Residencies funded by Arts Victoria in association with the Department. The four-metre high Trojan horse was created by local artists Glen Romanis and Stuart Guthrie as the centerpiece of the school’s latest stage show, The Legend of Troy. Torquay artist Janet Muller added the final touch by creating the helmets and shields worn by students during the battle sequences. Students worked with artistic director Dave Kelman for three hours every Friday for 20 weeks to get ready for the play, and he was hugely impressed by their dedication to creating a production of epic proportions. “This is our first project in Geelong,” he said. “It has been fantastic to work at Tate Street and we have been blown away by the talent and enthusiasm of the young people and the professionalism and commitment of the staff. This work is about telling an important story for our times. It is not about ‘stars’; everyone is equally important and they must work together to make the story work for the audience.” e 5 Instructional Model Train the Trainer Program 09/10 MELBOURNE CRICKET GROUND – Brunton Avenue, Melbourne DAY ONE – FRIDAY 11 DECEMBER 09 DAY TWO – FRIDAY 12 FEBRUARY 10 DAY THREE – FRIDAY 23 APRIL 10 DAY FOUR – FRIDAY 23 JULY 10 These practical and engaging workshops are designed for teachers who will be empowered to unpack the e 5 Instructional Model and recreate the activities in school-based professional learning sessions. The first of these will be conducted in Term 4, 2009 to allow for the introduction of e 5 during professional learning days at the beginning of 2010. It is highly recommended that each school send two participants. Participating schools will receive a USB containing all workshop materials. Workshop details, registration forms and on-line registration available at www.teachingwithouttelling.com.au


52 Oct 09 Opinion Dr Gaye Williams A deeper learning approach We need a fundamental shift in how science, technology, engineering and mathematics subjects are taught, so that students find them engaging, exciting and want to pursue it at the next level. Australia does not have enough students taking science, technology, engineering and mathematics subjects – collectively known as STEM – in senior secondary school and beyond. Our young people simply don’t seem interested in studying these vital subjects beyond the compulsory years. This isn’t just an Australian problem; it’s an issue for almost all developed nations. And it’s a serious one: if we don’t have students studying STEM subjects at university level, where will we find the STEM ‘ideas workers’ of tomorrow to maintain our position on the cutting edge of research and design To fix this problem, we need to start in the primary classroom. We need a fundamental shift in how STEM subjects – in particular, mathematics – are taught, so that students find the subject engaging, exciting and want to pursue it at the next level. At the moment, the majority of mathematics in schools is taught in ways that produce instrumental understanding; that is, the teacher explains a topic, with students completing a number of exercises on that topic before moving on to the next one. This type of teaching requires a great deal of repetition, as students tend to forget details of the topic quickly, and often struggle to understand how one topic relates to another. This learning is superficial and shortterm – and, for too many students, boring, or difficult and stressful. Instead, if students are taught in a way intended to develop relational understanding, they are able to relate one topic to another and gain a deep understanding of mathematics. This type of learning is what we should be aiming for in the classroom; it gives students the chance to build their understanding of a topic and really engage with it to develop further mathematical ideas. To do this, parents and teachers need to have more faith in our young people’s ability to think. I developed a group work approach while working as a teacher that I refined through my PhD studies. A carefully designed problem solving task that is accessible in multiple ways is given to the class, who then work together to explore the problem by sharing their existing knowledge and building on their combined knowledge. After about 15 minutes, students report on an aspect of their progress to the rest of the class. This helps them consolidate their ideas and often adds a new dimension for the consideration of other groups. They then return to their groups to continue their thinking. This generally happens three to four times before the students as a class have developed new understandings around the mathematics available through the task. The teacher’s role is to ask questions (not hint or tell), to assist students to think further along the directions they have decided to take. The


By trying to do too much thinking for our students and young people, we stifle their ability to learn at their full potential. Perhaps it’s time to let go and enable our students to think for themselves. teacher also works out the order of reporting so each group has the opportunity to investigate something new, and knowledge builds for the class during the process. This helps students make mental leaps to a new idea, and sharing these ideas contributes to what others can draw on in their own problem solving endeavours. Within this learning context, optimistic thinkers view success (i.e. learning something more) as permanent and personal, and failure (not yet knowing) as temporary and something that can be overcome through personal effort. They are aware that there are specific aspects of the present failure that they may be able to change, and in doing so come closer to achieving success. Students who think in this way respond to the group problem solving positively; they are able to use what they already know and apply it to build a new concept. When it doesn’t work out the first time, they are happy to try again until it does. In other words, they are persistent and creative problem solvers. Students who don’t perceive things this way (because they are not optimistic) want to remain working within the knowledge they already have. They are not willing to struggle to develop a new concept or idea. They perceive learning as being ‘told’ the correct answer and then repeating it, rather than coming up with it themselves. These children could be very high achievers on recall type mathematics tests that are frequently used to assess student performance in schools, but their ability to problem solve is lacking and their understanding tends to be recall of rules and procedures only. The good news is that, in certain circumstances, a student can change their way of thinking from non-optimistic to optimistic in one year. My research is currently looking at how the learning of maths can contribute to such changes. In 1999, after the Trends in International Mathematics and Science Study (TIMSS) results from the mid-1990s had shown that Singaporean students clearly outperformed Australian students in mathematics, Prof. Berinderjeet Kaur from the National Institute of Education in Singapore came to Australia to find ways to overcome a problem she had noted in Singaporean engineers. Despite the top marks they were achieving, they had a high proportion of engineers working in industry who could not pose problems; only work out problems identified by others. She considered Australian students were more likely to be able to pose problems. Problem posing is integral to the problem solving undertaken by STEM ‘ideas workers’ and despite Prof. Kaur’s confidence in us, Australia also needs to develop these skills further and engage students in the process. Using this deep learning approach will not only teach our students to become better problem solvers and to think more independently, it will also free up the curriculum to cover more topics at a higher level, as space becomes available because teachers will not need to go over and over the same work year after year. By trying to do too much thinking for our students and young people, we stifle their ability to learn at their full potential. Perhaps it’s time to let go and enable our students to think for themselves. Dr Gaye Williams won the University of Melbourne’s Chancellor’s Prize for Social Sciences in 2007 for her work into optimistic thinking in the classroom. She is hosted by the International Centre for Classroom Research at the Melbourne Graduate School of Education. Tell us what you think Email editor@edumail.vic.gov.au


54 Oct 09 Regional Network Leaders questions for Peter Enright When he’s not engrossed in a novel, Peter Enright – regional network leader (RNL) for Moreland in the Northern Region – is happiest when playing golf, gardening or working out at the gym. 1. What do you think makes a good principal The ability to create an informed vision based on improved student outcomes with the local community and hold all accountable for its successful implementation. 2. When you were a student, who was your most inspirational teacher My Year 12 Literature teacher had a genuine love of books and the capacity to inspire and support me to work really hard to achieve good results. He also had very high expectations and knew his content extremely well. 3. What are you reading at the moment In the past few weeks I have read Breath by Tim Winton, The Slap by Christos Tsiolkas and The Road to Lost Innocence by Somaly Mann, as well as How to Get Your School Moving and Improving by Steve Dinham and of course Instructional Rounds by Marzano. 4. What is your idea of the perfect weekend My perfect weekend includes some physical activity – golf, gardening, beach or gym – a great meal with family and friends and the opportunity to read for enjoyment in front of an open fire. 5. What do you love to eat Thai food or paella. 6. What was your main motivation for becoming an RNL To continue and extend the work I had been doing as a senior education officer (SEO) on school improvement, internal accountability and developing leadership capacity basing the work on using a network model. 7. What were you doing prior to this role I had been an SEO for seven years, mainly working on the Broadmeadows Schools Project, and I was principal of two large primary schools in the Western Region for 13 years before that. 8. What do you do to relax after work After work each day it is usually so late that I have dinner and collapse exhausted onto the couch. But if I have any energy left, I try to exercise on my treadmill and home gym equipment and spend time with my wife and adult children. 9. What are some of the key projects you’re working on The main project is school improvement for all of the schools in the Moreland Network where performance needs significant support to improve outcomes. I have also been working on two regeneration projects that are designed to bring together smaller primary and secondary schools to improve the choice, diversity and pathways for all students. 10. What is your alltime favourite movie Dead Poets Society and Milk are both fantastic movies.


Careers Education Shine 55 Careers teacher wins national award Gisborne Secondary College careers coordinator John Horley has received the prestigious Judith Leeson Award for Excellence in Careers Education. Mr Horley, who is in his fourth year at the college, says the award is a great honour and acknowledges the school’s success in the careers field. “It’s great to be at a school that recognises that careers guidance is absolutely critical in achieving good outcomes for young people,” he says. Mr Horley has overseen the revamp and overhaul of the school’s approach to careers education. The college now integrates careers and the curriculum in a model that ensures students develop understanding and skills as they progress through the school. Mr Horley has also linked the curriculum and the Australian Blueprint for Career Develepment, Employability Skills for the Future, Student Well Being Model, and Managed Individual Pathways. The model begins with Year 8 students playing the Real Game, which links into their subject selection and careers counselling for Year 9 and 10. Year 9 and 10 subjects incorporate skills from Employability Skills for the Future and there is a compulsory career elective in Year 10. Workshops are run for VCE/VCAL students as well as visits to career expos, industry, guest speakers, extension studies in VCE and at university, VTAC information nights, parent information nights and intensive personal assistance for students when necessary. More than 1000 students participate in some aspect of the careers program annually. Principal John Flanagan says that Mr Horley clearly understands students’ needs as well as the variety of career pathways. “Within two months of his appointment, John outlined a strategic plan for the next three years,” he said. Mr Flanagan describes Mr Horley, who holds a Masters in Careers Education, as passionate and articulate about the important role that teachers play in students’ career development. “He understands the constraints on teachers’ time and is a strong advocate for quality, well-targeted training,” he said. “Teachers are beginning to feel more confident and better resourced to meet the challenges that the curriculum changes bring.” Mr Flanagan added that Mr Horley’s work had very successful outcomes. “We had a very high rate of students getting their first preference for university placements last year and our exit data tells us that just about every student goes into further education, training or worthwhile career pathways,” he said. Get your careers teacher recognised For more information, visit www.cdaa.org.au


56 Oct 09 Research Q&A with Collette Tayler Collette Tayler holds the Chair of Early Childhood Education and Care at the Melbourne Graduate School of Education at the University of Melbourne. She conducts local and international studies of the ways that social, family and educational policies and practices affect early childhood education and care outcomes. Can you tell us a little about your background in early childhood education and care (ECEC) I guess from the time I (literally) had to march into school at age four I’ve been thinking about how children come to learn and get on in group settings. I’ve worked with very young children in far northwest and regional southeast Queensland and in WA, where I did my graduate studies contrasting the interactions in preschools and early primary school classes to find out how better to handle transitions. My time working in the Organisation for Economic Cooperation and Development (OECD) to produce the Starting Strong II report (ECEC provision in 20 countries) made me think more about questions around the quality and effectiveness of different types of ECEC programs – this is the subject of our team’s research. Why are high-quality ECEC programs so important Important and rapid cognitive growth happens very early in life. We know from very large studies in North America and the UK that high-quality ECEC programs promote positive development. Experimental studies show us that the effects of high-quality programs can be sustained into adulthood. Lack of a quality program can predict poor progress. More broadly, our society requires accessible high-quality ECEC programs. They are a good foundation for other social institutions. ECEC programs promote increased participation in the labour force and increase the social inclusion of both children and parents – they can help level the playing field and promote gender equality. And they may be an impetus for gender equity, prompting in two-parent households equal sharing of child rearing and domestic work. How can parents help their children’s learning and development Parents are the most important influence in a child’s early learning and development. Children’s physiological and mental systems develop through the relationships they experience. Research shows us that creating a warm, nurturing and safe environment where children can learn and grow is very important. Listening to children, reading, playing and exploring are important early forms of learning and development. What are the elements of a well-designed ECEC program Defining what constitutes ‘quality’ in an effective ECEC program is one of our main objectives in the E4Kids (Effective Early Education


Experiences for Kids) study. We already know that high-quality staff, small group sizes and high staff-to-child ratios are important, as is creating a warm, engaging environment for the children. The Australian Government currently invests $3.3 billion annually in early childhood education and care. Our study will enable educators and policymakers to make the most of this annual spend by providing detail of what elements of a program have the greatest effect. So watch this space! What kinds of ECEC programs do 3–5-year-olds usually encounter Between the ages of three and five, there is a wide range of programs children encounter as they transition to school. Through this period, as children get older they begin to encounter more consistent programs and more children participate. Significantly, less than two-thirds of Australian three-year-olds take part in an ECEC program (that receives public funds) – a low level of participation for a rich OECD country. These programs vary widely in terms of content and structure, ranging from small groups running from providers’ homes to centres in the community. By age five, children are moving into Prep, the first year of school, where provision becomes much more consistent. The variability of provision at age three begs questions about how different programs affect children’s development: this is a core question of our study. What are the challenges for ECEC provision in Victoria and Australia in terms of access, quality and equity We need to have a better understanding of exactly what constitutes quality in an early childhood setting and how we measure it. Further, we need to know exactly which elements of programs have the greatest effect in promoting positive development in a broad range of areas: cognition, social and emotional development, literacy and language, mathematics and numeracy, social inclusion and health. In terms of access, the challenge of providing services to regional and remote areas is unique to Australia, and one that we must address. The E4Kids study The E4Kids study is an Australian Research Council linkage project of which the Department is an industry partner. The Victorian Government has made a $1.4 million commitment to the project, which will provide evidence about ways to optimise early learning and social experiences and establish positive life trajectories for Australia’s children. It addresses the national research priority of ‘a healthy start to life’ and aligns with the National Productivity Agenda. This is the first Australian study to link the non-compulsory education of three-year-olds to national test data collected when children are eight. It will determine what elements of early childhood education and care programs make a significant impact on a child’s learning and development over time. The research team will analyse a typical suite of early childhood education and care programs in diverse Australian communities: remote, regional, urban, disadvantaged and wealthy. It will also study the outcomes for children who do not access ECEC programs. The study will also draw on expertise from the Queensland University of Technology; the Institute of Education, London; the University of Toronto; the Royal Children’s Hospital, Melbourne; the Queensland Government Office for Early Childhood Education and Care; and the Queensland Department of Education and Training.


58 Oct 09 Research Children’s perspectives of starting school A group of Prep students recently shared their thoughts on starting school – these valuable opinions should help inform adult understandings of and responses to the complexity of school transition. By Kay Margetts


Shine 59 Starting school is a time when learning and education becomes formalised, when conformity to rules and expectations, and relationships with others become a measure of success. Children’s social and affective wellbeing, identity, and learning are important and can make the difference between a child progressing well or experiencing ongoing difficulties (Fabian 2007; Margetts 2007; Niesel & Griebel 2001). Becoming a school child involves dissecting information and constructing understandings about school and the role of school children. This includes responding to and taking on the behaviours and expectations of the new environment. The variation in individual development and experiences of each child means that for some children, the new experiences encountered at school will provide minimal challenges and difficulties, while for others, the same experiences will provide heightened challenges and difficulties (Fabian 2007; Margetts 2007). There is general agreement that the success of the transition to school and adaptation to the new physical, social and academic contexts is mediated on many fronts including: child; family; school and community. It is important for children to contribute to the processes that affect them and to include their perspectives in research about early childhood issues (Dunlop 2002). The reality of the child’s view may differ from that of adults (Heinzel 2000, cited in Griebel & Niesel 2000). Further differentiation of experiences and perspectives occurs through the individuality of personality and experience that each child brings to their impressions and interactions within the school. These interviews enabled the ‘expertise’ of children, who had actually experienced the transition to school, to be expressed and heard. This view recognises the agency of children as co-constructors of their socio-cultural environments. By listening to and analysing the ‘voices’ of children who have been directly involved in the transition to school process, a third dimension is added to the voices of parents and teachers, and should help inform adult understandings and responses to the complexity of school transition. Fifty-four Prep children from four metropolitan schools in Melbourne were recently interviewed after attending school for seven months. Children were interviewed in small focus groups of three and asked two simple questions: ‘What do you think new children starting school need to know’ and then after each child in the focus group had an opportunity to respond: ‘What can schools do to help children who are starting school’ These interviews enabled the ‘expertise’ of children, who had actually experienced the transition to school, to be expressed and heard. Six main themes emerged in relation to what new children starting school need to know about: peer relationships; school rules; general procedures; classrooms; academic skills; and feelings. Responses support the notion that social, affective and learning competencies are important to children as they start school. Knowing about how to make friends and deal with interactions included establishing friendships, knowing children’s names, considering the feelings of others, sharing and taking turns. The number of times not being hurt, or hurting were mentioned suggests that the playground, in particular, places demands on children’s social and emotional skills and wellbeing, and assistance is needed for dealing with playground conflict. Children suggested that schools need to help them know what


60 Oct 09 Research to do when they are hurt, should provide teacher assistance in the playground, and teach children how not to hurt. Having someone to rely on during the start to school – whether for social, physical or other reasons – was recommended. Children suggested this could be the teacher or principal, but it could also be an older more experienced child: “a friend that has already been in Prep ... they could help you do things”. This included being told or shown how to use the playground equipment safely: “You have to show them (Preps) how to do that so they don’t get hurt.” Knowing about school rules, consequences of breaking rules, being good (not bad), and avoiding or not getting into trouble, were noted often. The suggestions by children on ways that schools could help newcomers– “give them a reward if they’ve been good or not if they’ve been bad” or “they could tell you if you do something bad” – indicates that they want clarification about what constitutes appropriate and inappropriate behaviour, or that they are trying so hard to do the right thing that they want this recognised: Knowing general school procedures and ways of doing things was also important. This involved knowing what to do (actions), where to go (locations), and timing of routines. For example, asking for help, doing up shoelaces, lining up with a partner, responding to bells; and playing on the right playground. Knowing about: school rules; consequences of breaking rules; being good (not bad); and avoiding or not getting into trouble were noted often. Another distinct set of knowledge related to classroom procedures including information about the teacher, the teacher’s name, what the classroom is like, and how to behave in the classroom such as: listening to the teacher; doing what the teacher says; being quiet; asking permission; sitting on the mat; and so on. Knowing how to learn, doing hard work, and knowledge related to literacy and numeracy was also important. There was a strong focus on the importance of knowing how to write; writing one’s name; the alphabet and letter sounds; and maths and numbers. Along with recommendations that teachers could help children sounding letters and words, help them learn and provide easier work, responses suggest that these skills are a challenge to new entrant children but may also be a means of measuring one’s competence as a school child. Fifteen children referred to feelings about starting school with most relating to ‘not feeling scared’: “Not to be scared … Because it’s not scarier when you start school. Because it’s easy when you get in Prep.” Ways that school could help included helping children ‘feel good’: “They could make sure that none of them are sad and they’re all happy.” Children’s responses affirm that relationships and interactions, procedures and ways of doing things are important elements of starting school and appear to provide children with a sense of identity and competence, safety and emotional wellbeing. Familiarity with school, the people in it and acceptable ways to behave gives children a frame of reference by which they can function independently and determine their own competence (and that of others). These initial impressions are important and can become the standard against which future school experiences are measured. By understanding the challenges articulated by children as they start school, and the skills and competencies and aspirations of them and their families, educators in the early years are better able to support children and implement strategies, both prior to and during the transition period, that enhance development and learning, and minimise difficulties as children start school. Kay Margetts is an associate professor in early childhood studies at the Melbourne Graduate School of Education at the University of Melbourne. References Department of Education and Early Childhood Development 2009, Transition: A positive start to school, Melbourne. www.education.vic.gov.au/ earlylearning/transitionschool/default.htm Dunlop, A-W. 2002, ‘Bridging early educational transition in learning through children’s agency’, European Early Childhood Education Research Monograph, 1, pp. 67–86. Fabian, H 2007, ‘Informing transitions’. In A-W. Dunlop & H. Fabian (eds) Informing transitions in the early years (pp. 3–20). Berkshire: Open University Press. Griebel, W. & Neisel, R. 2000, ‘The children’s voice in the complex transition into kindergarten and school’. Paper presented at the 10th European Early Childhood Education Research Association Conference, London, 29 Aug- 1 Sept. Available at: http://extranet.edfac.unimelb. edu.au/LED/tec/pdf/griebelniesel1.pdf Margetts, K. 2007, ‘Understanding and supporting children: Shaping transition practices’. In A-W. Dunlop & H. Fabian (eds) Informing transitions in the early years. (pp. 107–119). Berkshire: Open University Press. Niesel, R. & Griebel, W. 2001, ‘Transition to schoolchild. What children tell about school and what they teach us’. Paper presented at the 11th European Early Childhood Education Research Association Conference, Alkmaar, Netherlands, 29 Aug – 1 Sep


A positive start to school A number of promising practices were identified though the evaluation of the 30 Transition: A Positive Start to School pilots, which ran across a diverse range of Victorian communities from October 2008 to May 2009, including: • Reciprocal visits for children and educators between early childhood services and school; • Sharing information about children’s learning and development via transition statements and meetings; • Joint professional development for early childhood educators and school staff; • Local transition networks, which involve a broad range of stakeholders; • Buddy programs for children and families; • Activities that promote the engagement of families; • Learning programs responsive to children; • Social storyboards for children on the transition to school; and • Community-level transition timetables. PantoFlex... World's First Ergo-Dynamic School Chair Surely, there are no more important chairs than the ones we ask our children to sit on... Endorsed by the Woods Furniture Pty Ltd PHONE 03 9316 0600 FAX 03 9316 0611 FrEEcAll 1800 004 555 Australia only www.woodsfurniture.com.au IMAGE BOUND / WOOD_3716 SHN DON’T MOVE PUPPET THEATRE PUPPET SHOWS & PUPPET MAKING WORKSHOPS Celebrating 19 years in 2009 Prices from $3.85 (GST inc.) per student For details contact John Evans Tel: 9397 0033 0419 346 731 See pictures of student’s work, comments from many happy customers and full price details at www.dontmove.com.au


62 Oct 09 School News Erin Brockovich a class act A little piece of Hollywood came to Berwick recently when Erin Brockovich, the real-life heroine of the movie of the same name, dropped by to speak with students at Kambrya College. The 2000 film won Julia Roberts Oscar glory and its namesake acclaim for her investigative skills. Ms Brockovich helped terminally sick residents of the Californian town of Hinkley win $333 million in damages when she found toxic chemicals in their drinking water. In Australia working with Brisbane law firm Shine Lawyers, Ms Brockovich travelled to the school after legal studies teacher Anne Kyprianos emailed her asking her to visit if she ever came to Melbourne. She couldn’t believe her ears when she received a phone call advising her that Ms Brockovich was happy to fulfill her request. “I was numb!” she laughs. “My ears started ringing and I thought, ‘I can’t be hearing right!’ My heart was pounding at 100 miles an hour and I didn’t want to hang up the phone just in case it wasn’t real.” But real it was, and Ms Brockovich gave the students an unforgettable insight into her personal challenges and legal triumphs. “When I looked over the faces in the audience, there were around 170 to 180 students seated and captivated by Erin’s powerful words and warm encouragement to believe in themselves, to trust their gut feelings. You could hear a pin drop,” Ms Kyprianos says. “Ultimately what I wanted and what I envisaged was to bring Erin’s world and experiences into the classroom and be something that they would remember forever, if nothing else,” she continues. “And boy, I wasn’t wrong – the students still talk about Erin’s speech every day and in one way or another, her name continues to come up.” During a recent visit to Australia to work with a Brisbane law firm, real-life heroine Erin Brockovich flew in to Melbourne to visit with students at Kambrya College in Berwick. Left: Julia Roberts won an Oscar for her feisty portrayal of human rights champion Erin Brockovich in the 2000 Hollywood movie of the same name.


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64 Oct 09 Multicultural Education Overseas students look to Australia for lessons in multiculturalism Inbound study programs offer overseas educators and students much more than the chance to develop their language skills, they also provide an opportunity for a rich and rewarding multicultural exchange. In August, Korean afterschool English teacher Suah Myeong organised and accompanied a pioneering UNESCO/Seoul Metropolitan Government Korean Global Youth Leadership ‘Multiculturalism Study Tour’ to Australia. Ms Myeong and her group of six middle school students spent two weeks in Australia investigating multicultural policies, programs and issues, in Melbourne, Canberra and Sydney. On their return to Korea, the group prepared comprehensive written and verbal presentations on their findings for a large Global Youth Leadership Initiatives forum, joining other groups of Korean students and teachers who have made similar, issue-specific study tours to countries including the US, Canada, Britain and Europe. “Multiculturalism is evolving as high interest and is an obvious subject for our overseas visitors,” says Ian Stockdale, manager of International Training Programs, International Education Division. “It is becoming a leading societal issue in many of our neighbouring countries, such as Korea, China and Japan, and educators and students from these countries want to come here to study multiculturalism because Australia is considered the ‘multiculturalism capital of the world’,” he says. During their time in Melbourne, the Korean students visited the Adult Multicultural Education Service Languages Campus, the Department’s LOTE Multicultural Education Resource Centre, and the Australian Multicultural Foundation. Visits to the Melbourne and Immigration Museums, and the National Gallery of Victoria were also scheduled, where DEECD education staff provided specialised multicultural programs. The group also spent time at Livingstone Primary School, where they observed classroom activities and heard all about the school from its enthusiastic teachers and students. While they were there, the visiting teens had the chance to catch up with another group of 14 Korean primary school students and their teachers, Eun-kyoung Jang and Yong-jin Lee, who were in Melbourne on a three-week study tour and cultural exchange program, and being hosted by families from Livingstone PS. “This is the second time that we have hosted Ms Jang and some of her students, and it won’t be the last. Our children love having visiting students and there is never any shortage of families wanting to host them,” principal Kathy Jones said. Livingston PS doesn’t teach Korean – it teaches German and is adding Mandarin next year – but Ms Jones says it is not so much about language as it is about cultural exchange and enabling children to be part of the global society. “We have children who represent so many cultural heritages at our school and it is lovely for them – and very important – to have the chance to interact with children from other countries. It extends multiculturalism to give our children the opportunity to spend time with and learn from children from another culture, For more information on study tours, contact Alan McLean from the International Education Division on 9637 3697 or email mclean.alan.w@ edumail.vic.gov.au at the same time giving the visiting students a chance to speak English and learn about our culture,” she says. To encourage other schools to look beyond language-based study programs, the Department is currently refining its range of themed, short-term study programs to include science and technology, visual and performing arts, and leadership, to name a few. During their recent multicultural study tour to Melbourne, teacher Suah Myeong and six Korean students met with International Education Division Unit manager Alan McLean (left) and International Training Programs manager Ian Stockdale (right).


VCAL Shine 65 Auslan gives VCAL students a hand VCAL students at Croydon Community School have gained confidence and new skills after completing an Australian Sign Language course as part of their regular studies, writes Emily Stoikovich. Students at Croydon Community School completed their level one Australian Sign Language (Auslan) certificate this year as part of a unique VCAL program called The Studio, in which the curriculum focuses specifically on personal development and vocational training as a means of re-engaging students who are at risk of being marginalised from education. The Auslan course was initiated by VCAL teacher Trish Kruse. A newcomer to sign language, Ms Kruse envisaged the 10-week course would provide students with important life and employment skills, such as improved communication, empathy and relationship building. However its success, she says, surpassed all expectations. “When I was doing my lesson plans I thought, ‘Okay, what will the outcomes be’ I thought we could improve literacy and communication skills. But what came out of it was so much more than I expected; a real sense of connectedness has taken place.” Ms Kruse maintains that much of the course’s success is due to Auslan’s ability to create a level playing field in terms of learning, and by accommodating different learning styles. She feels that Auslan offers young people a holistic approach to education that enables instant success – by the end of their first lesson the students were able to sign sentences about themselves. Ms Kruse’s inspiration for the course evolved from the 2008 Australian Government Residential Summer School for teachers, where the exploration of innovative ways to use applied learning included Auslan. She later received a grant to develop a program that would improve students’ learning outcomes. As a result, Darren Roberts, director of The Auslan Company, was recruited. A qualified teacher, Mr Roberts adapted the curriculum at The Studio to incorporate games and activities, which encouraged interpersonal development and team building amongst the students. His final assessment included an informal group activity that tested their knowledge of Auslan, and the results were pleasing. Mr Roberts and Ms Kruse presented The Studio’s Auslan course at the Victorian Applied Learning Association conference in August, where it was well received. “The beauty of Auslan is that it assists people who have learning difficulties by enabling them to see what they need to know,” Mr Roberts says. “It is a visual language that relies heavily on facial expression, body language and memory to communicate.” Because of this, students are required to use a lot of eye contact and that alone has been a great step forward for many of The Studio’s students. “The young people realised the importance of eye contact when talking to others. Positive eye contact and body language helps people project a sense of selfconfidence that is really important to potential employers,” Mr Roberts says. With his certificate firmly in hand, VCAL student Andy Thomas says the journey into the world of sign language was very rewarding: “My school experience wasn’t really good at the start, but meeting Darren and doing Auslan has changed my life a bit because now I know how to sign to deaf people”. PHONEÊ5 241Ê9 581ÊÊÊÊÊÊÊÊÊÊÊÊÊkt CREATIVEÊ HANDS-ONÊÊ INCURSIONS Toys,Ê forces,Ê levers,Ê energy,Ê mechanisms,Ê structures,ÊÊ simpleÊ machines,Ê angles PREPÊ TOÊÊ YRÊ 10 AllÊ materialsÊ supplied aylor@robotics.com.auÊ Ê Ê Ê Ê Ê Ê Ê Ê Ê CIRCUS MAXIMUS P/L ALL THE FUN OF THE CIRCUS AT YOUR SCHOOL • 60 minute • Persistence, Resilience, performance–Highly Confidence, Organisation Educational & Getting Along • Enquire about our free • Have Police check and workshop/s offer public liability • Links in perfectly with • Appropriate for Years Skill & Social Prep to 6 at the Development Programs same performance AVAILABLE THROUGHOUT 2009 •From $4 plus GST per child. Contact Greg Spillane, Melbourne 9482 3512 STD Freecall 1800 800 192 Email: greg@circusmaximus.com.au


66 Oct 09 Music Awards Recorded music strikes a chord Music teacher Gail Godber is as passionate about her music as she is about her pupils. Gail Godber has been teaching music to students since 1981, and has been an integral part of Spring Gully Primary School community since 1997. Throughout her years at the school Ms Godber has encouraged students, staff and community members to take an active part in the school’s celebrated music program, which culminates in whole-school productions featuring original songs penned and performed by her students. In 1998, to commemorate the official opening of new buildings at Spring Gully PS, Ms Godber composed a school song, which is sung each Monday morning during assembly. In recognition of her contribution to the school, one of its six houses is named Godber House. Her passion and dedication to music was recognised most recently with a win in the ‘teacher’ category of the 2009 National Awards for Excellence in School Music Education. As part of the award Ms Godber will receive a $5000 grant to further her professional learning in the field of music education. She plans to use the money to help her pupils. “Because we write original compositions, I am interested in honing my skills with the music software program we have and recording the children’s work for posterity,” she says.


NEWS BITES Ultranet update The Department is working with regional directors and Ultranet coaches to refine the rollout plans to deliver the Ultranet to every Victorian Government school by the end of Term 3, 2010. Since the contract to deliver the Ultranet was signed in July, detailed scoping of the system has been underway. This will soon be complete and the Ultranet will be configured to the Victorian context. More information about the system and rollout will be shared with all principals in Term 4, 2009. Visit www.education. vic.gov.au/ultranet Find an Early Childhood service or school website The new Find an Early Childhood Service or School website is now live and integrates three former Departmental websites: the Maternal Child Health Centre Directory, Find-a-Kindergarten and Schools Online. Now you can search for maternal child health services, kindergartens and schools in your area or across Victoria in one place, and use a variety of different search methods to get the best results for you. Results are displayed on maps, and with contact details and the ability to get directions, your service or school can be easily found by parents and the general public. See www. education.vic.gov.au/findaservice Kindergarten water conservation trial South East Water is trialling an early childhood water conservation program Delivered through storytelling, movement and song by a trained early childhood educator, the program aims to educate children aged 3–6 years about the value of water and support teachers on ways to save and use less water in early childhood settings. The program is free and open to all kindergartens in the southeast suburbs of Melbourne. For more information, contact Sonya Magain on 9552 3682 (Mondays and Tuesdays) or email education@sewl.com.au. Live Reptiles at your school EDUCATIONAL • INTERACTIVE • FUN Hold a snake • Feed a lizard • Say hello to a frog • Touch a turtle • Wrestle a crocodile! Other programs available: WHAT’S SAFE IN MY GARDEN Invite our Magnificent Mini-beasts to crawl around your school or kinder. Beetles, Stick Insects, Scorpions, Spiders, Giant Cockroaches & more! ANIMALS WITH ATTITUDE Targeting Challenging students Years 3–11. We bring live: Lizards, Sporpions, Bird-eating Spiders, Giant Cockroaches, Huge Snakes and Crocodiles. Tracey Sandstrom 0418 B.Ed. Dip.Teach. 227 W.D.L. 083 www.roamingreptiles.com.au • Public Liability Insurance • Presentation designed by teachers • K to 12 WE GUARANTEE no student attacked by the crocodile (unless requested)! snakes@roamingreptiles.com.au


Longwarry principal nominated for award Staff and parents at Longwarry Primary School in Gippsland are so passionate about principal Peter McKay and the positive changes he has made to the school, that they nominated him for a National Excellence in Teaching Award (NEiTA). By Elana Panayiotou The award, which recognises inspirational teaching in schools across Australia, provides parents and school communities with a unique opportunity to say thank you to an outstanding and hard-working teacher. Since his appointment six years ago, Mr McKay has created a collaborative and open environment between the school and the wider community, making the school “a place where everyone is welcome.” “By closely involving parents in various school programs, Peter reinforces the value of school and the importance of quality education. Parents feel they are an integral part of their students’ learning,” Tracey Stephens, president of the Parents and Friends Association, says. Newly graduated teacher, Wayne Higgins, is thrilled to be part of a school community where everybody is focused on student learning. “Mr McKay is an inspiration for the school, always putting the needs of the students first.” Overwhelmed with the support from the school community, Mr McKay is thrilled many think so highly of him. “I cannot describe how I feel – it is an honour and privilege to be nominated by people I work with everyday,” he said. “It really reinforces the community oriented environment that has been developed at the school.” Sixty award winners will be announced in November, with a further 10 second-round winners to be announced in January. Welcome to Primary School A Parent’s Guide to Victorian Government Primary Schools for 2010 Distributed in Term 4 to all kindergarten venues for parents of 3 and 4 year old children. Primary and Special Schools will receive copies to meet additional needs. Enquiries to parenthandbook@edumail.vic.gov.au


NEWS BITES Organisational Development activities The recently announced Organisational Development Framework supports the building of organisational capability in a way that is explicitly linked to the Department’s strategic objectives. A co-ordinated approach to Organisational Development will assist DEECD to achieve its aspiration of providing consistently excellent learning and development services for all Victorians aged 0–18 years. The first activity will be a Department-wide consultation process to develop a set of shared values. Subsequent activities will focus on collaboration and partnerships, improved processes and capability development. For more information, visit www.portal.eduweb.vic.gov.au/ collaboration/orgdevdeecd/default.aspx RMIT rewards Year 12 best and brightest RMIT University has launched a scholarship scheme to reward Year 12 students who demonstrate outstanding levels of achievement. Students currently completing their VTAC applications for study in 2010 are the first in line for Achievement Scholarships that will pay $6000 a year for the length of their study at RMIT. Thirteen scholarships will be offered in the first year, with funding provided by the RMIT Foundation. To be eligible, Year 12 students must lodge an application through VTAC by 30 October. For more information, see www.rmit.edu.au/students/ scholarships/undergraduate/achievement SMART FUNDRAISING Buy $3.50 Sell $7.00 Cancer Council sunscreen for the whole family. - Just clip it on! Raise money for your group • $28 profit per pack of 8 • Great value and quality • Fastest growing sun- • Sales help fund cancer screen brand in Australia research, education and support CALL 03 9008 6944 www.skinhealth.com.au/smartfundraising Educators, there’s no better time to volunteer overseas Take your life and skills to a place that needs you most and be a part of a community effort that is contributing to positive and lasting change. There are many places you can go with Australian Volunteers International – from an English Teacher in Indonesia to a Special Education Supervisor in Lebanon. Wherever you go, you’ll train local education workers and support people who urgently need your help. Volunteers receive airfares, accommodation, a living allowance, ongoing support, career advancement and you’ll have the experience of a lifetime. After all, what goes around comes around. Applications now open. Check our website for further details. You’ll also find details on AVI’s public information sessions, visiting all states in October. For more information please call Nancy Zele +61 3 9279 1843 or email nzele@australianvolunteers.com tollfree 1800 331 292 www.australianvolunteers.com AusAID, the Australian Government’s overseas aid program, is proud to provide significant support for Australian volunteers who work in a development capacity overseas.


Gould news for gardens One hundred years on, and the Gould League continues to thrive – along with all the multicultural school gardens it helps to create. By Eamon Evans You can’t keep a good league down. A year after being put into voluntary administration, the Gould League is alive and well and celebrating its centenary, thanks to a last-minute buy-out by non-profit landcare group, Liverpool Plains Land Management. Gould League spokeswoman Nikki Saleeba said staring down the barrel of bankruptcy was distressing and frustrating for the whole team. “Our staff and life members, as well as many of our customers and suppliers, have always been personally very committed to the Gould League and its work. We were devastated at the potential loss of so many outstanding programs and resources, and so many years of hard work.” Established as the Gould League of Bird Lovers in 1909, with Alfred Deakin as the founding president, the Gould League originally campaigned against bird egg theft. The charity turned its focus to environmental education in the 1960s and has since reached hundreds of thousands of children with original and award-winning programs and resources. One of its most popular projects is the Multicultural School Gardens, which is once again available to Victorian schools, thanks in part to funding from the State Government. Now in its fifth year, the project sees students work with their ‘gardening buddies’ – parents, grandparents and representatives of the local ethnic communities – to create multicultural food gardens, containing fruit, vegetables and herbs from across the world. Together, they then use the produce to cook traditional dishes from different parts of the world, and share stories about the different cultures that inhabit them. Ms Saleeba says it is a safe and positive way for families and community members to become more involved with the school, with added bonuses for student health and nutrition. “By growing their own herbs and vegetables, the children not only learn more about healthy eating but are more willing to try new, healthier foods.” The league provides an experienced mentor to help schools set up their gardens and recruit community help. This year’s program will also make more extensive use of online mentoring and resources. “Teachers will be encouraged to create a community of interest using online chat and discussion groups to share ideas and experiences,” she says. All schools are eligible to apply for the heavily subsidised project, though priority will given to those with a high proportion of lowincome families and/or families with languages other than English spoken at home. For more information about the Gould League’s environmental education programs and resources, go to www.gould.org.au Creative Teaching Strategies Workshops, Focus Groups and unique onsite PD supporting teachers in the use of Creative Teaching Strategies for the classroom. Making learning more interactive, stimulating, and engaging. Focusing on the ‘how’ of teaching. Supporting teacher creativity! In Clued Ed Thornbury Darron Davies darron@darrondavies.com Ph 0405 170 493 www.inclueded.net ACCREDITED SCHOOL ACCOMMODATION BOOK NOW! TO AVOID DISAPPOINTMENT $40* Make you next school trip to Melbourne an adventure and stay at the Hotel Claremont Guest House. 189 Toorak Road, South Yarra, 3141 1300 301 630 info@hotelclaremont.com www.hotelclaremont.com per student per night (based on group share accommodation) includes breakfast, GST and 1 teacher at no cost for every 10 students. * All rates subject to alteration


Innovative Program Shine 71 Rolling Hills students hit the airwaves Getting to the bottom of crime scenes, indulging in feasts fit for ancient civilisations, and burrowing for archaeological discoveries are all part of bringing learning to life at Rolling Hills Primary School. These fascinating hands-on activities are part of the school’s Thinkers Group program – a series of enrichment lessons designed to extend students’ learning beyond the classroom. And as well as getting a taste for forensic science, archaeology and the ancient world, budding broadcasters in the Radio Thinkers group can also test their scripting and presenting skills as part of Yarra Valley Radio’s ‘Schools In’ program – a daily 30-minute, live-toair segment presented by students of local schools. Assistant principal Mary Moore said the school has been hitting the airwaves for two years – groups of nine students present a segment at least once a term. Assistant principal Mary Moore said the school has been hitting the airwaves for two years – groups of nine students present a segment at least once a term. “I’ve always believed in the potential to enhance learning skills outside the classroom and the extension classes provide students with the opportunity to broaden topics of interest, to go just a little bit more in depth,” she said. “The Radio Thinkers group teaches them speaking and listening skills, script writing, time management and performance skills – students negotiate what they’d like their broadcast to be about, then they write their own script and choose what songs they’d like to play.” The group has a dedicated listenership of proud parents, grandparents and neighbours – and once, a listener from Germany who had tuned in via live internet streaming, prompting a German-language segment for the next broadcast. “They had heard that someone in Germany had been listening so they wanted to say ‘hi’,” Ms Moore laughed. “These Thinkers Groups are about extending students and seeing their minds ticking over,” she continued. “We really believe in differentiation – we do try to make sure every child gets every opportunity to have a go.” Budding broadcasters at Rolling Hills Primary School test their skills as part of Yarra Valley Radio’s ‘Schools In’ program, a daily live-to-air segment that is presented by students of local schools. Carrington Financial Services Novated Lease Service We can now... n Search for a New or Used Motor Vehicle for you n Organise your Finance n Complete all your paperwork n Provide an Initial No Cost Illustration Instruction courses THRASS phonics courses provide teachers with a simple and sustainable methodology for teaching English right from day one of a child’s learning. THRASS is Australia’s most attended phonics PD. Please see our ad on page 23 for details of upcoming courses. Contact John Doyle or Prachi Marfatia on (03) 9820 8688


72 Oct 09 eLearning Great websites for…early years Everything you need and more is right at your fingertips with these fabulous websites designed to educate and entertain children in their early years. WEBSITE OF THE MONTH Connect Early Childhood www.education.vic.gov.au/child Some of the world’s best sites for early years including literacy and numeracy, music, art, with plenty of information for teachers and parents. The Playground www.abc.net.au/children Early years board games, audio books, and plenty of fun activities with much-loved ABC TV characters, including Bananas in Pyjamas, Postman Pat and Shaun the Sheep. Count Us In www.abc.net.au/countusin Engaging games designed to help children understand basic number concepts. Includes teacher resources for each activity. Explore Early Childhood through these colourful and interactive websites from Connect at www.education.vic.gov.au/connect. Get great ideas for using Connect and eLearning with Kerry Rowett at rowett.kerry.k@edumail.vic.gov.au


Our Early Years www.education.vic.gov.au/showcase/earlyyears Featuring DEECD’s programs and services, community partnerships and information for childhood professionals and parents. Panwapa www.panwapa.org Created by the educational experts behind Sesame Street, this online world aims to inspire and empower children aged 4–7 years, to be responsible global citizens. Literacy Center www.literacycenter.net/lessonview_en.htm A fabulous collection of activities to build skills in literacy and includes shapes, numbers and colours. A fabulous employment opportunity for an experienced teacher of Italian! EDUCATION OFFICER 1 x Full time Salary package: $60,000-$70,000 Term: One year, renewable for a further two years. An exciting joint initiative between the National Gallery of Victoria and CO.AS.IT for the development of new programs for students and teachers of Italian to begin in 2010. We are seeking an experienced, enthusiastic and creative educator who is fluent in written and spoken Italian for the full time position of Education Officer. In this role you will be working with teachers and students of primary, post primary and special needs education, using the National Gallery of Victoria’s permanent collection and temporary exhibitions. You will research, develop and implement professional development programs and prepare curriculum resources for teachers and students of Italian. To be considered for this role the successful candidate will possess an appropriate teaching qualification, have excellent bilingual communication and interpersonal skills and a demonstrated ability to work flexibly in a team environment. You will have proven art and Italian teaching experience, knowledge of the collections of the National Gallery of Victoria and an established understanding of current curriculum developments and government priorities. A role statement can be obtained from Mr. Umberto Martinengo at COASIT by emailing schools@coasit.com.au Applications must address the key selection criteria and be forwarded to Mr. Umberto Martinengo, COASIT Level 1, 189 Faraday Street CARLTON 3053 by November 13, 2009.


74 Oct 09 eLearning How ICT can make your KidSmart! The IBM KidSmart Early Learning Program provides technology and professional learning opportunities to kindergartens and primary schools in low socio-economic or disadvantaged areas. The KidSmart Program supports early childhood education and builds on the understanding that pre-school children learn through creative play and social interaction. The program encourages children to become confident users of technology – an increasingly important life skill – and also to improve in other areas of their learning. It actively supports and promotes innovative information and communication technology (ICT) integration through a play-based curriculum. The KidSmart units consist of colourful Little Tikes furniture, an IBM PC and an extensive range of educational software. The participating kindergartens and schools are also provided with a printer and technical help. Each teacher participates in workshops to introduce them to the technology and provide an opportunity to explore ways of effectively integrating the KidSmart software applications into their learning and teaching programs. An independent evaluation in Australia has shown that children participating in the KidSmart Program have improved their sharing, listening and cognitive skills. Meadows Primary School Prep teacher Jodie Holland says her students love using KidSmart. “The children are enjoying using the programs such as Millie’s Maths House and Bailey’s Book House. They have also had the opportunity to explore some of The Learning Federation’s learning objects to help with their numeracy and literacy activities.” Ms Holland also uses the KidSmart computer as an independent activity. During reading sessions the children click on pictures on a website, which starts with the letter the class is learning about that week. “For this activity the Prep students have been given a Year 1 buddy to help them with basic computer skills, such as using a mouse and navigating around a website, and with identifying the letter,” Ms Holland explained. The KidSmart units are currently being delivered to kindergartens and primary schools in Broadmeadows, Ballarat and fire-affected schools in Victoria. For further information on the KidSmart program, see www. kidsmartearlylearning.org or contact Leanne Compton, eLearning Unit, on 9637 3544 or at compton.leanne.l@edumail.vic.gov.au.


NEWS BITES Education and Training Reform Legislation has been introduced into the Victorian Parliament that will lift the minimum school leaving age from 16 to 17. From January next year all Victorian students will be required to complete Year 10 and remain in some form of education, training or employment until the age of 17. Minister Pike said this reform will encourage young people to stay in Victoria’s excellent school system, giving them better career opportunities and therefore life chances. “We want to build on this great work and ensure we are giving our young people opportunity, choice, and a modern education, while equipping them with the life skills they need for jobs of the future.” Ms Pike said Victoria had some fantastic examples of vocational programs that are inspiring students to broaden their horizons and become job-ready while still at school. The amendment is aimed at setting a higher bar for the community and not punishing school leavers. “This is not a punitive approach – and it supports the many programs already in place to support early school leavers,” she said. “Research shows that young people who stay in education and training significantly boost their career prospects and have a better chance of experiencing all the benefits that come with a good education. “Education is the Brumby Government’s number one priority and part of giving our students a good education is giving them a range of educational options that suit their individual aspirations and provide a platform for them to pursue their dreams.” In Victoria, students can choose from a range of academic and applied learning options, including the Victorian Certificate of Education (VCE) and the Victorian Certificate of Applied Learning (VCAL). Students can undertake the popular Vocational Education and Training (VET) in Schools program as part of their VCE or VCAL. “Victorian students are embracing these options, with more students staying on to complete Year 12 or its equivalent,” Ms Pike said. In 2008, the percentage of young people who had completed Year 12 or equivalent rose to 88.7 per cent – up from 81.8 per cent in 2000. All states and territories will next year implement the National Youth Participation Requirement, which includes a mandatory requirement for students to complete Year 10 or an equivalent and be in some form of education, training or employment until the age of 17. Dr. of Chinese Medicine/ Writer/Actor RL PRoductions 4 Education PLays 2009/10 touR teen issuEs – Drug/ Alcohol Abuse – Party Safe – Body Image sEXuaLE – Relationship Issues – Same Sex Attraction LiVEsPaRK – Mental Health Issues – Anxiety/depression HiddEn VioLEncE – Bullying & Peer Pressure these Plays “Guide the way for the youth of today” Awarded 2009 AustrAliAn Achiever AwArd – highly recommended in the area of health & Fitness Ph. (03) 9331-1063 Mob. 0412291174 Email info@yerahealth.com.au EMAIL FOR A FULL INFO PACK/COSTS “Attention Teachers” – WEEK /WEEKEND GETAWAYS AT YERA HEALTH RETREAT www.yerahealth.com.au Because our workshops are: • EASY - we provide everything & teachers regularly rebook • SAFE - custom workbenches & tools • THEME-TAILORED - to any classroom topic • FUN - engaging & interactive, kids take models built home • HANDS-ON - tool skills, techniques, co-ordination, confidence Popular topics: Energy, toys, environment, gears & pulleys, movement, machines, electricity, solar energy and more. PREP TO YEAR 8 Why have WOODWORK WORKSHOPS in your classroom Programs from under $10 per student BOOKINGS 1300 966 338 Email: admin@woodworkroom.com.au woodworkroom.com.au


76 Oct 09 External Resource Helping to rebuild the parental bond The Shine for Kids organisation lends a helping hand to children of imprisoned parents. Shine for Kids has been working with children and young people in NSW for over 25 years and is now operating programs in Victoria for young people who have a parent in prison or on Community Corrections Orders. “Children with a parent in prison are perhaps the most vulnerable group in Australian society,” says Victorian manager Guy Hatfield. “Given over 95 per cent of prisoners in Victoria are men, most children who experience parental incarceration lose their father, which can mean the loss of someone loved, the loss of a provider and a role model. Even in circumstances where it is a ‘welcomed’ loss there is still the creation of unwanted turbulence in a child’s life,” he says. “The loss of a mother poses even greater problems to children in terms of their health and welfare,” he adds, “and despite attempts made by Corrections Victoria to maintain healthy relationships between parents in general and their children, there are many severed bonds between mother and child, which impact on the child’s development and livelihood.” Ms Hatfield says that children of prisoners, through no fault of their own, face unique challenges that can leave them traumatised, stigmatised and isolated. “Many teachers will have children in their classes experiencing this situation,” he says. “These young people deserve our help because none of us would choose for them to suffer. Beyond the humanity is a more selfish motivation,” he adds. “When we help them we are also helping ourselves: children of prisoners are five times more likely than other kids to end up in prison themselves – a high price we all have to pay.” Shine for Kids programs are founded on the belief that early intervention helps to stem the negative effects of parental crime on children. The SKY Program provides mentoring and counselling through the Victorian Association for the Care and Resettlement of Offenders (VACRO) for young people aged 5–17 years. “Mentoring matches a young person with a highly trained volunteer who, over a 12-month period, provides support by spending time with the young person, encouraging participation in social activities enhancing personal growth, development of skills and self esteem,” Mr Hatfield explains. The Prison Invisits Program, which operates in Barwon Prison and is expanding to other Victorian prisons, provides an art and craft space within the prison visiting area. “This softer interactive corner supervised by a qualified childcare worker offers activities to strengthen the parent/child bond while supporting children to gain peer support, reduce feelings of isolation and the trauma experienced entering the harsh prison environment,” he says. “The value of the parent/child relationship should not change when a father or mother goes to prison. While we accept that society demands crime not go unpunished it must not be done at the cost of the rights of the child,” he adds. For more information on Shine for Kids, visit www. shineforkids.org.au or contact Guy Hatfield on 9687 5200 or at victoria@shineforkids.org.au. Terms and Conditions 1. Any entry into any Shine magazine competitions is deemed an acceptance of these terms and conditions. Entries not completed in accordance with these terms and conditions will not be considered. 2. The Promoter is the Victorian Department of Education and Early Childhood Development. The Promoter is not liable for lost, late or misdirected mail or email. 3. Competitions commence on 8 October 2009 at 0900 (AEST) and close on 4 November 2009 at 1700 (AEST). 4. Entry to any of the Competitions is via email to the Shine magazine editor email account: editor@edumail.vic.gov.au or via post to GPO Box 4367 Melbourne Victoria 3000. 5. There are three prize packs to be given away in the August issue of Shine magazine. Details of items included in each prize pack are as specified within the magazine. 6. Winners will be determined by the editor of Shine magazine, Sarah Oppenheim, at 2nd Floor, 2 Treasury Place, East Melbourne Victoria 3002. 7. Winners will be determined according to the suitability of their contribution for publication. 8. The winners will be notified by 4 November 2009. The results will not be published. The judge’s decision is final and no correspondence will be entered into. 9. Prizes will be awarded to those readers whose contributions are successfully published in the following edition of Shine magazine. 10. The prizes are strictly as stated above. The prizes are non-transferable, not exchangeable and non-redeemable for cash 11. The Promoter reserves the right to disqualify any entry, which in the opinion of the Promoter includes invalid, objectionable or defamatory content. The Promoter may disqualify any entrant, who tampers with the entry process, who submits an entry that is not in the accordance with these terms or who has, in the opinion of the Promoter, engaged in conduct which is fraudulent, misleading, deceptive or damaging to the goodwill or reputation of the Promoter. This right continues after the announcement of the winner. 12. If an entrant’s contact details change during the competition period, it is the entrant’s responsibility to notify the Promoter (Victorian Department of Education and Early Childhood Development) in writing, at the address set out in these terms. 13. Prizes will be posted to winners at the expense of the Victorian Department of Education and Early Childhood Development. 14. The prize cannot be transferred from the winner to another person or party for any reason and shall not be sold or placed on auction sites such as Ebay. 15. To the full extent permitted by law, the Promoter excludes liability for any loss, damage or injury whatsoever suffered or sustained (including, but not limited to direct, indirect, special or consequential loss or damage, loss of opportunity revenue or profit) arising directly or indirectly out of or in connection with this promotion. 16. By entering this Competition, each entrant accepts full responsibility for the decision to participate in this Competition and take the prize should he/she be selected as winner. 17. The Promoter accepts no responsibility for any variation in prize value. The Promoter reserves the right to substitute the prize for a prize of equal value or for the cash equivalent at its discretion.


Innovative Program Shine 77 Ouyen P–12 has SOLE A remote Mallee school has successfully developed and trialled a program aimed at boosting student wellbeing while reducing behaviour management issues. The Skills of Life Experience – or SOLE program – is the brainchild of Ouyen P-12 College co-principal Kathryn John and classroom teacher Lisa Heslop. Mrs John said the three-month pilot had lead to a reduction in the number of classroom referrals to her office. “For me it provides a structure to work through difficulties with children – by focusing on the skills Lisa has already given them, we can ensure there is a consistency of messages,” she said. Miss Heslop describes the innovative curriculum as an eclectic mix of philosophies and positive teaching practices. “It includes social and cognitive problem-solving skills, coping with uncontrollable stressors or difficult emotions, assertiveness skills as well as relaxation and overcoming procrastination,” she said. “More simply, the program discusses the seven areas of resilience – emotional awareness, impulse control, optimism, flexible and accurate thinking, empathy, self-efficacy and connection with others. The curriculum is supported by research that illustrates the broad positive impacts of such a program.” Leading positive psychologist Professor Martin Seligman is a major influence, as are elements of the University of Pennsylvania’s Penn Resilience Program, which recognises the restorative practices embraced by the school and seeks to enhance relationships among students and between students, teachers and parents. The SOLE program aims to equip children with the skills needed to live positive and fulfilling lives. The committed educators say they were inspired to develop the program out of a shared desire to improve education outcomes at the rural school, situated about 450km north of Melbourne. “We just wanted to be pro-active about teaching the whole child and raising the skill levels of all children. We know if we can create more settled, happier students that their learning will be improved and enhanced,” Ms John said. “We were looking for something to fulfill our needs and given our remote location and the difficulty of accessing ‘professionals’ on a daily basis, we wanted to come up with a way of becoming more self-reliant ourselves rather than being dependent on external services. “A top priority was to improve our students’ capacity to solve issues and resolve conflict and to equip the children with the skills needed to enable them to make good choices – this program complements our approach to student welfare. “Creating this program really was an intuitive thing – Lisa and myself share a passion about children, their well-being and wanting to help facilitate welladjusted young people.” Miss Heslop agrees. “I was driven by a desire to teach kids some of the skills that will benefit them for the rest of their lives and to help give them strategies to cope better with difficult situations that arise in their life,” she said. “I wanted to drive the kids to be positive thinkers and to build on their own character strengths.” A combined community effort ensured the program came to fruition in Term 1 this year, including input from the local health authority, the Mallee Track Health and Community Serivce, and funding from the local municipal body, the Mildura Rural City Council through its School-Focussed Youth Service. Mrs John said she was interested to hear Chris Daicos, keynote speaker at the recent Loddon Mallee Principal’s Conference in Melbourne, emphasise the importance of developing programs similar to the one underway in the Mallee. “It was satisfying to realize that we are already providing on-the-ground delivery of her main message,” she said. The school is hoping to secure funding to allow the program to continue. Miss Heslop said she would like to expand the program, which focuses on small groups of students in Year 3–6. “I’d love to be able to coach other staff in the terminology of the program so we can have a whole-school approach to it – I am certain teachers would personally benefit from it as well as learning how the skills can help children,” she said. “Ultimately, our vision would be that the program becomes a model for other schools to use as well.” Students have their say “We talk about how to solve problems and how to fix things … it helped me when I was doing cross country – I was nervous and thought I would collapse but we talked through those feelings as a group and I felt much better going into the race.” Charlotte, 11 “I like how we have a suggestion box and we get to write down problems on a card. We pull one out and try to deal with it as a group … it is a good chance to work together on a solution.” Ashley, 12 “I like the fact that it is teaching us things that will help us for the rest of our life, not just now …it’s about changing negative thinking to something better and helping us to look at things from a different perspective. It makes us think about things in different ways and helps build our confidence and makes us more supportive of each other.” Rose, 12 “It is a fun place we get to go after lunch and I enjoy when we role play … it’s good to be able to talk about feelings, thoughts and problems.” Shania, 11 Students at Ouyen P–12 College took part in the successful three-month trial of the Skills of Life Experience (SOLE) program, which was the brainchild of co-principal Kathryn John and teacher Lisa Heslop.


78 Oct 09 Regional Roundup Good news from around the state Compiled by Tina Luton Northern Metropolitan Croxton Special School has opened its kitchen garden to neighbours, offering a couple of plots for community use in exchange for help looking after the garden during summer. “Sharing our beautiful garden breaks down barriers and builds community engagement,” says Basil Natoli, who runs the garden and has worked with the children for the past three years, helping them to plant a huge range of produce. “We have broad beans and broccoli, bok choy and beetroot, we have nashi pears, kiwifruit, Fuji apples, rhubarb and lots of hardy, ornamental plants. The neighbours can come and plant their own produce and all we ask is that they water the garden over the summer holidays. We have two wonderful water tanks and can harvest 12,000 litres of rainwater from the roof of the school building, which is used to keep the garden alive in the hotter months,” he says. Southern Metropolitan Patterson River SC teacher Craig Waldron has set Shakespeare’s immortal words to music once again to create The Tempest rock opera. The show incorporates 34 students in Years 9–12 from nine schools in the region, including Pakenham SC, Drouin SC, Mornington SC, McLelland SC, both campuses of Beaconhills College, Mt Erin SC, Patterson River SC and Mt Eliza SC. This incredible project has been two years in the making and includes more than 30 original songs, which will be performed by the Pakenham Hills PS choir for the Australian performances. In November, the students will head to Europe for performances in Italy and Germany, taking their sets, props and costumes with them. The visit follows the successful tour of Mr Waldron’s rock opera Romeo and Juliet to Milan in 2007. In September, 25 students and six teachers from Milan will visit Melbourne to perform Pinocchio, and will stay with the cast members of The Tempest. Barwon South West Warrnambool West PS is well on its way to becoming an accredited Australian Developmental Curriculum School by the end of this year. In working toward accreditation, the school has quelled morning hyperactivity among its 15 Prep students, with a teaching program designed to engage them through playtime activities. Teachers Judie Irvine and Siobhan Lilley say the program has been so successful that they are now running it for students in Years 3 and 4 and will introduce it to Year 1 and 2 students next year. Ms Irvine explains: “We have a tuning-in session where we remind the children of things we have been talking about and looking at. Then we set up a series of activities around the room, it’s investigation time, which they can do at their own pace.” Examples of these activities include role playing, working with modeling clay and reading. The teachers keep a close eye on what the students are doing and how they are interacting, and will pick up on something they feel is worth tuning the other children into. “The outcome,” Ms Irvine says, “is that we have children who are much more engaged and interested. They are writing with purpose, and there is more language development as they have to share information and negotiate with each other. We started with the Preps and the whole school has benefited.”


Shine 79 Eastern Metropolitan Boroondara Park PS students saddled up for a Wild West musical adventure. The Year 5 and 6 students spent 12 weeks rehearsing for their musical Ye-Ha, which is set in a fictional town called Splodge City. To prepare for their performance, the students studied the history of the American Wild West, including the fashions and social trends of the era. Musical director Lois Fleming said the biennial musical theatre event is a highlight of the school’s calander, and offers a fabulous opportunity for students to showcase their acting, singing and dancing skills along with their creative and organisational talents. “The development of a full musical production requires many skills in addition to basic musical literacy. Students need to manage stage and prop schedules, scene changes, dance routines, cast requirements, all within a defined space and time frame,” she said. Loddon Mallee Students at Kyneton PS worked hard for an entire semester to each create a personal masterpiece for an art exhibition at the local town hall. The title of the show was Breakfast @ DaVinci’s. “All the work was created to show what DaVinci would be producing if he were alive,” said art teacher Danny Butterworth, who has based his teaching this year on preparing work for the show. Focal points were a reproduction of the Mona Lisa painted with Vegemite, and a computer covered with Cornflakes and oats, two giant collages of sunflowers made out of peas and corn, and a unique piece of work created as a class project showing butterflies taking off from a sculpture that was made from a log of wood, apples and potatoes. Other points of interest included a wall of sheep skull drawings created by Year 5 and 6 students, and five portraits of students that were enlarged, dissected and pieced back together like a jigsaw.


80 Oct 09 Xxxx Regional Roundup Gippsland Lakes Entrance SC VCAL students are participating in a Commonwealth-funded pilot mentoring program called ‘Mentors for Our Students’. “The aim of the program is to inspire young people to broaden their horizons, encourage them to stay at school and to help them make informed career choices,” says program coordinator Rhonda Kingston of Gippsland East Local Learning Employment Network (GELLEN). Ms Kingston says the students interact with local community members, who share their knowledge and experiences. These mentors are also volunteers with the ‘Plan- It-Youth Mentoring Program’, which has been operating in the school successfully for five years, and is also coordinated through GELLEN. Hume NASA astronaut Dr Megan McArthur touched down at Tallygaroopna PS as part of National Science Week’s ‘Invite a Scientist to Lunch’. The school’s 54 students were over the moon to have such an awe-inspiring guest – who had only recently returned to Earth after a 13-day mission in space helping to maintain the Hubble Telescope. Dr McArthur enthralled students, teachers and parents with video taken during her mission. She talked about future space missions and her favourite part of being in space – floating!


Shine 81 Grampians Kaniva College won two of the top three places in this year’s Aurecon Bridge Building Competition. Fifty-six teams, made up of Year 8 and 9 students from schools across Victoria, took part in the competition, which is now in its ninth year and was held at Scienceworks during National Engineering Week. Students work in teams of three and are given three weeks to design and construct a model bridge using supplied materials that include balsa wood sticks, a cardboard tube, a 5m-long piece of string and quick-drying glue. On judging day the bridges are tested to failure by progressively adding weights to a specially built rig. They are also tested on strength to weight ratio, visual appeal, workmanship and creativity. The winning bridge withstood 136kg of weight before collapsing, earning Kaniva College $1500, plus $200 each for team members Jacob Rayner, Tim Eastwood and Joe McDonald. Leibler Yavneh College won second place (104kg), while Kaniva College’s female team came third (85kg). Western Metropolitan Video games, fashion and beauty products, cookbooks, and clever eye masks with earplugs, are just some examples of business that students at Baden Powell P–9 College represented at their inaugural Trade Fair. Presented by students in Years 7 and 8, the fair was the culmination of a unit of work designed around the Australian economy, learning about economics, civics and citizenship and consumer science. Proud teacher Suzanne Love says the students thoroughly enjoyed the hands-on approach to learning and the community was impressed with their creativity and professionalism. “Everyone was extremely impressed by the standard of their efforts and the manner in which they worked in teams to brainstorm, design and produce an array of functional and quality products,” she says. “Their approach to businesses for sponsorship was professional, confident and polite, and the community was amazed at their wonderful imaginations and abilities to make their ideas into reality.”


82 Oct 09 Appointments The appointments listed below are as a result of vacancies advertised online. All data, including spelling of names and schools, is as provided by schools through the Recruitment Online system. This information is published for the purpose of general interest only. NAME SCHOOL CLASSIFICATION Barwon South Western Barwon South Western Bernoth, Phillip Harold Cobden Technical School ES1-2 Brooks, Susan Marie Matthew Flinders Girls’ SC ES1-1 Buchan, James Robert Barwon Valley School ES1-2 Coombs, Janine Grovedale College AP1-2 Dalipi, Selma Western Heights SC ES1-1 Doh, Eh Zue Bell Park North PS ES1-1 Isbister, Debbie Patricia Newcomb Park PS ES1-1 Kelly, Lynette Fay Casterton SC CLASS Keys, Denise Edith Geelong HS CLASS Macaulay, Erin Louise Corio West PS CLASS Maharaj, Bramhanand Rajnish Brauer SC CLASS Marra, Damian Lara SC CLASS Neilson, Michelle Anne Barwon Valley School ES1-1 Neilson, Michelle Anne Barwon Valley School ES1-1 O’Gorman, Marian Barwon Valley School ES2-3 Patrick, Robyn Elizabeth Warrnambool PS CLASS Solly, Elijah Matthew Flinders Girls’ SC ES1-1 Steven, Mardi Joy Colac PS CLASS Stewart, Sandra Louise Moolap PS ES1-1 Szanto, Tina Lara PS CLASS Whittington, Brenda Louise Matthew Flinders Girls’ SC ES1-2 Williams, Donna Jane Cressy PS GRD Wyld, Michael Alan Newcomb SC CLASS Eastern Metropolitan Alba, Jennifer Mary Heatherwood School CLASS Allen, Anna Templestowe Valley PS ES1-2 Benson, Anne Majella Aurora School ES1-1 Brophy, Paula Upper Ferntree Gully PS ES1-1 Burton, Jennie Bronwen Aurora School ES2-4 Christofis, Anna Jane Park Ridge PS CLASS Chu, David Blackburn HS CLASS Cleary, Brian Templestowe Park PS AP1-1 Coffin, Dianne Beverley Park Ridge PS CLASS Coleman, Gwenyth Anne Wesburn PS ES1-1 Corr, Julie Louise Kilsyth PS LEAD Dunn, Paul Benjamin Ashwood SC CLASS Eshuis, Gerald Henry Boronia Heights PS CLASS Forsberg, Olivia Camberwell HS CLASS Galloway, Jennifer Claire Aurora School CLASS Gauci, Anita Dawn Upwey HS CLASS Gordon, Miranda Norwood SC ES1-2 Graham, Karen Marie Bayswater South PS ES1-1 Grayden, Anthony John Wellington SC AP1-2 Hague, Joanne Jells Park PS ES1-1 Ham, Christopher Leonard Macclesfield PS CLASS Henderson, Anna Christine Andersons Creek PS GRD Horgan, Karen Maree Great Ryrie PS CLASS Jackson, Chris Luke Heathmont College CLASS Jansz, Samantha Hartwell PS ES1-1 Joyce, Penelope J Essex Heights PS CLASS Kearton, Melanie Alexandra Wonga Park PS ES1-1 Keech, Susan Norma East Doncaster SC CLASS Keeghan, Tanya J Bayswater South PS ES1-1 Keir, Rebecca Jane Kent Park PS CLASS Kelly, Clare Lauren Orchard Grove PS GRD Lambert, Graeme Mullauna SC LEAD Lay, Steven Johnny Mount Waverley SC CLASS Lim, Rebecca Siok Khing Mount View PS CLASS Lowe, Andrea Croydon PS CLASS Mariniello, Catherine Elizabeth Tinternvale PS ES1-1 Martin, Rachel Anne Kent Park PS EXRT Miller, Fiona Megan Hartwell PS ES1-1 Miller, Keirston Lysterfield PS CLASS Mioni, Dimitria Wonga Park PS ES1-1 Moulynox, Lauren Kate Maroondah SC GRD Murphy, Marian C Mullauna SC LEAD Neil, Matthew Mooroolbark College CLASS Newton, Penny East Doncaster SC CLASS NAME SCHOOL CLASSIFICATION NAME SCHOOL CLASSIFICATION Nieuwoudt, Lodie Ashwood SC ES1-1 Norden, Sharron Kew East PS SSO1-1 Ong, Chien Hsiu Wantirna College CLASS Owen, Denise Lesley Jells Park PS ES1-1 Pappas, Helen Highvale SC CLASS Pate, Teagan Louisa Orchard Grove PS GRD Patel, Renee Kate Mitcham PS CLASS Pop, Morris Lilydale HS ES1-2 Reid, Shirley Rosemarie Kerrimuir PS CLASS Rice, Lauren Great Ryrie PS CLASS Salam, Omaima Saad Camberwell PS ES1-1 Stevens, Mike Peter Vermont SC AP1-2 Tairych, Werner Johann Mullauna SC LEAD Taylor, David Mount View PS CLASS Terry, Nancye June Vermont SC ES1-1 Thompson, Julie Lynette Kerrimuir PS CLASS Troup, Valerie Agnes Sussex Heights PS ES1-1 Van Der Spek, Leonie Karen Wonga Park PS ES1-1 Vrsecky, George Gerry Lilydale Heights College CLASS Walton, Christine Maria Bayswater South PS ES1-1 Waterman, Gerard Thomas Heathmont College CLASS Watt, Christina Upper Ferntree Gully PS ES1-1 Wearing, Tess Camberwell HS ES1-1 Williams, Emma Louise Pembroke SC CLASS Wood, Taryn Templestowe College ES1-1 Yoxon, Anton William Rowville SC CLASS Gippsland Bennett, Angeline Izabelle Orbost North PS ES1-1 Benson, Jason Douglas South Gippsland Specialist Sch ES1-1 Brooker, James Lakes Entrance SC ES1-2 Bucknall, Philip Noojee PS CLASS Christie, Emma Bairnsdale SC ES1-2 Forsyth, Lisa Maree Bass Coast Specialist School ES1-2 Goldsmith, Les Nowa Nowa PS CLASS Humphrey, Helen Anne Airly PS ES1-1 McDonald, Leona Warragul North PS GRD McGarigle, Grace Anna Sale College CLASS Missen, Jennie Toongabbie PS ES1-1 Patten, Naomi Alice-May Toongabbie PS ES1-1 Phillips, Jan Orbost North PS ES1-2 Preston, Laural Lowanna College SSO2-3 Prior, Deborah Orbost North PS ES1-1 Ryan, Marnie Louise Lowanna College ES1-1 Santoro, Nicole Traralgon (Stockdale Rd.) PS GRD Smith Sr., Jane Fleur Buln Buln PS ES1-1 Sutherland Sr., Gregory John South Gippsland Specialist Sch ES1-2 Trewin, Amanda Muriel Orbost North PS ES1-1 Trezise, Neil Rowlan Welshpool & District PS CLASS Watts, Paula Maree Churchill PS GRD Willesdorf, Julie Bairnsdale SC ES2-3 Williams Sr., Maxwell Eric Korumburra SC CLASS Grampians Allan, Janet Clare Horsham North PS CLASS Bigham-Bish, Dianne Joy Jeparit PS ES1-1 Brown-Elkner, Fiona Balliang East PS ES1-1 Connelly, Jacinta Ann Birchip P–12 School ES1-1 Fitzpatrick, Shaun James Sebastopol College CLASS Gifford, Jennifer Anne St Arnaud PS ES1-2 Glenane, Patricia Ballarat Specialist School CLASS Griffin, Michelle Louise St Arnaud PS CLASS Henry, Peter Gravener Grampians Region EXECLS Johnson, Benita Ballarat Specialist School ES2-3 Kittelty, Sara Robyn Trawalla PS GRD McKee, Leigh William Ballarat SC CLASS McMahon, Julie Frances Grampians Region EXECLS Mundy, Kathryn Linda Ballarat SC ES1-1 Rogers, Clifford J Daylesford SC CLASS Schneider, Bronwyn Denise Nhill College ES1-1 Smith, Eileen A Birchip P–12 School AP1-1 Strachan, Helen Marie Laharum PS ES1-1 Weckert, Shellie Rokewood PS GRD Hume Betts, Lynsey Mcguire College Shepparton CLASS Drury, Jane Marie Wandong PS ES1-1 Gifkins, Julie Elizabeth Anne Wodonga PS ES1-1 Nishizawa, Satoru Euroa SC CLASS Pracy, Jenny Rose Mooroopna PS CLASS Ronald, Hailey Kay Yarrunga PS GRD Russell, Nerissa Megan Dhurringile PS ES1-1 Stewart, Tina Mansfield PS ES1-1 Ward, Jennie Rutherglen HS AP1-2 Watkins, Tegan Elise Pyalong PS CLASS Watson, Maxine Raye Kialla West PS ACPT Loddon Mallee Alvarez-Harris, Luis Joaquin Maryborough Education Centre CLASS Beagley, Janelle Faye Bendigo South East SC CLASS Bennett, Skye Louise Huntly PS GRD Binding, Tina Louise Red Cliffs SC CLASS Bird, Camilla Mary Castlemaine SC CLASS Bird, Camilla Mary Castlemaine SC CLASS Blakely, Tamra Lee Anne Bendigo South East SC LEAD Bond, Robert George Maryborough Education Centre CLASS Campbell, Jonathon Paul Chaffey SC ES1-1 Christenson, Lana Debra Robinvale Consolidated School CLASS Clyne, Loretta Irymple SC LEAD Comben, Lynne Krystine Gisborne PS CLASS Coote, Nicole B Bendigo South East SC LEAD Cowan, Susanne Tongala PS CLASS Doyle, Stacy Richard Robinvale Consolidated School GRD Ehlers, Ragna Birgitte Castlemaine SC CLASS George, Jacob George Castlemaine SC CLASS Hoare, Diane Joy Elmore PS ES1-1 Hopkins, Marie Swan Hill North PS CLASS Kempton, Karen Maree Koorlong PS ES1-1 Ludeman, Lachlan James Echuca College ES2-3 McDonald, Barry Albert Castlemaine SC CLASS Midgley, David Ian Loddon Mallee Region LEAD Oakley, Lydia Castlemaine PS CLASS Peppinck, Helen Kaye Weeroona College Bendigo CLASS Probert, Bekki Lee Eaglehawk North PS CLASS Purdon, Scott Patrick Chewton PS GRD Reynolds Sr., John Allan Pyramid Hill College CLASS Roberts, Sarah Lynette Pyramid Hill College ES1-1 Sansom, Thais Castlemaine PS CLASS Thompson, Marie Castlemaine PS CLASS Wakefield, Helen Margaret Chewton PS EXRT Walklate, Aaron Brian Boort SC CLASS Wilkie, Kate Margaret Bendigo South East SC LEAD Willey, Tegan Talbot PS GRD Wrate, Sara Irymple SC LEAD Northern Metropolitan Banfield Sr., Emma Louise Moomba Park PS ES1-1 Barclay, Mary Lynall Hall Community School AP1 Baweja, Vikas Distance Education Centre Vic ES2-3 Berryman, Annette Josephine Melbourne Girls’ College CLASS Bettiol, Dean Viewbank College CLASS Bulley, Elise Claire The Lakes South Morang P–9 ES1-1 Butterworth, Karen Lee The Lakes South Morang P–9 AP1-1 Chen, Angeline Northern School for Autism GRD Collins, Megan Joy Belle Vue Park PS CLASS Costa, Rosa Maria Baltara School CLASS Dalla Rosa, Livia Mill Park Heights PS ES1-1 Daly, Imelda Preston East PS ES1-2 Davies, Helen Gail Watsonia PS ES1-1 Devereux, Alison Marjorie Plenty Parklands PS AP1-1 Dileo, Maria Clifton Hill PS EXRT Dobric, David Milos Box Forest SC CLASS Filling, Thea Gladys Victorian School Of Languages ES1-2 Findley, Jared The Lakes South Morang P–9 ES1-1 Gardner, Robyn Epping Views PS ES1-1 Leadership Opportunities in Victorian Government Schools Information about exciting school leadership opportunities is posted on www.education. vic.gov/schooljobs and will be available from the dates indicated. SHINE publication date Thursday 8 October Thursday 5 November Thursday 3 December Online Job Posting date Friday 9 October Friday 6 November Friday 4 December www.education.vic.gov.au/schooljobs


Appointments Shine 83 NAME SCHOOL CLASSIFICATION NAME SCHOOL CLASSIFICATION NAME SCHOOL CLASSIFICATION Gardner, Sheryl Dorothy Austin Hospital School AP1-1 Gittos, Raelene Ann The Lakes South Morang P–9 LEAD1 Giuliano, Donatella Mount Ridley P–12 College ACPT Grant, Larry James Lynall Hall Community School CLASS Heenan, Marc The Lakes South Morang P–9 CLASS Heeremans, Meagan Jayne The Lakes South Morang P–9 ACPT Hubl, Barbara Pascoe Vale Girls’ SC ES2-5 James, Barbara G Sunbury Downs SC ES1-2 Kahle, Renee Meredith Willmott Park PS ES2-3 Karanikolos, Louie Reservoir District SC CLASS Koochew, Kori Jai Diamond Valley SDS GRD Licciardi, Nick Greensborough SC LEAD Lloga, Pierre Lutfi Fawkner SC CLASS Lowe, Renae Leah The Lakes South Morang P–9 CLASS Marsh Iii, Sally Anne Alphington PS LEAD Marsh Iii, Sally Anne Alphington PS LEAD Marson, Cathy Northern School for Autism CLASS McCarthy, David Box Forest SC CLASS McGough, Karl Francis Thomastown SC ES1-2 Moh, Cecilia Mill Park Heights PS CLASS Moore, Kathleen Mary Concord School AP1-1 Mountney, Carla Shannon Craigieburn SC CLASS Parrish, Rae Maree Lalor PS EXRT Pascuzzi, Laura The Lakes South Morang P–9 GRD Paterson, Ashlea Renee Mount Ridley P–12 College ES1-2 Phillips, Rachel Louise Mount Ridley P–12 College ACPT Presunka, Tanya Mill Park Heights PS CLASS Ramsay, Daniel John Fawkner SC CLASS Reilly, Lorraine Fawkner SC CLASS Roberton, Paul Richard Meadow Heights PS CLASS Robinson, Jayde Mount Ridley P–12 College ES1-1 Rupena, Sarah Elizabeth Mill Park Heights PS CLASS Sanders, Bree Courtney The Lakes South Morang P–9 ACPT Smith, Rebecca Anne The Lakes South Morang P–9 ACPT Stephenson, Michelle Jean Box Forest SC CLASS Sutherland, Madeleine Clifton Hill PS ES1-1 Swamy, Ranita Brunswick East PS ES2-3 Tamer, Eve Northern School for Autism ES2-4 Taylor, Narelle J Viewbank PS CLASS Taylor, William David Sunbury Downs SC CLASS Thompson, Lynda Kay Roxburgh Park PS AP1-2 Torcasio, Elizabeth Northern School for Autism ES1-1 Walker, Karen Margaret Sunbury PS ES1-1 Southern Metropolitan Angelone, Maria Anna Westall SC ES1-1 Arnold, Katherine Elizabeth Oatlands PS CLASS Ash, Joanna Yarraman Oaks PS ES2-3 Bacon, Julie Ann Frankston HS ES1-1 Bennett-Hullin, Karie Cranbourne SC GRD Brown, Annabelle Gilmour Keysborough Springvale SC CLASS Brydie, Tamara Yvette Carrum Downs SC CLASS Buwalda, Wanda Joy River Gum PS ES2-4 Campbell, Heather Jean Mornington SC ES1-2 Carrubba, Maria Berwick PS ES1-1 Carver, Nicholas Peter Brighton SC CLASS Casa, Katherine Pasqua Southvale PS CLASS Chester, Kimberley Louise Timbarra PS CLASS Conway, Karyn Louise Keysborough Springvale SC ES1-2 Coombes, Marion Patricia Southern Metropolitan Region ES2-3 Cornell, Helen Marie Port Phillip Specialist School CLASS Cowden, Michael Kenneth Karingal Heights PS AP1-1 Crawford, Kathryn Jane Pakenham Hills PS ES1-1 Dahanayake, Yamuna Shanthini Noble Park SDS ES1-1 Dale, Doreen Judith Yarraman Oaks PS ES1-1 Dawson, Erin Leigh Balnarring PS CLASS De Lorenzo, Nikole Sharyn Pak enham Hills PS ES1-1 Demilio, Danielle Rosina Oatlands PS CLASS Dike, Sally Jane Noble Park SDS ES2-4 Dollman, Anna Kambrya College LEAD Dunkley, Pota Rhiana Carwatha College P–12 CLASS Dunstan, Carolyn Renee Carrum Downs SC CLASS Evans, Bronwyn Rose Berwick PS CLASS Fawcett, Gregory George Mahogany Rise PS CLASS Folwell, Elizabeth May Timbarra PS CLASS Foreman, Fiona Louise Kambrya College LEAD Francis, Christopher Mount Eliza SC CLASS Frowd, Lori Dingley PS CLASS Frye, Karen Dawn Dandenong Valley School CLASS Gardiner, Lorraine Dorothy Gleneagles SC ES1-1 Griffiths, Geoffrey Carrum Downs SC CLASS Haisty, Jessica Mount Erin SC CLASS Harris, Sumah Maria Westall PS GRD COOLING, HEATING & SOLAR SPECIALISTS * Split systems * * Multi Splits * Fully Ducted Portable & Fans * * Solar Power Solar Hot Water * Evaporative Cooling Euan Best Service & Advice… Wayne and we will beat ANY price!* 1110 Toorak Road, Camberwell (opp. Camberwell Rd) sales@giveusago.com.au Cooling, Heating, Solar, Kitchen FREE SITE QUOTE * Conditions apply Don Heng, Samnang Berwick SC ES1-1 Herman Iii, Angela Pakenham Hills PS ES1-1 Hicks, Bronwyn Elizabeth Balnarring PS CLASS Hutchings, Ben Christopher Timbarra PS CLASS Irving, Cheryl Catherine Cranbourne North East PS PR2-3 Joyce, Kaye Irene Narre Warren South P–12 College ES1-1 Keil, Ngamata Noble Park SDS ES1-1 Kenington, Amanda Louise Oatlands PS CLASS King, Bernadette Maria Seaford North PS ES1-1 Kirkham, Sue Kambrya College LEAD La Fortezza, Nazrine Glen Eira College CLASS Lu, Lu Westall SC CLASS Mabarrack, Carolina Moorooduc PS ES1-1 Marshall, Gordon John Carwatha College P–12 CLASS McAlpine, Marina MacRobertson Girls HS LEAD McLaughlin, Richard James Timbarra PS CLASS Mclean, Keira Briallen Glen Eira College GRD McNeil, Marina Mount Erin SC CLASS Moody, Josie Sonnya Derinya PS ES1-1 Morales, Geraldine Noble Park SDS ES2-4 Moran, Christine Marie Keysborough Springvale SC CLASS Mukhlas, Geeti Noble Park PS ES1-1 Nelson, Tracey Anne Noble Park SC GRD Nichols, Margaret Osborne PS ES1-1 Nottle, Kellie Anne Frankston HS CLASS Nuttall, Eleanor Irene Mount Martha PS ES1-1 O’Neill, Rosanne Jean Dingley PS CLASS Olney, Karen Lee Mount Erin SC CLASS Palazzolo, Debra Judith Southern Metropolitan Region ES2-3 Parsonage, Dean McClelland SC ES2-3 Petersen, Laura Maralinga PS ES2-4 Pitt, Briony Sorrento PS ES2-3 Pollard, Michelle Louise Dingley PS ES2-3 Reardon, Lynne Maree Pakenham SC ES1-1 Russell, John Desmond Frankston HS EXRT Saciri, Cheryl Liz Mount Eliza SC CLASS Sansom, Deana Jayne Berwick SC ES1-1 Sawaki, Shungo MacRobertson Girls HS LEAD Schafer, Emma Rosebud SC LEAD Schroffel, Angelica Maria Brighton SC EXRT Scully, Jane Mornington PS ES1-1 Sherlock, Simon John Mount Erin SC CLASS Shuttleworth, Donald Bruce Somerville SC ES1-1 Siegle, Mechelle Chandler Yarraman Oaks PS CLASS Silestean, Steven Hampton Park SC LEAD Skelton, Andrea Margaret Sorrento PS ES2-3 Smith, Kelly Lee Bunyip PS CLASS Smith, Maria Concepcion Keysborough Springvale SC CLASS Smith, Sylvia Naranga Special School CLASS Steel, Alison Nicole Timbarra PS CLASS Sukhatankar, Durgesh Gleneagles SC ES2-3 Sullivan, Rory Westall SC ES1-1 Szentessy, Lana Jane Yarraman Oaks PS ES1-1 Tarticchio, Samantha Jane Port Melbourne PS LEAD1 Thompson, Jodi Lorraine Oatlands PS CLASS Tzilantonis, Anastasia Natasha Carwatha College P–12 CLASS Van Gameren Sr., Jodie M Mount Erin SC GRD Vega, Tatiana Western Port SC CLASS Vegh, Helen Margaret Yarrabah School ES1-1 Walters, Vicki F Fountain Gate SC PR2-4 Williams, Kylie Kambrya College LEAD Wills, Warren Clifford Lyndhurst SC PR3-5 Zouch, Penelope Jane St Kilda Park PS ES1-2 Western Metropolitan Abbey, Anja Maria Warringa Park School ES1-1 Adamson, Robin D Essendon/East Keilor District AP2-4 Allen, Kylie Anne St Albans East PS CLASS Baker, Lisa Jane Wembley PS CLASS Barney, Rachel Ann-Jean Hoppers Crossing SC CLASS Biles, Vivien The Grange P–12 College ES1-1 Borg, Leno Caroline Springs College ES1-1 Brachmanis, Clair Margarita A Braybrook College CLASS Bryce, Elise Michelle Werribee SC CLASS Calleja Sr., Jodie Anne Warringa Park School ES1-1 Calleja Sr., Jodie Anne Warringa Park School ES1-1 Canny, Rebecca Maree Wembley PS CLASS Canny, Rebecca Maree Wembley PS CLASS Carter, Kylie-Ann The Grange P–12 College ES1-1 Casalbuono, Stephanie Glengala/Sunshine West PS GRD Catalano, Giorgio G Williamstown HS AP2-3 Cobb, Gabrielle Juliette Warringa Park School ES1-1 Cook, Aaron Ross Carranballac P–9 College CLASS 9835 4343 www.giveusago.com.au Costa, Rosa Maria Caroline Springs College CLASS Cowan, Spencer Ward Ascot Vale West PS CLASS Cristiano, Dominic Taylors Lakes PS EXRT Day, Gabriela Elizabeth Carranballac P–9 College CLASS Deacon, Andrew James Melton Specialist School CLASS Dillon, Kate Mary-Elizabeth Essendon North PS CLASS Dosti Sr., Valentina Hoppers Crossing SC CLASS Drennan, Lydia Essendon North PS CLASS Duff, Wendy M South Yarra PS AP1-1 Ebinger, Carmen Freda Warringa Park School ES1-1 Edwards, Nazlia Movelle PS CLASS Eltham, Lisa Michelle Buckley Park College ACPT Faltas, Nancy Caroline Springs College ES1-1 Farquharson, Yvonne Patricia Gilmore College For Girls LEAD Gillespie, Faye Maree Warringa Park School ES1-1 Glass, Jessica Louise Caroline Springs College ES2-4 Green, Sandra Warringa Park School ES1-1 Hackett, Melissa Anne Warringa Park School CLASS Haralambopoulos, Eleni Yarraville SDS CLASS Hassan, Gary Kurunjang SC CLASS Hatton, Nerissa The Grange P–12 College CLASS Heaney, Tamara Lee Strathmore SC CLASS Hennessy, Tara Sherie St Albans South PS ES1-1 Hitch, Kelly Sue Cairnlea Park PS ES1-2 Holland, Elizabeth Ann Point Cook Senior SC LEAD Ireland, Martha Carranballac P–9 College CLASS Ivankovic, Richard Caroline Springs College CLASS Jennings, Ashlea Jayne St Albans East PS CLASS Jevons, Madeleine Kate Victorian College of the Arts SSO1-1 Jones, Stacey Jane Carranballac P–9 College CLASS Kelly, Anna Louise Carranballac P–9 College CLASS Kennedy, Catherine Maree Warringa Park School ES1-1 Kent, Jonathon Essendon North PS CLASS Kingsley, Amanda Joanne Essendon North PS CLASS Kompa, Heather Carranballac P–9 College CLASS Krajewski, Geni Carranballac P–9 College CLASS Kurtis, Joan Warringa Park School ES1-1 Laird, Katie Margaret Woodville PS ES1-1 Laird, Melissa Simone Calder Rise PS GRD Lata, Komal Karishma Maribyrnong SC CLASS Legg, Emma Carranballac P–9 College CLASS Linehan-Cunningham, Christine Galvin Park SC ES1-1 Mackenzie, Siaan Maree Mackellar PS ES1-1 Magro, Amanda Glengala/Sunshine West PS GRD Mahon, Shannyn Amie Point Cook Senior SC LEAD Mariani, Elisa Juliet Strathmore SC ES2-3 Martin, Melissa Jane Kensington PS ES2-4 McIntosh, Alana Carranballac P–9 College CLASS Monigatti, Daniel Sunshine College CLASS Nolan, Simon Beau Wembley PS CLASS Ostepeev, Lidia Braybrook College CLASS Park, Nadine Lindsay Wembley PS CLASS Park, Nadine Lindsay Wembley PS CLASS Patton, Jessica Strathmore SC CLASS Pelar, Rebekah Lauren Carranballac P–9 College CLASS Pennisi, Marny Louise Wembley PS ES1-1 Perrottet, Adele Jane Moonee Ponds West PS CLASS Rattray, Kerryn Warringa Park School ES1-1 Raud, Kirsten Nicole Melton West PS CLASS Reddy, Jessila Braybrook College CLASS Richter, Cheryl Lee Galvin Park SC CLASS Roberts, Blake Thomas Warringa Park School ES2-4 Robertson, Julene Footscray City PS ES1-2 Rousseaux, Renate Rebekka Carranballac P–9 College CLASS Ruberto, Michelle Josephine University HS ES1-2 Schiele, Kim Maree Woodville PS ES1-1 Schot, Colin Hendrik Warringa Park School PR2-4 Scott, Nick Maribyrnong SC PR3-5 Singh, Inderbir St Albans SC ES1-2 Smillie, David The Grange P–12 College AP2-3 Smith, Jeffrey Richard Movelle PS CLASS Stella, Danielle Western Metropolitan Region PR2-3 Symons, Aaron Jens Maribyrnong SC ES2-3 Terris, Brea Louise Sunshine PS LEAD Thorne, Amelia Claire Moonee Ponds West PS CLASS Tsesmetzis, Sara Helen Carlton Gardens PS CLASS Vella, Gary Strathmore SC CLASS Vella, Julie Anne Sunshine PS CLASS Waites, Kelly Ann Exford PS ES1-1 Wheelahan, Peter Stevensville PS EXRT Wiffen, Kate Carranballac P–9 College CLASS Xuereb, Rosetta Braybrook College CLASS Yunis, Reem Caroline Springs College CLASS and Laundry Appliance Specialists


84 Oct 09 Classifieds RETIREMENTS BRIDGES, CLIVE After an exemplary career in education including 10 years in the Principal class at Spring Valley Primary School, Clive Bridges is retiring from the Department. A function will be held at Southern Golf Club, Keysborough on Wednesday, 2nd December from 5.30-7.30pm to which we invite colleagues and friends of Clive. Cost $20 per head which includes finger food, cake and gift. Drinks are available at bar prices. To join us please call Spring Valley Primary School and ask for Tina Kokkinos on 9547-3222 or 9562-4812. RSVP 23rd November. FARLEY, NICK A retirement function for Nick Farley will be held in the Wattle Park Primary School hall , Banksia Street, Burwood on Wednesday 21st October from 7.30 pm - 9.30pm. $30 per head to cover finger food, refreshments and gift. RSVP 13th October. Contact Robyn Hunter 9808 2165 or email wattle.park.ps@edumail.vic.gov.au GERALDINE NEwBEGIN After an outstanding career in education, including 20 years at Dromana P.S., Geraldine Newbegin is retiring from the Dept. A function will be held at Marina Cove, 329 Pt Nepean Rd Dromana on Friday 16th October at 6.30pm. Friends & Colleagues invited. Cost $25, inc. gift, finger food, tea & coffee. Drinks at bar prices. RSVP Dromana P.S. 59872367 by Wed 7 Oct. or dromana.ps@edumail.vic.gov.au PEtER LoRD Peter Lord, Principal of Richmond West Primary School and former President of the AEU(Vic), FTUV and VTU is retiring. The farewell function is on Thursday, Dec 3rd, 5.30pm – 7.00pm at the Amora Hotel, Riverwalk, 649 Bridge Rd Richmond. Cheques for $30 (includes presentation) to Richmond West Primary School, PO Box 404 Richmond, 3121. Enquiries to Jessica on 9429 2950 REtIRING SooN Volunteers for Isolated Students’ Education recruits retired teachers to assist families with their Distance Education Program. Travel and accommodation provided in return for six weeks teaching. Register at vise.org.au or George Murdoch 03 9017 5439 Ken Weeks 03 9876 2680 REUNIONS BASS VALLEY PRIMARY SCHooL 30th Anniversary Open Day - Saturday, 21st November, 2009. Past, present & future staff and families invited to come and help us celebrate from 12noon – 4pm. School tours and BBQ lunch available. Afternoon tea provided. Contact Jo Peacock, 70 Corinella Rd, Corinella. Phone: 03 56780208 Fax: 03 56780696 or email: peacock.joanne.j@ edumail.vic.gov.au ENGRAVED GLASSES Have your reunion or commemorative message permanently laser engraved on glassware. Contact Ian Newman, telephone/fax 9645 8699, or PO Box 5164, Middle Park Vic 3206. GREYtHoRN HS 30 YEAR REUNIoN Greythorn High School 30 Year Reunion - The HSC Class of 1979 and students who left Greythorn prior to Year 12 (but from the same cohort) are invited to attend. Cost: $25 pp paid in advance (includes entry + finger food; drinks extra at bar prices). When: Saturday 7th November 2009 from 7pm - 1am. Email for venue details and more information: greythornhigh79@yahoo.com.au MoRwELL PARK PS 40tH ANNIVERSARY To celebrate our 40TH Anniversary there will be a Fete/Fun Day on Friday, November 27th from 12pm – 4pm on the school grounds. All past students and teachers are cordially invited to help commemorate this event. For more information email Peter Credlin at morwell.park. ps@edumail.vic.gov.au or Elaine Ivory at ivory. elaine.l@edumail.vic.gov.au St ALBANS NoRtH PRIMARY SCHooL St Albans North Primary School is celebrating its 50th Anniversary on Friday 13th November 2009 4pm – 9pm. Past students, teachers and parents are invited to join in the celebrations. Official concert and presentation 6pm – 7pm. Refreshments available. Contact: st.albans.north.ps@edumail.vic.gov. au or 9366 2029 ACCOMMODATION BOOK NOW! NOW! TO TO AVOID AVOID DISAPPOINTMENT DISAPPOINTMENT Make your next school trip to Melbourne an adventure and stay at the Hotel Claremont Guest House 189 Toorak Road, South Yarra, 3141 1300 301 630 info@hotelclaremont.com www.hotelclaremont.com ACCREDITED SCHOOL ACCOMMODATION per student per night $40* (based on group share accommodation) includes breakfast, GST and 1 teacher at no cost for every 10 students. * Rates subject to alteration BUILDING SERVICES ACCENT CURTAINS & BLINDS 25 years experience in industry Government & commercial (with a focus on schools) Large or small developments WE OFFER: Installation of curtains & blinds Room darkening options Translucent curtains and blinds Insulating options Contact: Michelle Ph 94971829 Mob 0425763280 Email acurtains@optusnet.com.au FREE MEASURE & QUOTE Phone us on 03 5940 0281 www.adloheat.com.au See main ad on page 37 BLINDS REPAIRED AND NEw Including audio visual venetians, verticals, hollands, canvas, heavy duty venetians. Maintenance service and laundering, GP Blinds, repairs and sales, telephone 9844 0817, fax 9844 0199. Thirty-five years Department of Education contracts. See main ad on page 43 Toll Free Phone:1800 22 00 55 E: admin@felton.net.au GRAFFItI REMoVAL Sparkling Impressions is a specialist graffiti removal and pressure cleaning business with over 15 years experience. Call Phill Jenkins on 0418 322 689 for prompt service. LINE MARKING Impact Line Marking Peter Rowell 0415 565 351 Fax 03 5974 4378 petrow@alphalink.com.au LINE MARKING Melbourne line marking company. All playground lines, sports courts and car parks. Phone Barry 0419 315 431 See main ad on page 35 EDUCATIONAL MATERIALS/SERVICES Advance Tutoring School Home or centre tuition – Year 1 to Year 12 The Professional Teachers • English • Maths • Chemistry • Biology • Physics • Italian and more • Scholarships • Accounting • Business management Tuition bookings: 0411 333 001 / 0413 880 897 Teachers are welcome to join our team www.advancetutoringschool.com.au 1300 760 354 ALUMINIUM SCHOOL SEATING For details about our exciting hands-on programs – see our main ad on page 41! www.animalsonthemove.com.au Music puppetry and dance performance from Asia Asia Raya also provide Asian music and dance workshops to excite your students!! www.asiaraya.com.au Popular Performing Arts Incursion Bush Dancing Songs & Stories of Australia V.I.T. Reg. Music Teacher PHONE 0419 236 314 www.lazyharryaustralia.com.au CIRCUS MAXIMUS P/L “Over 20 Years Experience Bringing the Circus into Education” Ph: 03 94823512 email: greg@circusmaximus.com.au


Classifieds Shine 85 DON’T MOVE PUPPET THEATRE PUPPET SHOWS & PUPPET MAKING WORKSHOPS Contact John Evans Telephone 9397 0033 0419 346 731 www.dontmove.com.au Hands On Science! Attention All Primary Schools • Science & Technology teaching specialists for Primary Schools • A Learning Experience! Not a show • Professional Development • Practical workshops for children - 90 minutes of educational fun - individual grade lessons our specialty • Many Topics / Themes (VELS) * Sustainability Science * Astronomy Science • Family Science Nights • No need for a bus We come to your school Contact: Emily or Robyn Phone: (03) 9852 0054 or (03) 9855 1191 www.handsonscience.com.au HAVE BUTTERFLIES AT SCHOOL Order now for Term 4 Cage eggs & plants $129 (plus p/h) Phone (03) 8802 0023 www.butterflykarma.com.au OR PLANETARIUMS THAT COMES TO YOUR SCHOOL! From $4.50 per head For bookings or for futher information call 9748 8326 starlab@labyrinth.net.au or visit www.journeyman.net.au www.edventures.com.au Team Building Low and High Ropes Course Located in Doncaster Call us on (03) 9251 5261 MERIt StICKERS Stickers with hidden keys Stickers with your name on Join in the fun and see for yourself! Unique and exciting, go to jayl.com.au Jayl Enterprises - full of surprises! EMPLOYMENT Applying for a Job Specialists in: • Key Selection Criteria • Cover Letters • Curriculum Vitae • Interview Preparation Our consultants have extensive principal class, teaching and editing experience. Discounted rates for graduate teachers. Phone Alison at Effective Corporate Communications: 0413 142 050 Email: ecc@live.com.au APPLYING FoR A JoB Teachers, principals, support staff: Let us do the difficult work! Friendly, professional service. Effective résumés, selection criteria, letters, interviews, help to apply online. Anywhere in Victoria. Experienced in schools, staff selection. Quality guarantee; testimonials. Contact Geoff: 03 9590 0174 or geoff@sagacityservices. com.au NEW! Australia’s online Casual Relief Teacher Directory www.findacrt.com.au PARt-tIME woRK tEACHING CHESS FoR CHESS IDEAS AUStRALIA Lunchtime and afterschool classes, mainly in Primary Schools. If you have enthusiasm, teaching background and some Chess knowledge we’ll Help with the rest. Contact - Office 95328370 or email admin@chessideas. com.au Call Peter on 9505 3287 for professional support with • selection criteria • interviews • resumés (CVs) 30 years experience with the Education Department...teaching & in the Principal Class Resumé Bureau FINANCIAL PLANNING Carrington Financial Services We offer n Salary Sacrifice n Novated Lease n 54.11 Resignation n Retirement Planning n Wealth Creation n Taxation n Estate Planning For a no obligation assessment of your situation Contact John Doyle or Diana Sangue on (03) 9820 8688 HOLIDAY ACCOMMODATION GIPPSLAND LAKES, PAYNESVILLE Two bedroom units three minutes walk to beach, three bedroom house with lake frontage. Fully self contained for a comfortable holiday or short break. Phone 5156 6395, email info@ lakewoodpark.com.au Metung - Akora Flats 4 x 2BR self-contained flats (sleep up to 5). Close to Metung Village. Pets welcome by arrangement. www.akoraflats.com 5156 2320 oCEAN GRoVE Modern 2 story, Sea views, 2 living areas, 2 bathrooms, 3 bedrooms; sleeps 9. Secure double garage. Ph; 9439 1258 Mob: 0419 536 608 PHILLIP ISLAND SUNSEt StRIP EStAtE All accommodation is available anytime throughout the week /weekends and also available for Super Cars, Super Bikes, Grand Prix, Cup Weekend, September and Christmas School Holidays. *Three bedroom house in Thompson Ave Cowes sleeps 6-8. Located in the main drag of Cowes opposite RSL, 10 min walk to pier, beach and main shopping centre. * Fishing shack/self contained van sleeps 3-4 with boat parking and fish cleaning area available. *One bedroom self contained unit sleeps 2-4. All properties are fully furnished and are available at a reasonable cost. We are child and pet friendly and welcome families/ fisherman and anyone just wanting a relaxing break. Please contact Kerryn for further information and bookings - 0422 395 168 or (03) 5952 5465 PRoMoNtoRY VIEwS, wALKERVILLE NoRtH Small A-frame cottage to rent. Handy to beach and bush. Very comfortable. Reasonable rates. Phone Helen for information mail-out: 56236390 or 0427-268211 QUEENSCLIFF Charming 2BR restored 1930’s cottage in beautiful garden setting in the heart of Queenscliff. Central heating. Holidays or weekends. Ring 52582798 or 0409582798 PROFESSIONAL DEVELOPMENT BRAIN GYM woRKSHoPS Professionally presented Brain Gym workshops with Claire Hocking, International Brain Gym Instructor and Educational Kinesiologist. Also comprehensive Brain Gym resources. For more information phone (03) 5282 5985 or 0419 569 071 or visit www.wholebrain.com.au See our advert in the PD section or book online at www.edpd.com.au PoSItIVE RULES! FoR PoSItIVE KIDS! Have you seen the feedback from Education MPs, parents and kids, regarding: Positive Rules! for Positive Kids! Find out more at http://positiverules.com.au


86 Oct 09 Classifieds Instruction courses THRASS phonics courses provide teachers with a simple and sustainable methodology for teaching English right from day one of a child’s learning. THRASS is Australia’s most attended phonics PD. Please see our ad on page 23 for details of upcoming courses. SCHOOL CAMPS Lakewood Park Paynesville Making memories for life ACA Accredited Camp n Up to 100 students n Luxury staff quarters n Lakes cruise n Australian Indigenous Culture Activities n Beach activities, water skiing, sailing, canoeing, raft making, nature walks, orienteering, ropes, hut building BOOK NOW for 2010 Contact us – limited dates available in 2009 www.lakewoodpark.com.au Phone 5156 6395 or 0427 516 050 email info@lakewoodpark.com.au wARANGA HoLIDAY CAMP We are situated 4 kms from Rushworth, a 70 square mud brick complex offered on a catered or self catered basis to groups of 20–64. Phone for further details, 5856 1243. Email info@ lakewaranga.com TAXATION tAX REtURNS FRoM $75 Teachers Special Offer:Most refunds in 14 days. With 20 years experience we ensure maximum refunds by claiming all allowable deductions and tax offsets. After hours and Saturday appointments available. Contact Mr M Georgy, (03) 9467 7842. TRAVEL CHINA SCHooL toUR Beijing, Shanghai, Xian, Yangtze Cruise, Chengdu. Inc Grt Wall, Forbidden City,Terracotta Warriors, Pandas etc. Free time, good hotels. SSO’s welcome. School visits, tax deductible. 14 days leaving 27 .03.2010. $4556 per person twin. email: tremellen.terence.k@ edumail.vic.gov.au Advertising phone 0431359283 Shine CLASSIFIEDS E: ed.advertising@edumail.vic.gov.au T: Diane Mifsud: (03) 9637 2862 China Four Week Group Study Tour November-December Is your school teaching Mandarin Would your students like to improve their skills in Mandarin Who Can Apply Interested school groups or individual students aged 15 to 18 years. The maximum size of the group is 15 Program Fee: $4,375 Program Fee Includes: Return airfare from Sydney or Melbourne. Comprehensive medical and travel insurance, all meals and accommodation in China. Program fee does not include visa fees or spending money Departure Date: 25 Nov. Return Date: 22 Dec. APPLY BY 31 OCTOBER 2009 Call toll free 1800 654 947 yfuaus@yfu.com.au YFU Australia international Student Exchange 13/14 Edgeworth David Ave Hornsby NSW 2077 See main ad on page 15 for more info 15 FRANCE - SoUtH wESt 17C.2B/R apart. in elegant Figeac or cottage in hilltop Lauzerte. www.fl ickr.com/photos/clermont-fi geac/ www.fl ickr.com/photos/les-chouettes/ Low cost, brochure, teacher owner 03 9877 7513. FRANCE, PRoVENCE Fully equipped and restored 17th century house in mediaeval, fortified village of Entrevaux. Sleeps seven. Close to Nice, Cote d’Azur and Italy. Phone owner 5258 2798 or (02) 9948 2980. www.provencehousestay.com. PARIS Stay right in central Paris in a beautiful one bedroom, fully contained apartment. Five minutes walk to the nearest metro and then on to all the Paris tourist sites: Louvre, Eiffel Tower, Champs Elyses. Sunny, inviting apartment. Bedroom, lounge, separate kitchen and bathroom. English speaking owners. Live with the locals, talk with the locals and experience the traditional Parisian lifestyle. www. rentaparisfl at.com WANTED wANtED–PHotoCoPIERS Photocopiers all brands and many models. Working, faulty, obsolete or surplus. Also telephone systems, IT/computer items. Contact David on 0402 469 111, and fax 9388 9810. Email bbs_copy@westnet.com.au Call all hours and collection arranged. MISCELLANEUS Lowest Basic Mortgage Rate – Best Mutual: Victoria Teachers Credit Union Source: infochoice June 2009 12 month discounted variable rate % 4.72 p.a. Basic Home Loan Refer to website for current rates % 1 4.95 p.a. Comparison rate $0 establishment fee* fortune favours the refinancers! Refinance to any of our Home Loans between 1 August and 31 October 2009 and we’ll waive the establishment fee.* For further information, or to apply, call a friendly Home Loan Consultant on 1300 654 822 or visit www.victeach.com.au. Victoria Teachers Credit Union Limited ABN 44 087 651 769 AFSL 240 960 Offer valid for Home Loan applications received from 1 August 2009 to 31 October 2009 and loan must be funded by 31 January 2010. Minimum loan amount is $100,000. At the end of the discounted period the interest rate then reverts to the Basic Home Loan variable rate, currently 4.97%p.a. Interest rates subject to change. This offer is only for new Home Loans; it does not apply to switching existing Victoria Teachers Credit Union Home Loans. Loans in excess of 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. Minimum redraw $500 and is only available via Internet Banking for Basic Home Loans. 1. Comparison rate is calculated on a secured loan amount of $150,000 for a term of 25 years. WARNING: This comparison 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 request from our branches. Terms and Conditions available upon request.


87 Attention teachers! Nothing brings words to life for students like seeing them performed on stage. Feast your eyes on this month’s educational stage productions and incursions. Melbourne Theatre Company presents: Bookings: 1300 723 038 When the Rain Stops Falling Until Sunday 22 November Sumner Theatre, Southbank Incursions No time for lengthy theatre excursions Bring the show to your students with professional, inschool productions. arts2GO, Regional Arts Victoria presents: Bookings: 9644 1800 or www.rav.net.au/arts2go Impro Melbourne – Improvisation Performances and Workshops Incursions through 2009 Play It By Ear with Rae Howell – Music Performance and Composition Workshops Incursions through 2009 Born in a Taxi – Physical Theatre Workshops Incursions through 2009 Andrew McKenna Storytelling Workshops Incursions through 2009 Brainstorm Productions presents: Bookings: 1800 676 224 or www.brainstormproductions.com.au The Human Race Incursions through 2009 Verbal Combat Incursions through 2009 CARP Productions presents: Bookings: 9593 8581 The Teddy Bears Picnic Incursions through 2009 The Dinosaur Dance! Incursions through 2009 Bright and Bushy Animal Tales Incursions through 2009 Dreaming of the Dreamtime Incursions through 2009 The Magic Circus Show Incursions through 2009 Playful Puppets and Cheeky Monkeys Incursions through 2009 A Land Far, Far Away Incursions through 2009 Somewhere Over the Rainbow Incursions through 2009 40 Minutes to Save the World! Incursions through 2009 Proud to be Me – the Personal Learning Show Incursions through 2009 Complete Works Theatre Company presents: Bookings: 9417 6166 Romeo and Juliet Incursions through 2009 Macbeth Incursions through 2009 The Word Superb – Poetry for Years 7-8 Incursions through 2009 BOObook theatre presents: Bookings: 9397 6016 or boobooktheatre@hotmail.com Totally Wasted Incursions through 2009 A Gargoyle in the Garage Incursions through 2009 To list your school production email editor@edumail.vic.gov.au Quiz answers: 1. Victoria Street, Abbotsford. Little Audrey. 2. Australia. In the 17th century, part of Brazil was also called New Holland for several years. 3. Powderfinger. 4. 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 2009 – the Chinese horoscope has a 12-year cycle). 10. Her Excellency Ms Quentin Bryce AC. 11. A bell (officially known as the Great Bell, it is inside the clock tower). 12. Vatican City. 13. Bergamot. 14. Uranus. 15. Pocket Monster (Japanese - Poketto Monsuta). 16. Duchess of Cornwall. 17. The AFL Players Association Most Valued Player. 18. The nose. 19. Danish. 20. Doric, Ionic and Corinthian.


88 Oct 09 Professional Development What’s on in Oct/Nov Kodaly Music Education Institute of Australia Bookings: 9535 7035 or glenys@kodaly.org.au Kodaly Favourites Workshop Wednesday 21 October, Caulfield Autism Behavioural Intervention Association Bookings: 9830 0677 Practical Strategies for Teaching Social Skills Workshop Friday 30 October, Surrey Hills Healesville Sanctuary Bookings: 5957 2818 or www.zoo.org.au/ Learning/TeacherPD/Slimy_science Slimy Science Professional Development Day Thursday 29 October, Healesville St Albans Meadows Primary School Bookings: www.samps.vic.gov.au 1:1 Learning – Logistics, Pedagogy Plus Much More Friday 20 November, St Albans University of Melbourne Bookings:www.education.unimelb.edu.au/ceiec Early Childhood Conference Thursday 19 November to Saturday 21 November, Parvkille eLearning Unit, Student Learning Division Bookings: 9637 2163 or mcnamara.brooke.l@edumail.vic.gov.au Intel Teach Thinking With Technology Thursday 26, Friday 27 and Monday 30 November, and Tuesday 1 December, Strathmore School Library Association of Victoria Bookings: 9349 5822 or www.slav.schools.net.au Seeing things differently: New perspectives on reading and literacy Friday 13 October, Melbourne Victorian Information Technology Teachers’ Association Bookings: 94956836 or vitta.org.au/trainingevents Web 2 and You Thursday 15 October, Collingwood The Australian Council for Health, Physical Education and Recreation Bookings: www.achper.vic.edu.au VCE Physical Education Program Planning for 2010 Monday 19 October, Chadstone VCE Health and Human Development Program Planning for 2010 Monday 26 October, Chadstone Victorian Information Technology Teachers’ Association Web 2 and You Thursday 15 October, Collingwood Bookings: 94956836 or vitta.org.au/trainingevents Autism Behavioural Intervention Association Practical Strategies for Teaching Social Skills Workshop Friday 30 October, Surrey Hills Bookings: 9830 0677 Email your PD listings to editor@edumail.vic.gov.au Drama Victoria Bookings: (03) 9419 2766 or dramavic@netspace.net.au Primary Drama Network Meeting Wednesday 15 October, Abbotsford Soundhouse Bookings: Anna-Maree on 9376 6833 or am@soundhouse.com.au Digital Storytelling Monday 12 October, Flemington Managing Images using Adobe Photoshop and Bridge Monday 12 October, Flemington Sibelius 110 (Sibelius Level 1) Thursday 15 October, Flemington Interactivity – Whiteboards and eLearning Resources Friday 16 October, Flemington Dreamweaver Level 2 Monday 19 October, Flemington Create Music for your Films – GarageBand Thursday 22 October, Flemington Digital Movie Making for Home and Classroom Friday 23 October, Flemington Drama Victoria Primary Drama Network Meeting Wednesday 15 October, Abbotsford Bookings: (03) 9419 2766 or dramavic@netspace.net.au


Adobe In-Design Thursday 29 October, Flemington Using Popular Computer Games in the Classroom Friday 30 October, Flemington Sibelius 201 Thursday 5 November, Flemington Australian Council for Health Physical Education and Recreation Bookings: 9851 6966 or achper@achper.vic.edu.au PHASE Primary Course Monday October 12 – Wednesday October 14, Parkville Term 4, 2009 Professional Learning Workshop Programme Why can’t we… A Workshop for the strategically minded School Administrator Peter Goldsworthy. Thursday 15 October, 4pm – 6pm Whole School Approach to Inquiry Based Learning: What’s Essential P-6 Kath Murdoch. Wednesday 21 October, 9.30am – 3.30pm Dealing with the Hard Class Bill Rogers. Monday 26 October, 9.30am – 3.30pm Teaching Social Competencies Helen McGrath. Friday 30 October, 9.30am – 3.30pm Whole School Planning and Assessment in Mathematics for 2010 Michael Ymer. Friday 30 October, 9.30am – 3.30pm Thinking and Assessment Clinton Golding. Friday 6 November, 9.30am – 3.30pm Designing a Staff Learning Programme for 2010 Neville Johnson. Monday 9 November, 9.30am – 3.30pm Rich and Balanced Approaches to Mathematics (Yrs 3-9) Charles Lovitt. Tuesday 10 November, 9.30am – 3.30pm Designing and Implementing Programmes for Boys and Boys and Motivation Rollo Browne. Friday 13 November, 9.30am – 3.30pm Planning a Balanced and Effective Maths Programme for 2010 Rob Vingerhoets. Monday 16 November, 9.30am – 3.30pm Preparing for Personalising Learning Darryn Kruse. Friday 20 November, 9.30am – 3.30pm Leadership Skills for Coordinators Karen Stammers & Yvonne Willich Monday 23 November, 9.30am – 3.30pm Planning for Year 12 English in 2010 Ross Huggard. Friday 27 November, 9.30am – 3.30pm Designing a Whole School Welfare Approach for 2010 Andrew Fuller. Friday 27 November, 9.30am – 3.30pm All workshops are held at the Australian Institute of Management, 181 Fitzroy Street, St Kilda For further information or to book online visit: www.edpd.com.au or t: (03) 9524 6222 or e: seminars@edpd.com.au J1931


90 Oct 09 Xxxx Take a break Staffroom Q uiz Put your general knowledge to the test with this month’s 20 questions. 1 Where in Melbourne is the Skipping Girl sign Bonus point: what’s her name 2 ‘New Holland’ was an early name for which country 3 Bernard Fanning came to fame as the lead singer of which Australian band 4 Which English word starts and ends in ‘und’ 5 Which sport has a playing area of approximately 18 metres by a metre 6 What is one tenth of a bel 7 Trivia classic: Which famous female character in films and TV series from the 1950s to the 2000s has always been played by a male 8 How did the word ‘fan’, meaning an enthusiast or supporter, come into being 9 1997 was the Chinese year of what animal 10 What is the name of the Australian Governor General 11 What is London’s Big Ben 12 Which independent state allows entry to anyone without a passport 13 With what is Earl Grey tea flavoured 14 Which is the only planet in the solar system that is named after a Greek god 15 What is the origin of the name of the video game Pokemon 16 What is Camilla’s official title 17 To whom is the Leigh Matthews Trophy awarded each year 18 On what part of the body would rhinoplasty be performed 19 In 1997, the bubblegum pop band Aqua topped the charts. What nationality was the band 20 In classic architecture, what are the three main styles of columns See page 87 for answers Sudoku Difficulty level: expert 8 9 4 7 2 6 3 1 5 1 2 3 4 8 5 6 7 9 7 5 6 9 1 3 8 2 4 9 4 8 3 5 7 1 6 2 6 7 5 1 4 2 9 3 8 2 3 1 6 9 8 4 5 7 3 6 2 8 7 4 5 9 1 4 1 7 5 3 9 2 8 6 5 8 9 2 6 1 7 4 3 ACCENT CURTAINS & BLINDS 25 years experience in industry Government & commercial (with a focus on schools) Large or small developments WE OFFER: Installation of curtains & blinds Room darkening options Translucent curtains and blinds Insulating options Contact: Michelle Ph 94971829 Mob 0425763280 Email acurtains@optusnet.com.au Cartoon by Simon Schneider FREE MEASURE & QUOTE


it’s your sChool’s ChanCE to shinE Victorian state schools spectacular hisense arena, 11–12 september 2010 Joining the Chorus, the organisers of the Victorian state schools spectacular, will soon be on the lookout for 3000 singers, dancers, acrobats, actors, musicians and specialty acts such as skateboarders, rollerbladers and BMX freestylers to star in the 2010 event. Expressions of interest from government schools – for performance groups such as bands, choirs, marching bands, cheerleading squads, dance ensembles and student solo performers – open in october. look for the information that will be sent to every government school at the start of term 4 or contact Joining the Chorus at jtc@edumail.vic.gov.au


SCHOOL SPECIAL! Earn l0% rebate back to your school on group bookings in May and June 2010 Also 1 teacher for every 10 students stays free * $42 per person per night share basis • Breakfast included in all rates • 10 minutes CBD • 100 metres famous Chapel Street • 100 metres tram/train • 24 hr Reception • 77 rooms (Groups up to 100) • Linen and bedding supplied • Clean towels daily • Sprinkler system and fire alarms installed • Baggage storage • Security entry doors • 23 Bathrooms close to rooms • Conference Room seats 30 • Evening meals easily arranged at nearby establishments • No alcohol served on premises 189 Toorak Road, South Yarra 3141 1300 301 630 info@hotelclaremont.com www.hotelclaremont.com STAY WITH CONFIDENCE ACCREDITED SCHOOL ACCOMMODATION CLAREMONT GUEST HOUSE SOUTH YARRA DONÕ T MISS OUT BOOK NOW 1300 301 630

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