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
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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
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YEAR 8
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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.
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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)
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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

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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
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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
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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.
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© Denyse Ritchie 2009
Published by THRASS Australia Pty Ltd 2009
ISBN 1 876424 78 8
www.thrass.com.au
Training courses
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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
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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.
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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
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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.
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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
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Making learning more interactive,
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Focusing on the ‘how’ of teaching.
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In Clued Ed
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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.
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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.”
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“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
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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
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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.
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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.”
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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.
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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.
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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 –
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These practical and engaging
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first of these will be conducted
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each school send two participants.
Participating schools will receive a USB
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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.
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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.

During the Royal Melbourne Show thousands of children and their families visited the Department and Education and Early
Childhood Development exhibit at the Government Pavilion to take advantage of dozens of free activities including face painting,
art and craft, interactive whiteboards, Wii and Nintendo consoles and banks of iMac and Netbook computers.
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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”.
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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:
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Years 3–11. We bring live: Lizards,
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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
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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
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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.
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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.
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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
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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
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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
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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
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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
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• 100 metres famous Chapel Street
• 100 metres tram/train
• 24 hr Reception
• 77 rooms (Groups up to 100)
• Linen and bedding supplied
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• 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
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