Shine, March 2009, Vol. 02 - Department of Education and Early ...

Shine 

A publication of the Department of Education and Early Childhood Development 

March 2009 | Volume 02 

RESILIENCE 

RISES FROM 

THE ASHES 

3good 

reasons 

to introduce 

PHILOSOPHY 

BUILDING THE 

EDUCATION 

REVOLUTION 

Helping children 

cope with trauma

Contents 


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 

6 39 

News 

24 Education revolution 

Victorian schools are soon to benefit from 

the Federal economic stimulus package. 

Features 

61 

44 Leading female principal 

With 30 years racked up, Helen Jackson is 

officially our longest-serving female principal. 

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 April 23 

To advertise | 

Contact Wayne Maxwell 

Tel: 9637 2868 

Fax: 9637 2626 

Email: ed.advertising@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 

the Department of Education and 

Early Childhood Development 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 Rob Leeson, 

courtesy of the Herald-Sun 

28 Honour Roll for educators 

Four prominent Victorians have been 

recognised for their services to education. 

30 New children’s centres 

More parents will avoid the dreaded ‘double 

drop-off ’ this year as four new hubs open. 

35 Students win at sports awards 

A primary-school aged champion skiier was 

among the winners at this year’s VSSAs. 

38 Push for diversity 

A new program for Muslim students in 

Keysborough is improving local harmony. 

41 Workforce reform continues 

School-based staff are encouraged to share 

their views in a series of regional forums. 

42 International education 

This year’s International Education Week 

was launched amid colourful celebration. 

Regulars 

Letters 16 

Briefcase 17 

Flashback 21 

Calendar 22 

Snapshot 23 

Great Debate 46 

Where are they now 63 

46 Does single-sex sport work 

Two PE teachers put forward their views on 

the benefits of girls-only sports classes. 

48 Great games for children 

Our top four games to help develop motor 

skills in children under five. 

50 Coping with trauma 

Psychologists give their expert advice on how 

teachers can support children in the wake of 

the bushfire tragedy. 

54 Playing outside the square 

Five new and unusual sports that are 

increasingly popular in Victorian schools. 

57 Why television is our ally 

Dr Patricia Edgar explains how television can 

teach our children some valuable lessons. 

63 Small children, big questions 

Why philosophy works wonders for children 

at primary level – not just tertiary. 

Reader Story 74 

eLearning 78 

Regional Roundup 82 

Appointments 86 

Curtain Call 97 

Staffroom Quiz 98 

Professional Development 99

4 Mar 09 

Messages 

Welcome to the March issue 

Minister for Education 

Bronwyn Pike 

Minister for Children and Early 

Childhood Development 

Maxine Morand 

Victoria changed fundamentally on February 7 

– Black Saturday. More than 200 lives were taken; 

thousands of properties were lost, as were countless 

pets, livestock and native animals. The education and 

early childhood community, as well as the broader 

community, offers condolences to those who have 

been affected by this disaster. As Ministers we cannot 

speak highly enough of the way the education and 

early childhood community in Victoria has rallied 

to support friends, colleagues, families and most 

importantly, our precious children and young people. 

The bushfire disaster has served as a reminder that 

schools and early childhood services are at the very 

heart of communities. They are also the places of 

normality, routine and relationships; the places where 

we can help children and young people build reason 

in chaos and to make sense of what has happened. 

We are all as a Government and as an education and 

early childhood community determined to see that 

children and young people are able to return to the 

reassuring normality of schools and kindergartens as 

soon as they possibly can. The efforts in enabling this 

to happen and to have children back in schools and 

early childhood settings in just a few short weeks 

after the devastating fires has been inspirational. 

We have a long road ahead of us in rebuilding 

those schools and kindergartens that were razed 

to the ground: Marysville, Strathewen and Middle 

Kinglake primary schools and Kinglake, Marysville 

and Flowerdale kindergartens and the Kinglake 

Maternal and Child Health Centre. We will work 

with the whole community to ensure that what 

we rebuild out of these ashes is genuinely wanted, 

reflects community aspirations and creates the 

opportunity to bring together some of the services 

that may have been in disparate places in the past. 

Sporting facilities, community meeting spaces 

and children’s services all have the potential to be 

co-located with schools to symbolically, as well as 

practically, be the hearts of these new communities. 

We wish to sincerely thank the thousands of children 

and education and early childhood staff who have 

tirelessly and enthusiastically done all they can to 

assist those affected by this national disaster. It has 

been a remarkable effort of compassion, empathy and 

humanity. 

Victoria has been scarred, but Victoria is still beautiful. 

Victoria has a magnificent community and many 

people who are determined to ensure that all affected 

communities are supported for their new beginnings 

today, tomorrow and for as long as it takes. 

Secretary of the Department of 

Education and Early Childhood 

Development Professor Peter Dawkins 

The past few weeks have been enormously difficult as 

hundreds of Victorians begin the unenviable task of 

rebuilding their stricken communities in the wake of 

the bushfire disaster. The Department of Education 

and Early Childhood Development is committed to 

ensuring every young Victorian continues to reach 

their learning and development goals and I would 

like to acknowledge the outstanding effort made by 

our education and early childhood community at the 

local, regional and central level in responding to the 

bushfires. 

As well as work undertaken within the Department, 

DEECD executives and staff are playing an 

important role in the new Victorian Bushfire 

Recovery and Reconstruction Authority (VBRRA) 

and the Royal Commission. This issue of Shine has 

a special bushfires feature to recognise the impact 

of the fires in our education and early childhood 

community and how we are responding. 

I continue to be extremely impressed by the 

unprecedented outpouring of generosity, community 

spirit, resourcefulness and solidarity demonstrated 

by Victorians during this time of crisis. Principals, 

teachers, student support services officers, early 

intervention staff, childcare workers, kindergarten 

teachers and maternal and child health nurses 

have put in an enormous effort to ensure Victoria’s 

children and young people receive the level of care, 

education and emotional support they deserve. 

Although recovery from this national disaster 

will be far from easy, I am confident Victorians 

will continue to work together to rebuild those 

communities devastated by the bushfires. I extend 

my heartfelt condolences to everyone affected by 

the disaster and my sincere thanks to all who are 

contributing to the relief and recovery effort.

Resilience 

rises from 

the ashes 

In the wake of Victoria’s worst natural disaster – which at 

its height saw lives lost, homes destroyed and schools 

razed to the ground – the children of the bushfires are 

finding their way back. Communities are looking to the 

future and the long hard process of healing and re-building 

is slowly but surely starting to happen. 

PHOTO COURTESY OF THE AGE

6 Mar 09 

Bushfires Special Feature 

Hearts of gold help 

Gippsland survive 

“Many principals have had parents in their offices in tears talking about their experiences and at the same 

time, they have been under a lot of pressure themselves. Many principals have had to protect 

their own homes from the fires.” Michonne van Rees, Gippsland Regional Director 

In Gippsland – a region known for its great 

natural assets – the local community is 

unfortunately no stranger to natural disasters. 

Gippsland Regional Director Michonne van 

Rees says as a result of past fires and floods the 

region has a very well coordinated whole-ofgovernment 

emergency response. 

Bushfires in Gippsland started a week earlier 

than Black Saturday – destroying about 30 

homes in the Boolarra – resulting in school and 

bus route closures from the start of the school 

year. At the height of the most recent crisis, 38 

government schools were closed and dozens of 

school bus routes suspended. 

Ms van Rees says the latest disaster has hit 

school communities hard – requiring urgent 

responses for relief and counselling staff. At 

Traralgon Secondary College alone, about 200 

students have been directly affected – either 

through losing a family member, their home or 

being evacuated from the fire. Many teachers 

throughout the region have also lost or had to 

defend their homes. 

“The community response in Gippsland has 

been tremendous,’’ says Ms van Rees. “Everyone 

has been overwhelmed by the support.” This has 

ranged from local book suppliers donating new 

textbooks to students who lost them in the fire, 

to schools in relatively low socio-economic areas 

raising large amounts of money to support the 

bushfire relief effort. 

At one school, a newly arrived Sudanese woman 

offered a cash donation much larger than the 

required gold coin at school casual dress day. 

“The principal of the school – knowing this was 

a very large sum of money for that family – told 

the woman that she only needed to donate a 

coin,’’ says Ms van Rees. “But the woman said, ‘a 

small fire needs a small coin, but a big fire needs 

a big note’.” 

Ms van Rees says the bushfire tragedy has 

brought the community leadership role of 

principals to the fore. “We have considerable fear 

and anxiety in our community, which has shaken 

everyone’s sense of safety,’’ Ms van Rees says. 

“Some parents were not wanting to send their 

kids to school because they did not want them 

out of their sight. But it’s important to get kids 

back into a routine and a sense of normality. 

“Schools and principals are really central to the 

community and they are an important part of 

starting the healing process. School principals 

have played such a commendable role, providing 

leadership and comfort. Many have had parents 

in their offices in tears talking about their 

experiences and at the same time, they have 

been under a lot of pressure themselves,” she 

says. “Many have had to protect their own 

homes from the fires. I cannot speak highly 

enough for all that Gippsland principals and 

teachers have done.” 

Gippsland region 

Smoke rises over a scorched Callignee 

in the Gippsland region where 80 

homes were destroyed. 

The facts 

Schools destroyed: 0 

Kindergartens/children’s 

services destroyed: 0 

Schools partially damaged: 0 

Schools closed at the 

height of the crisis: 38 

Chilldren’s services closed 

at the height of the crisis: 15 

PHOTO BY REBECCA MICHAEL, COURTESY OF THE HERALD-SUN


Shine 7 

New hope emerges from 

bushfire epicentre in Hume 

“What this tragedy drums home for me is that schools are the centrepiece of their community. They are a 

critical element and a great connector in the lives of people and to lose schools has been devastating.” 

Stephen Brown, Hume Regional Director 

For Hume Regional Director Stephen Brown, 

the last few weeks have been some of the most 

intense and demanding in his career. The Hume 

region spans the epicentre of Victoria’s bushfire 

tragedy. Two of the region’s primary schools 

— Marysville and Middle Kinglake — were 

destroyed. Three kindergartens — Kinglake, 

Marysville and Flowerdale — were razed. 

Another 27 schools were closed because of fire 

threats. 

PHOTO BY IAN CURRIE, COURTESY OF THE DAILY TELEGRAPH 

Then there is the human toll, with more than 

200 community members losing their lives 

and thousands more being left homeless. Since 

the firestorm struck, teams from the Hume 

regional office and local schools have worked 

determinedly to support these devastated 

communities — organising counselling for 

students, staff and parents; keeping local media 

informed about school closures, re-openings and 

bussing arrangements; and liaising with relief 

agencies about local needs. 

It has been an enormous task, but only two 

weeks after the blaze, DEECD staff had 

met their goal of having all 27 closed schools 

reopened. “What this tragedy drums home for 

me is that schools are the centrepiece of their 

community,’’ Mr Brown says. 

“They are a critical element and a great 

connector in the lives of people and to lose 

schools has been devastating.” 

Mr Brown says school staff around the Hume 

region have worked tirelessly to support their 

own students and those from the destroyed 

schools since the tragedy. Teams of counsellors 

from Northern Metropolitan, Eastern 

Metropolitan, Southern Metropolitan and 

Grampians region have also been instrumental in 

supporting the relief effort. 

Soon after the bushfire situation began, staff 

worked to track down as many families as 

possible from destroyed schools to re-connect 

with them and to identify their interim 

educational options. While plans for reestablishing 

educational 

Craig and Vivian Eyles with their twoyear-old 

son Logan stock up on some 

donated goods in the main street of 

Kinglake, in the Hume region. 

services in the affected areas are well underway, 

a key task for the region will be to keep track of 

where students are so that their families can be 

involved in future planning. 

“Both the Middle Kinglake and Marysville 

communities are very keen to re-establish their 

schools and kindergartens,’’ he says. “There is 

now an opportunity for these communities 

to gather and plan the kind of education they 

would like for their children in the future.” 

Hume region 

The facts 







Children’s services closed 

at the height of the crisis: 16

8 Mar 09 


Community works around the 

clock in Northern Metro Region 

“We are dealing with some very distressed children and families. Our first task is to get kids back into some 

kind of normal environment and functioning as best they can. None of the support staff, who have been 

working around the clock, want to roll back their commitment and there has been so much 

goodwill in the way schools have responded.“ Wayne Craig, Northern Metropolitan Regional Director 

The impact of the fires that destroyed Strathewen Primary School and 

ripped through the communities of hundreds of students is being felt 

throughout Northern Metropolitan Region. Regional Director Wayne 

Craig says school communities have united to support students and 

colleagues from within their region and neighbouring Hume. 

Only three days after the fire, pupils from Strathewen had been 

accommodated in nearby Wattle Glen Primary School. Meanwhile, 

many students from Kinglake, in Hume, were travelling to Epping Views 

Primary. During the height of the crisis, a shuttle bus ran between Epping 

Views and Whittlesea several times each day and breakfast was provided 

to students on their arrival to school. 

Teams of counsellors are working throughout the region at schools and the 

Whittlesea Emergency Relief Centre and are helping support the effort 

in Hume. Many teachers have volunteered at the Whittlesea Emergency 

Relief Centre, staffing barbecues and monitoring the wellbeing of students. 

Mr Craig says although the most severe direct impacts of the fire occurred 

in Hume region, its effects were being felt at secondary schools in 

Diamond Valley, St Helena, Eltham and Whittlesea, which were attended 

by many students from the St Andrews and Kinglake areas. “We are 

dealing with some very distressed children and families,’’ he says. “Our 

first task is to get kids back into some kind of normal environment and 

functioning as best they can.” 

Mr Craig says school staff will need to remain vigilant about the 

impacts of the fire for many months. He says once the reality of losing 

everything hits home for many families, and the bushfires are no longer 

front and centre of public attention, schools will face a whole new set of 

challenges.“We will need to keep close check of these students and where 

they are,’’ he says. 

“If students enrol in other schools out of the area – rather than stay in 

their current communities – we don’t want them to drop in without the 

new school’s staff knowing what has happened to them.” The region is 

also investigating the feasibility of holiday classes for Year 12 students 

whose schooling has been disrupted. 

Mr Craig says although the events of recent weeks have been 

“emotionally draining” for school and regional staff, their commitment 

to supporting local families has been outstanding. “None of the support 

staff, who have been working around the clock, want to roll back their 

commitment and there has been so much goodwill in the way schools 

have responded,’’ he says. 

Northern 

Metropolitan 

Region 

Locals who survived the Kinglake fires gather at 

the Whittlesea Community Centre, where donated 

clothes and shoes pile up. 

The facts 








at the height of the crisis: 10 

PHOTO BY JOHN GRAINGER, COURTESY OF THE HERALD-SUN



Locals pull together to keep 

spirits strong in Eastern Metro 

“There is something about a disaster that makes a community pull together but the really tough time will 

be the recovery phase. There are many people traumatised by what they have seen and what they have 

experienced and that is not going to change overnight.” 

Dean Mann, Eastern Metropolitan Assistant Regional Director 

In the aftermath of Black Saturday, Eastern 

Metropolitan Region remained on alert as the 

sighting of smoke in the nearby hills created fear 

in the community. “Communication was vitally 

important,’’ says Assistant Regional Director 

Dean Mann. “We needed to constantly keep 

schools and principals up to date on what was 

happening with the fire, they could not just 

rely on the radio. If a parent saw smoke in the 

distance, rumours would start flying in the 

community and it was important to stay calm.” 

Eastern Metropolitan Region worked closely 

with the Shire of Yarra Ranges Municipal 

Emergency Coordination Centre and the CFA’s 

Incident Control Centre in Woori Yallock to 

ensure schools were receiving timely, accurate 

information. Seven schools were closed because 

of fire danger. Chum Creek Primary School 

– on the Healesville-Kinglake Road – lost its 

playground equipment and a tool shed to the fire. 

However, many schools in the region are feeling 

the effects of the human cost of the fire. 

PHOTO COURTESY OF THE AGE 

School children from Chum Creek 

tie their hand-painted sign to trees 

outside the site of their new school. 

“We have many students, teachers and principals 

who have lost homes, family members and 

friends,” says Mr Mann. “Other families have 

been defending their properties or were members 

of the CFA who were fighting the fires. On the 

Monday following the fire outbreak we had 

department psychologists and social workers 

working throughout the Yarra Ranges and Yarra 

Valley networks and our Regional Network 

Leaders were providing support to the principals.” 

Many schools have been affected by the tragedy. 

Those close to the fires are dealing directly with 

the personal consequences of the aftermath. 

Other schools closer to Melbourne are now 

starting to enrol students whose families have 

chosen to relocate. “There are a huge number of 

schools in the region supporting each other.’’ he 

says. 

“We have also had retired principals and teachers 

with VIT registration who have offered to 

return to schools to help staff. Teachers from 

other schools have stepped in to help out their 

colleagues and been very supportive.” 

Life at Christmas Hills Primary School was also 

severely disrupted by the fire. It was closed for 

five days due to fire danger and some students lost 

their homes in the ferocity of the blaze. During 

the closure, Christmas Hills students were 

relocated to nearby Kangaroo Ground Primary 

School and the school principal organised a trip 

for students to the Frankston Sand Sculptures to 

temporarily take their mind off the tragedy. 

However, Mr Mann says the region realises 

the road to recovery will be a long one. “There 

is something about a disaster that makes a 

community pull together but the really tough 

time will be the recovery phase,’’ he says. “There 

are many people traumatised by what they have 

seen and what they have experienced and that is 

not going to change overnight.” 

The facts 

Eastern 

Metropolitan 

Region 








at the height of the crisis: 80

10 Mar 09 


Communities pitch in to 

continue children’s services 

After losing three kindergartens, early childhood services in the fire-affected regions were quick to 

re-establish, thanks to some swift action and open heartedness. 

Despite the trauma of losing loved ones and homes, the day-today 

reality of caring for small children continues for families from 

Victoria’s bushfire-devastated communities. Young children still need 

to visit their maternal child health nurse or enjoy the company of 

other children. Those waiting to find accommodation in emergency 

relief centres in locations such as Whittlesea and Alexandra, still need 

a place to play and opportunities to experience everyday routines. 

The parents – burdened with the task of rebuilding their lives by 

contacting banks, government agencies and insurance companies – 

need support for their children more than ever. 

The bushfires destroyed three kindergartens in Flowerdale, Kinglake 

and Marysville. At emergency centres in Whittlesea, Yea and 

Kinglake, activity groups were quickly established in the days that 

followed Black Saturday to support affected families. 

“Parents need to know that when they are at the centres, while they 

have to visit Centrelink or the bank, that their children are safe and 

being well looked after,’’ says Madeleine Smith, General Manager 

(Operations) from the Office for Children and Early Childhood 

Development. Ms Smith also says central and regional staff have 

worked tirelessly since the fires to provide support, maternal child 

health and childcare services to affected communities. Head office 

and regional staff have volunteered their time to organise children’s 

activities at relief centres on weekdays and weekends. 

Anne Colahan, manager of Maternal and Child Health, helped to 

set up a playgroup and mobile maternal child and health centre at 

Kinglake, where the local kindergarten was destroyed. “We set up 

a range of activity groups for parents with young children, and we 

managed to get a maternal and child health nurse to come and see 

new mothers,” Ms Colahan said. “We had several new mums who had 

just left hospital with four-day-old babies. For the older children we 

had puzzles and books, we had hopscotch and hoops, and Play-Doh 

and painting. We also had a cubby house and set up a kitchen corner.” 

Ms Colahan says initial plans to run the playgroups at sessional times 

were quickly discarded for all-day activities, due to the huge response 

from parents and children. 

“On some days we had more than 40 children,” she says. “We had 

toddlers and primary school children, and for them just to be able to 

come to the tent and play with others and to focus on undertaking an 

activity, helped them to feel connected where before they had been 

lost.” Ms Colahan said that the activity centre also served as a “safe 

and positive” place for families who had been separated during the 

blaze to reunite. 

. . . the activity centre also served as a 

“safe and positive” place for families who had 

been separated during the blaze to reunite. 

“A lot of children had left the mountain and gone to families in 

Melbourne, so this tent gave them a safe place, in a fun environment, 

to be reunited with parents who had stayed behind to defend their 

properties. It also allowed the new mums to talk with each other and 

meet with the maternal and child health nurse,” she says. 

Children and Youth Services Northern Region manager, Maureen 

Campbell, says the regional office is continuing to work with local 

councils and community organisations to get as many children back 

into kindergarten, playgroup or childcare as soon as possible. Already, 

places have been identified in the Whittlesea area for some of the 80 

children who lost their kindergarten in Kinglake and Flowerdale. 

“Our work is very much about getting children back into their routine 

as quickly as possible and giving their parents some time to organise 

their lives again,’’ Ms Campbell says. 

PHOTO BY FIONA HAMILTON, COURTESY OF THE HERALD-SUN 

A maternal and child health nurse on hand in Kinglake. 

Sisters Danica and Jami write thank-you notes for CFA volunteers.



From one child to another 

In addition to the Casual Dress Day on February 13 – which saw government school communities raise 

almost one million dollars for bushfire victims – students and teachers from schools across the state, and 

around the globe, have continued to extend a helping hand. 

School children at home and abroad have 

shown sympathy and support for their 

fellow students who have been victims of 

the recent bushfires. In Victoria, schools 

have rallied to raise funds and show 

genuine support for those who were 

directly affected by the tragedy. The casual 

dress day organised by the Department 

raised a whopping $935,000 for bushfire 

victims, and heartfelt efforts are being made 

on foreign shores as well. 

In the United Arab Emirates, the 

Victoria International School of Sharjah 

combined with the Australia New Zealand 

Association in Dubai, hosted a family 

picnic day that raised $6321. Around 250 

people attended the picnic, which was held 

on the grounds of the school. 

Closer to home, there are dozens of 

similar stories with schools across Victoria 

holding fundraisers and special events 

so their students can help in some way 

– no matter how small. A fundraising 

day at Montepellier Primary School in 

the Barwon South West region raised 

$2356.80 in gold coin donations. 

Teachers and students were encouraged to 

wear a touch of red or yellow to support the 

bushfire victims and to bring along $1 coins 

to participate in activities that included 

a fire drill, fire obstacle course, fire safety 

lessons and a disco. The money raised was 

pooled during a whole school assembly into 

the shape of a hand to illustrate the theme 

of the day: ‘Giving a Helping Hand’. 

“The school community felt it was 

important to help those affected by the 

bushfires,” teacher Elise Flynn says. “The 

students were very aware of how their 

activities were helping to raise money. They 

saw the collection of money grow with the 

drop of each coin. They are extremely proud 

of their contribution.” 

On the other side of Melbourne, 

Bimbadeen Heights Primary School in 

Mooroolbark held a special out-of-uniform 

day to raise money for the bushfire appeal. 

To show added support, the students 

suggested that staff and classmates wear the 

colour red. 

“They chose the colour red as, like 

Valentines Day, it represents the heart 

and they wanted those affected to know 

that their donations came from the heart 

with great love and compassion,” principal 

Leigh Johansen explains. “The response was 

overwhelming. Usually when a free dress 

day is held the students bring along a gold 

coin but for this day many children emptied 

their money boxes and donated the entire 

contents.” 

Over $7300 was raised on the day, which 

culminated when the whole school 

gathered in the shape of a heart in the 

schoolyard and observed a minute’s silence 

in respect of those who were lost in the 

tragedy. 

Schools across the state went to 

great lengths to raise money for 

the victims of Black Saturday. 

Schools helping schools 

The following items were posted on the DEECD website in 

the days and weeks following the Black Saturday bushfires. 

They represent but a few of the heartfelt efforts made by schools 

to assist other schools that have been affected by the tragedy. 

Rosanna Golf Links Primary School Student Council will be 

fundraising throughout 2009 to raise funds to buy new playground 

equipmment for Strathewen Primary School, a sister school in the 

Northern Region. Our thoughts are with you all and we hope that 

you can soon be back together again, rebuilding friendships and 

having fun in your playground. 

Judy Henderson 

Assistant Principal, Rosanna Golf Links Primary School 

Mullum Primary is a small school in Ringwood. We have created 

a “Mullum to Marysville” road to pave with silver, gold and notes. 

The community has raised $3676 and did so with enthusiasm from 

our hearts to theirs. 

Lynne 

Mullum Primary School 

We are a small school in South Australia and we are so sorry about 

what happened in Victoria. We have written letters and made little 

posters to send to schools that have been affected by the terrible fires. 

We have raised over $500 to send to the Red Cross Appeal and many 

children offered their savings and their lunch money. One little girl 

wanted to withdraw her whole savings to send. We have really 

no idea of how you must be feeling but we offer you our heartfelt 

condolences and prayers and support in any way we can. 

Diana 

Streaky Bay Area School, South Australia

12 Mar 09 


How the rebuilding will happen 

In the wake of the Black Saturday bushfires, the Department has formed a reconstruction taskforce to 

oversee the monumental challenge of rebuilding those schools that were razed to the ground. 

Community consultation will be at the heart of efforts to rebuild 

schools destroyed by fire, says Minister for Education Bronwyn Pike. 

“The Brumby Government is committed to rebuilding Victoria in the 

wake of the devastating bushfires,” Ms Pike said. “To assist in this, 

the Department has formed a Bushfire Community Reconstruction 

Taskforce to work effectively in collaboration with the Victorian 

The remnants of school play equipment at 

Strathewen Primary School. 

Bushfire Recovery and Reconstruction Authority.” 

Malcolm Millar, Regional Director of the Grampians Region, is leading 

a taskforce announced by DEECD Secretary Prof. Peter Dawkins in 

the wake of the Black Saturday bushfires. The taskforce will support 

regional directors in the consultation process for rebuilding schools and 

examining the options available to local communities. 

Its work will complement the broader efforts of the Victorian Bushfire 

Recovery and Reconstruction Authority, chaired by outgoing Police 

Commissioner Christine Nixon, with DEECD Deputy Secretary Jeff 

Rosewarne as acting chief executive officer. 

Mr Millar says the bushfires have been a great tragedy for communities 

that have lost their schools. “I express my most sincere sympathy to all 

members of the communities affected by these devastating fires”, he says. 

“As Khoa Do (former young Australian of the Year) states: ‘In every 

obstacle lies an exciting opportunity.’ From our greatest challenges come 

our greatest opportunities,” says Mr Millar. 

Mr Millar says the State Government and the Department have placed 

a very high priority on the rebuilding of destroyed schools including 

Marysville, Strathewen and Middle Kinglake. “We need to ensure 

that communities in Marysville, Middle Kinglake and Strathewen are 

thoroughly consulted about the rebuilding of their schools,’’ he says. “As 

Marysville, Kinglake and Flowerdale also lost their kindergartens in 

these fires, the role of kindergartens and early childhood centres in the 

new schools will also be considered. 

“School communities will also be able to explore options for developing 

community hubs based around new schools and early childhood services. 

Each of the communities which has lost its local school in the fire 

(Strathewen, Marysville, Middle Kinglake) will have their local primary 

school replaced. 

“Given the trying circumstances, our aim is to make the consultation 

process a positive experience which gives the community a chance to 

fully explore the kind of education facilitates it will need in the future.” 

PHOTO COURTESY OF THE AUSTRALIAN 

How you can help 

People wanting to support Victorian bushfire survivors can donate to the 

Australian Red Cross Victorian Bushfires 2009 appeal (www.redcross.org.au) 

established by the Victorian Government in partnership with the Australian 

Red Cross. The Australian Tax Office advises that donations to a disaster relief 

appeal may be tax deductible. For more information visit www.ato.gov.au/ 

nonprofit 

If you wish to contribute material goods and services to assist schools and 

early childhood services, register your details by following the links on the 

DEECD website (www.education.vic.gov.au/about/bushfires) or contact the 

DEECD Information and Referral Service by phone on 1800 809 834. If you 

can donate accommodation – be it a spare room, a house, holiday home or 

caravan – for the temporary use of those left homeless by the fires, contact the 

toll-free Victorian Bushfire Accommodation Donation Hotline, run by the 

Department of Human Services on 1800 006 468. 

Children play among bags of donated clothing in Whittlesea.



Temporary measures 

in desperate times 

Amidst the upheaval, makeshift classrooms were created in the most unlikely of places. 

Back in familiar surroundings, the children 

and staff of Drouin West Primary School 

have a new appreciation for simple desks, 

quiet classrooms, air conditioning and 

bubblers. That’s not to say they didn’t enjoy 

their temporary school in the local cricket 

clubrooms, or in the squash and basketball 

courts at the Bellbird Park Indoor Centre. 

For the students at Kinglake, Kinglake West 

and Flowerdale Primary Schools – who 

recently returned to school for the first time 

since their communities were devastated – it 

was a similar story. Minister for Education 

Bronwyn Pike was present when semi-trailers 

moved the first relocatable classroom up the 

mountain to help school life revive for the 

affected communities. 

PHOTO BY JASON SOUTH, COURTESY OF THE AGE 

“Families told us that they wanted the option 

of schooling on the mountain as soon as 

possible,” Ms Pike said. “So the re-opening of 

schools was an important step on the road to 

rebuilding these communities.” 

The three schools have been cleaned, repaired 

and have undergone safety inspections. Several 

sections of one building were moved to 

Kinglake Primary to ensure school could recommence, 

and additional buildings have also 

started moving to Middle Kinglake to start 

establishing a temporary school next to the old 

school site. 

What many students didn’t see, perhaps, was 

the extraordinary work that went on behind 

the scenes to protect their school communities 

before the assistance starting rolling in. As 

with many other students whose lives have 

been disrupted by the bushfires, the students 

of Drouin West saw plenty of change. “We 

were running on adrenaline – it was a complex 

situation to manage,” Drouin West Primary 

School principal Kerry Ware said, recalling the 

days immediately following February 7. 

Ms Ware remembers working from her office 

with the sound of sirens and aircraft overhead 

cutting through the stifling heat. She was 

among many locals who braced themselves 

after being given “the worst case scenario” at 

a CFA community briefing the night before 

A portable classroom being transported to Middle Kinglake Primary School, with school 

council president Jason Gaffee inside. 

Black Saturday. Some families chose to move 

stock and send their children out of the area 

early on Saturday morning. Ms Ware chose 

to call school council members to the school 

grounds to help her clear leaves and other 

potential fire hazards from the grounds. 

On Sunday, Ms Ware and some of her staff 

began calling families to let them know the 

school would be closed and encouraging 

them to watch the Department’s website. But 

with a flare-up 100 metres from the school 

on Thursday, February 12, and another road 

closure, it was decided the school would 

remain closed. On Friday, discussions with the 

Regional Network Leader saw them searching 

for alternative accommodation. After a week 

at home, many on properties with fences gone, 

water tanks contaminated or livestock dead, 

parents and children were keen for “school as 

usual,” even in unconventional surroundings. 

When they gathered together at the Bellbird 

Park Indoor Centre, it was the first time many 

of the families had left their properties in a 

week; they would tell their stories to each 

other over tea and coffee in the foyer and 

many would stay for assembly. The children 

found picnic rugs, blankets and cushions laid 

out on squash and basketball courts, in the 

cricket clubrooms, and on the mezzanine floor 

of the centre in lieu of tables and chairs. 

Teachers ran modified programs, with 

children breaking every now and then to take 

part in the centre’s activities. Lunch orders 

and even before- and after-school care were 

provided. According to the centre’s community 

development officer Laurelle Braithwaite, it 

all went smoothly: “The kids were fantastic; 

probably the most well-mannered kids we’ve 

had in the centre.” 

Principal Kerry Ware also had nothing but 

praise for her staff, who had helped phone 

parents and prepare lessons from home. “You 

realise you can manage an extraordinary 

situation when you have fantastic people 

around you,” she said. 

The Department has an Employee 

Assistance Program (EAP) counselling 

service available for staff. 

Contact 1800 337 068.

14 Mar 09 


Adrian Hyland 

Out of the ashes, 

a school reborn 

Out in the fire-ravaged wastelands of Strathewen, a small 

miracle has taken place. A school has been re-born. 

The past week has been one of 

relentless despair for the people 

of rural Victoria. But as the tide 

of horror recedes, more positive 

stories, little vignettes of hope and life, begin 

to emerge, like green shoots creeping out of 

blasted trees. My 11-year old daughter, Siena, 

attends the Strathewen Primary School. 

It’s not the closest option – we live in nearby 

St Andrews – but we chose to send her there 

because it was a wonderful little school in a 

beautiful valley of apple orchards and green 

rolling hills, its parents a close-knit group of 

people whom we are proud to call our friends. 

For nigh on 100 years, the school has been the 

shining light of the local community. Every year, 

it seems, the school wins the Victorian Schools 

Environment Award. Its students’ art and poetry 

regularly scoop the pool at the nearby Whittlesea 

Show. Its band – an ensemble of violins, cellos, 

keyboards, recorders and a horde of enthusiastic 

marimba whackers – star at local entertainments. 

The garden was full of chooks and ducks and wild 

slides, a mud brick cubby house, a horse trough. 

The science room was like a mini-museum, the 

result of regular, parent-led excursions into the 

surrounding environment. 

On Saturday last, that environment turned 

upon Strathewen with a terrible vengeance. 

The firestorm – a 13-metre wall of flame that 

melted steel and froze men’s hearts when they 

saw it coming, a wind that snapped yellow box 

trees as if they were straws – swept through the 

valley in two minutes. 

It destroyed everything in its path: hundreds of 

homes, the community hall – and the school. 

As Sunday dragged on, the phones rang hot 

and the news grew progressively, unbearably 

worse. Whole families in our region had 

perished. Children had lost fathers and other 

loved ones. Most families were left without a 

roof over their heads. 

As I listened to my daughter discussing 

the disaster with her friends, I noticed one 

question regularly creeping into their whispered 

conversations: “What’s going to happen to us 

now Where are we going to go to school” 

Losing their school had magnified the children’s 

loss: without it, they had no centre, no sense of 

security, they feared for the future. Theirs had 

been an extraordinarily close-knit community, 

with parents making wonderful contributions to 

the school. For years, that had been its strength. 

Now, in this time of tragedy, it threatened to 

intensify their loss. 

I heard them gloomily discussing the other 

schools in the region: how would we go as 

newcomers here Were there bullies there This 

mob always beat us at rounders! How would 

their art and music classes compare with the 

amazing ones we’ve been used to 

Losing their school had 

magnified the children’s loss: 

without it they had no centre, 

no sense of security, they 

feared for their future. 

Siena and her friends, Tiahn and Sunday – 

sounding like diggers about to go over the top – 

told each other that they could handle just about 

anywhere, as long as they could stay together. 

That last word was the key: “together.” 

There are excellent schools in the district, but 

no matter how good they were, it seemed that 

nothing could replace the sense of a shared 

wellbeing our children had experienced at 

Strathewen. 

My wife and I, and some of our friends, began, 

with great reluctance, to think about other 

schooling options: we wanted our children’s 

lives to assume at least a semblance of normality 

as quickly as possible. 

We hoped that they’d be able to stay together, 

but this seemed impossible; with the 

destruction of their community, the families 

were scattered far and wide. 

Then, on Monday, the principal, Jane 

Hayward, called us all together and made an 

announcement that drew tears from many an 

eye, my own included: The Strathie school was 

going to re-open. 

Not at some vaguely distant date, after the redtape 

had been sorted, the money allocated, the 

tenders won. No, Strathewen school was going 

to re-open on Wednesday. 

Almost before the flames died down, it seemed, 

Jane and her colleagues had rolled up their 

sleeves and got down to work. Vacant buildings 

had been found in the nearby Wattle Glen 

school, resources allocated, funds found, red 

tape slashed mercilessly. 

This Strathewen group would stay together; the 

school would live on. 

The teachers, and a host of wonderfully 

supportive education departmental officials, 

had recognised that these children – this 

community – had suffered a shocking loss, 

and that their best hope of coming out of the 

nightmare with a minimum of scars was to 

work it through together. 

It took a moment for perhaps the most amazing 

aspect of this announcement to dawn on me. 

The principal, and at least one of her staff, had 

been evacuated from the fire-ravaged area. Even 

as we met, they still didn’t know whether they 

had houses to go home to. Despite enduring 

what for most human beings must have been a 

period of heart wrenching uncertainty and fear, 

the first thoughts of these women had been for 

the children of the Strathewen community (as it 

turned out, Jane Hayward’s house survived, that 

of Val Tepper, the beloved, long-term teaching 

assistant, did not). 

The first day at the new-old school was one of 

the most moving of my life. We arrived to be 

greeted by a huge sign proclaiming: ‘Welcome 

Strathewen.’ 

Volunteers and staff at Wattle Glen – too 

numerous to mention, but I recognised the



determined hand of former Strathewen 

principal Margaret Hirth, as well as the younger 

grades’ teacher, Di Phillips – had worked like 

demons to transform an empty building into a 

brilliant new school. 

Local businesses, organisations and individuals 

had donated a vast array of stationery, toys, books, 

food, whatever was needed to give the children a 

sense of being back on familiar ground. 

A well-appointed room was provided for families 

and friends to come together. Counselling staff 

were there to give support as required. Familiar 

faces had come along to lend a hand. During the 

day, hundreds of sad, essential little interactions 

took place. Parents, teachers and children shared 

their grief and their stories of survival. 

I spoke to heroes like the school president, 

Darren Bradshaw, and parent Wes Stecher, men 

who were out fighting with the CFA while their 

own homes were being destroyed. I heard the 

incredible tales of people like Steve and Karina 

Chapman and their children, of the desperate 

struggle to stay alive as their houses exploded 

around them; I heard of miraculous escapes, near 

misses, tragic losses. 

I wept as I saw children tenderly embracing 

friends and classmates who’d lost a parent or 

loved one. It was a heart-wrenching, but – for the 

children, for the community – vital day, a day of 

hope and healing. 

School teaching strikes me as one of the less 

prestigious professions in our society. Our society 

is obsessed with idiotic pop stars and plastic 

personalities, we worship the money men, the 

limelight hoggers and solipsistic talking heads. 

Out in the fire-ravaged wastelands of Strathewen 

over the past few days, a small miracle has taken 

place. Something has been re-born. 

And the miracle workers, the midwives for this 

birth, were school teachers and administrators. 

There’s going to be a long, relentless process of 

self-examination coming out of this disaster. 

There must be. We are going to have to examine 

the way we interact with the environment, 

how we build our houses, how our lifestyle is 

warming up the world. There are going to be 

recriminations, calls for blood. There’ll be talk 

of crisis management, early warning systems, 

controlled burns, firebugs. 

But in all of that talk, never let it be forgotten that 

at least one community, driven by a love for its 

young ones, has created something wondrous. 

And that while we are lucky enough to have 

in our midst people of the calibre of the staff, 

families and friends of Strathewen school, there is 

hope for us all. 

Adrian Hyland is a Melbourne writer. This piece first 

appeared in The Age on February 19. 

Tell us what you think. 

Email editor@edumail.vic.gov.au

16 Mar 09 

Briefcase 

Letters 

Well done and congratulations on an outstanding first edition of Shine. 

After having the initial flick through, I immediately went back to read 

a few snippets while on my coffee break. I found the magazine to be 

visually stimulating and interesting, not to mention useful. 

I am so very proud of your team for producing a meaningful resource 

that is modern and valuable for all teachers. I will no longer be 

skimming over the Education Times during recess, rather I will be 

looking forward to receiving my monthly edition of Shine and reading it 

from cover to cover over the weekend. 

Melanie Bingham 

Northcote High School 

This missive comes to you from a very old teacher and educational 

administrator who is still interested in what is going on. Being 81 

certainly means old! I want to congratulate you on the very first issue 

of Shine. I’ve lived through a whole series of educational publications 

that the Department has used to communicate with teachers starting 

with the Education Gazette through the various broadsheets to your 

publication Shine, so I’ve seen a lot. I found Shine a fresh approach 

to providing information to the teaching profession, well written 

and interesting. I can imagine the struggles you have gone through. 

Congratulations and keep up the good work. 

John Collins-Jennings 

I have just read the February edition of Shine with great interest. I 

thoroughly enjoyed the many articles published, and in particular the 

one by Dr Patricia Edgar. I have a 13-month-old son and he loves 

nothing more than sitting down with a book and having it read to 

him. It is not unusual for me to find him sitting in his reading corner 

turning the pages of his books, looking at the pictures and 

babbling to himself in an attempt 

to tell the story to himself. What 

joy this gives to me as his Mum, 

and as an educator, to see him 

revelling in this activity at such a 

young age. 

Justinne Liberty 

Port Melbourne 

Yes, storytelling works. But books 

inhibit storytelling in its pure sense: 

oral storytelling. Oral storytelling skills 

need to be developed prior to reading 

skills and continued after children learn 

to read. Young children are asked at school to write stories while they are still 

struggling with the mechanics of handwriting. It would make more sense to 

first develop young children’s story skills through oral literacy since oral skills 

are easier to develop than written skills. 

June Barnes-Rowley 

Albert Park 

Email editor@edumail.vic.gov.au 

Letters may be edited for space. 

Letter of the month 

At a recent workshop I attended, held at the University of Melbourne, a 

question was posed to those educators present: ‘How old do you think 

someone should be before they begin exploring Shakespeare’s works’ After 

much discussion, we agreed on the younger the better! Imagine some of 

the beautiful images of the elemental realm, the fairy kingdom from A 

Midsummer’s Night Dream, washing over the fantasy world of a four-yearold 

child. 

Many of those present acknowledged the dislike or discomfort their middle 

school students had towards studying Shakespeare, simply because it was 

unfamiliar and strange to them. I could feel an excitement stirring in my 

being. ‘How lucky I am to be teaching a group of nine and ten year olds this 

year!’ I thought. 

Three weeks into the term and poetry and verse are a weekly feature. These 

sessions incorporate many of the techniques that have been designed 

to make Bill’s works more engaging and deeply understood. Thanks to 

Professor John O’Toole and Professor Kate Donelan from the University 

of Melbourne there is a new movement refreshing the way we teach 

Shakespeare. It’s worth 

navigating the University 

of Melbourne website 

to find out about the 

course they offer – 

Postgraduate Certificate 

in the Teaching of 

Shakespeare. 

Cathy Yeoman 

Briar Hill Primary 

School 

I was aghast to read 

Chris Wheat’s 

take on the issue 

of teaching 

Shakespeare in 

present times. 

He argues that 

Shakespeare should 

only be accessible 

to the ‘intellectually elite’ and implies 

that it holds no value to anyone 

with inferior ‘cognitive structures’. 

Tell me if I’m wrong, but isn’t our 

job as educators of English to 

expose students to a variety of rich 

and complex texts To completely 

deny a large proportion of students 

the opportunity to explore a single 

aspect of Shakespeare’s work on the 

basis of perceived lack of intellect 

is downright offensive. How 

can a student’s understanding of 

Shakespeare be discerned without 

first giving them the chance to 

explore it 

Surely teacher professionals can 

modify the teaching of Shakespeare 

in ways that enable all students to 

interact with the text and themes 

involved to varying degrees As 

Margaret MacKenzie points out, 

school is after all likely to be the only 

place many of us are given the chance 

to explore ‘that type of literature’. At 

the end of the day, let’s not forget, 

education is about opportunity and 

what kind of opportunity will exist if 

we deny students the opportunity in 

the first place! 

Nerissa Marcon 

Warrandyte High School

Briefcase 


What’s new this month 

Get creative 

for cruelty free 

experiments 

The Australian Association for Humane Research 

is inviting secondary school students to take part 

in its nationwide art and poetry competition. 

The topic is the hotly debated subject of animal 

experimentation. The competition coincides 

with World Week for Animals in Laboratories 

(April 18–25, 2009) and is designed to encourage 

students to research the subject in greater detail 

and give them the opportunity to express their 

opinions through prose, or through a range of art 

mediums, including photography, drawing and 

painting. Entries close April 10, 2009. 

For further information or to download an entry 

form, visit www.aahr.org.au or call 9832 0752. 

TUNE IN TO POETIC PODCASTS 

Australian poets have been brought to the 

microphone to read and 

talk about their writing in a 

series of 40-minute podcasts. 

A Pod of Poets is a unique 

partnership between ABC 

Radio National’s Poetica 

program and the Australia 

Council for the Arts. The 

podcasts include poets such as Robert Adamson, 

Les Murray, Joanne Burns and John Clarke. 

Visit www.abc.net.au/rn/poetica 

Free animal education program 

The RSPCA offers free education programs for schools and community groups. Developed 

and presented by professional educators, the programs are aligned with VELS and are 

designed to inspire compassionate and responsible attitudes and behaviours towards 

animals. Students can visit the RSPCA education centre in Burwood East for close 

encounters with farm animals, or education officers can visit schools throughout Victoria. 

Visit www.rspcavic.org or call 9224 2286. 

Discovering 

migrant history 

Teachers of Australian History and Politics are encouraged 

to take their classes to a new exhibition at the Immigration 

Museum titled ‘A Worthwhile Enterprise: The migrant hostel 

in Springvale’. The fascinating display records the history of 

the migrant hostel and the impact it made on the surrounding 

community of Springvale, as well as on Victoria’s broader 

multicultural landscape. Stories include those of migrants and 

refugees who were temporarily housed at the hostel, the workers 

who provided support and programs, and the community that 

embraced each wave of newcomers. 

The exhibition will run until March 23, 2009.

18 Mar 09 

Briefcase 

Walking among 

the dinosaurs 

Get ready to walk among, around and even 

above the Melbourne Museum’s collection 

of dinosaur skeletons in Dinosaur Walk. 

Come face-to-face with Amargasaurus and 

Protoceratop, as well as Quetzalcoatlus, the 

largest flying animal of all time. Students 

can touch displays of dinosaur teeth, bones 

and even fossilised faeces and discover 

how dinosaurs moved, what they ate 

and how they survived in their changing 

environments. Dinosaur Walk is the first 

permanent exhibition to be opened as part 

of Museum Victoria’s Science and Life 

Gallery redevelopment and will commence 

on April 3, 2009. 

Visit www.melbournemuseum.vic.gov.au 

Order your 

lunch online 

School lunches can now be ordered over the internet using Lunch Monitors, 

an online ordering system. Parents can go to the Lunch Monitor website 

and look up their child’s school to access the current canteen menu and 

latest pricing. They can then choose a healthy lunch option and pay for it via 

credit card or set up an account. The canteen receives a list of lunch orders 

before the start of the school day. The children simply collect their healthy 

and nutritious meal and tuck in. Visit www.lunchmonitors.com.au 

Service Award 

nominations closing soon 

Long Service Awards 

Staff receiving 35, 40, 45 or 50 year Long Service Awards this 

year were informed in writing in February. If you believe you 

are eligible for a Long Service Award this year and have not 

received notification, please contact the Department so that 

your service records can be checked. Please email service. 

awards@edumail.vic.gov.au or phone 9637 3273 before 

Friday, 20 March 2009. 

Outstanding Parent Awards & Education 

Community Service Awards 

Nominations for the Outstanding Parent Awards and 

Education Community Service Awards will close on Friday, 

20 March 2009. Awards criteria and nomination forms are 

available on the Education Week awards website at www. 

education.vic.gov.au/about/events/edweek/awards 

Retiring School Councillors 

School Councillors retiring in 2009 should inform the 

Community and Stakeholder Relations Branch by Friday, 20 

March 2009. Please contact with Community and Stakeholder 

Relations Branch via email community.stakeholders@edumail. 

vic.gov.au to ensure recognition this year. 

All service award recipients will be recognised during 

Education Week celebrations in May 2009. 

Calling all those of 

Caribbean descent 

Were you or someone you know either born in the Caribbean, or of 

Caribbean descent and living in Victoria Did you or someone you know 

migrate to Victoria either direct from the Caribbean, or after living in 

another country If so, CaribOz Victoria wants to hear from you. 

CaribOz Victoria and the Immigration Museum are developing an 

exhibition for 2009 focusing on Victoria’s Caribbean community, and are 

seeking personal migration stories to record as oral histories. If you have 

a tale to tell visit www.cariboz.com (follow link to Community/News 

page) or email CaribOz Victoria at admin.vrt@cariboz.com


Briefcase 

Celebrate National 

Youth Week 

Thousands of young people aged between 12 and 25 will participate in National Youth Week this 

year, the largest celebration of young people in Australia. Teachers are encouraged to recognise 

National Youth Week, which runs from March 28 to April 5. The focus for celebrations will be 

on activities that improve the self-esteem and wellbeing of young people. To find out more about 

National Youth Week events across Victoria and details of how your students can enter the National 

Talent Competitions associated with the week, visit the Victorian government’s youth portal, 

youthcentral at www.youthcentral.vic.gov.au/nyw 

Victorian teams triumph 

at Pacific School Games 

It was a jubilant band of teachers and students that returned to Victoria in 

December last year, after scooping the pool at the Pacific School Games 

in Canberra. A whopping 496 Victorian students and 82 teachers arrived 

home with proud smiles on their faces after achieving numerous national 

records and an astounding 473 medals. The Pacific School Games, 

held every four years, provides school students aged 10 to 19 with the 

opportunity to participate in a number of sports alongside students from 

20 nations of the Pacific and surrounding regions. 

‘Team Vic’ quickly established its name in the games with numerous 

first, second and third placings in swimming, track and field, diving and 

hockey, with the Year 12 boys basketball team winning its 7th national 

championship in a row. Additional events for students with disabilities 

in swimming, track and field, wheel chair basketball and Intellectual 

Disability basketball were also held. 

Students also had the opportunity to participate in educational 

activities at the Australian Defence Academy, the National Science and 

Technology Centre and the Australian Institute of Sport. The next Pacific 

School Games is scheduled for 2012. 

New diabetes guide for 

classroom use 

The new teacher’s guide to Type 1 diabetes has been sent to 

all primary and secondary schools across the state. Available 

in DVD and CD-Rom formats, this resource helps to inform 

teachers about the condition and how to support the 2100 

children with Type 1 diabetes in Victorian schools. 

TigerTurf 

- the schools’ expert 

turning standard schoolgrounds 

into brilliant multisport 

and landscape areas - 

100% drought free synthetic surfacing 

Adolescent Health 

and Wellbeing Survey 

Independent researchers from the Centre for 

Adolescent Health are currently inviting secondary 

schools to participate in the ‘Howru’ online survey. 

‘Howru’ will provide rich data on the health and 

wellbeing of over 10,000 students across the state. 

Participating schools will receive individual reports, 

summarising students’ responses. Schools will not 

otherwise be identified in survey reports. For more 

information, contact Dr Lillian Kent on 9435 7067 at 

the Centre for Adolescent Health. 

“It looks fantastic; it’s so bright and 

attractive. The kid’s even drop much less litter, 

I’m sure that is because it looks so good”. 

”Your efforts have transformed an area that was bare, unusable and unsightly to an area 

that is “full of life”, constantly usable regardless of weather conditions and very attractive 

to the eye. You were always at hand both by phone and in attendance at our meeting”. 

TigerTurf’s unique ‘one stop shop’ operation from design, construction to installation and 

maintenance provides customers with one efficient point of contact. 

TigerTurf can fully convert natural grass or existing asphalt to synthetic or acrylic which provides 

an all weather reliable surface all year round. Providing premium performance and a competitive 

price. Whatever your schools needs, talk to TigerTurf for a free, no obligation, quotation. 

www.tigerturf.com.au 

info@tigerturf.com.au 

1800 802 570

20 Mar 09 

Briefcase 

Top Screen exhibition 

now open 

Be amazed by the talent of last year’s VCE Media students at the Top 

Screen exhibition – part of the VCE Season of Excellence 2009. View 

short films, documentaries, music clips and animation by VCE Media 

students plus associated education programs. And if that isn’t enough, 

pop along to Top Class – a series of performing arts concerts featuring 

VCE Dance, Music Solo and Group Performance, Drama, Theatre 

Studies and original musical works. 

Premier John Brumby and Minister for Education Bronwyn Pike 

experiment with the new Lenovo Netbooks, at the launch of 

an initiative to roll out almost 10,000 of the mini netbook 

computers to students across the state last month. 

Top Class runs from February 28 to March 27 at the National Theatre 

in St Kilda. Top Screen runs from March 3 to May 8 at the Australian 

Centre for the Moving Image. For more information visit www.vcaa. 

vic.edu.au/seasonofexcellence 

productions.com.au 1800 676 224 

Yrs P-6 & 7-10 

Yrs P-6 

- Emotional health 

- Resilience 

- Bullying 

“Absolutely riveting performance! 

Message soooo appropriate.”


Flashback 

1919 

Teachers Miss Gebbie and Miss Florence Smith flank students posing for their class photo at Mount Clear Primary 

School near Ballarat in 1919. The school was established during the gold rush of the 1850s and celebrated its 

150th anniversary in October last year. 

Got a great old photo Email your images to editor@edumail.vic.gov.au to win a one-year subscription to 

Resourcebank Online (valued at $220), plus a copy of ‘Switched-on Ideas: Knowing and Doing’ (valued at 

$55) and ‘Tuning in with Topics’ ($39.95) courtesy of leading educational publisher Curriculum Corporation. 

See page 91 for Terms and Conditions.

22 Mar 09 

Briefcase 

Your calendar for the month ahead 

March 

13 

16 

17 

21 

25 

28 

The sporting prowess of students 

across the state will be celebrated at 

the Victorian School Sports Awards. 

Head to Mudgeeraba, Qld, for the two-day Somerset 

International Conference for Librarians and Teachers. This 

year’s theme is Living and Learning in a Changing World. 

Visit www.somerset.qld.edu.au/conflib 

Cultural Diversity Week begins. Take part in statewide 

festivals or create your own activities to highlight our 

cultural, linguistic and religious diversity. Find out more 

at www.culturaldiversity.vic.gov.au 

Feast your eyes on the incredible creations of last year’s 

VCE students at Top Designs. Visit www.vcaa.vic.edu.au 

for more information. 

Be inspired by magnificent works of student art at 

Top Arts – part of the 2009 VCE Season of Excellence. 

National Youth Week begins. For events and activities, 

visit www.youthweek.com 

April 

2 

3 

5 

10 

13 

19 

20 

Share a global love of reading and create 

some lively literary activities at your school 

or kindergarten on International Children’s 

Book Day. Visit www.ibby.org 

Term 1 finishes. 

Last day of Daylight Saving. Don’t forget to turn back 

your clocks! 

Good Friday public holiday. 

Easter Monday public holiday. 

Premier’s Active Families Challenge ends. 

Find out which schools were able to complete 30 minutes 

of activity for 30 days. Visit www.goforyourlife.vic.gov.au 

Term 2 commences.

Snapshot 

3pm: Entrance to Wilson’s Cave, Buchan 

Briefcase 

Got a great pic Email your high-resolution photo to 

editor@edumail.vic.gov.au to win a pack of resources 

from Curriculum Corporation. See below for details. 


WIN A RESOURCES PACK 

Leading education publisher 

Curriculum Corporation will give away 

a pack of resources to the reader 

who sends in the best photo each 

month. The pack includes two copies 

of ‘Inspirations Art Ideas for primary 

and middle years’ (valued at $199.90) 

and ‘Images of Asia Cards: Symbols, 

Patterns and Designs’ (valued at 

$49.95). Only high resolution images 

will be accepted. See page 91 for 

Terms and Conditions. 

Just out of Wilson’s Cave near Buchan, Swifts Creek Secondary College junior Outdoor Education 

students and their teacher, Noah Davis, pat a cloud of dust off their very dirty clothes. 

Photo sent in by Rick Box. 

Instruction courses 

Quote: ‘I came looking for 

something to help one child 

in my class. I have found 

something for all 27 of 

them.’ 

– Evaluation from a participant at a 

THRASS course, Melbourne, 2003. 

Read other evaluations at 

www.thrass.com.au 

FREE INFORMATION 

SESSION 

Subject to demand there will be a free 

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evening of the FIRST day of each of our 

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contact our office. 

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MARCH 

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MAY 

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Frankston 18-19 

Shepparton 18-19 

Frankston-F/U* 20 

Melbourne-F/U* 20 

Shepparton-F/U* 20 


Geelong 25-26 

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Melbourne 16-17 (hols) 

Melbourne-F/U* 10 


Melbourne-F/U* 03 (hols) 

Melbourne 06-07 (hols) 

Advanced Courses for 2009 

Brisbane: 

July 01-03 (hols) 

Melbourne: July 08-10 (hols 

Sydney: July 22-24 

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NOW 

Two-Day Course: 

$396 (Inc. GST, Catering & 

Comp. Resources 

* Follow-Up Workshop: $198 (Inc. GST & Catering) 

**Advanced Course: $1100 (Inc. GST, Catering & 

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Download rego forms from www.thrass.com.au and fax to 

08 9244 4044 or Tel. 08 9244 2119 for us to fax you a form. 

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24 Mar 09 

Education Revolution 

Schools to benefit from 

stimulus package 

The Commonwealth Government’s new economic stimulus package – Building the Education Revolution 

– will provide Victorian schools with a healthy injection of funds for rebuilding and refurbishment 

according to the Minister for Education Bronwyn Pike. 

The Building the Education Revolution funds will be brought together 

with the Victorian Government’s $1.9B Victorian Schools Plan to form an 

integrated infrastructure fund. 

“We now have an unprecedented opportunity to develop 21st century 

educational facilities right across Victoria,” said Ms Pike. “With the new 

Building the Education Revolution resources and our own Victorian School 

Plan, we can have an integrated strategy with a lot more funding that 

provides great opportunities for every single school.” 

The Department’s Regional Network Leaders will spearhead the rollout of 

the infrastructure funding. They will work closely with principals in their 

networks to develop funding proposals. “Regional Network Leaders will 

sit down with people right across the network and identify what is the best 

infrastructure rollout for the network as a whole,” Ms Pike said. “This will 

ensure that, not only will we have a great physical fabric, but that we also 

take into account the educational needs of young people right across the 

network to enable the best possible result.” 

The Commonwealth’s Building the Education Revolution is designed to 

stimulate local economies by providing work for local industries – builders, 

plumbers, carpenters, shops and local services. In order to deliver this 

Minister for Education Bronwyn Pike with 

Dandenong HS principal Nigel Hutchinson 

and Year 12 student Jenete Pomohaci 

on the building site of the school’s new 

learning facility last year. 

PHOTO BY JOHN KRUTOP

ICAS2009MagazineAd_EducationTime1 1 

30/01/2009 12:23:20 PM 


economic benefit there will be tight timelines for rolling out the program. 

As a result, the normal design and building processes will be streamlined. As 

part of the streamlining process, schools will be asked to choose designs from 

a small range of design plans. 

“I know that there are tight timelines with this particular project,” Ms Pike 

said. “The Commonwealth’s purpose is not just about providing high quality 

education infrastructure. It’s essentially designed to stimulate the economy 

and provide job opportunities. 

“Even though the timelines are tight and the processes fast-tracked, I’m 

know that our system, at central and regional levels and within local school 

communities, is strong and robust and will get some really good outcomes 

over quite a short period of time.” 

Ms Pike has strongly encouraged school principals and school communities 

to work with their Regional Network Leader to ensure the best ideas are 

identified as quickly as possible. “I urge you to think about the opportunities 

there are for regenerating education within your local community so that we 

give our young people every opportunity to thrive, to learn, to grow and to 

shine in a great education system here in Victoria.” 

Building the Education 

Revolution has three components: 

National Schools Pride 

All schools are eligible for funding of up to $200,000 for small scale 

infrastructure building and refurbishment funding, subject to the 

size of the school. These projects could include minor refurbishment 

of buildings (including maintenance and minor works) fixed shade 

structures, covered outdoor learning areas, green upgrades (water tanks) 

and support for students with disabilities or special needs. 

Primary Schools for the 21st Century 

This will enable infrastructure to be built or refurbished in primary 

schools, P–12s and special schools across Victoria. Funding can be used 

for the construction of facilities including libraries, multipurpose halls, 

sheltered outdoor learning areas or early learning facilities, classrooms or 

refurbishment of existing facilities. 

Science and Language Centres for the 

21st Century 

Up to 500 schools across Australia will be funded to construct new 

science laboratories or language learning centres. Funding will be 

allocated on the basis of disadvantage, demonstrated need and provision 

of evidence that schools are ready and capable to have construction of 

the facilities completed within the 2009–10 financial year. 

Regional Network Leaders will work with schools to develop 

proposals in each of the three categories. 

Be one of the first ten to visit 

www.eaa.unsw.edu.au/educationtimes 

and win an ICAS USB flash drive. 

For more information visit 

www.education.vic.gov.au/buildingrevolution 

T: (02) 8344 1010 E: info@eaa.unsw.edu.au

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26 Mar 09 

Regional Network Leaders 

Not just another 

leader in the system 

Vicki Forbes sees her role as Regional Network Leader for Waverley as a 

chance to be a leader of the system, not just a leader in the system. 

She may have only held her new 

position as Regional Network Leader 

for Waverley since October 2008, but 

Vicki Forbes feels she has been leading 

the charge for improved student outcomes for 

years. And according to Minister for Education 

Bronwyn Pike, that’s exactly what schools need. 

“Strong leadership is a major contributor to 

excellence in schools,” she said. “The Regional 

Network Leaders initiative is part of our 

comprehensive focus on building leadership in 

our education system to benefit students.” 

Ms Forbes, former principal of Brentwood 

Secondary College, is relishing her new role in 

the Eastern Metropolitan Region, and is keen 

to encourage collaborative sharing of teaching 

practice and ideas. 

“After almost nine years as a principal I was 

beginning to see myself not just as a leader in 

the system but a leader of the system,” she says. 

“I think we have to move to that notion of being 

leaders of the system if we are going to achieve the 

outcomes we aspire to.” 

Ms Forbes says although Waverley is a high 

performing network, there are still obstacles. 

“There are 24 schools in my network – 15 primary, 

five secondary and four special development 

schools – and a population of 13,500 students. 

We still have students who are not achieving 

and there are also high achieving students. Our 

challenge is to ensure that they are all achieving 

their potential.” 

Ms Forbes believes that the way to do this is to 

tap into some of the outstanding practices and 

programs that already exist in some schools in 

the network. “There is enormous potential out 

there that I don’t think we haven’t tapped into as 

effectively as we could,” she says. “We have to get 

better at using the expertise that resides within 

individual schools in order to progress school 

practice across the whole network.” 

One of the projects Ms Forbes is excited about 

is Principal Learning Teams. The principals of 

Highvale and Syndal South Primary Schools are 

currently working together to create a model and 

a handbook for this project, which will encourage 

principals to explore how other schools operate. 

Principals will take a learning walk through the 

classrooms to observe teaching and learning 

practices and provide feedback to the school on 

how they are meeting certain objectives with an 

aim to improve student outcomes. 

Then there is WoW: Window on Waverley, which 

uses Web 2 technology to help boost student 

literacy skills through the construction of podcasts 

or wikis. “The focus on all of these projects is on 

what happens in the classroom; it is all about 

the classroom and improving outcomes of the 

students,” she says. “In a network like Waverley 

there is a chance for complacency but we want 

every child with every possibility to achieve 

their potential, and that is where there are great 

opportunities to transfer effective practice across 

the network.” 

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Regional Network Leaders 


Driven by a strong 

moral purpose 

Former Koonung Secondary College principal Rob Brookes was 

more than happy to be dragged out of retirement to become the 

Regional Network Leader for Whittlesea. 

PHOTO BY JANINE BURROWS 

Rob Brookes was principal at Koonung 

Secondary College in Melbourne’s 

eastern suburbs for 12 years before he 

‘retired’ in January 2007. But rather than 

lead a life of leisure, he turned his retirement 

around to adopt a new career as Regional 

Network Leader (RNL) for Whittlesea in the 

Northern Metropolitan Region. “I was attracted 

to the role because of its strong moral purpose 

and because the work we do is challenging and 

meaningful,” says Mr Brookes. 

It’s a sentiment supported by Minister for 

Education Bronwyn Pike, who feels that RNLs 

will be the drivers for future excellence in 

education in Victoria. “The Brumby Government 

is committed to lifting up all schools to a standard 

of excellence, so that every child has every 

opportunity to suceed,” she said. 

Mr Brookes says that the first six months in 

the RNL role have been hectic but immensely 

enjoyable. He went from overseeing one school 

to working closely with a large team of RNLs 

plus principals and teachers at 30 schools from 

Thomastown to Whittlesea and it’s proved an 

enlightening learning curve. 

“As principals, we tend to focus more on our 

own school community,” he says. “Networks 

take a more systemic and collaborative approach. 

The total focus of the RNLs is on school 

improvement, raising school achievement, on 

supporting teacher practice and principal 

leadership. Schools are encouraged to share 

data, resources and strategies with other 

network members. “It reduces the competition 

between schools and creates a more open 

approach to teaching and to student learning. 

I am very impressed with the good work that 

the Whittlesea schools have achieved so far in 

terms of their focus and school improvement.” 

And the collaborative work Mr Brookes has 

seen among RNLs is something he wants 

to build on. Since commencing his new role 

he has been busy developing relationships 

with schools in the region, with an aim to 

developing protocols for observing classroom 

practice. 

“The Northern Region is a fairly diverse 

environment,” he says. “There are challenges – 

very different to the challenges I have worked 

with in the past – but they are also extremely 

rewarding. We have children who are refugees, 

many with English as their second language, 

and literacy and numeracy are key issues. 

We are monitoring student performance and 

achievement because we want to close the gap for 

those students.” 

One strategy is the Northern Metropolitan 

Region’s Achievement Improvement Zones, 

which are charged with improving the literacy 

and numeracy achievement levels in 55 schools in 

the area by at least 15 per cent. 

He would also like to see a collaborative approach 

to observing practice in classrooms. “We are 

hopefully developing a protocol for moving into 

classrooms and watching teachers teach,” he 

explains. “There is a learning focus and there 

are particular aspects that we would look at, 

such as the way in which teachers manage their 

classrooms. It is another way of acknowledging 

good teaching practice and learning from that.” 

ALUMINIUM 

SCHOOL 

SEATING

28 Mar 09 

Honour roll 

for educators 

The Medal of the Order of 

Australia (OAM) and the Member 

of the Order of Australia (AM) 

recognise service to the nation 

or humanity. During this year’s 

Australia Day ceremony these 

prestigious awards were 

bestowed on several Victorians 

for their work in education. 

Emeritus Professor Hedley Beare, AM 

Hedley Beare is Emeritus Professor of Education 

and Principal Fellow in the Centre for Educational 

Leadership at the University of Melbourne. He 

has been recognised for his service to education at 

secondary and tertiary levels as an academic and 

administrator; his service to policy development; 

and also to a range of professional associations. A 

Fulbright senior scholar and Harkness fellow at 

Harvard University, he is a current honorary fellow 

of the Melbourne Graduate School of Education, 

and a current senior associate for the Centre for 

Organisational Learning and Leadership. 

Professor Beare began his illustrious career as a 

secondary school teacher in 1954. During the 1970s 

he was a foundation director of the Department of 

Education in the Northern Territory, helping to set up 

the Darwin Community College and the Nungalinya 

(Indigenous) College. A member of numerous councils, 

boards and committees, he is the author/co-author 

of 10 books and more than 200 monographs and 

articles on educational needs, policies and planning. 

He has been a member of the Australian Council for 

Educational Leaders since 1970, and the Victorian 

Council for Educational Leaders since 1981. 

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Dr Martin Comte, OAM 

Dr Comte was honoured 

for his service to music 

and arts education. 

He has numerous 

publications and 

conference presentations 

to his credit and has 

worked extensively in 

curriculum design. He has been curriculum 

writer for Victorian schools including 

the design of an arts-based curriculum 

for children with special needs for Port 

Phillip Specialist School. His board/council 

membership has included Musica Viva 

Australia, the Australian Ballet School, 

the Victorian Association for Gifted and 

Talented Children and the Australian Society 

for Music Education (of which he is an 

Honourary Life Member). He is a Fellow 

of the Australian College of Educators. For 

many years he had a consultancy with the 

University of Melbourne in conjunction with 

DEECD to conduct school reviews. He was 

the first person appointed by an Australian 

university to a Chair in Music Education. 

Ronald Davidson, OAM 

Ronald Davidson 

received his 

OAM for service 

to education, 

particularly to people 

with special needs, 

through the Specific 

Learning Difficulties 

Association, 

Victoria (SPELD) 

of which he is a 

founding member 

and the current 

vice-president. Mr 

Davidson is also a 

founding committee 

member of Learning 

Difficulties Australia 

(1968). He launched 

the Australian Journal of Learning Disabilities 

in 1969 and was editor until 2005. From 

1968–1996 he taught at Glamorgan/Geelong 

Grammar Preparatory School in the special 

education department. 

Dr Adrian Jones, OAM 

Dr Adrian 

Jones has been 

recognised 

for his service 

to history 

education 

as a lecturer 

and author 

and through 

executive roles 

with a range 

of historical 

and teaching 

associations. 

He is a senior lecturer with the School of 

Historical and European Studies at La Trobe 

University, and initiated production of La 

Trobe Studies in History for senior secondary 

history students. Dr Jones is the former chair 

of the History Council of Victoria; has helped 

write the VCE History of Revolutions course 

and once chaired the exam-setting panel. His 

book Follow the Gleam: a History of Essendon 

Primary School 1850-2000, was awarded a 

Victorian Community History Prize. 

Australia Post - 200 Years 

You and your students can join in the celebrations! 

The Australia Post “Our Past - Our Present - Our Future” education 

resource pack has been sent to schools. Classroom teachers 

can request further copies via the website. 

There are exciting competitions for primary and secondary 

students with some great prizes to be won! 

For more information, and to access the FREE education 

resources, go to: www.auspost.com.au/education 

and click on the 200 years icon. 

Part of every day.

30 

Mar 09 

Maternal and Child Health 

New maternal and child health 

framework to reflect modern times 

A new maternal and child health framework has been developed in response to the latest 

research on child development. 

Every Victorian child receives 10 key ages and stages consultations by a 

maternal and child health nurse between birth and three-and-a-half years of 

age. Now, thanks to the Universal Maternal and Child Health Service Key 

Ages and Stages Activity project, these consultations have been realigned to 

reflect the latest research on child development. The Key Ages and Stages 

service activity framework was developed following extensive examination of 

relevant research findings, by a project working group that included a maternal 

and child health nurse, local government representatives and clinical experts. 

DEECD Maternal and Child Health manager Anne Colahan said the project 

aims to strengthen the clinical role of maternal and child health nurses, while 

maintaining the reputation of the Universal Victorian Maternal Child Health 

service as an international leader within maternal and child health practice. 

She said the key ages and stages consultation process now takes into account a 

range of social and environmental factors that affect the health of children and 

families, as well as assessing developmental progress. 

“We looked at introducing things like smoking cessation advice, and including 

family violence questions,” she said. “We looked at the evidence behind 

whether we can make a difference for children and families through these 

consultations.” The Victorian maternal and child health service provides an 

initial home visit to newborns, followed by consultations at two weeks, four 

weeks, eight weeks, four months, eight months, 12 months, 18 months, two 

years and three-and-a-half years of age. Ms Colahan said the revised service 

activity framework was piloted in 2007 in four municipalities – Bayside, 

Wodonga, Wyndham and Yarra Ranges – and an evaluation of the trial was 

recently completed by KPMG. The municipalities in the pilot covered the 

diversity of rural, metro, cultural, Aboriginal and high-growth populations. 

She said the framework has undergone a further revision to ensure the 

developmental and health screening of each child is as accurate and up-todate 

as possible. “As a result of this audit, we’ve implemented some further 

improvements to the framework and we’ve commenced training with 894 

maternal and child health nurses,” she said. “We’re looking at revising the 

framework by taking into account new evidence and up-to-date research.” 

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Early Childhood News 


New children’s centres to open 

This year, more parents will avoid the dreaded ‘double drop-off’ as four new one-stop hubs open, 

co-locating kindergartens and childcare centres with local primary schools. 

As the new school and kindergarten year begins, families will continue to 

benefit from Victoria’s integrated approach to early childhood development, 

with four new children and family centres opening during Term 1 and 

16 more currently in planning or construction. Minister for Children and 

Early Childhood Development Maxine Morand said many of these centres 

– which could include a range of services such as kindergarten, childcare, 

maternal and child health, playgroups and early intervention – will be located 

on the site of a local primary school. 

“These one-stop-hubs are a sign of the changing education and care 

landscape,” Ms Morand said. “The Brumby Government is investing in early 

years services to provide Victorian families with a comprehensive range of 

services to give children the best possible start in life. The co-location of 

early years and intergration services such as maternal and child health and 

long day care helps busy parents and provides a great early learning and care 

environment for children.” 

The centres opening during Term 1 are the Churchill and District 

Community Hub, Springside Children’s Centre and the Harbour Family 

and Children’s Centre. In March, Yooralla’s Narre Warren Central 

Children’s Centre will unveil its new extension that will contribute to 

greater integration of services for the local community. 

The Churchill and District Community Hub will provide a range 

of services for children, families and the local community. It offers 

kindergarten, long day care, occasional care, maternal and child health, 

early childhood intervention and family services, parenting programs, 

neighbourhood house activities, library services, community kitchen, Home 

and Community Care services and a refurbished town hall. 

Yooralla’s Narre Warren Central Children’s Centre caters to all children, 

with and without additional needs, and their families. Thanks to the 

new extension, a range of group programs can now be offered under the 

one roof. These include supported playgroups, three- and four-year-old 

kindergarten programs and a variety of therapy, early learning and family 

support programs. Springside Children’s Hub is a joint-use facility that colocates 

key children, family and community services on one site at Caroline 

The new Harbour Family and Children’s 

Centre in the heart of the Docklands. 

Springs which is also home to the Prep to Year 9 campus of Caroline 

Springs College. Services include Maternal and Child Health, extended 

hours kindergarten, occasional childcare, playgroups and early childhood 

intervention services. The Hub will also offer some community health 

services, parenting skills groups and English as a second language classes. 

The Harbour Family and Children’s Centre is situated in the heart of the 

Docklands. Constructed using environmentally sustainable design, the 

centre offers children unique and exciting learning spaces with large, lightfilled 

rooms, specially developed living gardens and outdoor play areas. The 

Harbour provides 150 places that include long day care and kindergarten, 

playgroups and occasional care, Maternal and Child Health, parent 

information sessions, accredited training and professional learning, visitors 

program and a specialist bookshop. 

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32 Mar 09 

School News 

Victorian students shine at 

sports awards 

A primary school-age skier and a secondary school Olympic medalist are just two of the recipients 

honoured at this year’s Victorian School Sports Awards. By Tina Luton 

Last year certainly was incredible for 

Harrietville Primary School student Louis 

Muhlen, and by the looks of things, 2009 

will be just as significant. In 2008, as well as 

collecting numerous awards for team events 

in cross-country skiing, snowboarding, giant 

slalom, and skierX, Louis was awarded 

the Australian and Victorian Interschool 

Champion in XC Classic and XC Freestyle, 

as well as Australian SkierX Champion 

for Division 5 Boys. His outstanding 

achievements and contribution to the Bright 

College Snowsports Race Team was also 

recognised when he was awarded Overall 

Champion. 

But the Year 5 student says that winning the 

Victorian School Sports Awards (VSSA) 

primary school category for Outstanding 

Sporting Achievement has been the icing on 

a very large cake. Now in its 15th year, the 

VSSAs are the highest sporting accolade in the 

Victorian primary and secondary government 

school sectors. This year, the awards were 

presented at a luncheon at the Melbourne 

Cricket Ground on Friday March 13. 

“I feel pretty amazed that I won the award,” 

Louis told Shine a few days before the 

ceremony. “It stands out against all the 

other titles I won last year; it’s a really big 

achievement.” 

Harrietville PS principal Carolyn Serpell has 

no doubt that Louis will continue to leave his 

mark on the sporting world. “Louis is a very 

driven student. He puts 100 per cent into 

everything he does and he has really clear goals 

about where he wants to go with this sport,” 

she said. 

“I love skiing and I train pretty hard,” Louis 

added. “Skiing keeps me motivated and helps 

me to concentrate on schoolwork. The quicker 

I finish, the faster I can get back to skiing,” 

he smiled. “My dream is to compete in the 

Winter Olympics.” 

Year 12 Frankston High School student Ellie 

Cole understands exactly where Louis is 

coming from because she too has been there. 

An exceptional talent in the pool, Ms Cole has 

already had a successful career, with a string 

of school, state, national and international 

achievements. 

During 2008, she broke 20 Australian age 

records, 13 Australian open records, and a 

world record. At the 2008 Paralympic Games 

in Beijing Ms Cole won a silver medal in the 

100m butterfly and two bronze medals in the 

400m freestyle and 100m backstroke. And 

in October last year she was inducted into 

the Australian International All Stars Team, 

joining the ranks of swimmers such as Grant 

Hackett, Libby Trickett, and Jessicah Schipper. 

Despite accruing such impressive accolades, 

Ms Cole says she is thrilled to have won a 

VSSA for swimming and the Outstanding 

Sporting Achievement award (secondary 

school category). “I really wanted a VSSA a 

few years ago and didn’t get one; now I have 

two which is exciting,” she said. 

Healesville Primary School student Louis impresses his fellow skiers on a difficult 

run in Victoria’s Alpine Region. The Year 5 student recently won the primary school 

category for Outstanding Sporting Achievement in the Victorian School Sports Awards.


Victorian School Sports Awards winners 

Category Level Winner School 

Athletics Primary Rachel Waters Benalla West PS 

Athletics Primary Michael Mullett Livingstone PS 

Basketball Primary Amy O’Neill Apollo Parkways PS 

Basketball Primary Mason Rogers Glen Iris PS 

Cricket Primary Rebecca Carter Mitcham PS 

Cross Country Primary Louise Alford Sherbourne PS 

Cross Country Primary Dean Neofitou Apollo Parkways PS 

Diving Primary Meg Thornton Hartwell PS 

Australian Rules Football Primary Nicholas Meerman Deepdene PS 

Golf Primary Matias Sanchez Kingswood PS 

Hockey Primary Nicola Hammond Apollo Parkways PS 

Hockey Primary James Forsyth Canterbury PS 

Netball Primary Courtney Osborne Dingley PS 

Rugby League Primary Jamayne Taunoa-Brown Seabrook PS 

Soccer Primary Lucy McNicholas Canterbury PS 

Soccer Primary Simon Soumelidis Plenty Parklands PS 

Swimming Primary Nicholas Groenewald Rangeview PS 

Athlete with a Disability Primary Ashleigh McConnell Goonawarra PS 

(AWD) Swimming 

Tennis Primary Zoe Hives Creswick PS 

Outstanding Teacher Primary Dean Rodgers Hampton Park PS 

Outstanding Volunteer Primary Rex Chadwick Apollo Parkways PS 

Athletics Secondary Denise Snyder Swan Hill College 

Badminton Secondary Tara Pilven Ballarat SC 

Badminton Secondary Nathan David Sebastopol College 

Basketball Secondary Sara Blicavs Sunbury College 

Cricket Secondary Steven Reid Birchip P-12 School 

Cross Country Secondary Meg Russell Eltham HS 

Cross Country Secondary Duer Yoa Ballarat SC 

Diving Secondary Eryn Fullard Hampton Park SC 

Diving Secondary Luke Hubbard Echuca College 

Australian Rules Football Secondary Brooke Surgeon Sunbury College 

Australian Rules Football Secondary Michael Hurley Viewbank College 

Golf Secondary Jack Wilson Echuca College 

Hockey Secondary Georgia Nanscawen University HS 

Hockey Secondary Scott Boucher Mordialloc College 

Netball Secondary Kelsey Browne Belmont HS 

Soccer Secondary Ursula Hughson Warrnambool College 

Soccer Secondary Bailey Wright Elisabeth Murdoch College 

Swimming Secondary Ellie Cole Frankston HS 

Swimming Secondary Joel Alati Balwyn HS 

Table Tennis Secondary Simone Chuah Balwyn HS 

Tennis Secondary Curt Garwood Bendigo Senior SC 

Tennis Secondary Viktorija Rajicic Copperfield College - Sydenham Campus 

Volleyball Secondary Eliza Hynes Crusoe College, Kangaroo Flat 

Outstanding Teacher Specialist Jack McNeilly Wangaratta District Specialist School 

Outstanding Volunteer Secondary Susan Whitson Colac Specialist School 

Some of the sporting standouts 

Apollo Parkways Primary School was in the limelight this year. Students Amy O’Neill 

(basketball), Dean Neofitou (cross country) and Nicola Hammond (hockey) won 

schools sports awards, and former teacher and principal of the school, Rex Chadwick, 

was honoured with a volunteer award. Susan Whitson from Colac Specialist School 

also received a volunteer award (secondary). Teacher awards were presented to Dean 

Rodgers from Hampton Park PS (primary) and Jack McNeillya from Wangaratta 

District Specialist School (specialist).

P01941A ADSA ad2.indd 1 

5/3/09 10:42:46 AM 

34 Mar 09 

School News 

Literacy coaches give teachers a hand 

Every teacher comes to school with a passion to help their students 

succeed. But the load of improving the literacy outcomes of an entire class 

can be quite heavy for one teacher. This is where Literacy Improvement 

Teams come in. Since 2007, around 11,770 Victorian students and 530 

teachers across 170 schools have benefited from the support of literacy 

coaches. The Literacy Improvement Teams initiative provides intensive 

coaching assistance for teachers in identified schools. Coaches focus on 

strengthening and advancing the literacy knowledge and skills of these 

teachers. 

Galvin Park Secondary College has been involved in the program 

since 2007 and principal Peter Newland said there has been a marked 

improvement in students’ literacy levels over that time. “The coaching 

model has been really powerful – we’ve noticed the capacity of our 

students’ literacy has improved,” he said. “The progress the students have 

been making has been really pleasing.” 

During 2007 and 2008 there were 45 literacy coaches in Victoria who 

supported teachers of Years 3 – 8 classes in targeted schools. The initiative 

will continue to support teachers in 2009 to 2011, with funding provided 

for 60 literacy coaches. This includes 15 Koorie literacy coaches, who will 

work with teachers in schools with at least 20 Koorie students who are 

achieving below expected levels of literacy. 

Mr Newland said the teachers at Galvin Park Secondary College have 

welcomed the initiative. “They’ve really appreciated the extra support the 

coaches can give,” he said. “The teachers have been really happy to get 

involved because they can see that it’s making a difference.” 

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Principal appointed for 

School News 


new science school 

Former Cheltenham Secondary College principal Peter Corkill has been selected from an impressive 

array of applicants to head up the new John Monash Science School. By Tina Luton 

PHOTO BY SHARON WALKER 

Running Victoria’s first specialist maths, science 

and technology school might be a daunting task 

for some, but for newly appointed principal Peter 

Corkill it is a prospect filled with endless and 

exciting possibilities. “It is an incredible privilege to 

be chosen to head up this school,” Mr Corkill says. 

“There is certainly plenty of work to do but I am 

looking forward to the challenge.” 

John Monash Science School is currently being 

built on the Clayton campus of Monash University. 

It is part of a focused Victorian Government 

initiative to invest in the state’s future by increasing 

the number of skilled people working in the 

maths and science industries, from engineering 

to biochemistry. Due to open in Term 1 of 2010, 

the school will eventually cater for 650 Year 10–12 

students who have a passion for science and 

mathematics. 

As principal Mr Corkill, who was chosen from 

a pool of global applicants, will supervise the 

completion of the $20 million school’s building 

program, hire teachers and staff, oversee the 

student selection process and establish the latest in 

administrative and curriculum procedures. It is a 

huge task but then he is not exactly swimming in 

unchartered waters. 

Mr Corkill has taught mathematics and science 

in Victorian secondary schools for 28 years, most 

recently at Cheltenham Secondary College where 

he was principal for the past four years. He has 

also injected his passion, experience and vision 

into the tertiary realm as well as overseas. In the 

late 1990s, he spent more than three years as head 

of mathematics at Jerudong International School 

in Brunei. More recently he has been a member 

of the Victorian Principal’s Reference Group of 

iNET Australia working on school and system 

reform. 

During his time as principal of Cheltenham 

SC, Mr Corkill continued to teach mathematics 

and was instrumental in setting up a range of 

innovative learning programs for students. These 

included team-based inquiry learning for Year 8 

students integrating science, humanities, literacy 

and numeracy, and a Learn-to-Learn initiative 

in Years 7 to 9 introduced in partnership with 

two local secondary colleges and Cramlington 

Community High School in the UK. 

Both programs have been designed to improve 

student engagement with and understanding of 

learning, thereby raising achievement. He is hoping 

that his enthusiasm and love of the disciplines 

of maths and science will rub off on his future 

students and encourage them to explore previously 

unavailable options. 

“I have always been passionate about mathematics 

and how it can be taught well in schools and 

inspire the students,” he says. “I am really interested 

in pushing the boundaries in that area even 

further at John Monash. I am very aware of the 

expectations and equally excited by the opportunity 

to create a very special environment for students 

and for teachers.” 

Mr Corkill would like to see innovative ICT 

environments created for the students along with 

The first principal of the new John Monash 

Science School, Peter Corkill. 

the chance for them to work closely with the 

university on some of its research projects and 

programs. 

“I see great possibilities for curriculum 

advancement both within and beyond the VELS 

and the VCE,” he says. “Interfacing with the 

university will present a real opportunity to stretch 

and enrich students in ways that will make John 

Monash significantly different to other schools 

and the options they are able to offer. We wish to 

both inform and eventually transform teaching and 

learning through our work.” 

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36 Mar 09 

School News 

Why schools need 

international students 

According to Mahatma Ghandi, “No culture can live, if it attempts to be exclusive.” Perhaps that’s 

why the International Student Program has never been more important to the future of education in 

Victoria, writes Rachel Skinner 

Religious and racial tolerance has become as 

much a part of modern education as health and 

social science – and increasingly, Victorian schools 

are looking to bring cultural diversity to the 

classroom through international student programs. 

International education is the largest services 

export industry for Victoria, with recent figures 

indicating the value of international education 

across all sectors as $4.5 billion. 

to other cultures is very important when we 

basically have an Anglo-Saxon school population. 

Apart from our international students, we only 

have four or five students from other countries,” 

he says. “International students bring the notion 

of a foreign language into the school, and because 

they live with home-stay families they add another 

dimension to the entire community.” 

particularly across VCE subjects.” 

Rowville Secondary College international student 

coordinator Chris Rodier agrees the school’s 

international student program has helped expose 

the otherwise largely Anglo-Saxon school 

population to cultural diversity. “We’ve found in 

the past some of the students could be a bit insular. 

We’re aware of broadening their horizons and 

There are currently more than 8400 international 

students from over 60 countries in Victorian 

schools, including China, Korea, Vietnam, 

Germany and Brazil – with each providing direct 

opportunities to broaden staff and students’ 

awareness of different social, cultural and global 

perspectives and intercultural communication both 

in and beyond the classroom. 

Stawell Secondary College principal Peter 

Hilbig says the international student program 

introduces students to cultures they may otherwise 

not experience – particularly in rural school 

populations that are made up almost exclusively of 

Australian students. “The exposure of our students 

Blackburn High School children play rough 

and tumble with popular school captain 

Nhat Nguyen, from Vietnam. 

International education is the largest services export industry 

for Victoria, with recent figures indicating the value of 

international education across all sectors as $4.5 billion. 

The school’s international student program – 

which has been running for six years and currently 

involves 23 students – has forged positive global 

connections, Mr Hilbig says. “We’ve got sister 

schools in China so we’ve been able to send some 

staff and students overseas.” And the increased 

student population means the school can offer 

more subjects. “Our local families really appreciate 

the fact that it increases our curriculum capacity, 

appreciating there is a bigger world out there, and 

exposing our families and school community to the 

wider world and other perspectives.” 

The school’s program has been running since 2004 

and has expanded remarkably over the past four 

years. “From very small beginnings – we had six 

or seven students in 2004 – it has just grown and 

grown,” Mr Rodier says. 

Rowville Secondary College is expecting around 

29 international students over the course of 2009, 

the majority of whom are from China, followed by 

Japan then Vietnam. “But we’ve had other students 

from Cambodia, South Korea, Mexico, Mauritius, 

South Africa, Italy, Germany and Poland,” he says. 

And the benefits don’t end with the local students 

– international students thrive in the Australian 

school environment, Mr Rodier says. “In 2007 

the top student in the school was an international 

student from Vietnam,” he says. “In 2004 we had 

a Japanese student who went on to study at an arts 

college in New York after graduating from our 

school. For her to have the confidence and ability 

to take on world challenges like that is quite an 

amazing thing.” 

One of the most rewarding parts of the program 

is watching students develop confidence and 

self-assurance, Mr Rodier says. “When students 

graduate from Year 12 you think of some of 

their tentative beginnings, and looking at their 

confidence and ability when they leave really gives 

you a sense of pride.” 

PHOTO BY TIMOTHY BURGESS

School News 


The home-stay experience 

Bob and Tina from Black Rock have been hosting international students for the past six years. In 

that time, they have welcomed over 20 students from every corner of the globe into their home – and 

Tina says despite their earlier misgivings, the experience has proved enriching and rewarding. “In the 

beginning we were very hesitant about having total strangers sharing our every moment,” she says. 

“But we have totally enjoyed every moment of sharing our lives with young adults from Japan, China, 

Germany, Italy and Brazil.” 

The pair makes every effort to ensure the students feel at home. “I always make sure on their first 

night I get into my pyjamas and curl up on the couch to watch TV, so they can see they can also relax 

and that they’re not visitors but part of the family.” And the students really do treat Bob and Tina 

like second parents – even long after they’ve flown the coop. “Each Christmas there are gifts traveling 

from one end of the world to another and our post office gets rather excited when parcels arrive with 

stamps from many countries,” she laughs. “We have always been included in their lives. One of our 

very first students came back to spend Christmas with us.” 

Watching the students thrive in their new environment is incredibly rewarding, Tina says. “It has 

been an enriching experience for us to nurture these children to young adults; to see them go from 

sometimes not being able to put two words of English together to becoming a confident person 

who’s able to face anything.” 

Nhat’s story 

Vietnamese student Nhat Nguyen has attended Blackburn High School for the past 

two years and according to international student coordinator Max Garrard, has launched 

himself wholeheartedly into Australian school life. As well as joining the baseball, 

soccer, table tennis and badminton teams, Nhat is also a member of the school’s student 

representative council and was recently elected school captain by his fellow students. He 

also gained the public speaking award at the recent Blackburn North Lions Club Youth of 

the Year dinner. 

“Nhat has really been a bridge to 

unite the international students and 

the locals,” Mr Garrard says. “He has 

shown not only that international 

students can be full participants in the 

life of the school, but that they can also 

do and be anything.” 

Nhat has enjoyed his time in Australia 

so much he intends to stick around for 

a while. “I plan to further my studies in 

Australia. I intend to do a commerce 

course at Monash University, then 

maybe a masters degree.” 

Mr Garrard says Nhat’s enthusiastic 

approach to school life has enriched 

the school community. “Nhat is 

an exceptional ambassador for the 

international student program and 

for his country. He and the other 

international students open the minds 

of fellow students to the world, and 

show them they too can be Australian 

and world citizens.” 

You Can’t Afford To Miss This! 

Consumer and Financial Literacy 

Professional Learning Program 

This program is based on the National 

Consumer and Financial Literacy Framework 

and integrates consumer and financial 

literacy across the curriculum from Prep 

to Year 10. It is available free of charge 

to government, catholic and independent 

teachers in Terms 1 and 2, 2009. 

The program explores consumer education, 

personal finance and money management in 

connection with the VELS curriculum, using 

ICT resources. 

The program will be offered as whole day 

intensive workshops or two-hour overview 

sessions in a range of locations across 

Victoria: 

Whole Day Workshops: 9.30am - 3.30pm 

Monday 16 March 

Tuesday 24 March 

Thursday 26 March 

Tuesday 23 April 

Wednesday 29 April 

Wednesday 6 May 

Thursday 14 May 

Tuesday 19 May 


Tuesday 26 May 

Coburg 

Lilydale 

Warrnambool 

Horsham 

Wodonga 

Bairnsdale 

Frankston 

Mildura 

Dandenong 

Carlton 

Two Hour Sessions: 4.00pm - 6.00pm 

Thursday 19 March Carlton (Special 

Schools) 

Wednesday 25 March Geelong 

Tuesday 28 April Shepparton 

Tuesday 5 May Sale 

Tuesday 12 May Carlton (VCAL/VET) 

Thursday 28 May Ballarat 

Tuesday 2 June Bendigo 

Thursday 4 June Carlton 

Tuesday 16 June Warragul 

Locations may change depending on 

availability of venues. 

A grant of $100 is available for each second 

and subsequent registration from the 

same school for attendance at whole day 

workshops (i.e. not for two hour sessions). 

Teachers in special schools and those 

teaching VET/VCAL subjects are also 

encouraged to attend the sessions on 19 

March and 12 May respectively. 

Registration and further details: 

http://www.sev.asn.au/teachers/financialliteracy.html 

Enquiries should be directed to Liz Aird at 

Social Education Victoria 

T: (03) 9349 4957 M: 0414 876 568 or 

E: liz.aird@sev.asn.au.

38 Mar 09 

School News 

Push for diversity 

pays dividends 

How safe are 

your children 

Do they understand 

the dangers of fire 

Would they know what to do 

in a fire emergency 

Educating children about fire safety not only 

teaches them life saving skills if they were 

caught in a fire situation, but also helps them 

understand the dire consequences of playing 

with fire. 

An Australian first, Learn Fire Safety with Jamie 

is unique in its content as currently there are no 

Fire Safety books for children. 

Endorsed by Professor Fiona Wood, 

Australian of the Year and burns specialist, 

she says, “Jamie got it right …” This book tells 

the story of two young boys who visit a fire 

station where they learn: 

• Fire safety skills 

• Fire prevention and, 

• Responsible use of fire 

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Muslim students in the Greater Dandenong region are feeling more 

a part of mainstream Australia than ever before, thanks to a new 

program that promotes the place of Islamic identity in a unified 

social fabric. By Michael Reardon 

To those less optimistic, the goals of the 

PUSH program may seem like the stuff 

of dreams. Engaging Muslim youth with 

mainstream Australian society; reconnecting 

these youth with the values of their Islamic 

culture; and encouraging them to strive 

for excellence all read like pie-in-the-sky 

objectives – until you see the results. 

PUSH – an acronym that means ‘persistence 

plus understanding equals success and 

harmony’ – is one of many community 

partnership projects funded by Living in 

Harmony Australia, the Federal Government 

initiative aimed at integrating the nation’s 

diverse cultures. Run by Australian MADE 

(Muslim Adolescent Development & 

Education), PUSH now operates across four 

government secondary schools in the Greater 

Dandenong region – an area renowned for its 

cultural diversity. 

The main aim of the PUSH program is for 

students to develop a network of connections 

with successful Muslim mentors to guide 

them in making responsible future decisions. 

According to program coordinator Saba 

Hakim, the program also forces students 

to really think about who they are. “PUSH 

exposes these kids to challenging their own 

perspectives,” Ms Hakim says. “It provides 

them with a real understanding of what it 

means to be Muslim … of what Islam is.” 

The program is structured in a practical and 

culturally relevant manner, with discussions 

of Muslim identity and Australian values 

conducted through student workshops, 

weekly brainstorming sessions and class 

presentations. The activities culminate in a 

two-day camping expedition to Catherine’s 

Creek in the Strzelecki Ranges. A values 

statement is also developed by students to 

summarise their experience of the program 

and the values they believe are important for 

fostering personal success and greater crosscultural 

understanding. Individual students 

Keysborough College teacher Saba Hakim. 

present these statements to their peers 

towards the camp’s conclusion. 

“In some cases we’ve had kids queuing at the 

door at the start of sessions. It was absolutely 

amazing and very encouraging,” Ms Hakim 

says. And hers isn’t the only school to reap the 

benefits. Principal of Keysborough College’s 

Chandler Campus, Linda Portelli, said 

PUSH had made a profound difference to 

the Muslim students at her school. “It’s been 

very positive indeed,” she says. “It’s helped 

the students create a greater understanding 

of their own cultural heritage, and allowed 

them to appreciate people from all cultural 

backgrounds.” 

One student from Dandenong High School 

even said: “It made me understand Islam 

more. It showed me I can do things I thought 

I could never do.” But according to Ms 

Portelli, the PUSH program is only the tip 

of the iceberg. “We need to continually break 

down (cultural) barriers and look at people 

as human beings,” she says. “We must look at 

our common humanity and that’s our greatest 

challenge as educators.” 

PHOTOGRAPHY BY JASON EDWARDS, COURTESY OF THE SPRINGVALE–DANDENONG LEADER

Food Technology 


What’s cooking 

From hard-boiled eggs to online catering – the evolution of classroom cooking has been remarkable. 

Tina Luton looks at what today’s students are getting up to in the kitchen. 

Food Technology has come a long way over 

the past decade. Formerly known as ‘home 

economics’, this highly popular VCE subject 

is no longer just about learning how to make 

basic dishes or turning out the perfect pavlova. 

Today’s ‘Food Tech’ students explore food in a 

much more advanced and complex way, including 

everything from presentation and gourmet 

catering to scientific analysis of foods and genetic 

modification. “VCE Food Technology is not 

just about cooking,” Mount Waverley Secondary 

College Year 12 Food Technology teacher Cara 

Hill said. 

“It combines key knowledge and skills for a 

range of other subjects, such as science and 

environmental issues, key employable skills, team 

work, communication, thinking skills, health 

issues and practical applications. The breadth of 

where students can go with the subject has also 

changed, whether they choose the business or 

commercial cookery side,” she added. 

Mount Waverley SC has four kitchens, one of 

which has a restaurant attached to it as part of 

the hospitality course. “Many of our students 

elect to study food science and nutrition 

across the three subjects of hospitality, food 

technology and human development. A high 

percentage of our students have also gone into 

marketing,” Ms Hill explained. 

By the time they reach Year 12, Food Technology 

students will have explored properties of food, 

quality considerations in food selection, as 

well as tools, equipment and machines. They 

will also have looked at hygiene and safety, 

testing techniques, packaging and labelling, 

environmental pressures and a range of production 

controls and techniques, including natural food 

components, preparation and processing. And, 

of course, they must create complex design briefs 

for their final folio of creative dishes, which could 

be chosen to appear as part of Top Designs in the 

VCAA Season of Excellence. 

Although she is now coordinating VCE Design 

and Technology Textiles, Jan Woolard has spent 

the past two years teaching Food Technology 

at Norwood Secondary College and had several 

students whose folios were selected for Top 

Designs. “Creativity is the key. It is important for 

the students to choose something or someone that 

they are interested in, so that it is fun to work on. 

And I encourage them to practice making the dish 

at home,” she said. 

One Top Designs student chose to explore the 

chemical properties of food and how they affect an 

individual’s academic performance. This included 

complex processes such as soufflé making and 

dehydration to make fruit leather. “Other Year 

12 folios have included a memorial dinner for 

the sinking of the Titanic, a fashion-label launch 

with a Breakfast at Tiffany’s theme, and a Japanese 

coming-of-age ceremony, which involved making 

noodles from scratch,” Ms Woolard said. 

Whittlesea Secondary College Food Technology 

teacher Steven Lascelles said the complex 

nature of the VCE folio means preparation 

and organisation are vital. “At the moment, 

students in the middle school are designing a 

hamburger for the school canteen,” he said. “They 

researched hamburgers from takeaway stores and 

restaurants in Melbourne, and then created their 

own hamburger, including the container with 

the barcode, nutritional information, ingredients 

list, and the name and address of the fictional 

manufacturer. 

“We will do a trial, the classes will assess 

each other and the students will take those 

suggestions on board and then go back and 

rework their design accordingly. That way, by 

the time they get to Year 12 it shouldn’t be as 

mind boggling,” he said. 

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40 Mar 09 

School News 

Iramoo PS renews its Koorie pride 

It’s been a year since Iramoo Primary School introduced its Wannik strategy – and principal Moira 

Findlay said the students’ outlook has never been better. “We have noticed an improvement in 

engagement, which can certainly be measured by school attendance,” she said. 

And the school’s Wannik strategy so impressed the parents of one previously 

home-schooled Koorie student they re-enrolled him last year. “The only 

reason he was in school was because of the Koorie program. Once we started 

the program he loved it so much his parents put him back in school.” 

Ms Findlay said the school has around 25 Koorie students and each has an 

individual learning plan that was developed following discussions between 

their teacher and parents or carers. Students have also completed several 

projects designed to raise awareness of Koorie culture, including ‘When I 

was 10’ – a compilation of oral histories collected from members of the local 

Indigenous community, and The Story of Dyeerrm as told by the Indigenous 

Students of Iramoo Primary School – a claymation DVD that was screened 

at last December’s World Indigenous People’s Conference. 

Ms Findlay said the Wannik strategy has raised the profile of Koorie culture 

and instilled a sense of pride in the students. “I believe our Koorie students 

are proud of who they are. The Aboriginal flag has flown every day. We’re 

very respectful of the culture,” she said. “The program has given them a sense 

of identity and pride and it’s just really embedded in the culture of the school 

that we have some significant groups here, and they should be really proud of 

who they are.” 

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Workforce Reform 


Forums to discuss 

workforce remodelling 

What is the role of the innovative practitioner in designing new models of teaching and learning 

Participate in one of the Blueprint Wider Workforce forums to be held across the state this month to 

learn more about ‘next practice’ in workforce reform. 

There is clear evidence that the quality of the 

workforce is the major factor driving quality 

in schools and early childhood services. The 

recent McKinsey investigation (2007) into the 

characteristics of the top performing education 

systems put workforce quality at the core of 

success. The best systems get the right people 

to become teachers, develop these people into 

effective instructors, and put in place systems to 

ensure every child succeeds. 

The most important resource that an education 

system possesses is the knowledge and skills of 

its leaders, teachers and staff working for the 

benefit of children and young people. Improving 

the education workforce will directly improve the 

learning outcomes for Victorian children. 

To an extent, the issues facing workforce 

development in Victoria face every state in 

Australia and indeed, many countries around the 

world. Early childhood services and schools face 

increasing competition in the labour market for 

talented people. Career structures and working 

arrangements that are appealing and rewarding 

must be in place to continue to attract and retain 

the best people. Staff also need to be able to focus 

on what they do best and be supported to do their 

jobs as effectively as possible. 

The context in which schools operate in the 21st 

century is markedly different from the context 

in which the modern education system was 

developed. Concerted efforts have been made to 

improve the delivery and outcomes of education 

in the changing context. Although there has 

been considerable progress, there is scope for 

improvement. In order to address problems which 

in the past have proved intractable, innovative 

approaches to policy, practice, provision and 

delivery are required. The challenges confronting 

education require both a continued school 

and system improvement approach and 

simultaneously an approach to designing adaptive 

and new practices – innovation and next practice 

approaches. 

Blueprint Next Practice Field Trials place 

emphasis on the role of practitioner innovation 

in developing new models. In further developing 

high-performing school workforces, innovative 

practitioners will be invited to collaborate and 

network with other innovative practitioners 

to explore and develop models for the ‘Wider 

Workforce” – the opportunity for teachers to work 

with other professionals and paraprofessionals to 

deliver a wider range of learning experiences and 

which allow teachers to focus on the areas where 

they have unique skills. 

The traditional response to reform is governmentled 

where we move from research, to prototype, 

to evaluation and subsequently to “roll-out” and 

“scale-up” of initiatives. Practitioner-led reform 

acknowledges that reform efforts are connected 

to a supply of workable and transferable ideas 

and practices from the field. Next Practice Field 

Trials look at finding what works and why, 

linking experimentation with evaluation with the 

objective to identify policy and practice options 

that have system value. 

“Wider Workforce” Next Practice Field Trials 

will stimulate thinking and capture current and 

potential “next practices” in relation to school 

workforce remodelling. 

To initiate dialogue with practitioners, four 

Wider Workforce forums are being held across 

Victoria. The forums will provide schools and 

networks with the opportunity learn more about 

workforce remodelling efforts locally, nationally 

and internationally. 

Dr Dame Patricia Collarbone, past director of the 

National Workforce Remodelling Team (UK), 

will be the keynote speaker for the forums. Dr 

Collarbone is known for her work on leadership 

and remodelling at national and international 

levels. 

The Blueprint Wider Workforce forums will 

be held throughout March in various locations 

around the state. 

To register your 

attendance, visit www. 

education.vic.gov.au/ 

widerworkforce 

The Blueprint Wider Workforce 

forums will be held throughout 

March on the following dates: 

• March 16 – Bendigo 

• March 18 – Geelong 

• March – Dingley 

• March – Moonee Valley 

(other dates to be announced)

42 Mar 09 

School News 

Could yours be the 

school of the month 

Teachers in Victoria’s regional areas will already be familiar with 

the Shine campaign – a widely publicised initiative to help increase 

confidence in government schools. In a new push to further 

highlight the good work that is happening in government schools 

across the state, a School of the Month competition has been 

introduced. 

To put your school in the running to be School of the Month, all 

you need to do is log on to www.theradio.com.au, select your local 

radio station, and in 50 words or less tell us why your school should 

be crowned School of the Month. Each month, the winning school 

will be awarded an Office Works vouchers worth $250. 

Winning schools will then go in the draw to have their local 

breakfast radio crew broadcast live from their schoolgrounds on 

May 23, at the end of Education Week. 

To find out more, visit www.education.vic.gov.au/shine 

Celebrating 

international education 

Minister for Education Bronwyn Pike recently welcomed over 650 

of Victoria’s current intake of international school students and 

stakeholders at a reception hosted by Prof. David de Kretser, Governor 

of Victoria. Speaking at the reception at Government House – which 

was part of International Education Week (March 1–7), Ms Pike 

said there were over 8400 students studying at Victorian schools this 

year. “This represents a great vote of confidence in the high quality, 

challenging programs offered by our schools, our highly qualified 

teachers and the support that these students receive in Victoria,” Ms 

Pike said. At the reception, students received a traditional ‘Welcome to 

Country’ by Indigenous elder Ian Hunter of the Wurundjeri tribe (see 

picture above) and international students performed and spoke of their 

experiences. The event was attended by consuls from several countries 

including China, Germany, Japan and Thailand. 

International students contributed approximately $4.5 billion to the 

Victorian economy in the last financial year. However, as Ms Pike 

indicated at the reception, the real benefit of international students is to 

our school communities and the education system itself. “Local students 

in our schools get a fantastic opportunity to learn from international 

students, who in turn have a rich learning experience studying, working 

and living in Melbourne and regional Victoria,” Ms Pike said. 

>> See Why schools need international students, page 36 

Indonesian Cultural 

Activities for Schools 

We can conduct at your school any one of 

the following activities: 

• Workshops, including batik making, kite 

making and kite flying, dancing, story telling, 

angklung, and cooking demonstrations. 

• A Cultural Show, featuring Indonesian 

dancers in full costume performing on stage 

for your students. 

• A delicious Indonesian lunch for all, either chicken satays 

or opor ayam, to be prepared, cooked, and served at your 

school. 

For further details please contact: 

The Director, Indonesian Cultural 

& Educational Institute (ICEI) 

Phone/Fax: 1300 669 963 

Mobile: 0417 302 173 

Email: icei_82@hotmail.com 

JOURNEYMAN 

STARLAB 

STARDOME 


4817 






International Women’s Day 


Women who make a difference 

International Women’s Day – held on March 8 and 

celebrated around the world since 1911 – recognises 

the achievements of women both past and present. 

And this year’s honour roll is no exception, writes 

Tamara Bickford. 

As part of the festivities for International Women’s Day, Minister 

for Women’s Affairs Maxine Morand recently inducted 20 women 

to the Victorian Honour Roll. The roll honours women who have 

made a significant contribution to education, health services, the 

environment, social welfare, the arts, science and human rights. 

“International Women’s Day gives us the opportunity to focus 

on women in our community and across the world,” Ms Morand 

said. “The Honour Roll provides an opportunity to reflect on the 

achievements of those being honoured and to encourage other 

women to pursue their individual goals. Women often pursue a 

human rights agenda through education, and aim to improve the 

lives of Victorian children and newly arrived migrants through 

access to education.” 

One such individual is Roslyn Beaton, who strives for equal 

opportunity through education by assisting culturally and 

linguistically diverse communities. While managing English as a 

Second Language (ESL) at the then Department of Education 

and Training, she worked to extend the new arrivals program. “We 

made programs available where the students were, rather than 

expecting the students to hop on the train and come to us,” she said. 

Ms Beaton also served on the Victorian Settlement and Planning 

Committee to assist easing the settlement of migrant students 

and their families, was a key member of the Ministerial Advisory 

Council on Languages other than English, and in 2005, received 

the Premier’s Community Harmony Award for her contribution to 

furthering cross-cultural harmony. 

Dr Shirley Sampson, who passed away in 2007, also left her mark. 

A life-long school and university teacher, she revolutionised girls’ 

education and was the first person to establish a Bachelor of 

Education on sex roles in education and a Masters program on 

gender in education. Dr Sampson also founded the Australian 

Women’s Education Coalition and was a founding member of the 

Women’s Electoral Lobby. 

For 60 years, Helen Jackson has dedicated herself to educating 

students including those that are gifted, disabled or have various 

learning challenges and creating links with organisations such as 

the Lion’s Club to help ensure students leave school as balanced, 

community minded citizens. Aged 77 and principal at Pascoe Vale 

Girls Secondary College since 1980, Ms Jackson is also the oldest 

serving school principal. 

For more information about International 

Women’s Day, visit 

www.internationalwomensday.com 

1 

2 

3 

4 

5 

6 

7 

8 

9 

10 

Minister for Children and Early Childhood Development 

Maxine Morand with two of this year’s inductees to the 

Women’s Honour Roll. 

10 ways to celebrate women’s achievements 

Create a list with students about issues that impact women in Australia 

and then another list of issues that impact women in different parts of 

the world. Compare and discuss the differences and similarities. 

Host a ‘Celebrating Women in Our Lives’ morning tea involving the 

whole school. Invite mothers, grandmothers, aunts, sisters and special 

female friends to bring a plate and celebrate with students. 

Ask students about women they admire in their local communities 

or families and invite those people to visit the school and talk with 

students about their challenges and achievements. Speakers might talk 

to individual classes, year levels or at a whole-school assembly. 

Help students create a collage of images of women that have inspired 

them. Include photographs, drawings and clippings from magazines. 

Ask students to share with the class a book written by a female author. 

Hold a dress-up afternoon – encourage students to bring materials to 

school and make similar clothes to those worn by women in different 

cultures around the world. 

Hold a fundraiser for a women’s cause chosen by students. 

Encourage students to interview important women in their lives and 

write a few paragraphs about them. Put the information together into a 

booklet entitled Women We Admire and photocopy for students. 

Take students to visit an organisation that deals with women’s issues. 

Encourage students to research female inventors and bring in items 

invented by women to share and discuss with the class.

44 Mar 09 

Our leaders 

Introducing Victoria’s own 

longest-serving female principal 

Helen Jackson has ruled the roost at Pascoe Vale Girls’ Secondary College for more than 30 years and 

is more than deserving of a place on this year’s Women’s Honour Roll. By Michael Bartlett 

Helen Jackson may be the most reluctant addition yet to the 

Women’s Honour Roll. Growing up in Scotland among 

what she calls a “typical Scottish family”, there was little 

regard for those who sought prestige. As Ms Jackson 

recalls, a popular saying in her household was “self-praise is no honour.” 

Reticence aside, it’s hard to imagine a more deserving candidate. At 77, Ms 

Jackson is the longest-serving principal and has dedicated almost 60 years 

of her life to improving the lives of others. In addition to a tendency for 

straight-talking and a refreshing humility, Ms Jackson inherited from her 

parents the conviction that education was the greatest of gifts. “Education 

came before money, before prestige,” Ms Jackson explains. “It was a thing 

to be valued more than anything else, as precious as life itself.” This love of 

learning and the sharing of knowledge is one that Ms Jackson has sought to 

instil in each of her students, from her very first class in 1950s Melbourne. 

“The attitude I had was: ‘There’s only one of me and a hundred of you, so 

what are we going to do’ We all shared together, like a big learning process,” 

she said. The key to teaching, she believes, is recognising each student as 

an individual. “I hate the notion of coming in to a school as an institution. 

It has to be a place of beauty, a joy forever. I don’t like the herd instinct. I 

hate it when I see the students all wanting to go the same way. I want their 

individuality to shine through because it’s that sense of individuality that 

really brings out the best. 

“When I started teaching, the children would say: ‘What do you expect of 

us We’re only the Broadie kids.’ I said: ‘Listen to me, I expect the world of 

you. I don’t care where you come from. I know you’ve got abilities, so stop 

grizzling and let’s get down to business.’” Ms Jackson ensures her students 

are involved in as many extra-curricular activities as possible through 

organisations such as the Lions Club. 

“Education comes before money, before 

prestige. It is a thing to be valued more than 

anything else, as precious as life itself.” 

As might be expected, she holds similar high expectations of herself. Her 

involvement in educational organisations has extended to roles such as 

president and treasurer of the Victorian Association of Girls State Schools 

and member of the Australian Council of Educational Leadership. While 

many educators of her age have long since put their feet up, Ms Jackson 

shows no sign of slowing down. 

“I tend to stay in a school because I don’t believe that you can build a 

learning climate unless you work at it. In the past, people who were old 

were pushed to one side. Education means all of us, no matter what age we 

are, sharing together. As you gain knowledge, through sharing, you’re using 

your skill to open up as many other people as you can. I’ve no intention of 

retiring. I’ll die with my boots on.” 

Ms Jackson is more at home giving praise than receiving it, recognising 

each member of staff through an annual awards ceremony. Rather fittingly, 

staff insisted that these awards should be dubbed not the ‘Logies’ but the 

‘Jacksons’. Each award is highly cherished by its recipient. 

While Ms Jackson is unquestionably flattered by recent acknowledgement 

of her extraordinary career, it is telling that she remains proudest of the 

achievements of others. “I suppose my proudest moment is to stand back 

and watch the growth of the school, its place in the community and the 

success of the students. I like watching our integration students develop a 

sense of belonging. That to me, is the most important thing in education, 

that spirit of belonging, of sharing ... of knowing that education doesn’t just 

finish at school, it reaches into all aspects of your life. Those to me, are my 

proudest moments.” 

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46 Mar 09 

Great Debate 

Do girls benefit from 

single-sex sport 

Paul Mameghan 

Leading teacher 

Northcote High School 

I could argue either side, as probably all 

Phys Ed teachers could, but myself and 

my colleagues agree that what’s most 

important is the opportunity for boys 

and girls to demonstrate the strengths they’ve 

got in different areas – and that’s what mixed 

classes offer. Look at netball. More girls play 

netball outside of school than boys do. In 

fact, I don’t know any boys that play netball 

outside of school. So when we do the netball 

unit here at Northcote, it’s a great opportunity 

for the girls to demonstrate their skills in that 

particular sport. The girls can demonstrate to 

the boys and help them with the rules. And 

likewise for the boys: they can demonstrate 

their strength to the girls in, say, Aussie Rules 

football. Mixed classes allow the students to 

learn from each other. 

“The other thing we feel very strongly about 

is the idea of boys seeing girls as active 

participants, not just as spectators. We really 

try to promote girls as active participants, not 

as passive ones, and we never allow girls just 

to sit on the side. We’re very keen for everyone 

to be involved, irrespective of their gender. 

So that’s another reason that we think mixed 

classes have an advantage, because the boys see 

the girls getting involved. 

“It helps the girls to realise that they don’t 

need to worry. Girls may come to class with 

whatever concerns they might have, but then 

they get involved and they realise they’re not 

going to be put down, they’re not going to be 

made to feel silly. And that’s not only when 

they’re competent – that’s anytime. Mixed 

classes show girls that it’s no big deal to get 

involved. In fact, it’s a very good thing to get 

involved. And it maybe breaks down that 

stereotype that girls shouldn’t be active in front 

of boys. So we have mixed classes in Year 7 

and all the way to Year 9 and into Year 10, and 

it just becomes a part of normal life. 

“Another thing we do with mixed classes is 

modify the games to take away any advantages 

that boys or girls might have. We can change 

a game that might be easily dominated by a 

boy – because he’s stronger or larger – and put 

some rules in where that advantage is removed. 

This then levels out the playing field and 

everyone feels like they can make a positive 

contribution. 

“For example, in Aussie Rules, if we have a 

mixed class, we’ll divide the whole pitch into 

half, and have all the boys on one half and 

all the girls in the other half. The only way 

that the boys can get into the other half and 

score a goal is by getting the ball into the girls’ 

section and the girls scoring the goal. You’ve 

got a defensive half and an offensive half for 

boys, and a defensive half and an offensive half 

for girls. So the defensive boys are defending 

against the offensive boys – and vice versa. 

There’s no way that they can do it without 

working together. It’s not possible. 

“So that teaches students the ability to adapt. 

One thing we’ve noticed is that boys need 

more work on the way that they adapt to 

changing situations. Girls tend to adapt more 

easily. We need to show boys that there are 

other ways of being active, having a good 

time and being inclusive. By changing the 

environment that the students are working 

in – like using rule modification or having a 

mixed class – it’s a new environment for boys. 

There’s an expectation that they’re not going 

to use their physical strength to dominate 

the girls, and if they do – it’s very quickly 

identified as poor behaviour. We’ve found that 

once we establish these protocols, the boys are 

very inclusive of girls. 

“Finally, the other reason we have mixed 

classes is so that girls can take on other roles 

in the class, like leadership roles. In some 

instances, for example, we might have an 

activity where the students take on the role 

of a captain, a coach or a referee. So when the 

girls are refereeing the boys – and they have to 

really blow the whistle and tell the boys they’ve 

done something wrong – that’s good for the 

girls and it’s good for the boys. 

“Mixed classes are a very important part of 

any Physical Education program. And equally, 

while I do think it’s important that there are 

opportunities to separate girls from boys, I 

don’t think that mixed classes are going to 

limit any student’s development as long as 

they’re active participants. No matter what 

the activity, no matter what the gender 

breakdown – if students are active, then it’s 

going to be positive for their development. 

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Great Debate 


Rob Carroll 

Sport Director 

Maribrynong Secondary College 

When I used to work as a PE (Physical 

Education) teacher in large country 

secondary colleges, we saw that there were 

advantages to single-gender classes. We would 

work in that manner in certain instances, not 

all the time. We structured PE in such a way 

that you could be fairly flexible in how you 

organised groups, and that gave us maximum 

benefit. 

“We used single-gender classes during specific 

units where there were a lot of body image 

issues involved, and swimming and gymnastics 

were two of those. Basically any co-educational 

school could implement a program like this, as 

long as you’ve got two PE classes scheduled. 

What we did was take the girls from Class A 

and Class B, and re-form another class with 

one teacher. Then the second teacher would 

take the boys from Class A and Class B, so 

effectively we could run a co-ed session if 

we wanted to. Or, we could put all the girls 

together or all the boys together for certain 

units. 

“We saw both gymnastics and swimming 

as two of our most important PE units, but 

we found that when we ran swimming as 

a co-ed session the girls would often bring 

notes and not swim. When you drill down 

into the reasons why, some of the reasons 

written on paper from their parents were not 

the real reasons they were not swimming. 

They were smokescreens, in a way. And a 

lot of the reasons that they were unwilling 

or uncomfortable about participating were 

because they were wearing their bathers. Most 

of the girls were going through puberty and 

the boys would make comments and there 

were put-downs and things like that. 

“So one year we did a trial, where while the 

boys did gymnastics, we took the girls off-site 

to a swimming pool and they swam. The 

turnaround in participation was very dramatic 

and we almost got every girl swimming. And 

by the same token, the boys’ concentration in 

gymnastics went up when they were left there 

to focus and not too show off to the girls. So I 

think there were benefits both ways. 

“We also saw the need to run that sort 

of single-sex format in very competitive 

situations, such as a game that has a lot of 

body contact, like football. Now the girls love 

football, and the boys love football as well, but 

often in a co-ed situation it’s difficult without 

a lot of modified rules. When we played footy 

with modified rules the kids would complain 

that it wasn’t authentic to the game: ‘You’ve 

changed it so much through the modifications 

to involve both sexes that it doesn’t resemble 

football anymore.’ 

“So we used single-gender formats for 

discreet units where we thought there were 

real benefits to increase participation and 

self-esteem. We still had the flexibility to go 

back to co-ed classes when we thought it was 

necessary as well. So, in things like dance and 

cooperative games, or sports that had less 

contact, there were often great social outcomes 

by having a co-ed class. For me personally, it 

wasn’t ever a matter of all-girls or all-boys, it 

was just having the flexibility to do it 

when you thought it was necessary. 

Tell us what you think. 

Email editor@edumail.vic.gov.au 

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48 Mar 09 

Motor Development 

great games 

for children 

Playful and non-competitive games are perfect for developing motor skills 

in young children, and best of all – they’re fun. Here are four of the best 

games to play with children under five. 

From the time they are born, children are busy discovering the world around them – how they fit 

into it and just how much they can do with their small, active bodies and determined, busy minds. 

Playful, non-competitive games are one of the best ways for young children to explore their physical 

and cognitive potential, and are important during all stages of development. Games can help children 

develop concentration, negotiation and listening skills as well as the ability to persevere, take initiative 

and trust others. They also assist in the development of vital social skills, such as teamwork, leadership and 

cooperation. And it’s never too early to introduce games. 

Illustrations by Tony Reardon 

1Finger Plays 

Children up to the age of three love Finger Plays. The 

repetition of simple rhymes and basic hand actions 

appeals to babies and encourages toddlers to join in 

singing and copying hand movements. This helps small 

children to develop motor skills and social skills, such as 

turn taking and cooperation. The use of props can make 

these games more visual and engaging. For example, the 

nursery rhyme Five Little Ducks can be brought to life 

with finger puppets or little bath ducks. Older children 

can make their own puppet by drawing a duck and 

gluing it to an icy-pole stick.

2 

School News 


Follow Me 

Children aged between three and five years 

enjoy games that involve the whole body. 

A popular one is Follow Me – also known as Simon Says – 

which requires each child to stay in one spot and copy simple 

movements made by a designated leader. Movements can 

include such things as hands on heads or one arm held straight 

out in front while the other arm is held straight up. This type 

of following game helps to develop focus and concentration 

and allows children to practice and strengthen motor skills. It 

can also teach children the importance of listening carefully to 

instructions. 

3 

Freeze 

Freeze is a great game that promotes gross motor and cognitive 

development. As the children move freely about the room they have 

to remember to stop or ‘freeze’ when asked, and be ready to ‘melt’ or 

move again. The stop-start movement helps them to practice body 

control, balance and self-regulation. This game also helps to increase 

attention span, concentration and spatial awareness as the participants 

must remember to remain still when ‘frozen’ and be aware of others 

when moving 

4 

Blanket Ball 

Children aged between four and five years can 

enjoy games with more complex instructions. 

Blanket Ball is a group game that can be played 

using a sheet or large piece of light material, 

and a balloon or a rolled-up sock. Children 

arrange themselves around the sheet and sit down. 

The sock is placed in the middle and on the count 

of three the children raise the sheet and then 

gently lower it. Once the children have become 

familiar with the game, other objects can be placed in the centre of the sheet, such as a 

cardboard disc that has a different colour on each side. Children can then predict which 

side of the disc will come up. Blanket Ball teaches children to work in unison, and 

promotes the development of self-control and greater spatial awareness.

Chelsea, a young child from the fire-ravaged 

Chum Creek region, pulls a rabbit figurine 

from the ashes of her family home.

Helping children 

cope with trauma 

As the devastating after-affects of the Victorian bushfires continue to 

unfold, many teachers and early childcare professionals will face difficult 

questions and tough explanations as distressed students struggle to come 

to grips with why their worlds have been turned upside down. 

By Rachel Skinner 

PHOTO BY DAVID CAIRD, COURTESY OF THE HERALD-SUN 

While there’s no easy way to explore the implications of Victoria’s 

bushfire disaster, maintaining open communications and restoring 

a sense of routine are the keys to helping children and young 

people work through their emotions, says Dr Sharon Goldfeld, DEECD’s 

senior medical advisor. 

“Supporting children during this difficult time by keeping the lines of 

communication open is vital,” Dr Goldfeld explains. “And fostering as many 

links as possible with life before the bushfires can help encourage that allimportant 

sense of normality. For young children, restoring a sense of routine 

and familiarity is important, along with giving them constant reassurance, 

lots of hugs, and the opportunity to express themselves verbally or through 

play.” 

Catherine Cini is Chief Executive Officer of Griefline. She says teachers can 

provide a much-needed link to regular life and essential external support – 

particularly to those whose parents are coping with their own personal family 

crises. “If parents are grieving they can’t give as much to children as they 

would normally, so their children can feel distant,” she says. “It’s important 

children have adults they can talk to other than their parents, so they get that 

additional support.” 

When it comes to helping students cope with traumatic events such as the 

Victorian bushfires, the experts agree on two things – there’s no “normal” 

way to grieve the loss of loved ones, homes, pets and possessions, and every 

youngster will react differently to their own unique situation. 

Australian Centre for Grief and Bereavement Kids Grieve Too facilitator 

Colin Charles says children cope with trauma and grief differently to adults 

– and they may not always seem visibly upset. “Adults tend to experience 

their grief on an ongoing basis but children don’t do it like that,” he says. 

“Grief in children is intermittent. It’s not constant, and often children won’t 

look like they’re grieving.” 

And children can experience bursts of grief at the most unexpected of 

moments, when they think about the people, possessions, animals or homes 

they’ve lost. “Grief can come out at the most extraordinary times. It might 

happen in the middle of class, or while they’re playing,” he says. 

Ms Cini agrees there’s no obvious pattern to children’s response to trauma. 

“Children have a very low attention span when it comes to grief – that’s their 

survival instinct kicking in,” she says. “And their grief may not always be 

obvious. Even though they may be playing and kicking a ball around, they 

can often feel quite alone.” 

Ms Cini says strong emotions can often manifest themselves in physical 

symptoms in children, including headaches, nausea and general aches and 

pains. “Where adults talk about confusion, children talk about headaches. 

One girl I’ve been speaking to talks about how she feels sick in her tummy, 

‘just like when her grandma died’.” 

Grief can come out at the most extraordinary 

times. It might happen in the middle of class, 

or while they’re playing. 

Colin Charles 

Australian Centre for Grief and 

Bereavement Kids Grieve Too facilitator 

And that confusion can lead to some baffling behaviour – especially in 

children and young people living in areas where schools have closed and 

homes have been reduced to ash. The disruption in routine can initially 

seem almost like a game to them, Ms Cini explains – but the reality of the 

situation will hit home before long. 

“There’s definitely a sense of adventure when this sort of thing happens. 

Not having to go to school is a wonderful game for a little while,” she says. 

“But then they begin to miss the routine – particularly when they head back 

to their tent and have none of their possessions around them. That’s when 

they’ll go through all their emotions over and over again.” 

The ramifications of the disaster can seem relentless and inescapable to 

children – particular those who are in the presence of grieving adults, she

52 Mar 09 

Trauma 

Post-traumatic Stress Disorder 

Director of the Australian Centre for Post-traumatic Mental 

Health Mark Creamer says most children won’t suffer long-term 

psychological effects – or Post-traumatic Stress Disorder (PSD) 

following a disaster – but it pays to know what to keep an eye 

out for. “There are some signs to look out for in children who 

may be having difficulties days or weeks after a traumatic event,” 

he says. “They do not necessarily lead to long-term problems – 

most are normal and will resolve in time with the help of caring 

family members and friends.” 

Signs of PSD 

• Repetitive play that re-enacts the trauma 

• Disorganised or agitated behaviour 

• Preoccupation with other traumatic events 

• Distress when confronted by anything that reminds them of the 

trauma 

• Withdrawal from people and wanting to be alone 

• Losing interest in significant activities 

• Not being able to imagine themselves as grown up in the future 

• A return to ‘babyish’ behaviour 

• Have trouble concentrating and paying attention 

• Being clingy and dependent 

• Experiencing aches and pains 

• General misbehaviour and ‘naughtiness’ 

• Tantrums and attention-seeking behaviour 

• Poor school performance a loss of motivation 

• Repetitive play that re-enacts the trauma 

says. “They might see an adult cry and feel very frightened. Their whole 

sense of vulnerability will be very present,” she says. 

Providing a stable link to the reality they once knew is where teachers 

come in, she says. Children need routine and limits – and the classroom 

can provide some much-needed semblance of normality. There are many 

practical ways teachers can help students come to terms with the traumatic 

events that have unfolded, including art projects that help students 

represent their emotions visually, Ms Cini explains. 

“One of the things teachers can do is ask students to make masks of 

how they feel,” she says. “Or they can make a caterpillar, for instance, and 

talk about putting their feelings into it, or bring props such as dolls into 

the school, so you can ask students ‘how does Humpty feel about losing 

his house’ for instance. It’s an externalisation of their feelings.” She also 

recommends teachers of younger students encourage them to draw and 

paint their thoughts. “While adults can verbalise their feelings, children 

need to draw them out. Ask them to draw their dreams,” she says. 

Ms Cini says while every child and young person is different when it comes 

to coping with trauma, teachers can expect some forms of typical behaviour. 

“Boys will generally become very aggressive – they will generally seek help 

by being over-boisterous and demanding attention. Girls, on the other 

hand, tend to want to help and might try to help the younger children.” But 

the students who really need help are the ones who adults might not even 

initially be aware of. “The children to look out for are the ones who are very 

quiet – they’re the ones I’d really worry about,” Ms Cini says. 

Teachers can also help students understand any involuntary, out-of-theordinary 

behaviour they may experience, to help reduce feelings of selfconsciousness 

and embarrassment. “Those suffering post-traumatic stress 

disorder will have nightmares and bed-wetting. Teachers can normalise 

this behaviour,” she says. 

Mr Charles agrees that the routine and familiarity of school and teachers 

can help provide a stable environment for students struggling to return to 

normality. “What they’re looking for is a safe, secure world again. Teachers 

need to understand the importance of routines, discipline and limits, and 

structure.” 

And the last thing a student coping with the loss of friends and family 

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The disruption in routine 

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54 Mar 09 

Trauma 

already do. “It’s important teachers don’t single them out, and that they 

continue to impose appropriate limits,” he says. 

Mr Charles says it’s best for adults to keep explanations of loss of both loved 

ones and possessions simple, and to avoid using euphemisms for death, such as 

‘they’ve gone away’, ‘they’ve gone to sleep’ or ‘they’ve gone to a better place’. 

“Those statements are not helpful at all,” he says. “Children don’t get much 

from the sort of stuff.” When it comes to explaining traumatic events 

to children, honesty is the best policy, he says – including being truthful 

about your own level of understanding and feelings. “It’s about being there 

and listening when the child wants to talk, and answering questions at a 

level the child will understand, to the best of your knowledge,” he says. “It 

depends on their age and their developmental stage. I always encourage 

adults to be honest. If you can’t answer questions, it’s important to be honest 

and say ‘I don’t know’.” 

He says children are adept at picking up on emotions and may be much more 

aware of their own situation than adults realise. “Children understand a lot 

more than we give them credit for. Adults should be including them and 

allowing them to be involved in the grieving process,” he says. 

The Victorian bushfires have had a widespread affect – and it’s not necessarily 

just the children and young people directly affected who will experience 

reactions to the disaster, Ms Cini says. The relentless images in the media can 

make the event painfully real, even to those in unaffected areas. 

“They want explanations as to why it happens. They feel scared that it could 

happen again and need reassurance that it might not necessarily happen to 

them,” she says. 

“They need some understanding of how it happened, but also what is being 

done to prevent it happening again. They need explanations to help them feel 

secure again.” 

Dr Goldfeld agrees the constant stream of images generated by the media can 

acutely affect children – and it’s vital they’re provided with outlets for those 

strong emotions. 

“Our counsellors are actively working with children in kindergartens in fireaffected 

areas, ensuring they have the opportunity to express themselves, 

particularly in relation to what they are hearing and seeing in the media,” 

she says. 

These media images can stimulate children’s own natural sense of justice, Ms 

Cini adds. “They say it’s not fair and they can feel very angry. They often feel 

guilty and wonder how they can help. They might wonder, why did this house 

burn and not the other house” 

Children and young people can be overwhelmed by sadness and feel very alone 

in the aftermath of traumatic events, she explains. “They have trouble sleeping, 

they talk about feeling sad and they talk about the fact that no-one knows how 

they feel. They often feel very alone in their emotions.” 

Ms Cini says traumatic events such as this can trigger a fear in children of 

being left alone – which, in their limited worlds, goes heavily against their own 

survival instincts. “That’s why children are so desperately vulnerable when their 

parents are grieving. Their number one thought is ‘what’s going to happen to 

me Who’s going to look after me’ 

For more information visit www.education.vic.gov.au/ 

about/bushfires/

Trauma 


Tips for helping children cope 

• Put the event in context – provide a perspective. 

• Identify those students who may require support 

from mental health professionals. 

• Talk to students about safety – feeling safe and 

being safe. Allow time for students to discuss their 

concerns. 

• Practice relaxation techniques. Ask students to close 

their eyes and visualise going to a safe place, then 

ask them to think about what they can see, hear, 

smell and feel. 

• It may be helpful to allow students to discuss the 

necessity of sirens – they can make a list. 

• Smells relating to fire have both pleasant and 

unpleasant aspects – ask students to come up with 

lists for both. 

• Students need as much normality as is possible. 

Timetables, routines and rules need to be reinforced. 

• Help students to develop a realistic view of 

the event. Allow students to express anger 

appropriately, and then try to respond calmly and 

assist them to return to the task at hand. 

• Keep in close contact with the child’s parents to 

ensure you are aware of any difficulties they may be 

experiencing at home. 

• Do not be alarmed by a temporary lack of 

concentration – do allow individual students time to 

discuss any issues and offer suggestions of how you 

can work together to alleviate pressure. 

• Sometimes students need to be by themselves in 

order to make sense of what has happened and 

gain acceptance of the event. 

• Try creative class activities that promote student 

confidence. 

• Organise a fun activity such as a cricket match 

against another class. Ask students to organise a 

fundraising activity. 

• Recognise that some students may show signs of 

distress by displaying aggressive behaviour towards 

both teachers and peers. 

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56 Mar 09 

Physical Education 

Playing 

outside the square 

Tired of the same old bat-and-ball activities Here are five new sports 

that are gaining prominence in schools – and keeping students on 

their toes, writes Tina Luton. 

Cricket, football, netball, swimming… The list of traditional school sports reads like a mantra for physical education classes 

across the nation. For some children, however, these sports don’t always hit the mark. That is why an increasing number of 

schools are looking at new and unusual activities to entice, excite and energise their students. 

Hip-hop 

dancing 

This urban dance style, which involves moves 

such as breaking, popping, locking and freestyling, 

was popular during the 1980s and is currently 

enjoying a resurgance through teen movies such 

as Stomp the Yard and Step Up, and the television 

program So You Think You Can Dance. And 

according to dancer teacher Ella Batty, all it takes 

is great music, a positive attitude and a willingness 

to have fun. 

“Hip-hop is all about music and rhythm,” 

says Ms Batty, the director of Dance Fitness 

Victoria, which delivers a range of dance 

programs to schools and kindergartens. “It’s 

expressive, it’s energetic and kids love it – boys 

especially, because it’s cool. Plus, because it is a 

less structured than jazz or ballet, there is always 

something that kids can do.” 

Hip-hop involves plenty of fancy footwork and 

will give students a powerful cardio workout 

while improving coordination, core stability, 

agility and flexibility, muscular strength and 

endurance. It also helps to develop self-confidence 

and teamwork as students try new steps, develop 

their own distinctive style and create dynamic 

group choreography. 

“It’s expressive, it’s energetic 

and kids love it – boys 

especially, because it’s cool.”


Lawn bowls 

Lawns bowls might not have the street “cred” of hip-hop or the razzledazzle 

of cheerleading or circus skills, but it is still a fabulous activity 

for children of all ages and abilities. This low-impact game of strategy 

and precision can be played solo or in groups. 

It can also be easily adapted for children with disabilities. 

As a target game, it is great for hand-eye coordination and players 

will get plenty of gentle exercise walking up and down the bowling 

green. Bowls are biased so that they roll in a curve. This makes the skill 

of bowling more challenging and relies on the bowlers to judge the 

distance, weight and aim. 

Players also bend and lunge to pick up and release the bowl, which is 

great for improving flexibility and building muscle tone. Best of all, 

this is one sports that can be played outside or inside. If your school 

can travel to a local bowls club, great. If not, the game can be played on 

any level outdoor surface (synthetic grass is probably best) or indoors 

on carpet, using a set of indoor carpet bowls. These are slightly smaller 

than their outdoor cousins so that they don’t roll as far. This smaller size 

also makes them an ideal fit for little hands. 

“Lawns bowls might not have 

the street “cred” of hiphop 

or the razzle-dazzle of 

cheerleading, but it is still a 

fabulous activity for children 

of all ages and abilities.” 

Cheerleading 

Cheerleading is another non-traditional sport that is gaining popularity 

across Australian schools. Like hip hop dancing it has plenty of “wow” 

factor and allows students of all shapes, sizes, ages and abilities to develop 

individual strengths and to learn new skills as part of a team. 

This high-energy activity involves strength, stamina and flexibility and will 

get students into great aerobic shape. The choreographed routines feature 

tumbling, jumping, dance and gymnastics. More advanced cheerleading 

manoeuvres can include backflips, cartwheels, the building of towering 

human pyramids and, at the most advanced level, the tossing and 

catching of team members known as “flyers”. 

Schools can set up their own cheerleading program with the help of 

the Australian All Star Cheerleading Federation, which also offers 

Australia’s first-ever cheerleading levels program. “We work with 

physical education teachers to set up the program in their school and 

we try to transfer our skills to them so that they can get their coaching 

credentials and take over,” explains executive director Steve James. 

“Students aged 17 and over can also become accredited coaches, and 

that encourages leadership and makes for great school spirit,” he says. 

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58 Mar 09 


Circus skills 

This is a time where students are actually encouraged to clown around! Setting 

up a school-based circus program can be as simple as getting students to 

tumble on mats, build basic human pyramids on their hands and knees, juggle 

with tennis balls or bean bags, or use hula hoops. 

For more complex skills, call in the experts. Little Devils runs a 10-week 

circus program in primary and secondary schools. The program can work 

with individual year levels or the whole of school, and can be geared towards 

creating a spectacular end-of-year concert to rival any big top performance. 

“Circus skills are a great alternative to team sports and conventional physical 

education, especially for reluctant exercisers,” says head trainer Hayden 

O’Brien. “It consists of a variety of non-competitive and non-threatening 

performance skills divided into the two distinct areas of acrobatics and 

manipulation, which can include juggling, spinning plates, diabolo (tossing a 

big spool high in the air and catching it on a string), poi (balls on string) or 

devil sticks,” he explains. 

These activities help children of all ages to develop and stretch their skills 

and abilities in new and interesting ways. On top of goal setting and team 

building, they also help to improve coordination, fine and gross motor skills, 

concentration, confidence and self-esteem. And once again, with the addition 

of colourful costumes, make-up and music you have a ready-made circus 

troupe to amaze students, staff and parents at all school events. 

strength, flexibility, posture and balance. The competitive tactical aspect of 

the sport will also help sharpen students’ minds and encourage them to be 

calm and clear-headed when planning several moves in advance. 

Fencing is also a sport of manners, with opponents saluting each other at the 

beginning and end of a bout. Younger students fence with plastic foils, older 

students use metal ones, and all foils come with a protective tip for safety. 

While professional fencers are required to wear masks and protective clothing, 

students are safe in tracksuit pants, a long-sleeved top and tennis shoes. 

“Described by some 

as a combination of chess 

and squash, fencing is a fastpaced 

activity that exercises 

both mind and body.” 

Fencing 

Little hands can also be kept very busy learning to fence. Fencing is about 

strategy and precision, and it’s also great swashbuckling fun! Described by 

some as a combination of chess and squash, fencing is a fast-paced activity 

that exercises both mind and body as opponents parry back and forth 

and venture to out-think and out-manoeuvre one another in split-second 

decisions. Fencing also helps to develop coordination, dexterity, fitness, 

Photo courtesy of Sword Fighting Australia 

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Opinion 


Dr Patricia Edgar 

Television is our ally – 

not our enemy 

We squander a precious opportunity when we fail to capitalise 

on the seductive power that media have for children. 

Children can’t escape violent and sexual imagery. My sevenyear-old 

grandson enquired recently: “What’s longer lasting 

sex, Mum” They witness stories and images about death and 

violence on the streets of Melbourne, the war in Iraq, the 

Mumbai massacre, and destruction by bushfires. 

By the time children enter preschool they have already been thoroughly 

schooled by media. A third of three to four-year-olds watch television for 

more than nine hours per week. Another third are watching four-and-half 

hours. When mum is home they are watching more television, not less. 

Many teachers are suspicious of television and hold a general belief that the 

medium generates violence and anti-social behaviour with little positive value 

to offer. But the reality is far more complex. 

For most of my career I have argued for the teaching of media courses 

in schools and the use of film and television as a resource to assist the 

development of children. I taught the first university courses to be offered on 

film and television in Australia while I was teaching at La Trobe University in 

the 1970s. 

Schools continue to be regarded as the place where children go to learn, while 

media are still regarded purely as a source of entertainment. Such separation 

means the content of media is not recognised as the wonderful resource for 

education that it is and education is not seen as a remedy to counter the 

excesses of media. This attitude has been changing slowly but not enough 

to keep pace with the convergence of television, computing and mobile 

telephony and the increasingly dominant role media are playing in children’s 

lives today. 

Most importantly, the evidence for the negative effects of television on 

children has never been clear-cut. I have studied the research literature around 

the effects of media and have investigated young perceptions of programs by 

interviewing children after they viewed films of many different genres. What 

my research and others’ makes clear is that it is the context of violence, not the 

nature or the extent of violence, that is important to children. What disturbs 

children is something that relates to their own experience and that can differ 

for each child. Children interpret film and television content differently from 

adults and they believe the nightly news, and programs that look like the 

news, whether they are fiction or documentary fact. 

The best research makes clear that many factors come into play in influencing 

children’s behaviour before the impact of media. These include such things 

as social isolation, conflict with parents, poor school performance and lack of 

opportunity. When these conditions apply, media use becomes a substitute for 

life experience and a further influence on child behaviour. 

An isolated child who views many hours of television will have a different 

perception of social behaviour than a child mixing with friends who watches 

fewer, but maybe the same types of programs. A child who grows up in a 

home where he sees his father abuse his mother is more likely to be violent as 

an adult than one who grows up in a stable loving home, whether they play 

violent video games or not. 

This does not mean that the media have a reduced responsibility to clean 

up their excesses and provide the programming children need for positive 

emotional and intellectual development – quite the contrary. We squander 

a precious opportunity when we fail to capitalise on the seductive power 

that media have for children and demand better programming to assist 

educational development. 

Programs that are very popular with children such as The Simpsons and South 

Park are often criticised for their anti-social content, but these programs are 

insightful and provide rich material for classroom discussion of social issues, 

family life or ethical issues relating to the use of language, racism and violence. 

Teachers should be able to speak about such issues with the children they 

teach and to do so effectively they need to understand how the media work. 

Media are an unavoidable part of family life and learning throughout all 

the schooling years and are becoming more pervasive than ever. Like it or 

not, the media is a rival seat of learning for kids which teachers need to take 

into account. For this reason, the calls to protect children from media are 

completely unrealistic. 

Improving content is the key and teaching media literacy is crucial. Within 

the school curriculum children need to learn how to access, understand and 

control technology as a core part of human competence in the modern world. 

They need to learn how to discriminate; how to study media advertising to 

evaluate techniques of persuasion; the reliability of information versus opinion 

and how to manage emotional responses to violence, sex and news. 

The way forward in our information society is not prohibition but to regulate 

content, demand quality programming, utilise media in schools, teach media 

literacy and guide children to self-regulate their media use effectiely. 

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

60 Mar 09 


How to encourage reluctant 

students to have a go at 

Not sure how to get those less active 

children more interested in physical 

education Rachel Skinner grills our top 

sport teachers for some practical advice. 

sp rt 

Every physical education teacher knows the drill. While 

the athletic students get first dibs on the gear and launch 

themselves into the game, inevitably a huddle of students 

hovers reluctantly on the sidelines. So how can teachers 

inspire these students to stop dragging their feet 

Ballarat High School physical education teacher and last year’s 

Australian Junior Athlete Coach of the Year Lindsay Burgoyne says 

taking the emphasis off competitive sports and focusing on individual 

fitness goals can make PE (physical eduction) seem more relevant 

to weaker sports players. “The less active kids who don’t want to do 

the competitive activities can do fitness-based activities. It’s not as 

confronting as having a competitive situation, and it still gets them 

involved,” he says. 

Mr Burgoyne also says one way to include students in sports is to 

introduce a numbering system, so players are rotated through different 

teams. “The better skilled players can often dominate the game and the 

others don’t get an opportunity to actively participate. The idea with this 

system is to give the less skilled players a meaningful situation and the 

chance to have a go.” 

Separating students by gender can also be a confidence booster for 

body-conscious adolescents. Ballarat High School students in Years 7 

and 8 are divided into groups of boys and girls. “Boys tend to approach 

sport a little more aggressively. This way, girls feel they’ve got a chance 

to contribute,” Mr Burgoyne explains. 

Likewise, Maribyrnong Secondary College sports director Rob Carroll 

says during activities where bodies are on display – such as swimming 

and gymnastics – separating girls and boys can help self-conscious 

students feel more comfortable. “When we ran co-ed swimming classes 

the girls’ participation levels would drop, so we scheduled two PE 

classes at the same time,” he says. “One teacher took the girls from each 

class swimming while another took the boys for gymnastics. We found 

that almost all of the girls then participated. Acting outside the square 

when it comes to organising PE classes can produce great results. It’s a 

fairly public arena so if you’re a bit unfit or overweight, to some extent 

PE puts you on show.” 

Mr Carroll says increasing participation can be as simple as changing 

the focus of an activity. “It may be modifying an activity, it may be 

making an activity single-gender, it could be taking the emphasis off 

skills and changing it to fun and fair play,” he says. “The emphasis 

could be on developing social skills, or monitoring improvement – and 

making those things as important as playing or performing.” 

And the less athletic students may find their calling in an umpiring 

or coaching role. “There are lots of other ways you can contribute to 

sport and activity. You might be a very good team player, or an excellent 

coach. Teachers can recognise there are lots of roles, and lots of people 

who fill those roles – and they’re not necessarily the strongest players. 

If those roles are considered equally important, students may be 

encouraged to participate – so that PE becomes a positive experience 

rather than something some students dread.” 

Australian Centre for Health, Physical Education and Recreation 

curriculum manager Janet Alexander agrees that taking the focus off 

competitive sports helps widen the appeal of physical education. “Not 

every activity is going to appeal to every student,” she says. “If you 

focus exclusively on games and sports you’re likely to put some students 

off. Offer less traditional activities, such as Tai Chi, self-defence or 

rollerblading.” 

If you focus exclusively on games and sports 

you’re likely to put some students off. Offer less 

traditional activities, such as tai chi, self-defence 

or rollerblading. 

She says making the emphasis on cooperating rather then competing 

can help take the edge of competitive sports for the less athletic 

students. “For a start, letting students choose their own team is an 

absolute no-no,” she says. “You can maximise activity by having lots 

of equipment and small-sided games. If you only have two teams, the 

amount of times the students actually touch the ball is limited, and the 

games tend to be dominated by the more athletic students.” 

And making PE relevant for all students can encourage lifelong activity, 

she says. “The focus should be on giving students the skills to be active 

for life, not just producing the greatest athletes. It’s about making them 

feel comfortable,” she says. “If students are creating a performance or 

a gym routine, don’t make them perform it in front of the class – put 

them in smaller groups. Create challenges where they’re able to respond 

at their own ability level and still feel good about it.”

MicraAir Shine Single Block.indd 1 

17/2/09 7:57:32 PM 

Top tips to 

increase 

participation 

• Ask students what activities they 

want to do 

• 

Change the focus – make good 

sportsmanship, coaching skills 

and cooperation just as important 

as performance 

• 

Offer a variety of activities – 

consider dance, Tai Chi and 

rollerblading as well as traditional 

competitive sports 

• 

• 

Focus on individual fitness goals 

and improvement 

Consider separating students by 

gender during activities where 

bodies are on display, such as 

swimming and gymnastics 

• 

During competitive games, put 

students in several small teams 

rather than dividing the class 

in two 

• 

Consider using a numbering 

system so players are rotated 

through different teams 

• 

Avoid making students perform 

gymnastics or dance routines in 

front of the entire class 

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62 Mar 09 

Youth Transitions 

Transition program helps 

western suburbs youth 

The Youth Transition Support Initiative (YTSI) helps young people at risk of disengagement get 

back on track with their education or employment. 

The Youth Transition Support Initiative (YTSI) has been assisting young 

people to get back on track by helping them reengage with education or 

employment since January 2007. YTSI is targeted at early school leavers 

who have been out of school for six months or more. Many participants 

are highly disadvantaged and face a range of barriers to continuing their 

education, including homelessness, financial problems and substance 

misuse. The majority of participants have not completed Year 10 and 

many have literacy and numeracy problems. By anyone’s standards, these 

young people are among the most vulnerable in the state. 

There are 24 YTSI Transition Support Workers covering 12 LLEN areas 

in Victoria, providing personalised assistance through case management 

for young people to overcome these barriers. In its two years of operation, 

the program has assisted over 1900 young people. 

“The program can provide plenty of assistance, 

such as helping with Centrelink, transporting 

and attending appointments with participants, 

and even helping to strengthen communication 

with their parents and families. “ 

In the Western suburbs of Melbourne the YTSI program is provided 

by Western Workplace Learning, in conjunction with Melbourne 

Citymission. Covering the areas of Maribyrnong, Moonee Valley, 

Wyndham and Hobson’s Bay, the four YTSI workers are based at youth 

hubs, community and resource centres in Altona, Braybrook, Footscray 

and Wyndham. 

According to program coordinator Yoko Ah Kuoi, the program provides 

an invaluable service to those youth who are most at risk. “The YTSI 

program helps and supports young people who are not aware of all their 

options,” she says. “The Transition Support Workers make sure that 

young people participating in YTSI make informed pathways choices. 

“The program can provide plenty of assistance, such as helping with 

Centrelink, transporting and attending appointments with participants, 

and even helping to strengthen communication with their parents and 

families. “ 

And it’s young people such as ‘Kate’ from Melbourne’s western 

suburbs who benefit from this assistance. Kate signed up with Western 

Workplace Learning YTSI in 2007. She had been in trouble with the 

police, and was having a lot of personal problems. When she made 

it to appointments with her transition worker, she showed a lot of 

enthusiasm. However, she found it hard to attend the appointments 

because of problems with her family. 

Ms Ah Kuoi says that after being in the program for a year, Kate has 

managed to make many significant changes. “Kate has really turned 

her life around,” she says. “She is in the process of completing her 

Certificate IV in Community Services and things are really looking up. 

Her relationship with her family has improved, and she is now helping 

her two younger brothers who are facing similar problems.” 

To be eligible for the program, applicants must be aged 15 to 

19 and not currently in education or full-time work. To find out 

more about the Youth Transition Support Initiative in your area 

visit: www.education.vic.gov.au/sensecyouth/careertrans/ 

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Where are they now 


Arnold Zable 

Princes Hill Secondary College 1959 – 1964 

Growing up in Carlton during the 1950s gave author Arnold Zable plenty of food for thought. By Tina Luton 

Arnold Zable speaks and writes with passion about memory 

and history, displacement and community. As a celebrated 

writer, storyteller, educator and human rights advocate he 

has captured the essence of the multicultural experience on 

many levels. Among a plethora of essays and articles, Mr Zable’s works 

include the non-fiction books The Fig Tree and Jewels and Ashes, which won 

five Australian literary awards and depicts his journey to Poland to trace 

his ancestry; and the novels Cafe Scheherazade, Scraps of Heaven, and Sea of 

Many Returns, which was published in June 2008. 

He has also written several works for theatre, and was a co-writer of the 

play Kan Yama Kan, in which asylum seekers tell their stories. “Refugees 

bring with them creative energy, they have lived history and I respond to 

that in all my work. It is why I became a refugee advocate and I can see 

parallels to the 1950s with this latest wave of immigrants,” he says. 

Mr Zable’s novel Scraps of Heaven captures the dynamic multicultural 

mix of Carlton during this exciting time of change. It takes the reader on 

a colourful journey through the neighbourhood where he grew up and 

touches on the people and the experiences that helped to shape his life and 

to forge his career. 

Princes Hill Secondary College has a special part to play in those rich 

connections. “When I look back at Princes Hill Secondary College I don’t 

only look back at a school, I look back at a time and place, at an era and 

what came out of that era,” he says. “It was not just the school but where it 

was situated,” he continues. “Carlton was a dynamic neighbourhood and a 

terrific environment to grow up in, lots of Greek, Jewish, Italian and other 

immigrants living alongside working class Australians. 

“I lost my grandparents in the Holocaust. A lot of the kids I went to school 

with had refugee backgrounds. It was a very creative mix. We didn’t think 

of ourselves as multicultural, but as people who were determined to adjust 

and to do well. A number of teachers picked up on the fact that we were 

interested in ideas and history and political events. I think they were taken 

by where we were coming from and they shared their love of engaging 

with the world around them, and of the ideas of the day and philosophical 

issues. Even now, when I run into some of them, they say that they learned 

as much from that time as we students did,” he says. 

One teacher who has maintained a strong bond is Dr Tony Knight, 

convenor of secondary teacher education, Institute for Education, La 

Trobe University, Bundoora, and the former chairman of Northland 

Secondary College’s school council. “Tony is one of my very closest 

friends,” Mr Zable says. 

“He was the PE teacher at Princes Hill initially. He was young and doing 

Year 12 at night school. He came from an Australian working-class 

background and was very intrigued by the migrant kids. 

“He was a person of great energy and ideas and due to him we became 

one of the best athletics teams in the state,” he recalls. “We used to go to 

Torquay on training camps and run up sand dunes in the morning and discuss 

the meaning of life in the evening. We have stayed very close friends and his 

door is always open to me.” 

The door to Princes Hill has also remained open. 

Then 

A teenage Arnold Zable with his fellow players on the Princes 

Hill High football team in 1964. 

Now 

Arnold Zable – now a successfully published novelist and 

playwright – recalls his years at Princes Hill High with fondness. 

If you know a past student who’s achieved success, 

email us at editor@edumail.vic.gov.au

Philosophy 


Small children, 

big questions. 

If children are natural philosophers, then how should the subject be taught 

in the classroom And is it ever too early to discuss philosophical questions 

with children Eamon Evans finds out. 

Should philosophy be a core subject 

For thousands of years, this 

question wouldn’t even have made 

sense: philo sophia (‘the love of 

knowledge’) was synonymous with education. 

Hekademia, the park where Plato founded his 

school, is where we get the word ‘academia’ 

– and where ancient Greece got so many 

scholars eager to discuss beauty, goodness and 

truth. 

Buried by the church during the middle 

ages, philosophy often seems buried still. A 

university Arts degree is where most of today’s 

eager scholars will find it – so long as they’re 

prepared to dig up words like ‘panlogism’ and 

‘phenomenology’ and sift meaning from the 

‘categorical imperative’. Beset by specialised 

interests and impenetrable prose, philosophy 

has become an optional extra – the preserve of 

the tertiary-educated, rather than a core part 

of education. 

Need this be so Bestselling author Alain 

de Botton argues that “there is no good 

reason for many philosophy books to sound 

as complicated as they do” and Plato would 

probably agree. His mentor, after all, never 

wrote jargon-laden tracts on Kantian ontology 

– indeed, Socrates never wrote a word. The 

bearded one spent his life simply ambling 

around the streets of Athens, questioning 

the presumptions of passers-by. “What is 

courage” he would ask a soldier. “What is 

morality” he’d ask a litigious young man. 

“The unexamined life is not worth living,” 

was Socrates’s motto – and that’s all ‘philos 

sophia’ really is. The subject, in essence, is about 

scrutinising the obvious – thinking clearly and 

logically about things that we might otherwise 

not consider at all. 

According to academic Anthony Grayling, 

“children are philosophers by nature.” After 

all, all children do have that sense of wonder 

Children may not be able to 

examine the social contract theories 

of Locke and Rousseau, but they 

can discuss why they think stealing 

might be wrong. They can’t be 

expected to understand Cartesian 

metaphysics, but they can 

exchange thoughts on how 

they know they exist. 

and curiosity – that knowledge that they know 

very little – the same awareness that drove 

Socrates to ask questions every day. As Sophie’s 

World author Jostein Gaardner puts it: “people 

are made in such a way that they get used to 

something as extraordinary as living … As 

long as we are children, we have the ability 

to experience things around us – but then we 

grow used to the world.” 

Many argue that children should be 

philosophers by training. Dr Michael Hand, 

a senior lecturer at London’s Institute of 

Education, believes philosophy education 

could begin in primary school. “I think that 

(the study of ) philosophy can start at a very 

young age,” he once said. “Eight- or nineyear-olds 

are perfectly capable of having quite 

lively conversations that take in basic, low-level 

philosophy.” 

Dr Hand is not alone. Developed in the 

1970s by US philosopher Dr Matthew 

Lipman, ‘Philosophy for Children’ (P4C) is 

an education program now taught in some 

30 countries around the globe. Boasting 

endorsement from UNESCO, two refereed 

journals (Thinking: The Journal of Philosophy for 

Children and Questions: Philosophy for Young 

People), innumerable textbooks and several 

education consultancies, the movement 

came down under in 1988, via the Australian 

Council of Educational Research (ACER), 

and is now well established across the 

country. Janette Poulton from the Victorian 

Association for Philosophy in Schools 

estimates that P4C is taught in over 100 

primary schools throughout the state. 

Associate Professor Philip Cam, a founding 

member of the NSW Philosophy in Schools 

Association and president of the Federation 

of Australasian Philosophy for Children 

Associations, emphasises that that program 

is as its name suggests: for children. Simply 

tacking a few philosophy subjects onto the 

final years of schooling “cannot make a really 

deep impact,” he argues. “For philosophy to

66 Mar 09 

have a formative influence … we need to 

find our way beyond the short course and the 

fringes of the curriculum. In some form or 

other, philosophy needs to be made a part of 

the regular fare throughout the school years. 

Only by this means can philosophy effectively 

supply its nutrients to the developing roots of 

thought and action.” 

He makes a comparison with a subject that has 

managed to become core curriculum, English, 

pointing out that “no one would expect a 

final-year survey course in literature to provide 

the kind of influence that growing up with 

literature imparts.” Primary school children 

study English because “we believe that it can 

have a formative influence,” he argues. “We 

believe that by growing up with literature, 

and learning to express themselves in speech 

and writing while under its sway, students can 

refine their sensibilities and develop a more 

humane cast of mind. Literature is not just 

icing to be spread over the top of the cake once 

it is baked.” 

But how you bake such a cake What does 

the P4C program entail Essentially, it is 

doing philosophy rather than studying it. As 

Professor Cam puts it: “Most of the benefit 

to be derived from engaging with philosophy 

in the school system is actually learning how 

to think in ways that philosophers do, and 

not just learning that Descartes said this, 

or that Kant held that, or this is the view of 

Plato.” School children may not be able to 

examine the social contract theories of Locke 

and Rousseau, but they can discuss why they 

think stealing might be wrong. They can’t be 

expected to understand Cartesian metaphysics, 

but they can exchange thoughts on how they 

know they exist. 

Teachers don’t have to understand Descartes 

either. P4C proponents insist that a formal 

background in philosophy is unnecessary. 

“Everybody can grasp philosophical truths if 

they just use their innate reason,” writes Jostein 

Gaardner. All P4C teachers need is an interest 

in the subject and an ability to encourage 

that interest in students. Socrates, whose 

mother was a midwife, used to say that his 

job description was more or less the same as 

hers: helping people to ‘give birth’ to insights 

through discussion, since true understanding 

must come from within. Gather a group of 

children together and ask them to define an 

everyday, yet slippery, concept (whether it 

be happiness or justice, meaning or morality, 

existence or knowledge, love or freedom – or 

a million others besides) and you have the 

Guided by the teacher, 

children must identify reasons 

for their opinions, and learn to 

distinguish good reasons from bad. 

Philosophy may be about asking 

questions but it does not 

assume all answers are equal. 

beginnings of a P4C class. 

The ending is also important. While P4C 

proponents see the communal nature 

of the program as one of its 

main attractions – exchanging 

ideas in a ‘community of 

enquiry’ encourages not just 

cooperation and good listening 

skills, but ‘reasonableness’ 

(the ‘social disposition’ of being 

willing to be reasoned with) – they 

emphasise that it’s not just about 

swapping opinions. Guided by 

the teacher, children must identify 

reasons for their opinions, and learn 

to distinguish good reasons from bad. 

Philosophy may be about asking questions 

but it does not assume all answers are 

equal. 

For Professor Cam, this 

kind of inquiry-based 

learning provides an 

alternative to “training 

dogmatists” on the one 

hand (by force-feeding 

students “the cut and dried, 

desiccated results of the inquiries 

of others”) and a “wishy-washy 

relativism” on the other (where “everything’s 

just a matter of opinion and one opinion is as 

good as another”). In a P4C class, he argues, 

opinions “have to be thought through. We 

have to learn to use our reasoning well, we 

have to learn to address different points of 

view, different possibilities and explore them 

together on the basis of giving good reasons, 

and exploring alternatives, and sometimes 

changing our mind on the basis of reason and 

evidence. It’s not dogmatism, not relativism, 

but really collective intelligence,” he says. 

But individual intelligence, of course, is the 

bottom line. At the end of the day, schools 

exist to develop students’ capacity to think 

analytically. Good judgement is everything. 

P4C proponents argue that the program 

doesn’t just produce more reflective citizens, 

but more employable ones as well. “In today’s 

economy, an ability to adapt and remain 

flexible is essential,” says Peter Worley of 

education service provider, The Philosophy 

Shop. “A philosophical training cultivates 

the right disposition to be able to think and 

reason carefully. Learning philosophy helps 

to make children more rigorous 

thinkers and more 

deliberative 

citizens.” 

For more information about the Philosophy 

for Children program visit www.vaps.vic. 

edu.au or contact 9410 9469.

Philosophy 


Philosophy in action at Eumemmerring Primary School 

Melbourne’s Eumemmerring Primary School may be a long way from 

ancient Greece – but in spirit it’s just around the corner. Students have been 

doing the Philosophy for Children program for nearly four years now, and 

according to staff, the results have been amazing. 

The most marked change, reports Philosophy for Children (P4C) 

coordinator Vanessa Hodgkiss, has been “an increase in students’ curiosity. 

My students have become known as the class who always ask questions and 

want to know why.” This spirit of inquiry isn’t just limited to philosophy 

sessions, but has “filtered into other areas of their learning. They don’t just 

want to ‘know’, they want to understand,” she says. 

And they want to behave better, too. Another surprising result for Ms 

Hodgkiss has been the way in which student interact. “P4C has helped 

to develop a sense of community in the classroom, where students work 

together to find meaning and show a genuine interest in each others’ ideas 

and views of others,” she says. “This is not to say that they don’t misbehave, 

but many are better able to reflect on their behaviour and identify where they 

may have acted without a good reason.” 

One challenge for teachers, Ms Hodkiss notes, is that “many students are 

caught up in the view that the teacher has all the answers, and that their 

job as a student is to accept and absorb all the information that they can. 

Introducing philosophy in a prep classroom is often easier than in the upper 

school, as the preps have fewer preconceptions about school and their role in 

it. They are less afraid to ask questions, to wonder about things and to accept 

different points of view. Older students tend to want to reach a ‘right answer’. 

Philosophy helps them to accept that there can be multiple answers to their 

questions.” 

But can teachers accept this Is it tough to not have ‘the right answer’ 

sometimes For Ms Hodgkiss, it’s actually quite liberating. “Philosophy 

for Children can be quite an exciting program to facilitate because you can 

never really know where the discussion will go,” she says. “There are certain 

techniques that help you to guide the discussion, but ultimately it is studentdriven. 

The teacher is there to guide and model good thinking behaviours 

but it is important that they act as a facilitator – as a channel for discussion, 

rather than a source of it. 

“Some of the most interesting discussions in my class have been around the 

idea of thoughts and where they come from. Students also enjoy talking 

about memories, and their impact on our identity. Essentially, students enjoy 

discussing what makes them who they are, and finding out more about what 

makes them special. 

“It is amazing how many insightful and innovative thoughts and ideas 

you hear from students. As a teacher, it is very exciting. As I try to help my 

students develop their skills in thinking and communicating, I find that my 

own skills are being strengthened as well.” 

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BRAIN GYM WORKSHOPS 

Presented by Claire Hocking 

Registered Brain Gym Instructor & Educational Kinesiologist 

Relevant and suitable for Pre-School, Primary, Secondary, Tertiary Levels and Adult 

Education 

These Brain Gym workshops fulfi l the VIT Standards of Professional Practice and Renewal 

Registration 

The Brain Gym movements are easy, quick and enjoyable as they “switch on” areas in the 

brain that is needed to cope with the day’s learning and functioning. They can bring about 

dramatic and lasting changes in memory & concentration, organization, reading, writing, 

spelling, maths, communication, speech, vision, hearing and auditory processing, balance 

and coordination and overall well-being. 

Brain Gym in the Classroom 

Learn the Brain Gym movement program. 

Sunshine 26 February 

Warragul 23 April 

Geelong 16 March 

Hamilton 28 April 

Flemington 20 March 

Werribee 12 June 

Doncaster 31 March 

Noble Park 17 June 

Wodonga 22 June 

Brain Gym for Special Needs and Disabilities 

Learn the Brain Gym Program and modifi cations for Special Needs and Disabilities. 

Geelong 24 March 

Sunshine 5 May 

Doncaster 1 April 

Glen Waverley 13 May 

Flemington 9 June 

Brain Gym is extremely useful when working with children or adults with any type of 

learning or behavioural diffi culties, dyslexia or ADD/ADHD. It is especially relevant for 

integration and special needs students. 

For all Brain Gym workshops for 2009 please visit www.wholebrain.com.au for more details 

and application form or contact Claire Hocking (03) 5282 5985 Mobile 0419 569 071 

or email claire@wholebrain.com.au 

BOOKINGS ESSENTIAL 

IN SCHOOL WORKSHOPS ALSO AVAILABLE

68 Mar 09 

Special Needs 

Children put their 

hands up for Auslan 

When it came to learning a new language, the students at Diamond Creek East Primary School put 

up a big show of hands for sign language, writes Tina Luton. 

One person really can make a difference. There 

are 402 students at Diamond Creek East 

Primary School and each and every one of them 

learns Australian Sign Language, known as 

Auslan, as their Language Other than English 

(LOTE) subject. The school introduced Auslan 

as its official LOTE subject in 2008 after 

teachers noticed that some of the students 

had begun to use sign language to talk with a 

classmate, Sarah, who was born with profound 

deafness. 

Sarah, who is now in Year 4, began to teach 

some of her friends simple hand signs at 

lunchtime. Other students soon wanted to learn 

and teachers began to pick it up, with several 

taking night-school courses in order to become 

Auslan proficient. 

Teacher Cathy Currie says this ripple-on-thepond 

effect has had an incredible impact on 

the school and wider community. “It amazes 

me that this one thing has changed so many 

peoples’ lives,” she says. “Auslan is a visually 

beautiful language and it is so lovely to watch 

the students embrace it. Plus, it has opened up 

their eyes to the deaf community.” 

Students from Prep to Year 6 study Auslan for 

one hour each week. 

They learn finger spelling and numbers and 

play standard classroom games using basic hand 

signs. “The Years 3 and 4 have really absorbed 

it,” Ms Currie says. “It is a more dramatic form 

of communication, with a lot of miming and 

facial expressions and body movement, so you 

can play games straight away and apply it in 

some really fun ways in the classroom.” 

Ms Currie said the children have embraced 

their new language skills wholeheartedly and 

with a certain degree of creativity; they now 

‘whisper’ in class using their finger spelling 

and have also been known to use Auslan on 

the sports field to baffle their opponents! 

Teachers now incorporate Auslan into their 

regular meetings and will build on the program 

this year through professional development. 

Response from parents has also been extremely 

positive with many expressing an interest 

in learning how to sign so that they can 

communicate with their children who continue 

to use it at home. 

What is Auslan 

Auslan has its roots in 

English, Scottish and 

Irish sign languages but is 

different from American 

and French sign languages. 

It has its own grammar and 

vocabulary that are also 

very different from English. 

Auslan can communicate a 

rich variety of concepts and 

subtle meanings through 

the use of finger-spelling, 

body movements, facial 

expressions, mime and 

gesture. It is a naturally 

evolved language and new 

signs are always being 

created. 

PHOTOGRAPHY BY TIMOTHY BURGESS 

For more information 

about Auslan, visit 

www.auslan.org.au

Movin’ on up: 

Increasing physical activity in young people

70 Mar 09 

Research 

According to experts, the willingness of most teenagers to 

play sport drastically decreases after the age of 16, and 

much of this decrease occurs during school hours. So how 

do we encourage our young people to keep moving, and 

form active habits 

for life 

Ensuring that students stay sufficiently active throughout their time 

at school can be an uphill task in an age where new technology seems 

to encourage sedentary activity. How active are Australian students 

When are they active And how important is it for them to get enough 

physical activity 

A recent study of over 6000 South Australians and Victorians has 

revealed how secondary school students spend their day in terms of 

physical and sedentary activity (Olds et al. 2009). By dividing the 

sample into age groups (eight groups aged 10 – 17 and over) and also by 

gender, the authors were able to find out a lot about how much activity 

While many studies have found that children 

become less active throughout their schooling, 

this study found that much of the decrease 

occurred during school hours. This is thought 

to be due to increased interest in the social 

aspects of school and the fact that physical 

education is not compulsory after Year 10. 

school students have in an average day. 

According to the study, the amount of time spent in front of the 

television peaks at age 12 and then steadily decreases, while the amount 

of time spent playing video games steadily decreases from age 10. Sport 

and free play also decrease from the age of 10, much more dramatically 

for boys than girls. 

While many studies have found that children become less active 

throughout their schooling, this study found that much of the decrease 

occurred during school hours. This is thought to be due to increased 

interest in the social aspects of school and the fact that physical 

Mode of transport to school for children aged 5 to 9 

70% 

60% 

50% 

40% 

30% 

20% 

10% 

0% 

1971 1981 1991 1999–2003 

car 

walk 

education is not compulsory after Year 10. 

As students get older they are more likely to spend time socialising with 

friends, and although they are actually spending less time in front of 

a television or computer screen, they are also spending less time being 

active. Their willingness to play sport also drastically decreases after the 

age of 16. With other physical activity steadily declining with age, active 

travel to school, such as walking, riding, skating and skateboarding, 

In Australia, Ride2School has been running 

since 2007 with the aim of increasing the 

number of students riding or using any other 

form of active transport to get to school. This 

is of course not only good for their health, but 

also their education, and can even be cheaper. 

peaked at age 14 for girls and 15 for boys. 

Students who do not get enough physical activity in their day are much 

more likely to have a passive method of getting to school such as public 

transport or car (Spinks et al. 2006). Although the prevalence of active 

travel is less affected by age than other forms of exercise, it has steadily 

decreased over the past few decades. 

As the graph shows, by 2003, students were over three times more likely 

to get a lift to school than they were in 1971 (Van der Ploeg et al. 2008). 

Furthermore they are less than half as likely to walk. Active travel to 

and from school provides students with an excellent opportunity to 

develop a healthy habit that could stay with them when they go on to 

university or into the workforce. 

Furthermore, there are demonstrated short-term benefits as a result of 

students using active transport to get to school. A recent British study 

has indicated that children who walk or ride to school are more alert 

and in a better mood throughout the school day than those who get a 

lift (Hulley et al. 2008). Students with higher levels of fitness are also 

more likely to succeed in English education, and even more so in maths 

(Chomitz et al. 2009). 

Physical activity has also been demonstrated to have a positive effect on 

concentration, memory and classroom behaviour (Trudeau & Shepard 

2008). A study conducted in the United States found that although less 

than five per cent of students use active transport to get to school, this 

figure increases if appropriate programs are put in place (Bungum et al. 

2008). 

In Australia, Ride2School has been running since 2007 with the aim 

of increasing the number of students riding or using any other form 

of active transport to get to school. This is of course not only good for 

their health, but also their education, and can even be cheaper. 

As part of the Go for your Life initiative, the Government is funding 

plans that get children cycling to school instead of getting a lift. And 

it’s not just for cycling. Walking, scooting and skating are encouraged. 

As well as offering free promotional kits to schools who sign up, some 

schools are eligible to work with coaches to help students riding or 

walking to school more often. Schools who participate in the program 

have twice as many students using active transport to school. 

For more information on the Ride2School 

program, visit www.ride2school.com.au

The Department of Planning and 

Community Development is also 

providing money to schools who wish 

to construct or upgrade bike and 

storage facilities. 

For more information about applying 

for a grant for a bike shed for your 

school please visit www.grants.dvc. 

vic.gov.au 

A practical professional development day with 

DAVID HORNSBY AND DEBBIE SUKARNA 

P-2 and Yrs 3-6 in separate groups 

Fri 24 April (at the Big Hill Winery, Bendigo) 

Spelling 

Prep to Year 8 with David Hornsby 

• What are the spelling strategies 

• What are some effective procedures for teaching the strategies 

• What are the developmental stages in spelling What are the signposts of 

improvement 

• How do we assess spelling to inform our teaching and improve learning 

• How important is phonemic awareness for older students who are still 

inexperienced spellers 

• Why is it important to develop morphemic awareness 

• What are the strands of a balanced spelling program 

• What is the role of spelling lists Which ones do we need, and why 

• What organisation issues do we need to consider if we are to cater for diversity 

Sat 2 May 

Getting Your Reader’s Workshop Organised 

• Planning and organising a balanced program 

• The central place of literature 

• Developing text response 

• Prep–Year 2: revisiting guided reading; shared reading; phonics 

• Years 3-6 establishing independent routines 

Sat 16 May 

Spelling 

Phonics and Early Spelling 

Prep-2 with David Hornsby 

• Phonemic Awareness and Phonics 

• The spelling strategies 

• A balanced Spelling Program 

• Practical Teaching Procedures 

Details in 

FAX sent to 

School 

Developing Effective Spellers 

Years 3-6 with Deb Sukarna 

• helping children become strategic spellers 

• practical and effective teaching procedures 

• planning and organising a spelling program 

• helping children think about and reflect on 

their spelling miscues 

Venue: Darebin Arts and Entertainment Centre (Cnr Bell St and St Georges Rd, Preston) 

Time: 9.30 am Registration, 10 am Start, 3.15 pm Finish 

Cost: $170 inc gst (or $150 per person for two or more teachers from the one school). Includes 

registration, morning tea, lunch, hand-outs. 

Contact: Paula Welham 9499 2065 or 0402 421 864 Email: pwelham@bigpond.net.au

72 Mar 09 

Research 

Policy note 

The Department of Education 

and Early Childhood 

Development places a high 

priority on the teaching of 

physical and sport education. 

The mandated time 

allocations for physical 

and sport education for 

all students in Years P–10 

in government schools in 

Victoria are as follows: 

Primary schools 

Years P–3 

Students are required to 

participate in 20 – 30 minutes 

of physical education a day. 

Years 4–6 


participate in three hours per 

week of physical education 

and sport with a minimum 

provision of 50 per cent for 

physical education. 

Secondary schools 

Years 7–10 


participate in 100 minutes per 

week for physical education 

and 100 minutes per week for 

sport. 

Further Readings 

Local 

• 

For more articles on student wellbeing, special learning needs, and equity, click on the 

Research Summaries link of the Department’s research page www.education.vic.gov.au/ 

studentlearning/research 

• 

In cooperation with Vic Health and VPSSA the AFL is providing a variety of junior 

development programs for children aged 5 to 12. Visit www.aflvic.com.au 

• 

Go for your life – a Victorian Government initiative that promotes healthy eating and 

physical activity. Visit www.education.vic.gov.au/about/directions/goforyourlife 

Victorian Primary Schools Sports Association (VPSSA). Visit www.vpssa.org.au 

• 

Department of Education and Early Childhood Development – Health and Wellbeing. 

Visit www.education.vic.gov.au/healthwellbeing 

National 

• 

Bullying. No Way! A site developed for use by Australia’s Government, Catholic and 

independent schools. Visit www.bullyingnoway.com.au 

• 

Australian Research Alliance for Children and Youth has released their 2008 report card 

on the Wellbeing of Young Australians. Visit www.aracy.org.au/AM 

International 

World Health Organisation. Visit www.who.int/dietphysicalactivity 

• 

Health Behaviour in School-aged Children. Visit www.hbsc.org 

References 

Bungum, T., Lounsbery, M., Moonie, S. & Gast, J. 2008 ‘Prevalence and Correlates of Walking and Biking to School among Adolescents’. Journal of 

Community Health 10 Advanced Online Publication. Retrieved January 30, 2009. doi 10.1007/s10900-008-9135-3. 

Chomitz, V. R., Slining, M. M., McGowan, R. J., Mitchell, S. E., Dawson, G. F. & Hacker, K. A. 2009. ‘Is there a Relationship Between Physical Fitness 

and Academic Achievement Positive Results From Public School Children in the Northeastern United States’. Journal of School Health, 79(1), 30-37. 

Gidlow, C. J., Cochrane, T., Davey, R. & Smith, H. ‘In-school and out-of-school physical activity in primary and secondary school children’. Journal of Sport 

Sciences, 26(13), 1411-1419. 

Hulley, A., Bentley, N., Clough, C., Fishlock, A., Morrell, F., O’Brien, J. & Radmore, J. 2008. ‘Active and passive commuting to school: influences on affect 

in primary school children’. Research Quarterly for Exercise and Sport, 79(4) 525-534. 

Olds, T., Wake, M., Patton, G., Ridley, K., Waters, E., Williams, J. & Hesketh, K. 2009. ‘How do School-Day Activity Patterns Differ with Age and 

Gender across Adolescence’ Journal of Adolescent Health, 44, 64-72 

Spinks, A., Macpherson, A., Bain, C. & McClure, R. 2006. ‘Determinants of sufficient daily activity in Australian primary school children’. Journal of 

Paediatrics and Child Health, 42, 674-679. 

Trudeau, F. & Shepard, R. J. 2008 ‘Physical education, school physical activy, school sports and academic performance’. International Journal of Behavioural 

Nutrition and Physical Activity, 5, Article 10. 

Van der Ploeg, H. P., Merom, D., Corpuz, G. & Bauman, A. E. 2008 ‘Trends in Australian Children travelling to school 1971-2003: burning petrol or 

carbohydrates’ Preventative Medicine, 46, 60-62.


Research 

Dr Sophie Reid 

Monitoring mental 

health via text messages 

Dr Sophie Reid from the Centre for Adolescent Health talks about 

a program that allows doctors to monitor the wellbeing of young 

people through their own mobile phones. 

we’ve done is develop a mobile phone software 

program called mobile TYPE, which stands for 

Tracking Young People’s Experiences. It’s a 

“What 

software program that loads on the young person’s 

mobile phone and goes off automatically four times a day. Each time 

it goes off it asks questions about the young person’s general activities: 

Where are you What are you doing now Are you enjoying what 

you’re doing Then it asks questions about mood: How anxious are you 

feeling How sad are you feeling And then we ask questions about 

recent stressful events, and then just general information around eating, 

sleeping and exercise patterns, which we know also affect mood. 

“It takes about one to three minutes on average for the kids to answer 

the questions on their mobile, and we’ve got closed-ended options for 

them to respond with, and there’s a couple of questions they can actually 

answer in free text as well. Their phone then sends the data up to our 

website, and our website captures the data, collates it and produces 

an individualised feedback report on the young person for their 

general practitioner (GP). 

“The program is designed to monitor young people for two to four weeks 

and then after that time the idea is that the information is shared with 

their GP. The GP should really be the first port-of-call with any sort 

of mental health-related problem. The idea of this program is that it’s 

something that a young person would do with their GP, because the GP 

is the person who can refer them on to the right services they may need. 

“What normally happens is that young people go to see a GP, but 

they don’t go in saying “I feel depressed.” They go in saying: “I’ve got 

a headache,” or “I don’t want to go to school,” or “My stomach hurts a 

lot.” So they tend to go in with what we call ‘somatic’ complaints, even 

though it’s really about them not feeling happy in themselves. And, as 

you know, GPs have on average eight minutes with a patient, so it’s not 

really a lot of time to try to see past the body-related complaints, and 

get on to the mental health stuff. 

“So if a GP sees someone who is say, presenting with feeling a bit kind of 

‘blah’ with headaches and stomach-aches, then this is perfect. It gives the 

GP information about the young person that they can then compare to, 

say, other kids their age, and they can say: “Actually no, this kid is really 

struggling every day with feeling bad, or they’re smoking a lot of dope, 

or they’re drinking a lot, or they’re not eating enough.” It really gives the 

GP all that sort of information that is important for mental health. 

“Our long-term aim is to put this program on every GPs desk and make 

it available to every young person in Australia.” 

Tell us what you think. Email editor@edumail.vic.gov.au

74 Mar 09 

Reader Story 

A three-week trip to Spain was a whirlwind educational 

experience for Caroline Springs LOTE teacher Ana Diaz. 

“I was born in Peru, so Spanish is my mother language. Back in Peru, 

I had been working as a Spanish teacher and as an ESL (English as 

a Second Language) teacher. I’m now in my 10th year of living in 

Australia, and have been working as a LOTE (Languages Other Than 

English) teacher for the last six years. But there are not many of us 

in Australia. There are not many opportunities to converse with other 

Spanish speakers and there are even less opportunities to network with 

other Spanish teachers. Basically, I wanted to get back in contact with 

the Spanish community to bring more language resources to my classes. 

That’s why I applied for the Endeavour Language Teacher’s Fellowship. 

I wanted to bring the Spanish culture back to my students. 

“We started off in Madrid, and although I have been there before, it was 

quite fascinating to be part of a group of 13 teachers, travelling around. 

It was sort of a Big Brother experience, really. The weather was cold, very 

cold, and I remember when we arrived in Salamanca – it was snowing. 

“It was beautiful, very picturesque and very different from the weather I 

had just left in Australia. We had two weeks of training at the University 

of Salamanca. It was very interesting being a student again. There were 

obviously native Spanish speakers in our group – including me – but the 

others who were not native speakers were still great to learn from. 

I think studying languages is extremely 

important. It helps students acknowledge that 

there are other peope in the community and 

that they are going to move into a world where 

– believe it or not – English is not going to be 

the most common language that is spoken. 

“I kept finding new methodologies and new insights into they way we 

teach languages. There are certain parts of grammar and language that are 

difficult to explain to students, even for native speakers. We understand the 

technical aspects of our language, but these are not always easy to explain. 

That is a big challenge for many language teachers. 

“We then went to Granada, then Seville, and then a place called 

Caceres, in the south of Spain. Spanish people are very open. What 

maybe shocked or impressed most of us was the approach to time. In


many of the places, except for Madrid – which is a very cosmopolitan city – they have a siesta 

every day. So from 2pm to 5pm each afternoon, everything is closed and sometimes we forgot 

about that. We wanted to do our shopping or buy resources in the bookshop and we were like, 

‘Oops!’ But we really immersed ourselves in the culture. We had journals that we had to complete 

every day. It was actually quite difficult doing this because we had such a full schedule. 

“At the end of the trip we were taken to see Spanish schools and talk with teachers and students. 

I found that public schools in Spain use a lot of language assistants. I found that interesting. In 

the school we visited, the English language assistant was North American, so he could speak 

Spanish and English. He would talk to the students in English and really demonstrate the accent. 

While the teacher was talking with one group, he was giving extra support to another group. So 

the teacher was not alone. I would love to see that here. 

“I think studying languages is extremely important. It opens up broad opportunities for students 

to communicate with each other; to acknowledge that there are other people in the community; 

and that they are going to move into a world where – believe it or not – English is not going to 

be the most common language that is spoken. We live in a world where we travel so easily from 

one place to the next, and students need to know that languages are not only for tourism. It’s 

something that needs to be taken seriously. LOTE is not just an extra – it’s something that needs 

to be made a core part of the curriculum. 

“I’m so pleased I spent these weeks learning more about what I teach. The more we train as 

teachers, the better our students are going to be. It’s important to strive for a better education for 

our students.” 

Ana Diaz is a LOTE teacher at Caroline Springs P–12 College. She visited Spain in January of this 

year of as part of the Endeavor Language Teachers Fellowship. To find out more about the fellowship, 

visit www.dest.gov.au/sectors/school_education/ 

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76 Mar 09 

Environment 

Schools g green 

for the environment and for students 

Ecologically sustainable schools are good for the environment and they have a healthy affect on student 

learning. By Tina Luton 

When Goldilocks paid an unexpected visit to the home of the three bears’ 

and helped herself to their breakfast, she declared that porridge was best 

when it was “just right” – not too hot, not too cold. Students are the same. 

When the ambient temperature of their classroom is comfortable, in 

other words, not too hot and not too cold but just right, students tend to 

be more alert and better focussed and not nodding off at their desks. In 

order to achieve a comfortable environment that is conducive to enhanced 

student learning, Victorian schools are going green. Under the Victorian 

Schools Plan every school across the state will be rebuilt, extended or 

renovated by 2016/17. 

To ensure that these new and improved buildings are constructed 

using Australian best practice standards in environmental performance, 

DEECD has drafted Ecological Sustainable Development (ESD) 

guidelines which will establish a common methodology for incorporating 

sustainability into the planning, design and construction processes for all 

new or upgrade school capital projects. These guidelines have been aligned 

to the Green Building Council Australia’s education rating tool. 

This tool assess the environmental impacts of a building across nine 

categories: 

management 

indoor environment quality 

energy 

transport 

water 

materials 

land use and ecology 

• emissions 

innovation 

As Don Burns, manager of statewide operations, Infrastructure Division, 

explains: “In getting the design right from the start you can take 

advantage of free heating and cooling from the natural elements.” 

Mr Burns says the Department is working closely with a series of highly 

coveted architects to create learning environments featuring ESD 

principles that will help schools to reduce their footprint on the planet 

by minimising their use of water and power, reducing waste, avoiding 

pollutants, using raw or recycled materials, and protecting and enhancing 

native habitat and wildlife. 

ESD elements will vary from school to school but some of the more 

common principles include north-south facing orientation of buildings 

for good solar access, an abundance of natural light, eaves and wide 

verandahs, vertical shading devices and high performance glazing, along 

with low flow taps, water tanks for toilet flushing and garden irrigation, 

native landscaping and wetlands, solar panels to assist with power, and 

timer and sensor controlled lighting with LCD monitors to demonstrate 

the buildings performance to students in terms of temperature, water and 

power usage. “Other features include ceiling fans for air movement, and 

passive heating/cooling systems that help to control ventilation and the 

temperature by using mechanical devices, such as night purging windows, 

extraction vents and thermal chimneys,” Mr Burns explains.


Staff at Moe South Street Primary School have also noticed a huge change in the attentiveness 

and behaviour of students since they moved into their new environmentally friendly building. 

The new Dandenong High School amalgamates three former school 

campuses into one super-sized college that will consist of seven identical 

and flexible double-storey “learning centres” to cater for 2100 students. 

Classes of 50 students will be taught by teams of three teachers inside 

the new buildings that use a series of vents to circulate fresh air and keep 

the ambient temperature at a comfortable and consistent level. Students 

are already enjoying the benefits of the first completed building; a lighter, 

brighter interior, increased air flow and consistent room temperature. 

Three more buildings will be ready by the end of the year, with final 

construction set for 2011. 

As principal Martin Culkin has observed, students and staff are more 

engaged, more alert and the post-lunch slump appears to have been 

averted. On top of that, the pervasive odours that often emanate from 

a room full of hot, energetic bodies (and in winter, damp, wet clothing) 

have all but disappeared. Fresh air also limits the concentration of carbon 

dioxide and airborne pollutants such as volatile organic compounds. 

“Ventilation is important,” Mr Culkin says. 

“It affects students’ alertness and concentration, and the difference between 

our old school buildings and this new ‘green’ learning space is incredible. 

“We used to swelter in metal portables over summer and struggle against 

the cold during winter, or feel suffocated by the heating, which would make 

the teachers and the students drowsy and therefore it was hard for them to 

focus. “This new building is designed so that the temperature should never 

go above 26 degrees Celsius, regardless of outside temperature. We enter 

the building via an air lock so the temperature is contained. It is all naturally 

cooled, there is no air conditioning, yet even during the recent heatwave it 

was comfortable,” he explains. 

“On top of that, fresh air is moved through the building several times an 

hour and warm, stale air is purged. As a result, staff and students are more 

alert. There is no drowsy effect, no afternoon slump. It all assists with 

better learning outcomes,” he says. 

Staff at Moe South Street Primary School have also noticed a huge 

change in the attentiveness and behaviour of students since they moved 

into their new environmentally friendly building in November 2007. 

“We moved from a deplorable old building where we froze in winter and 

baked in the summer, to this wonderful new building that is open plan, 

bright and airy and the change was remarkable, almost instantaneous,” 

says assistant principle Irene Ballard. “This building maintains a stable 

temperature in winter and summer, it is well ventilated and can purge 

itself of warm/cold air at night and the impact on the students and the 

teachers has been incredible,” she continues. “The children are on task, the 

noise level is almost nil and staff are much more relaxed.” 

78th Legacy Annual ANZAC 

Commemoration Ceremony for Students 

on Thursday 23 April 2009 at the 

Shrine of Remembrance, Melbourne 

Provision is made for student participation in the ceremony and 

all schools are encouraged to nominate students to take part. 

Two students from each school may form part of a banner party, 

and two may also lay a wreath during the ceremony. 

• The ceremony starts at 11am and finishes approximately 12 noon. 

• Schools taking part in the ceremony should be at the Shrine by 

10.30 am. 

• Ceremony will be held outdoors – please ensure students attend 

with suitable wet weather outer clothing if applicable. 

• Members of the banner party will need to bring their school banner 

or flag. 

• Wreath Layers need a single wreath or sheaf of flowers prepared by 

the students in memory of servicemen and women of their school 

district. 

• Students are encouraged to honour their relatives by wearing their 

medals. Note: Medals should be worn on the right hand side. 

• Parking for buses is available in Birdwood Avenue and St Kilda Road 

Eastern Lane between Anzac Avenue and Domain Road. 

• Programs and rosemary sprigs will be distributed upon arrival. 

• Please register your intention to attend by contacting Melbourne 

Legacy on (03) 9663 3564. 

www.legacy.com.au

78 Mar 09 

eLearning 

Great websites for… 

sport and wellbeing 

Better Health 

www.better health.vic.gov.au 

Victoria’s one-stop health site. Food and health fact 

sheets, image library, health tools and themes including 

youth obesity. 

Sport and Recreation Victoria 

www.sport.vic.gov.au 

Find a sporting group, check facilities and major 

events and apply for sport funding. 

WEBSITE OF THE MONTH 

Sport Australia Hall of fame 

www.sahof.org.au/ 

Contains biographies of prominent people 

from Australian sport plus legends 

and a media centre. 

Child and Youth Health 

www.cyh.com 

Separate pages for early childhood, kids, teens and 

young adults. Magazine format answers to current 

health topics. 

Health matters 

http://abc.net.au/health/ 

An A-Z library of health topics, consumer guides, 

quizzes and featured resources such as diet and obesity. 

Using digital video to analyse sporting technique 

A new resource on the ePotential portal allows students to critique each other’s sporting technique using digital 

video and computer analysis software. 

Get your students active by using the Self or Peer 

Assessment of Skills Analysis resource on the 

ePotential portal. 

This activity enables students to work in pairs 

to analyse a specific sporting skill and provide 

feedback to each other. Specific skills that could be 

investigated include shooting a netball, bowling a 

cricket ball or serving a ball in tennis. This activity 

can be done by either taking a series of still photos 

or by using a video camera. 

An exemplar of the skill being investigated is 

required for comparison. You can demonstrate 

this skill yourself or provide video footage that can 

be found on a sporting association’s website. For 

example, Tennis Australia may be able to provide 

examples of exemplar serving techniques. 

First off, ask students to pair up. One student is to 

video the other student demonstrating the specific 

skill. The students then swap tasks so that each 

student will have video footage of them completing 

the skill. Students can use their digital video and 

a computer analysis software program such as 

‘Swinger’ to compare their skill technique with the 

exemplar. Student can view the two examples ‘side 

by side’ or ‘frame by frame’, enabling the student 

to analyse and assess their performance and make 

comments for improvement. 

Each student is to provide feedback to their partner. 

You can view the footage of each student’s skill 

technique and also the feedback to determine 

how well each student was able to provide peerassessment. 

This activity can also be used to 

determine how well students can self-assess. 

To access the Self or Peer Assessment 

of Skills Analysis resource visit 

http://epotential.education.vic.gov.au/


Online passion for 

fitness 

A new web-based software application, soon to 

be available for Health and Physical Education 

teachers, will make it possible to track a 

student’s fitness test results from primary right 

through to secondary school. 

Teachers will soon be able to use the Passion for Fitness software to 

create fitness programs for students that include the tests they would 

like students to complete. It also gives them the capacity to create new 

tests. Students will be able to use Passion for Fitness to enter their 

own data and receive meaningful graphical, numerical and comparative 

feedback on their fitness test results. Students will also be able to 

compare their own results over time or compare their results with 

students in other schools by age or year level. 

The original prototype of Passion for Fitness was developed through 

a collaborative project between Swinburne University TAFE and the 

Yarra Valley eLearning Community Secondary Schools. This prototype 

is currently being upgraded thanks to the assistance of a Telematics 

Trust grant. The Telematics Trust grant will enable this to be developed 

into a completed version ready to be implemented in schools in the 

Eastern Metropolitan Region later this year. 

For more information on Passion for Fitness contact Pennie White, 

Ultranet Coach, Eastern Metropolitan Region on 0403 274 253 or 

email white.pennie.l@edumail.vic.gov.au 

Term 2, 2009 

Professional Learning Workshop Programme 

Leading Staff Teams with a Focus on Learning 

Neville Johnson – Australian Institute of Management, St Kilda 

Friday 24 April, 9.30am – 3.30pm 

Dealing with the Hard Class 

Bill Rogers – Australian Institute of Management, St Kilda 

Monday 11 May, 9.30am – 3.30pm 

Managing Mathematics Classrooms for 

Graduate Teachers (Prep to Year 6) 

Michael Ymer – Australian Institute of Management, St Kilda 


Rich and Balanced Approaches to 

Mathematics (Years 3 to 9) 

Charles Lovitt – Australian Institute of Management, St Kilda 

Friday 15 May, 9.30am – 3.30pm 

Communication that Prevents Conflict 

Karen Stammers & Yvonne Willich 

Australian Institute of Management, St Kilda 


Planning Powerful Units of Inquiry for and 

with Primary Students 

Kath Murdoch – Australian Institute of Management, St Kilda 


Counselling Skills 

Andrew Fuller – Australian Institute of Management, St Kilda 


Open Ended Problem Solving in Maths 

(Prep to Year 2) 

Rob Vingerhoets – Australian Institute of Management, St Kilda 


Towards Independent Learning: Scaffolds, 

Structures and Strategies for the Middle 

Years Classroom 

Darryn Kruse – Australian Institute of Management, St Kilda 


Difficult Conversations in Schools 

Rollo Browne – Australian Institute of Management, St Kilda 


Enhancing your Learning Programme, 

Incorporating New Technologies 

Paul Smith, Joanne Blannin & Toby McIlrath 


Saturday 30 May, 9.30am – 3.30pm 

Assessment of Thinking 

Clinton Golding – Australian Institute of Management, St Kilda 

Friday 5 June, 9.30am – 3.30pm 

Managing Parent Expectations and 

Developing Positive Relationships 

Karen Stammers & Yvonne Willich 


Monday 15 June, 9.30am – 3.30pm 

For application forms and further details please contact 

Marta Macindoe on t: (03) 9524 6222, e: seminars@edpd.com.au 

or visit: www.edpd.com.au 

J1852

80 Mar 09 

Health 

How to achieve 

‘Go for your life’ 

award status 

Around 1500 schools from around Victoria are now involved in the Go for your life program, and 

getting started has never been easier, writes Tina Luton. 

The Kids – ‘Go for your life’ initiative is 

helping to create healthier Victorian children. 

Every childcare centre, kindergarten and 

primary school can become a part of this 

exciting initiative to support children’s healthy 

eating and physical activity by joining the 

Award Program. It’s simple and it’s free – all 

you have to do is sign up as a member. 

Once you’re school has signed up, you will 

receive a member certificate, free starter 

pack and CD, posters, parent tip sheets, 

curriculum resources, professional development 

opportunities and a range of ‘Fun ‘n’ Healthy’ 

activities to engage the children at your school 

or centre. Once you are a member and have 

met all the award criteria you can apply to 

become a Kids – ‘Go for your life’ Award 

School or Service. 

Award status recognises your work and 

commitment in supporting children to 

develop healthy lifestyles. If you meet all the 

criteria, your school or service will be sent a 

certificate and an outdoor sign promoting 

your achievements. To date, 1500 schools and 

services across Victoria are involved in the 

award program. Your school may already be 

eligible to be awarded. 

If not, this is a great opportunity to show 

your students, their parents and the broader 

community the good work you are doing 

to promote healthy eating and exercise for 

children. If you join the program before April 

3 this year, you go in the draw to win $1000 

for your school or service. 

Eltham North Primary School has been a Kids 

– ‘Go for your life’ awarded school since 2007. 

Principal David Foley says achieving award 

status is easy. “We were one of the first three 

schools in the state to achieve award status and 

other schools and services regularly come to 

us for advice and assistance on how they can 

achieve it,” he says. “Our entire Go for your 

Life strategy, past, present and future, is on our 

website and principals and teachers will see 

that once you have an action plan in place, the 

rest is simple.” 

Among a host of fabulous initiatives, Eltham 

North PS has a Walk To School Day each 

term, fruit and vegie snack time at 10am 

each day, more play and sports equipment, an 

extended bike education program, a vegetable 

garden and orchard and it has reduced the 

sale of unhealthy food items through the local 

shop service. “We also have a school-wide 

hydration program that allows students to have 

water bottles in class, and we have established 

lunchtime clubs where students can participate 

in yoga, dance and gymnastic classes,” Mr 

Foley says. 

Robina Scott Kindergarten in Williamstown 

also achieved award status two years ago after 

gaining support from staff and parents for 

introducing a Healthy Eating and Active Play 

policy and updating the service’s philosophy to 

include Kids – ‘Go for your life’ principles. 

New outdoor play equipment was built with 

fundraising earnings. Parents have been asked 

to replace pre-packaged snack foods with fruit 

and vegetables and healthy eating guidelines, 

tip sheets and snack suggestions are handed 

out at parent information evenings. Staff 

members are also setting good examples for 

children by eating healthy snacks, drinking 

water instead of soft drink and walking to and 

from the centre each day. 

To register for the Kids – Go 

for your life program, visit 

www.goforyourlife.vic.gov.au/kids 

BOObook Theatre in Schools 

A Gargoyle in the Garage 

A play about global warming & the 

International Year of Astronomy, 

for primary students. 

Totally Wasted 

A play about 

alcohol 

issues, for 

year ten 

students. 

Free Teacher Previews April 16th 

Enquiries: boobooktheatre@hotmail.com 

www.boobooktheatre.com 

Australian Catholic University 

Teacher Aide Course 

Nationally accredited Certificate III in Education 

Language & Literacy Aide 

Course starts March at Fitzroy Campus. 

Apply now. Places limited! 

Study is done by weekly face-to-face study days and 

some distance education 

Enquiries to Jacqui Ryan 9953 3447 

A Public University Open to All

Resources 


Top 

healthy canteen 

lunches 

Forget greasy party pies and soggy hot chips. These nutritious lunch options taste so 

terrific that students will be queuing up for more. 

Wraps 

Wraps are a 

fabulous alternative 

to sandwiches and 

much easier to 

handle. Use a soft 

flour tortilla, pita, 

lavash or other 

soft flatbread. 

Typical fillings 

include vegetables, 

ham, chicken or 

tuna. Toppings are 

limited only by 

your imagination. 

Shredded lettuce, 

diced or sundried 

tomato, sliced 

mushroom and cucumber, and grated carrot and cheese are 

popular choices. For something different, try mashed egg 

and low-fat mayonnaise; light cream cheese and salmon; 

ricotta and fresh roasted vegetables. Add alfalfa, baby 

spinach, rocket, fresh guacamole and just-picked herbs. 

Sushi 

Sushi is delicious, 

nutritious and not 

as hard to make as 

you might think. 

Student will love 

the taste of fresh 

nori rolls filled 

with steamed rice 

and a range of 

vegetables, meat 

or fish. Popular 

fillings include 

Teriyaki beef or 

chicken, cooked 

tuna, tofu, sliced 

carrot, avocado and cucumber. Provide small containers of 

low-salt soy sauce for dipping and for the braver students, 

little packets of fiery green wasabi paste. 

Frozen fruit 

Fruit is packed with vitamins, full 

of fibre and there’s almost an entire 

alphabet of fruits to choose from! Serve 

it whole, sliced or diced in a delicious 

fresh fruit salad. Throw in blueberries, 

mango and honeydew melon for a more 

exotic mix. Add a dollop of low-fat 

yoghurt to make a smoothie or get 

creative with fruit kebabs, mixed-fruit 

sticks and frozen bananas or pineapple 

rings on skewers. On really hot days, 

students will also love frozen grapes, 

mandarin segments, or sliced oranges. 

Homemade pizza 

Who doesn’t love pizza Make your 

own crust or use wholemeal pitta 

bread as a simple and delicious base. 

English muffins also make perfect 

bases for small, individual pizzas – ideal 

for primary school children. Popular 

toppings include ham and pineapple, 

and margherita with fresh, plump 

tomatoes. For a delicious twist, try 

tangy goats cheese or feta with roasted 

vegetables, such as capsicum, pumpkin and mushrooms and more gourmet offerings 

like artichoke hearts and eggplant. Add baby spinach or rocket leaves and a good 

sprinkling of herbs picked straight from your school’s garden. 

Salad box 

Salad doesn’t need to be boring. Spice 

it up using a variety of lettuce greens 

and add more colour and crunch 

with vegetables – fresh cucumber, 

zucchini, tomato, avocado, mushroom, 

cauliflower florets, snow peas or 

string beans. Chickpeas, falafel, tuna, 

chopped roast chicken or sliced roast 

beef provide protein for growing 

brains, and some grated cheese makes 

the greens extra yummy. Fresh herbs will also add some zing – and you can’t get 

fresher than herbs plucked straight from your school’s garden.

82 Mar 09 

Regional Roundup 

Good news from around the state 

Western Metropolitan 

These drummer boys make up Bayside P-9 College’s (Altona North 

campus) fabulous drumming group called Beat That. 

The group was formed last year and is comprised of Year 8 students 

Ali and Mohammed, and Khaled, Mohamed, Omar and Hassan in 

Year 9. 

Music/drama teacher Maria Brown leads the group, while Year 

9 student Ali (not shown) helps out behind the scenes with 

administration, photography and general roadie duties. 

Beat That is available to play at functions and events and has already 

performed at the Hoppers Crossing Soccer Club, Windows in the 

West performing arts festival at High Point Shopping Centre, and 

the Bayside’s Peace Day celebrations, each time receiving thunderous 

applause from the large and enthusiastic audiences. 

The group also made it through to the second round of auditions for 

the television talent show Australia’s Got Talent. 

“The judges were impressed with our performance and asked lots of 

questions,” Ms Brown said. “Unfortunately we didn’t make it through 

to the actual show, but we will try again this year.” 

Southern Metropolitan 

Year 11 Dromana Secondary College student Thomas Smith is thrilled to be 

one of 700 students to be selected as a Kwong Lee Dow Young Scholar. This 

academic enrichment program is designed to support high-achieving Victorian 

secondary school students and provides an opportunity for them to interact 

with other young scholars and members of the University of Melbourne. 

It also offers numerous events and activities to support and enhance their 

secondary studies. In the past these activities have included an audience 

with the Dalai Lama and touring Turkey and France as part of an ANZAC 

prize. Thomas is passionate about the environment. In his application he 

wrote: “Loving the environment as it is, I want to strive to keep it for future 

generations. Sadly being as ‘small’ as I am, I cannot make a huge change 

currently, but my goal later on in life is to make change on a far larger scale.” 

Free healthy eating 

and exercise 

school incursion * 

To apply for our free Tutti Fruity 

Incursion to the value of $1000, 

simply log onto our website today. 

www.shows4kids.com.au 

or call today 1300 855 919 

...bringing an entertaining approach to learning 

*Winning school to be announced on our website 

on 20/04/2009, winner will also be notified in writing. 

DC1203091 

With over 40 interactive 

exhibits, adults and children 

can push, pull, press and play 

safely with electricity! 

NATIONAL WOOL MUSEUM, GEELONG 

14 MARCH TO 8 JUNE, 2009 

Special school programs available. Download the Education Kit from www.nwm.vic.gov.au 

or call our Education Officer on 03 5272 4701 to discuss your requirements. 

26 Moorabool Street Geelong, 3220 

Tel: 03 5272 4701 Web: www.nwm.vic.gov.au 

Email: nwminfo@geelongcity.vic.gov.au 

Open: Mon-Fri 9.30am-5.00pm, Sat & Sun 1.00pm-5.00pm



Loddon Mallee 

Lake Charm Primary School has experienced 

an influx of students in 2009 with numbers 

increasing by more than 30 per cent thanks to 

the arrival of seven preps. 

After hitting a low of 16 students in early 

2008, the school’s student population now 

stands at a healthy 23. 

Principal and one of Lake Charm’s two fulltime 

teachers, Morgen Alexander, said the 

increase came thanks largely to a recruitment 

drive by teaching staff who had witnessed the 

closure of several other remote rural schools in 

the region in the last few years. 

“They knew Lake Charm PS could well have 

been next if enrolments did not improve and 

so they worked out ways to attract new families 

who lived close to the school,” she said. 

“Not an easy task,” she added, “when the town 

of Lake Charm itself boasts the school, a general 

store and a church, which last held a service 20 

years ago, and a total population of 13.” 

The school’s brochures and information 

booklets were revamped and posted out, along 

with activity booklets for children, to families 

in the local area. The local playgroup was also 

invited to the school one morning each term 

for the younger children to interact with the 

school students and participate in school 

activities. 

Miss Alexander said she was extremely pleased 

with the results of the recruitment campaigns, 

and that with the seven new prep students, the 

school community welcomed six new families. 

“We hope that these new families will bring 

more enrollments and further longevity for this 

small community,” she said. 

Gippsland 

Longwarry Primary School is well on its way to becoming a truly active and involved community 

school. It has a very popular Active After-school Communities Program, with almost all of the 

school’s 72 students taking part. Teachers have introduced activity-based classroom rewards and 

regular healthy lunch days and have replaced the usual chocolate fundraisers with a walk-a-thon. The 

school also has its very own personal trainer, who coordinates activities for the students and runs two 

parent physical fitness sessions a week, which are very well attended. 

Hume 

Students at Belvoir Wodonga Special 

Development School are celebrating the birth 

of three baby guinea pigs. The tiny school, 

which caters to children with intellectual 

disabilities, has so many animals it could be 

mistaken for Noah’s Ark! Principal James 

Gay says the much-loved chickens, budgies, 

rabbits, guinea pigs and a big tank full of fish, 

are a vital part of the school community and 

curriculum and help to teach the students 

about responsibility and maintenance as well as 

giving them huge amounts of joy and plenty of 

opportunity for cuddles. 

An opportunity 

to learn 

firsthand about 

this valuable 

approach to 

teaching social 

skills to children 

with autism and 

related disorders. 

A Social Story shares accurate social information via a special writing style and format that is consistent with the 

learning characteristics of children, adolescents and adults with Autism Spectrum Disorder. Social Stories have 

practical applications across many program and curriculum approaches. Session content is different each day 

but Day Two assumes some knowledge of and/or experience with the Social Stories format. 

For full details and a Registration Form go to 

www.amagol.com.au/specialevents.html 

or email amanda@amagol.com.au or phone (03) 9560 3506. 

Barwon South Western 

Apollo Bay P–12 College has revamped and 

reinvigorated its Year 9 program for 2009 to 

include a broader range of student-centred 

learning activities. One of these is spending a week 

in Melbourne to attend Cityscape, an innovative 

education program that uses the city to inspire 

learning. 

“The week is all about putting yourself out there 

and taking opportunities,” Apollo Bay’s Year 9 

program leader Darren Gill explains. “Spending 

a week in Melbourne is great for our students as 

many have never even been on a tram,” he adds. 

During their week in the city, the students split 

into three research groups and scoured the streets 

conducting surveys and interviews and taking 

photos to support exploration of their communitybased 

topics of architecture, graffiti and buskers. 

SYN radio conducted a 10-minute segment 

covering the students’ week, while the Australian 

Centre for the Moving Image (ACMI) captured it 

all on film in a short documentary. 

KITA PERFORMING ARTS COMPANY 

TRADITIONAL AND CONTEMPORARY 

DANCE AND MUSIC OF ASIA 

“Celebrations” incorporates dance, martial 

arts, drumming and to engage all levels of 

students as they learn about the movements, 

styles, stories and celebrations of different Asian 

cultures. 

“Martial Funk” This show introduce Asian 

culture past and present through martials arts 

and dance: Kung Fu fan, Tai Chi, Tae Kwon dance 

and Pencak Silat and hip hop funk. It is designed 

for secondary grades year 7 up to year 12. 

“Celebrations” & “Martial Funk” performances 

are available only for term two & three 2009. 

There are limited places, so please book early. 

For more information click on 

www.kitacompany.com

84 Mar 09 


Grampians 

The Year 9 Time Out program at Donald 

High School aims to improve engagement 

of students in the middle years. For at least 

one week per term, students are taken out 

of the classroom and their comfort zones 

for some unique, challenging experiences 

that help to develop skills including 

teamwork, organisation and cooperation. 

Experiences include Community Work 

Week, an environmental camp where they 

plant 5000 trees, a 150km canoe trip along 

the Murray River between Tocumwal and 

Echuca, and a 75km hike on the Great 

South West Walk between Nelson and 

Portland. 

Eastern Metropolitan 

Livingstone Primary School has just completed a ceramic pavement consisting 

of 480 carved and coloured tiles. The project, which was partially funded by the 

City of Whitehorse Artist In schools program, was designed to help the school 

celebrate its 30th birthday. 

Northern Metropolitan 

For the last five years North Fitzroy Primary School has 

conducted the Jump Rope For Heart Program. In 2008, 

the school raised just under $9000, the highest earner in 

the Northern Metropolitan region. The school was recently 

presented with a 

certificate from the 

Heart Foundation 

acknowledging this great 

effort, which the students 

intend to top in 2009. 

“This year we aim to raise 

over $10,000,” says teacher 

Lou Corso. 

“The students absolutely 

love the program. There 

is a sea of skipping ropes 

at recess and lunchtime, 

which is a wonderful sight. 

Skipping is just a great 

way for students to keep 

fit and having fun.” 

SHEPPARTON 

HIGH 

SCHOOL 

COURSE IN EDUCATION INTEGRATION SUPPORT – Terms 1 & 2, 2009 

Nationally Recognised Course 21825 VIC 

VBQU624 

4893 

VBQM622A 

CENTENARY CELEBRATIONS WEEKEND 

17 – 19 APRIL 2009 

For registration & booking visit 

www.shs.vic.edu.au 

or phone the school on 

03 5821 4322 

Integration Aide Training 

Provide information and 

communication technology (ICT) 

support in the classroom 

with Gerry Kennedy 

Bundoora – March 28, 

April 25 & May 16 

Hoppers Crossing – Term 2 

Nationally 

Recognised 

21825 

VIC 

Re-accredited 

Course 

Frameworks for 

integration support – part A 

Bacchus Marsh Rowville 

Bundoora Seymour 

Essendon Sunbury 

Korumburra 

Noble Park 

VBQM622B 

Frameworks for 

integration support – part B 

Berwick 

Chirnside Park 

Deer Park 

Greensborough 

Hoppers Crossing 

Rowville 

For course details and enrolments contact: Triscott Educational Services 

PO Box 1246, Healesville 3777 P: 5962 2848 F: 5962 4796 E: info@triscott.com.au 

VBQU623 

Provide literacy and 

numeracy classroom 

support 

Deer Park 

Woodend

Vacancies 


Recruitment Online 

Watch this space for school-based positions available 

within DEECD. To apply online for vacancies visit 

www.education.vic.gov.au/schooljobs 

Apply 

online 

NOW! 

Learning Difficulties Teacher Training Course 

Presented by Michelle Hutchison and Dr Daryl Greaves 

The most comprehensive 4 day teacher training course 

on learning difficulties covering testing, understanding, 

teaching and practical strategies to help primary and secondary 

students who are experiencing learning difficulties. 

$990 incl GST, catering, comprehensive notes and resources. 

“Entertaining, inspiring and encouraging.” 

Melbourne April 4,5,6,7 (Hols) 

Shepparton April 16,17,18,19 (Hols) 

Melbourne May 2,3,6,7 

Ballarat May 16,17,20,21 

Mildura July 2,3,4,5 (Hols) 

Traralgon July 9,10,11,12 (Hols) 

Melbourne July 18,19,22,23 

Geelong July 25,26,29,30 

Coping with Challenging Behaviour – 1 Day PD 

A practical 1 day course, presented by Michelle Hutchison. This great PD is full of teacher friendly classroom 

strategies. Ideal for all Prep - Year 9 teachers and assistants. Learn the top 10 strategies to make your 

teaching life easier! $185 including GST, catering and comprehensive notes. “Absolutely fantastic!!!” 

w w w. m i c h e l l e h u t c h i s o n . c o m . a u 

Melbourne Monday 23 March 

Melbourne Wednesday 24 June 

Shepparton Wednesday 12 August 

Ballarat Thursday 20 August 

Melbourne Wednesday 2 September 

Mildura Wednesday 9 September

86 Mar 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 

Alstin, Leah Maree Wallington PS GRD 

Andrews, Julie North Geelong SC LEAD 

Ayres, Fiona Jane Torquay P–9 College SSO1-1 

Baxter, Marie Lynette Warrnambool College SSO1-1 

Beaton, Liisa Caroline Hamilton (Gray St.) PS CLASS 

Begg, Carlee Simone Little River PS GRD 

Boal, Tyson Grovedale West PS SSO1-2 

Bolden, Jan Warrnambool SDS SSO1-1 

Bollom, Roslyn Joan Western Heights SC SSO1-1 

Borner, Linda Anna Skipton PS GRD 

Buchanan-Huhn, Simone L Belmont HS 

SSO1-2 

Burns, Catherine Chilwell PS CLASS 

Callaway, Emma Maree Hamilton (Gray St.) PS CLASS 

Carey Sr., Kim Brenda Brauer SC SSO1-1 

Carey, Kim Brenda Warrnambool College SSO1-1 

Carlyon, Pam Nelson Park School CLASS 

Carmichael, Renae Grovedale College CLASS 

Chester, Sarah Anne Barwon Valley School SSO1-1 

Clark, Cecilia Anne Warrnambool College SSO1-1 

Clark, Emily Jane Port Fairy Consolidated School GRD 

Clark, Rebecca Lee Merrivale PS CLASS 

Clarke, Susan Lesley Nelson Park School CLASS 

Clarke, Tracy Narelle Hamilton (Gray St.) PS SSO1-1 

Collins, Rebecca Elizabeth Nelson Park School GRD 

Corrin, Bruce Matthew Flinders Girls’ SC CLASS 

Corrin, David Anthony Brauer SC CLASS 

Coutts, Rebecca Johanne Western Heights SC SSO1-1 

Cox, Alison Pauline Western Heights SC SSO1-1 

Cramp, Kerryn Western Heights SC SSO1-1 

Dale, Kerri-Anne Western Heights SC SSO1-1 

Delaney Jr., Wendy Joy Brauer SC SSO1-1 

Denison, Tracei Barwon Valley School SSO1-1 

Drady, Raymond Western Heights SC CLASS 

Duncan, Ailish Kate Nelson Park School GRD 

Dyke, Adam Jeffrey Heywood And District SC SSO1-1 

Elward, David William North Geelong SC CLASS 

Fairbairn, Jane Brauer SC SSO1-1 

Ferguson, Amy Elizabeth Merrivale PS CLASS 

Fidge, Alanna Kate Terang College GRD 

Findlay, Ashleigh Melinda Wallington PS GRD 

Fitzgerald, Melissa Cherie North Geelong SC CLASS 

Frost, Andrea Hamilton (Gray St.) PS SSO1-1 

Gallpen, Vicki Lee Heywood And District SC SSO1-1 

Gapes, Kerrie Anne Warrnambool SDS SSO1-1 

Gee, Deborah Doreen Western Heights SC SSO1-1 

Goodman, Wendy Maree Hamilton (Gray St.) PS SSO1-1 

Gulli, James Gerard Western Heights SC CLASS 

Hallam, Renee Warrnambool East PS CLASS 

Hammond, Jennifer Anne Warrnambool East PS CLASS 

Hampton, Julie Maree Warrnambool SDS SSO1-1 

Harrington, Gerard Grovedale College CLASS 

Hawkins, Mary Louise Barwon Valley School LEAD 

Hill, Kerrie Susan Camperdown College SSO1-1 

Hobbs Jr., Helen Frances Bell Park North PS CLASS 

Hobbs, Stephen Matthew Flinders Girls’ SC CLASS 

Ip, Angela North Geelong SC GRD 

Irvin, Robert Lara SC SSO2-4 

Johnson, Susan Marie Terang College SSO1-1 

Keert, Rohan Gordon Warrnambool College AP1-2 

Kenneday, Grace Dorothy Western Heights SC SSO1-1 

Kenyon, Adele Marie Bell Park North PS CLASS 

Keogh, Paula Maria Grovedale West PS SSO1-1 

Kovacev, Kimberley Noreen Nelson Park School 

GRD 

Kuchel, Andrew Mark Balmoral HS CLASS 

Kulman, Joseph John Nelson Park School CLASS 

Lamb, Joy Louise Nelson Park School CLASS 

Larcombe, Kay Erica Western Heights SC SSO1-1 

Lauder, Glen Little River PS LEAD 

NAME SCHOOL CLASSIFICATION NAME SCHOOL CLASSIFICATION 

Lawrence, Paul James Geelong South PS SSO1-1 

Lee, Jillian Clara George Street PS - Hamilton CLASS 

Liang, Yu Bell Park North PS CLASS 

Logan, Benjamin Peter Merrivale PS GRD 

Lowe, Lauris Alma Western Heights SC SSO1-1 

Lynch, Katrina Western Heights SC CLASS 

Mackie, Peta Maree Belmont HS SSO1-2 

Macqueen, Christina Julie Beeac PS ACPT 

Maharaj, Bramhanand Rajnish Brauer SC 

CLASS 

Mahony, Claire Maree Warrnambool College SSO1-1 

McCann, Alexandra Penelope Heywood Consolidated School CLASS 

McClusky, Merryn Kay Western Heights SC SSO1-1 

McGarigle, Casey Derryn Matthew Flinders Girls’ SC CLASS 

Meredith, Rachel Casterton SC CLASS 

Merryfull, Maria Balmoral HS SSO1-2 

Morris, Nathan Clifford North Geelong SC GRD 

Moss, Jennifer Lorraine Torquay P–9 College SSO1-1 

Munro, Helen Patricia Tate Street - Geelong PS SSO1-1 

Murphy Sr., Stephen James Matthew Flinders Girls’ SC CLASS 

Murphy, Liam Joseph Warrnambool SDS GRD 

Newcombe, Cherie Anne Little River PS SSO1-1 

O’Dwyer, Barbara Anne North Geelong SC CLASS 

O’Keeffe, Aaron James Warrnambool College SSO2-4 

Olszak, Jennifer Ann Derrinallum P–12 College CLASS 

Paulet, Elizabeth Heywood Consolidated School SSO1-1 

Paull, Graham John Brauer SC CLASS 

Perin, Visnja North Geelong SC CLASS 

Plant, Barry Norman Torquay P-9 College SSO1-2 

Pongracic, Karl Jozef Lara SC CLASS 

Prewett, Sonia A Warrnambool College SSO1-2 

Purcell, Therese Mary Winchelsea PS GRD 

Purser, Renee Michelle Grovedale West PS SSO1-2 

Rekhi, Rachna Nelson Park School CLASS 

Richardson, Kathleen Anne Nelson Park School 

CLASS 

Richardson, Sarah Jane North Geelong SC GRD 

Roberts, Alison Michelle Torquay P–9 College SSO1-1 

Roberts, Katherine Elizabeth Bell Park North PS 

CLASS 

Rochester, Robin Lynne Belmont HS CLASS 

Sayers, Melanie Torquay P-9 College CLASS 

Schubel, Kaisa North Geelong SC CLASS 

Seeckts, Nathan James Manifold Heights PS GRD 

Semple, Joanne Grovedale West PS SSO1-2 

Shaw, Kara Renee Barwon Valley School GRD 

Shepherd, Lisa Warrnambool SDS SSO1-1 

Sirotich, Kerrie Leanne Western Heights SC SSO1-1 

Skeet, Eva Western Heights SC SSO1-1 

Slade, Frederick A North Geelong SC CLASS 

Smith, Anita Maria Western Heights SC SSO1-1 

Smith, Charlotte Margaret Warrnambool SDS SSO1-1 

Smith, Joanne Barwon Valley School SSO1-1 

Smith, Lyndon John Branxholme & Wallacedale CPS GRD 

Spicer, Amber Kate Bellarine SC GRD 

Spring, Suzanne Maree Warrnambool SDS SSO1-1 

Stewart, Julie Anne Western Heights SC CLASS 

Stokes Sr., Rodney Craig Western Heights SC CLASS 

Strang, Deborah Anne Warrnambool SDS GRD 

Sturrock, Nancy Nelson Park School CLASS 

Synot, Pauline Bell Park North PS CLASS 

Tangey, Ronald Torquay P–9 College SSO1-1 

Taylor-Shaw, Russell Darren Torquay P-9 College 

CLASS 

Thomas, Coral Ann Western Heights SC SSO1-1 

Toone, Joanne Matthew Flinders Girls’ SC CLASS 

Vannata, Lucy Leonie Belmont HS CLASS 

Vernon, Preston M Belmont HS CLASS 

Vize, Carlee Elizabeth Heywood Consolidated School CLASS 

Walter, David Alexander Nelson Park School CLASS 

Ward, John David Warrnambool College SSO1-2 

Ward, Ashley Lara SC CLASS 

Wolter, Joel Lucas Bellarine SC GRD 

Wyld, Helen Elizabeth Western Heights SC SSO1-1 

Eastern Metropolitan 

Adams, Susan Dale Scoresby PS LEAD 

Anderson, Denise Ann Roberts McCubbin PS SSO1-1 

Anderson, Rebecca Kylie Lilydale PS GRD 

Anthony, Catherine Millwarra Ps SSO1-1 

Arundale, Brad Sussex Heights PS GRD 

Bailey, Lynette Ann Millwarra Ps GRD 

Barnes, Emily Joy Swinburne Senior SC CLASS 

Beers, Melanie Jane Scoresby PS CLASS 

Bennett, Lauren Jayne Upwey HS CLASS 

Bigg-Wither, Maureen Ann Mooroolbark East PS SSO1-1 

Bitta, Antonella Warrandyte HS CLASS 

Bokil, Nickie Raj Canterbury Girls’ SC CLASS 

Braithwaite, Ben John Boronia Heights College CLASS 

Braithwaite, Lauren Isabelle Essex Heights PS 

GRD 

Burden, Lynette Joanne Vermont SC CLASS 

Burns, Richard Evan Lilydale Heights College CLASS 

Cane, Christopher Alexander Highvale SC 

CLASS 

Carvill, Maxwell K Upper Yarra SC CLASS 

Chadwick, Deanne Peta Warranwood PS CLASS 

Clark, Glenys Louise Vermont SC SSO1-1 

Clark, Beata Vermont SC CLASS 

Clusker, Sarah Brie Wattle Park PS GRD 

Coates, Jeremy David Upwey HS CLASS 

Cockayne, Margaret Norwood SC SSO1-1 

Conway, Robert Gerard Wantirna College CLASS 

Cornish, Matthew Upper Yarra SC SSO1-1 

Costello, Sue Marina Upper Yarra SC CLASS 

Costello, Szilvia Park Ridge PS GRD 

Coulson, Rhys James Serpell PS LEAD 

Crook, Robyn Wheelers Hill SC SSO1-1 

Curtius, Tim Lilydale HS SSO1-2 

Davey, Sue Jane Vermont SC SSO1-1 

Davies, Sherryn Leeanne Vermont SC SSO1-1 

De Angelis, Nicole Jenelle Yellingbo PS CLASS 

De Rossi Sr., Loretta Therese Rowville SC 

CLASS 

Deering, Tracey Wattle View PS SSO1-1 

Di Cocco, Terrence Peter Upper Yarra SC CLASS 

Dickson, Jane Michelle Millwarra Ps SSO1-1 

Diss, Robert Stephen Wantirna College CLASS 

Dodemond, Michele Margaret Vermont SC 

SSO1-2 

Duff, Tracey Clayton PS SSO1-1 

Duiveman, William John Vermont SC CLASS 

Durston, Desiree Janine Lilydale Heights College SSO1-1 

Eaton Jr., Pamela Blackburn HS GRD 

Edwards, Dale Murray Rowville SC CLASS 

Edwards, Dale Murray Upper Yarra SC CLASS 

Eldridge, Shei-Pin Glen Waverley SC SSO1-1 

Esler, Kate Ellen Canterbury Girls’ SC CLASS 

Eudey, Lauren Upper Yarra SC SSO1-1 

Evans, Alison Surrey Hills PS GRD 

Faife, Alycia Jade Wheelers Hill SC SSO1-1 

Fisher, Kylie Michelle Montrose PS AP1-1 

Foster, Lisa Vermont SC SSO1-1 

Gallos, Nectaria Swinburne Senior SC CLASS 

Garbett, Jacqueline Elise Templestowe College SSO1-1 

Garner, Clive Boronia Heights College SSO1-2 

Gibson, Christina Maria Wellington SC CLASS 

Giesner, Brian Philip Highvale SC CLASS 

Gillard, Kaylene Maree Heathmont College CLASS 

Goldman, Angela Norwood SC SSO1-1 

Goorjian, Kevin Edward Box Hill Senior SC SSO3-6 

Gravenor, Suzanne Elizabeth Norwood SC 

SSO1-1 

Gray, Helen Canterbury Girls’ SC SSO1-2 

Gray, Helen Canterbury Girls’ SC SSO1-2 

Green, Kerry Robyn Burwood Heights PS GRD 

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 23 April 


Thursday 18 June 

Thursday 16 July 

Thursday 13 August 

Thursday 10 September 

Thursday 8 October 

Thursday 5 November 

Thursday 3 December 

Online Job 

Posting date 

Friday 24 April 

Friday 22 May 

Friday 19 June 

Friday 17 July 

Friday 14 August 

Friday 11 September 

Friday 9 October 

Friday 6 November 

Friday 4 December 

w w w . e d u c a t i o n . v i c . g o v . a u / s c h o o l j o b s

Appointments 



Grinbergs, Paula Jean Lilydale Heights College CLASS 

Hall, Fiona Lyn Mooroolbark East PS CLASS 

Hancock, Melanie Frances Millwarra PS GRD 

Hare, Helen Lorraine Croydon SC SSO1-1 

Harper, Kay Maree Wellington SC CLASS 

Harris, Bernadette Marguerita Vermont SC 

SSO1-2 

Hauenschild, Julie Brit Tinternvale PS GRD 

Haylock, Sue Lilydale Heights College CLASS 

Herrera, Alexia Heathmont College CLASS 

Hill, Kaye Dianne Park Ridge PS SSO2-3 

Hood Sr., Tracey Lousie Vermont SC SSO1-1 

Hudson, Kenneth Lilydale Heights College CLASS 

Hughes, Cheralyn Joy Templestowe College CLASS 

Inglefinger, Debbie Burwood East PS SSO1-1 

Inglis, Debra Yvonne Fairhills HS SSO1-1 

Innes, Lisa Marie Wantirna Heights School GRD 

Iozzi, Catherine Leanne Vermont SC SSO1-1 

Ireland, Carol Pembroke SC SSO1-1 

Isaac, Jason Wheelers Hill SC SSO1-1 

Jacobs, Susan Joy Vermont SC SSO1-1 

Jung, Amanda Vermont SC CLASS 

Karahalios, Helen Heathmont College CLASS 

Keays, Lauren Catherine Koonung SC GRD 

Kennedy, Jane Rebecca Heany Park PS GRD 

Keystone, Zoe South Oakleigh SC GRD 

Kolovos, Penelope Angelina Milgate PS 

GRD 

Lambert, Richard Mark Tinternvale PS LEAD 

Langlands, Jenna Norwood SC SSO1-2 

Lay, Steven Johnny Wellington SC CLASS 

Lee, Matthew Wheelers Hill SC CLASS 

Lehmann, Ines Vermont SC CLASS 

Maloney, Eleanor Margaret Lilydale Heights College CLASS 

Manicom, Patricia Rosemary Serpell PS 

AP1-1 

McCaskie, Carol Ann Canterbury Girls’ SC SSO1-2 

McDonald, Alison Roberts Mccubbin PS SSO1-1 

McDougall, Erica Mae Surrey Hills PS ACPT 

McEachern, Paula Kristine Wantirna Heights School SSO1-1 

McKeahnie, Lindah Robyn Croydon SC 

SSO1-1 

McKeahnie, Lindah Robyn Lilydale Heights College SSO1-1 

Mclean, Jennifer Mary Lilydale HS SSO1-2 

Mclean, Lorraine Joy Chatham PS CLASS 

McManamon, David Peter Tinternvale PS 

GRD 

McNamara, Sarah Essex Heights PS GRD 

Milton, Leanne Tecoma PS SSO1-1 

Mitchell, Emi Kerrimuir PS CLASS 

Montin, Lia Monique Healesville HS CLASS 

Moroney, Suzanne Catherine Clayton PS 

GRD 

Morrison, Sandra Millwarra Ps SSO1-1 

Moukas, Anastasia Waverley Meadows PS GRD 

Na, Frances Lilydale Heights College CLASS 

Nagy, Orsika Lilydale Heights College CLASS 

Ngo, Kim Khoa Templestowe College SSO1-1 

O’Shea, Joan Teresa Croydon Community School CLASS 

O’Connor, Mary Carmel South Oakleigh SC CLASS 

O’Leary, Jacinta Jane Warranwood PS CLASS 

Osmond, David Upwey HS CLASS 

Ozcagli, Melike Templestowe Valley PS GRD 

Parker, Janet Margaret Vermont SC SSO1-1 

Parolin, Robert Avellino Box Hill Senior SC CLASS 

Patane, Louise Anne Templestowe College SSO1-1 

Pepper, Cheryl Mitcham PS CLASS 

Pirouc, Fairlie M Lilydale HS SSO1-1 

Poulton, Richard Craig East Doncaster SC CLASS 

Poynter, Brian Heathmont College CLASS 

Poynter, Nathaniel Morgan Lilydale Heights College CLASS 

Preston, Robert Wayne Boronia Heights College SSO1-1 

Pritchard, Claire Elizabeth Lilydale HS CLASS 

Purnell, Sarah Ann Canterbury Girls’ SC CLASS 

Rampal, Michelle Anne Rowville SC CLASS 

Ramsaran, Kemrajie Vermont SC CLASS 

Reardon, Elizabeth Claire Swinburne Senior SC CLASS 

Rhyder, Chris Burwood Heights PS GRD 

Robertson, Lindy Fairhills HS SSO1-1 


Rose, David J Heany Park PS PR2-4 

Ross, Alison Wantirna College CLASS 

Ruddick, Melinda Lilydale HS SSO1-2 

Rutherford, George Daniel Warranwood PS 

GRD 

Saunders, Julie Park Ridge PS GRD 

Saunders, Trevor John Mount Waverley PS PR2-4 

Seregin, Kim Leanne Warranwood PS GRD 

Shepherdley, Ian Charles East Doncaster SC CLASS 

Sherborne, Krystle Elyse Fairhills HS SSO1-1 

Shirras, Kylie Camberwell PS CLASS 

Sidwell, Cath Louise Mooroolbark East PS SSO1-1 

Simmons, Matthew Swinburne Senior SC CLASS 

Skewes, Kerri Sherree Lilydale Heights College SSO1-2 

Slater, Lynette Lilydale Heights College CLASS 

Sloane, Ian Mcknight Mitcham PS PR2-3 

Snowdon, Patricia Millwarra Ps CLASS 

Spencer, Alicia Upper Yarra SC SSO1-1 

Spendlove, Sandra Wantirna College SSO2-3 

Stephen, Matthew Norman Mooroolbark East PS SSO1-1 

Stephens, Jodie Ferntree Gully North PS SSO1-1 

Tennison, Gabrielle Mary Templestowe College SSO1-1 

Tidey, Beryle Lilydale Heights College SSO1-1 

Tidey, Beryle Pembroke SC SSO1-1 

Todman, Georgina Kara Swinburne Senior SC CLASS 

Townsley, Andrew Lilydale Heights College CLASS 

Triantopoulos, Poppi Templestowe College SSO1-1 

Tsiafidis, Helen Hawthorn SC CLASS 

Turner, Erika Emily Lilydale Heights College CLASS 

Turner, Karen Lilydale HS SSO1-1 

Unland, Lucas East Doncaster SC CLASS 

Van Leuveren, Luke Peter Wantirna PS GRD 

Vincent, Louise Margaret Croydon Community School CLASS 

Vinson, Anna-Lisa Upper Yarra SC CLASS 

Walker, Jeanette Roberts McCubbin PS SSO1-1 

Wang, Justine Yu-Ting Warrandyte HS SSO1-1 

Warner, Kate Rolling Hills PS CLASS 

Wawrzynczak Jr., Martin Jack Kerrimuir PS 

CLASS 

Wells, Gemma Louise Upper Yarra SC SSO1-2 

West, Brendan James A Highvale SC CLASS 

Whitehouse, Lana Narelle Rowville SC CLASS 

Whitelaw, Emily Burwood Heights PS GRD 

Wilson-Cosenza, Anna L Vermont SC CLASS 

Wilson, Eliza Mary Ann Highvale SC CLASS 

Wilson, Lorene Wantirna College SSO1-1 

Winspear, Cara Surrey Hills PS GRD 

Wright, Peter John Koonung SC AP2-3 

Yamaguchi, Hiroko Upper Yarra SC CLASS 

Gippsland 

Bartholomew, Vanessa Kate Mallacoota P–12 College CLASS 

Bennett, Brett Warragul & District Specialist SSO1-1 

Bowyer, Rebecca Lisa Trafalgar HS SCH 

Bradford, Velleda Pascale Traralgon (Liddiard Rd.) PS GRD 

Callanan, Margaret Anne Wonthaggi PS CLASS 

Cameron, Roderick Charles Metung PS 

PR1-1 

Campbell, Peter Wonthaggi PS CLASS 

Campbell, Alasdair Hugh G Leongatha SC 

CLASS 

Campbell, Susan C Bass Coast Specialist School PR2-3 

Cecil, Susan Maree Warragul & District Specialist SSO1-1 

Chapman, Pirili Wonthaggi PS CLASS 

Collins, Helen Jean South Gippsland Specialist SSO1-1 

Collins, Sarah Jane Wurruk PS GRD 

Collins, Anthony James Yinnar PS GRD 

Corry, Helen Tarwin Valley PS SSO1-1 

Cowan, Briella Kimberley Warragul North PS GRD 

Cullen Sr., Rachel Jean South Gippsland Specialist School SSO1-1 

Davies, Christopher James Traralgon College CLASS 

Doherty, Nova (Megan) Warragul Regional College CLASS 

Dowd, Susan J Tarwin Valley PS SSO1-1 

Embry, Dane Robert Yallourn North PS GRD 

Flack, Kate Yvette Warragul PS CLASS 

Fuhrmann, Julian Francis Rosedale PS CLASS 

Gibbs, Christine Leigh Warragul PS SSO1-1 

Goodwin, Kathy Lisa Warragul & District Specialist CLASS 

Hade, Carli Ellen Warragul & District Specialist GRD 

Hall, Megan Tracey Yarram SC CLASS 

Hellings, Janne Elizabeth Traralgon College SSO1-2 

Hilli, Alison Joy Trafalgar HS CLASS 

Hiscock, Kristie Lynn M Wonthaggi PS GRD 

Hodgson, Russell John Heyfield PS PR1-2 

Hunter, Simon Sale College CLASS 

Inglis, Andrew Wonthaggi PS CLASS 

Johns, Judith Mackenzie Neerim District SC GRD 

Johnston, Emma Kate Traralgon (Kosciusko St.) PS GRD 

Keecherer, Peter Drouin SC CLASS 

Knersch, Joanne Audrey Warragul North PS GRD 

Lissenden, Carolyne Mafalda Warragul PS 

SSO1-1 

Liu, Yunyun Leongatha SC SSO2-4 

Maher, Annaliese Elisabeth Tarwin Valley PS 

SSO1-1 

Maney, Colin Lee Trafalgar HS GRD 

Matarczyk, Beth Jane Traralgon (Kosciusko St.) PS GRD 

Mcintosh, Andrew William Maffra SC 

PR2-4 

Moloney, Lisa Michelle Traralgon (Stockdale Rd.) PS GRD 

Morrison, Richard Lewis Trafalgar HS GRD 

Nicholas, Grant Andrew Thorpdale PS PR1-1 

Nicholls, Melanie Warragul North PS CLASS 

Notting, Owen Keith Yallourn North PS GRD 

O’Brien Jr., Katie Louise Warragul PS GRD 

Paterson, Shane William South Gippsland Specialist SSO1-1 

Pearson, Chenoa Rae Lee Warragul Regional College CLASS 

Rankin, William Lloyd Wonthaggi PS CLASS 

Richards, Sonya Rawson PS SSO1-1 

Roberts, Lyndal Kate Yinnar PS GRD 

Rowles, Kayla Louise Traralgon College SSO1-1 

Scammell, Rhonda Louise Alberton PS SSO1-1 

Schakau, Edmund H Traralgon College SSO1-2 

Settle, Stefanie Emilia Tyers PS GRD 

Smith, Brett Francis Tarwin Valley PS PR1-2 

Smith, Rachelle Traralgon College CLASS 

Smith, Vicki Lakes Entrance SC SSO1-1 

Stanbury, Leonie Jane Lakes Entrance SC SSO1-1 

Tatnell, Melissa Rawson PS SSO1-1 

Tonkin, Kristy Anne Trafalgar HS CLASS 

Vagg, Barbara Nilma PS SSO1-1 

Vitlin, Zoe Louise Yarram PS CLASS 

Waites, Annette Lakes Entrance SC SSO1-1 

Warren, Frances Angela Trafalgar HS GRD 

Wernert, Pamela Maree Warragul PS SSO1-1 

Williams, Rodney Warragul Regional College LEAD 

Wright, Debra Ann Warragul & District Specialist SSO1-1 

Young, Lynette Robyn Wonthaggi PS CLASS 

Grampians 

Adriaans, Lisa Jane Napoleons PS SSO1-1 

Allen, Kevin Douglas Nhill College CLASS 

Bergen, Geoffrey Conrad Warracknabeal PS CLASS 

Brearley, Simon Leigh Nhill College CLASS 

Cameron, Cymantha Jane Bacchus Marsh SC SSO1-1 

Carter, Leonie Ruth Werrimull P–12 School SSO1-1 

Chambers, Surinder Ballarat Specialist School SSO2-4 

Chandak, Pradeep Kumar Ararat Community College - Sec CLASS 

Close, Sue Edenhope P–12 College CLASS 

Cochrane, Carole Bacchus Marsh SC SSO1-1 

Collicoat, Raymond J Weeroona College Bendigo CLASS 

Cooper, Helen Mary Napoleons PS SSO1-1 

Cowan, Russel 

Yuille Park P-8 Community Coll LEAD 

Csifo, Janette Elizabeth Woodend PS SSO1-1 

Curtis, Glenda Ballarat HS SSO1-1 

Curtis, Glenda Ballarat HS SSO1-1 

Daglish, Annette Stawell PS GRD 

Dally, Samantha Ann Haddon PS GRD 

Dalton, Jennifer Jean Stawell SC CLASS 

Dalziel, Aaron Thomas Stawell SC LEAD 

Doherty, Lynly 

Yuille Park P-8 Community Coll GRD 

Donnelly, James Bradley Werrimull P–12 School CLASS 

Drummond, Vivienne Elaine Woady Yaloak PS 

SSO1-1 

Duke, Alexa Margaret Stawell SC LEAD 

Ellis, Lachlan Andrew Stawell SC SSO1-2 


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.

88 Mar 09 

Appointments 


Ervin-Ward, Ute Sieglinde Edenhope P–12 College EXRT 

Erwin, Angela Stawell West PS SSO1-1 

Fagg, Helen M Napoleons PS SSO1-1 

Fawcett, Kristy Shanelle Wycheproof P–12 College SCH 

Forster, Jacqueline Kaye-Maree Swan Hill College 

CLASS 

Fowler, Janine Ballarat SC SSO1-1 

Frost, Corey James Swan Hill College CLASS 

Gleeson, Natalie Renee Specimen Hill PS GRD 

Gould, Annette Louise Stawell SC CLASS 

Gowers, Jenna Kate Spring Gully PS GRD 

Grace, Melanie Anne Tempy PS CLASS 

Granland, Rosemary Kate Horsham College GRD 

Gronow, Lee Janelle Weeroona College Bendigo SSO1-1 

Hamilton, Julie Patricia Bacchus Marsh SC CLASS 

Hargreaves, Donna Woady Yaloak PS SSO1-1 

Harris, Jacqueline Lee Mount Pleasant PS GRD 

Hayden-Brooks, Jenna Maree Nhill College 

SCH 

Hill, Rowan Stawell SC SCH 

Howard, Kerry Anne Ballarat SC CLASS 

James-Bryan, Jenny Leanne Swan Hill PS 

SSO1-1 

Kick, Karen Bacchus Marsh SC SSO1-1 

Kindred, Beverley Stawell SC SSO2-3 

Krahe, Terrie Warracknabeal SC SSO1-1 

Langham, Peter Tyrrell College SCH 

Lawlor, Jamie Christopher Redan PS ACPT 

Lee, Jade Tyrrell College CLASS 

Lloyd, Christina Zoe Tyrrell College SCH 

Louise, Amy Catherine Buninyong PS CLASS 

Mackenzie, Robyn Gayle Bacchus Marsh SC SSO1-1 

Maybury Sr., Sarah Jane Werrimull P–12 School SCH 

McKaskill, Joan Lesley Ballarat SC CLASS 

McKersie, Christine Grace Wycheproof P–12 College PR2-3 

Moloney, Angela P Warracknabeal PS CLASS 

Mudge, Gabrielle Swan Hill College SSO1-2 

Muller, Sharon Anne Ararat Community College - Sec SSO1-1 

Neall, Katherine Amanda Edenhope P–12 College CLASS 

Near, Maree Bacchus Marsh SC SSO1-1 

Norton, Chris Horsham College CLASS 

O’Brien, Helen Woady Yaloak PS SSO1-1 

O’Donoghue, Brian Stawell SC SCH 

Ogilvy, Elizabeth Horsham College CLASS 

Page, Karen Lee Napoleons PS SSO1-1 

Peldys, Phillip Wayne Mount Clear College SSO1-1 

Peters, Kerrie Elizabeth Stawell SC SSO2-3 

Rethus, Karin Stawell PS SSO1-1 

Riley, Helen Ballarat HS SSO1-1 

Russell, Carolyn Wilma Horsham West PS GRD 

Schier, Karl Anthony Murtoa College AP1-2 

Sewell, Elisabeth Ballarat HS SSO1-1 

Shillito, Brett 

Yuille Park P-8 Community Coll CLASS 

Simmonds, Robert Ballarat HS SSO2-4 

Simpson, Kym Ballarat HS SSO1-1 

Somers, Jennifer Dawn Warracknabeal PS CLASS 

Steer, Vicki Maree Goroke P–12 College SSO1-1 

Thomas, Michelle Anne Mount Clear College SSO1-1 

Toet, Antoinette Shiranthi Goroke P–12 College CLASS 

Tori, Antoni James Stawell SC CLASS 

Urias, Jennifer Ballarat SC CLASS 

Vogel, Norma Frances Warracknabeal PS CLASS 

Wakfer, Susannah Rose Horsham College CLASS 

Wall, Vicki Ann Edenhope P–12 College SSO1-1 

Wallis, June Veronica Warracknabeal SDS SSO1-1 

Ward, Anthony Maxwell Ballarat SC SSO2-4 

Wilkie, Sarah Lyn Horsham West PS GRD 

Williams, Courtney Alexandria Warracknabeal SDS 

SSO1-1 

Williams, Robyn E Stawell SC LEAD 

Wilson, Steve Michael Stawell SC CLASS 

Wray, Karen Jean Ballarat SC CLASS 

Zhao, Ling Stawell SC CLASS 

Hume 

Algie, Ross A Mooroopna SC CLASS 

Amadei, Rebecca Jane Shepparton HS CLASS 


Armstrong, Victor Wayne Eildon PS PR1 

Arnold, Sally Maree Baranduda PS GRD 

Baldwin, Alethea Wangaratta HS CLASS 

Baldwin, Robyn Susanne Yackandandah PS GRD 

Biggs, Graeme John Wodonga Middle Years College CLASS 

Bott, Eric William Mcguire College Shepparton EXRT 

Brady, Amanda Lee Mooroopna SC CLASS 

Brooke, Patricia Maureen Hume Region LEAD 

Brown, Kathryn Michelle Shepparton HS CLASS 

Burke, Patricia Anne Yarrawonga SC SSO1-1 

Butler, Jane Kathleen Wallan PS CLASS 

Callander, Adele Julie Flowerdale PS ACPT 

Campbell, Joy Marie Tallangatta SC SSO1-1 

Carter, David Alan Shepparton HS CLASS 

Carter, Joanne 

Wodonga Middle Years College SSO1-1 

Cassell, Dale Patricia Yea PS SSO1-1 

Challen, Natalie Kim Tallarook PS GRD 

Cook, Beverley Ann Wanganui Park SC CLASS 

Cook, Sheana Ann Wangaratta HS SSO1-1 

Crellin, Kathryn Elizabeth Wodonga Middle Years College CLASS 

Cruickshank, Jacqueline Frances Wallan SC 

SSO1-1 

D’Arcy, Clare L Tallangatta SC CLASS 

Edland, Mari Shepparton HS CLASS 

Edney, Geoff Tallangatta SC CLASS 

Evans, Janice Maree K Shepparton HS LEAD 

Evans, Mark Damian Wodonga Middle Years College CLASS 

Forster, Julie Shepparton HS SSO1-1 

Foster, David W Mansfield SC CLASS 

Fountain, Kylie Ann Yea PS SSO2-4 

Gadd, Rachael Jane Corryong College GRD 

Goonan, Justine Dederang PS GRD 

Hallam, Steven Robert Middle Kinglake PS GRD 

Hastings, Simon The Alpine School CLASS 

Hendry, Matthew George Cobram SC SCH 

Hill, Martin Wangaratta HS CLASS 

Hughes, Renae Joy Benalla College LEAD 

Ishri, Shibani Shyamal Shepparton HS CLASS 

James, Tasanee Lian Wangaratta HS CLASS 

Keel, Leanne Yarrawonga SC SSO1-2 

Keen, Susan Shepparton HS SSO1-1 

Kelly, Jan Maree Shepparton HS SSO1-1 

Kelly, Ross Jeffrey Wanganui Park SC CLASS 

King, Carolyn Ann Shepparton HS SSO1-1 

Krake, Kenneth John Wangaratta HS SSO1-1 

Lapham, Tesarna Bandiana PS GRD 

Leishman, Jennifer Christine Seymour Technical HS CLASS 

Linehan, Mary-Ann Shepparton HS SSO1-2 

Linehan, Mary-Ann Shepparton HS SSO1-2 

Lucas, Paul B Mooroopna SC CLASS 

Mackenzie, Karly Maree Glenrowan PS GRD 

Maher, Natalie Maree Tallygaroopna PS GRD 

Marsh, Linda Anne Wallan PS SSO1-1 

Mason, Deirdre Wallan SC SSO1-1 

Masters, Glenis Emily Yea PS SSO1-1 

McCloy, Leah Nathalia SC SSO1-1 

McDermott, Anjanette Gaye Shepparton HS 

SSO1-2 

McDonald, Barry Bernard Wangaratta HS SSO1-1 

McInnes, Tracey Ann E Wodonga Senior SC SSO1-1 

McKenna, Robert Anthony Shepparton HS 

SSO1-1 

Miller, Linda Shepparton HS SSO1-1 

Moule, Jayne Anne Wanganui Park SC SSO1-2 

Mudge, Peter Wangaratta HS SSO2-3 

Mullavey, Karen Yarrawonga SC SSO2-4 

Olley, Susan Lee Waaia Yalca South PS PR1-1 

Pasqualotto, Ashley Porepunkah PS GRD 

Pearce, Beverly Alma Invergordon PS SSO1-1 

Pellegrini, Samantha Jane Porepunkah PS CLASS 

Penniceard, Barbara Ellen Shepparton HS CLASS 

Pfeiffer, Cara Wodonga South PS CLASS 

Prewett, Vicki Claire Shepparton HS CLASS 

Radomski, Hollie Wodonga Middle Years College CLASS 

Ranton, Lisa Tawonga PS SSO2-3 

Rees, Cheryl Wallan PS CLASS 

Reid, Brenton Shepparton HS CLASS 

Robinson, Aaron Wangaratta HS CLASS 

Rodwell, Leanne Jean Wandong PS SSO1-1 

Ross, Jennifer Marion Corryong College SSO1-1 

Russell, William George Wangaratta HS SSO1-1 

Rutherford, Belinda Jean Shepparton HS SSO1-1 

Ryan, Gabrielle Marie Mooroopna SC CLASS 

Ryan, Lyndal Christine Puckapunyal PS GRD 

Sarau, Heather Lynn Wangaratta HS PR3-5 

Sargant, Patricia Joy Vye Shepparton HS CLASS 

Scarcella, Carolyn Shepparton HS SSO1-1 

Schulze, Anne Julie Wangaratta HS SSO2-3 

Scicluna, Louise Camille Wallan SC SSO1-1 

Seidel, Megan Leanne Middle Kinglake PS GRD 

Shaholli, Susan Wanganui Park SC CLASS 

Sharp, Lisa Baranduda PS SSO1-1 

Sheridan, Ellen Louise Wodonga Middle Years College CLASS 

Sivakumaran, Rajalingam Corryong College GRD 

Smith, Katie 

Wodonga Middle Years College CLASS 

Solimo, Scott Wangaratta HS CLASS 

Somerville, Allira Jaye Tallarook PS CLASS 

Spencer, Debra Gaye Shepparton HS CLASS 

Stabb, Heidi Rebecca Wangaratta HS SSO1-1 

Stakelum, Hayley Louise Eildon PS GRD 

Stanton, Alison Therese Wallan SC SSO1-1 

Storton, Kari-Anne Shepparton HS SSO1-1 

Sunderland, Peter Douglas Yarrunga PS CLASS 

Taylor, Cheryl Maree Wangaratta HS SSO1-1 

Thomas, Richard Tallangatta SC SSO1-1 

Turner, Susan Tallangatta SC SSO1-1 

Turner, Paula Flowerdale PS SSO1-1 

Walsh, Marie Mansfield SC SSO1-1 

Weston, William Alan Shepparton HS CLASS 

Whatley, Margaret Emily Wangaratta HS CLASS 

Whiteley, Jason Michael Yarrawonga PS CLASS 

Widdup, Lucy 

Wodonga Middle Years College CLASS 

Willaton, Stacey Ellen Shepparton HS CLASS 

Wojcieszak, Jill Baranduda PS SSO1-1 

Wood, Katrina S Shepparton HS CLASS 

Woodward, Myra Clair Rubicon Outdoor Centre School CLASS 

Loddon Mallee 

Alevras, Sue Mildura Specialist School SSO1-1 

Allen, Wendy Lois Crusoe 7-10 SC CLASS 

Anderson, Elisabeth Linda R Castlemaine SC 

CLASS 

Ashley, Stephanie Ann Mildura Specialist School CLASS 

Austerberry, Monica Rae Swan Hill PS SSO1-2 

Baldock, Pamela Maryborough Education Centre SSO1-1 

Bartlett, Myrid Kate Kyabram SC SCH 

Bath, Rachael Louise Echuca South PS CLASS 

Beard, Meaghan Maryborough Education Centre SSO1-1 

Betts, Annette Joyce Romsey PS CLASS 

Boal, Jodi Echuca East PS SSO3-6 

Bramley, Ramon Maryborough Education Centre SSO1-1 

Cameron, Andrew John Swan Hill PS SSO1-1 

Carter, Leonie Ruth Werrimull P–12 School SSO1-1 

Cetinich, Julianne Patricia Mildura Specialist School SSO1-1 

Chafer, Marlene Theresa Gisborne SC SSO1-1 

Clark, Kathryn Michelle Castlemaine SC CLASS 

Clugston, Sharlene Susan Maryborough Education Centre SSO1-1 

Coghlan, Sonia Jane Maryborough Education Centre SSO1-1 

Collicoat, Raymond J Weeroona College Bendigo CLASS 

Cook, Janette Francis Castlemaine SC SSO1-2 

Cowie, James Robert Bendigo Senior SC GRD 

Critchley, Neil Robert Castlemaine SC SSO1-1 

Csifo, Janette Elizabeth Woodend PS SSO1-1 

Davidson, Lisa Christine Echuca PS SSO1-2 

Dean, Raelene Lynette Rochester SC CLASS 

Dessent, Holly Samantha Maryborough Education Centre SSO1-1 

Dillon, Bree Mildura Specialist School CLASS 

Donnelly, James Bradley Werrimull P–12 School CLASS 

Doyle, Orlagh Maria Murrabit Group School GRD 

Duval, Danielle Helene Eaglehawk SC CLASS 

Helping Children Shine 

Education Week 

17-23 May 2009 

www.education.vic.gov.au/about/events/edweek 

Celebrate Education Week 2009 by joining in one of the free activities on 

offer to schools and kindergartens. 

Art galleries, libraries, tourist attractions and performance groups will be 

among the organisations offering fun, free activities in 2009 as part of the 

Education Week Calendar of Events. 

Supported by the Department of Education and Early Childhood Development, 

the calendar of events will be published on the Education Week website in 

the last week of Term 1 and in Shine magazine on April 23 – featuring session 

times, dates, locations and age group suitability for each activity. 

Places will be limited and bookings essential so look out for the calendar and 

get ready to join in Victoria’s annual celebration of education.

Appointments 



Elliott, Justine Michelle Gisborne PS SSO1-1 

Fabry, Belinda Patricia M Maryborough Education Centre CLASS 

Fawcett, Kristy Shanelle Wycheproof P–12 College SCH 

Fisher, Jason Riddells Creek PS GRD 

Forster, Jacqueline Kaye-Maree Swan Hill College 

CLASS 

Frost, Corey James Swan Hill College CLASS 

Frost, Chad Swan Hill College CLASS 

Gaunt, Maria 

Maryborough Education Centre SSO1-1 

Gibbs, Callum James Echuca South PS CLASS 

Gillham, Annette T Maryborough Education Centre CLASS 

Gillies, Vanessa Lee Maryborough Education Centre CLASS 

Ginnivan, James Eaglehawk SC CLASS 

Gleeson, Natalie Renee Specimen Hill PS GRD 

Goldsmith, Julie Ann Mildura Specialist School SSO1-1 

Goldsworthy, Malcolm Henry Boort SC 

PR2-3 

Gowers, Jenna Kate Spring Gully PS GRD 

Grace, Melanie Anne Tempy PS CLASS 

Gronow, Lee Janelle Weeroona College Bendigo SSO1-1 

Gupta, Renu Wycheproof P–12 College CLASS 

Gurnett, Karen Elizabeth Swan Hill PS SSO1-1 

Harris, Donna Eleanor Mildura Specialist School SSO1-1 

Hickey, Annette Elizabeth Talbot PS SSO1-1 

Hickey, Kay Louise The Lake PS SSO1-1 

Holland, Bettina Margaret Mildura Specialist School SSO1-1 

James-Bryan, Jenny L Swan Hill PS SSO1-1 

James, Anne-Maree Kyneton SC SSO1-1 

James, Debra Louise Mildura Specialist School SSO1-1 

Jones Sr., Christine Evelyn Kerang Tech HS CLASS 

Jones, Genene Margaret Swan Hill PS SSO1-1 

Jones, Suzanne Jean Castlemaine SC SSO1-2 

Keillor-Reed, Bryan Castlemaine SC CLASS 

Kellow, Colin Xavier Rochester SC SSO1-2 

Khangurha, Jaswinder Singh Maryborough Education Centre CLASS 

Lacey, Tracey Dunolly PS SSO2-3 

Langham, Peter Tyrrell College SCH 

Lee, Jade Tyrrell College CLASS 

Leerentveld, Erin Claire Maryborough Education Centre CLASS 

Lloyd, Christina Zoe Tyrrell College SCH 

Lyons, Amanda Robyn Ouyen PS GRD 

Matotek, Kaylene Anne Crusoe 7-10 SC CLASS 

Maybury Sr., Sarah Jane Werrimull P–12 School SCH 

McCarthy, Wendy Mildura Specialist School SSO1-1 

McKersie, Christine Grace Wycheproof P–12 College PR2-3 

McMahon, Cindy Louise Bendigo South East SC CLASS 

Mibus, Ingrid Rochester SC CLASS 

Mitchell, Dennis Stephen Mildura PS AP1-1 

Moodie, Anne Elizabeth Boort SC CLASS 

Mudge, Gabrielle Swan Hill College SSO1-2 

Mullins, Dianne June Talbot PS SSO1-1 

Murrell, Janet Suzanne Maryborough Education Centre SSO1-1 

O’Shea, Philip Geoffrey Maryborough Education Centre SSO1-2 

Owen, Louise Heather Spring Gully PS SSO1-1 

Oxworth, David James Macedon PS GRD 

Passalick, Jade Elizabeth Nyah District PS CLASS 

Pate, Lynnette May Mildura Specialist School SSO1-1 

Pearce, Melissa Jane Tongala PS ACPT 

Pearson, Bree-Anna Echuca College SCH 

Pilkington, Erin Theresa Maryborough Education Centre CLASS 

Quinlan, Valerie Jean Specimen Hill PS SSO1-1 

Quirk, Karen Josette Swan Hill PS SSO1-1 

Rees, Robert Llewellyn Maryborough Education Centre CLASS 

Reid, John Eaglehawk North PS EXRT 

Roberts, Matthew Kyabram SC SCH 

Seach, Wendy Joy Bendigo South East SC CLASS 

Shannon, Lisa Nicole Maryborough Education Centre SSO1-1 

Shearer, Natalie Jane Spring Gully PS GRD 

Shields, Sandra Gail Weeroona College Bendigo SSO1-1 

Smith, Caroline Louise Werrimull P–12 School CLASS 

Solomano, Shelleen Maryborough Education Centre SSO2-3 

Stevens, Mark Spring Gully PS GRD 

Stewart, Alan Trevor Castlemaine SC LEAD1 

Summerhayes, Janet Maree Woomelang Group School CLASS 

Sumner, Cheryl Strathfieldsaye PS CLASS 


Thompson, Brett Mildura Specialist School SSO1-1 

Timcke, Michael Friederich Castlemaine SC 

CLASS 

Torney, Jason William Sunnycliffs PS PR1-1 

Turner, Joanne Elizabeth Nyah District PS CLASS 

Walters, Bronwyn A Mildura West PS CLASS 

Warrick, Colleen Debra Swan Hill College CLASS 

Watkins, Riley Alan Fraser Kyabram SC SCH 

Westley, Renae Big Hill PS EXRT 

White, Nicole Margaret Spring Gully PS GRD 

Willis, Linda Maree Mildura West PS GRD 

Woods, Carolyn Anne Mildura Specialist School CLASS 

Wootton, Abby Kayla Tongala PS GRD 

Yoong, Jason 

Maryborough Education Centre CLASS 

Young, Patricia Susan Rushworth P–12 College SSO1-1 

Northern Metropolitan 

Adams, Nicholas James Brunswick SC CLASS 

Alexander, Glenys Diamond Valley College CLASS 

Anderson, Susan Hume Valley School CLASS 

Andrews, David Alan Whittlesea SC CLASS 

Aralios Jr., Katrina Diamond Valley College CLASS 

Armstrong, Marian Jean Lakeside SC LEAD 

Audehm, Manfred O Viewbank College SSO3-7 

Azali Iii, Annabell Briar Hill PS CLASS 

Azer, Mary Eltham PS PR2-3 

Backas, Amy Louise Yarrambat PS GRD 

Bailey, Brendan Reservoir District SC CLASS 

Bailey, Charlotte Collingwood College CLASS 

Baillie, Neil St Helena SC CLASS 

Baillie, Neil St Helena SC CLASS 

Barker, Leigh Michelle Whittlesea PS SSO1-1 

Basile, Alicia Jane Thomastown West PS GRD 

Bayley, Michael Northern School for Autism CLASS 

Beamer, Craig Yarrambat PS GRD 

Belfield, Marie Lina Northern School for Autism CLASS 

Bell, Adam James St Helena SC LEAD2 

Bertolini, Anita Brunswick SDS SSO1-1 

Bhatnagar, Nisha Northern School for Autism CLASS 

Black, David Robert St Helena SC CLASS 

Black, Hannah Catherine Westgarth PS CLASS 

Blake, Tennille Rebecca Laurimar PS EXRT 

Bok, Lauren Elizabeth Northland SC CLASS 

Bontalik, Jodi Epping SC SSO1-1 

Bootle, Julie Annette Sunbury College SSO1-2 

Bosinco, Angela Rosanna Golf Links PS CLASS 

Bourke, Dominic John St Helena SC GRD 

Brindley, Carolyn Diamond Valley SDS SSO1-2 

Brooks, Kate St Helena SC CLASS 

Brophy, Evan James Collingwood College CLASS 

Brown, Candeece Sunbury College CLASS 

Brown, Andrew Mark Lakeside SC GRD 

Browne, Linda Joy Lalor West PS SSO1-1 

Buckingham, Amanda Lalor West PS SSO1-1 

Bugeja, Maria Immaculate Northern School for Autism CLASS 

Bullen, Jenna Willmott Park PS GRD 

Butler, Michael William Reservoir District SC CLASS 

Camilleri, Adrian Joseph Whittlesea SC LEAD 

Capisciolto, Nancy Lalor West PS SSO1-1 

Capp, Esme Marian Princes Hill PS PR2-3 

Carter, Anthony Brett Coburg Senior HS SCH 

Cassingham, Gemma Elise Northern School for Autism SSO1-1 

Castagnini, Kerryn Maree Sunbury Heights PS GRD 

Chandra, Mukesh Reservoir District SC CLASS 

Cheng, Alice Northern School for Autism CLASS 

Chiodo, Barbara Diamond Valley College CLASS 

Chisholm, Kara Jean Diamond Valley College CLASS 

Chow, Emily Northern School for Autism CLASS 

Christodoulou Sr., Jenny Xenia Brunswick East PS 

SSO1-1 

Clark, Fiona Jane St Helena SC CLASS 

Clarke, Simon Timothy Sunbury Downs SC CLASS 

Clifford, Mark Andrew Northern School for Autism CLASS 

Connell, Larni Reservoir District SC CLASS 

Cosgrave, Michael John Thomastown East PS PR1-2 

Cove, Tim Lakeside SC CLASS 

Cronin, Loren Anne Hume Valley School CLASS 

Crossley, Lee Brunswick SC GRD 

Curnow, Nyree Danielle Westmeadows PS GRD 

Curwood, Michael T Hume Valley School CLASS 

Cusack, Marie Therese Thomastown SC SSO1-1 

Cuthbertson, Jennifer Brooke Viewbank PS 

GRD 

D’Angelica, Lisa Marie The Lakes South Morang P–9 SSO1-2 

Dahlstrom, Karen Jane Sarah Brunswick SDS 

SSO1-1 

Daniel, Tara June Brunswick SC CLASS 

Daniels, David James Lakeside SC CLASS 

Davis, Deborah Anne Diggers Rest PS SSO1-1 

De Battista, Dianne Mary Northern School for Autism CLASS 

De Livera, Leanne Joy Sunbury College SSO1-2 

Dekretser, Rhonda Jacqueline A Distance Education Centre Vic SSO1-2 

Dellal, Julide Reservoir District SC CLASS 

Devine, Sian Coburg PS GRD 

Diep, Lee Lee Clifton Hill PS SSO1-1 

Difabio, Nick Northland SC CLASS 

Dimario, Kerryn Leanne Northern School for Autism SSO1-1 

Dimeski, Marguerita Lalor West PS SSO1-1 

Divane, Lisa Frances Collingwood College SSO1-1 

Dong, Jennie Epping SC CLASS 

Drake, John Steven Collingwood College CLASS 

Duckmanton, Hamish St Helena SC CLASS 

Dunt, Kelly Jayne Doreen PS SSO1-1 

Earp, Jessica Claire Laurimar PS CLASS 

El Houli, Hakoum Reservoir District SC CLASS 

Ellis, Carly Watsonia North PS CLASS 

Ellul, Tania Marie Willmott Park PS GRD 

Ellul, Anthony Craigieburn SC CLASS 

Elmore, David W Viewbank College CLASS 

Enright, Tanya Margaret Northern School for Autism CLASS 

Eramo, Sandra Catherine Merriang Sds SSO1-1 

Faure, Trevor Sunbury PS CLASS 

Fawcett, John Raymond Lakeside SC LEAD 

Fazio, Simon Daniel St Helena SC CLASS 

Fennessy, Diarmaid Finn St Helena SC LEAD2 

Frayne, Kaitlin Jade Merriang Sds SSO1-1 

Fromholtz, Megan Louisa Mickleham PS CLASS 

Ganis, Joanne St Helena SC CLASS 

Gardner, Brian Joseph Brunswick SDS SSO1-1 

Giapantzakis, Peter St Helena SC LEAD2 

Gill, Jessica Anne Diamond Valley College CLASS 

Gillard, Jacqueline Talei Northern School for Autism CLASS 

Gonzales, Anthony Epping SC CLASS 

Gorrie, Danielle Louise Kismet Park PS GRD 

Goss, Sally Rachel Brunswick SC CLASS 

Grattan, Renai Joan Northern School for Autism SSO1-1 

Haddock, Alison Nicole St Helena SC CLASS 

Hamed, Mayada Northern School for Autism SSO1-1 

Hamond, James Campbell Sunbury College CLASS 

Hannaford, Susan Rae Northern School for Autism CLASS 

Harman, Simon 

Sunbury & Macedon Ranges Spec SSO1-1 

Harris, Bradley David Northern School for Autism CLASS 

Harrison, Sarah Louise Northern School for Autism SSO1-1 

Heath, Timothy Mark Briar Hill PS CLASS 

Henderson, Anthony E Reservoir District SC CLASS 

Herrod, Allana Jane Craigieburn SC CLASS 

Hodges, Lisa Ann Watsonia PS EXRT 

Hoo, Simon Bradley Sunbury College CLASS 

Hyett, Petra Jayne Sunbury College CLASS 

Ioannidis, Deanne Viewbank College SSO1-2 

Ismail, Nikki Joy St Helena SC CLASS 

Ismail, Margaret Janet Epping SC SSO1-1 

Izev, Kire Whittlesea SC SSO1-2 

Jasper, Keir Collingwood College LEAD 

Jaworsky Sr., George Craigieburn SC CLASS 

Jones, Errin Louise Meadow Heights PS SSO3-6 

Kandiah, Samuel Gnanaraj Collingwood College CLASS 

Kargas, Christine St Helena SC LEAD2 

Kaur, Gurpreet Sunbury College CLASS 

Kelly, Josh Sunbury College CLASS

90 Mar 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. 


Khallouf, Maha Epping SC SSO1-1 

Khan, Naserah B Northern School for Autism CLASS 

Kinsela, Alethea Anne Brunswick SC CLASS 

Knight Grimwood, Tammy Doreen PS 

SSO1-1 

Knowles, Mellita Thornbury PS CLASS 

Kolendrianos, Nicolas Brunswick North PS SSO1-1 

Krizmanic, Peter Anthony Sunbury College CLASS 

Lambert, Gregory James Lakeside SC LEAD 

Landewee, Valerie Teresa Richmond West PS CLASS 

Lawry, Ian Dawborn Northern School for Autism CLASS 

Leptos, Lillian Singleton Lakeside SC CLASS 

Letts, Nicole Janet Sunbury Heights PS GRD 

Lin, Anne Northern School for Autism CLASS 

Little, Norman Diamond Valley SDS CLASS 

Littler, Helen Streeton PS CLASS 

Loke, Mee Clifton Hill PS SSO1-1 

Mackey, Cheryl Joy St Helena SC CLASS 

Macleod, Robert Thomas Wales Street PS GRD 

Macvean, Anne Margaret Richmond PS GRD 

Madden, Anna Brunswick SC GRD 

Marcolin, Sergio Sunbury College CLASS 

Martin, Keith Whittlesea SC SSO1-2 

Maybin, Jennifer Brunswick SDS SSO1-1 

McInerney, Lorraine Ann Thomastown SC SSO1-1 

Mcallister, Delia 


McAuliffe, Elissa Helen Collingwood College CLASS 

McCarthy, David Craigieburn SC CLASS 

McCorkell, Carly Jayne Lakeside SC CLASS 

McKerchar, Sally-Ann Northern School for Autism SSO1-1 

McLaren, Jeffrey Arnold Sunbury College CLASS 

McLaughlin, Krystal Lee Northern School for Autism SSO1-1 

Mclean, Fiona Anne Heidelberg PS CLASS 

Mealy, Rebecca Luisa O Watsonia North PS GRD 

Middleton, Sandra Helen Sunbury & Macedon Ranges Spec GRD 

Monaghan, Jennifer Ann Sunbury & Macedon Ranges Spec SSO1-1 

Morgan, Sandra Joyce Sunbury & Macedon Ranges Spec SSO1-1 

Morita, Michiko Brunswick SC CLASS 

Moxey, Susan Jeanette Roxburgh Park Primar School CLASS 

Murphy, Vincent James Viewbank College CLASS 

Murray, Darren Viewbank College EXRT 

Murray, Silvia Kingsbury PS SSO1-2 

Necovski, Belinda Whittlesea SC CLASS 

Nelson, Sara Louise Greenvale PS GRD 

Nesnass, Chris Viewbank College SSO1-2 

Nguyen, Jennifer Thi Northern School for Autism SSO1-1 

Nibbs, Sandra Louise Sunbury College CLASS 

Nicholls, Andrew James Mount Ridley P–12 College ACPT 

Nind, Irene 


Nolan, Michelle Lee Broadmeadows PS CLASS 

O’Brien, Bradley Shane Epping SC CLASS 

O’Connor, Maree Princes Hill SC CLASS 

Oddo, Paula Mill Park Heights PS CLASS 

Olarenshaw, Sue Coburg SDS CLASS 

Oldfield, Richard William Diamond Valley College CLASS 

Oldmeadow, Anthony Laurimar PS LEAD 

Oppedisano, Marisa E Preston West PS CLASS 

Osman, Safa Lakeside SC GRD 

Otten, Joshua Francis Lynall Hall Community School SSO1-2 

Ozen, Kezban Craigieburn PS CLASS 

Page, Bronwyn Lee Watsonia North PS CLASS 

Panas, Bill St Helena SC LEAD2 

Pardy, Susan Joy Brunswick SC GRD 

Parkinson, Christine Thomastown SC SSO1-1 

Paxton, Darren St Helena SC CLASS 

Pegg, Stephen Albert Macleod College GRD 

Pengelly, Merilyn Reservoir Views PS SSO1-1 

Penson, James Francis Yarrambat PS AP1-1 

Perry, Nicholas Ivor Northern School for Autism CLASS 

Petropoulos, Marisa Brunswick SDS CLASS 

Pettiford, Kerry Ann Bethal PS SSO1-1 

Pham, Nha Northern School for Autism SSO1-1 

Pitman, Karen Whittlesea SC SSO1-2 

Pittard, Kylie Diamond Valley SDS SSO1-1 

Plant, Kathy Lee Greenbrook PS CLASS 

Plant, Donna Michelle Glenroy PS SSO2-3 

Plymin, Rachel Lea Whittlesea PS CLASS 

Pollard, Alan Thomas Heidelberg PS CLASS 

Pontes, Belinda Viewbank College GRD 


Portelli, Ambrose Hilary Roxburgh Rise PS CLASS 

Purcell, Lauren Elizabeth Preston PS GRD 

Radecki, Wendy Joy Brunswick North PS SSO1-1 

Rae, David Keith Collingwood College CLASS 

Ralph, Maddison Louise Merriang Sds SSO1-1 

Rees, Barry Glen Pascoe Vale North PS GRD 

Rees, Kylee Lakeside SC CLASS 

Regan, Bronwyn Lalor North PS GRD 

Renda, Gabriella Epping SC SSO1-1 

Rice, Pauline E Fitzroy HS AP1-2 

Ridgway-Faye, Clare Princes Hill SC CLASS 

Riordan, Tegan Bethal PS CLASS 

Robertson, Julene Moomba Park PS SSO1-1 

Rohr, Liane Alexandra Diamond Valley SDS SSO1-1 

Romans Van Schaik, Leanne Greenvale PS 

SSO1-1 

Rose, Emma Louise Coburg Senior HS CLASS 

Ross, Fiona Margaret Macleod College CLASS 

Rowe, Ashley Kyle Sunbury College CLASS 

Rupena, Sarah Elizabeth Mill Park Heights PS CLASS 

Sankovic, Stephen Gladstone Park PS GRD 

Saunders, Ines Reservoir East PS CLASS 

Schiesser, Ashlea M Diamond Valley SDS GRD 

Schmidt, Catherine Northern School for Autism CLASS 

Schoenfelder, Katja Victorian School Of Languages CLASS 

Scott, Anna Maria Mill Park Heights PS CLASS 

Scott, Cassandra Evelyn Mount Ridley P–12 College ACPT 

Seidel-Davies, Karen Sunbury College SSO1-2 

Sekoulidis, Doreen Pandora Bundoora PS 

GRD 

Sengotta, Wendy Saima Collingwood College CLASS 

Sergi, Lina Thomastown SC SSO1-1 

Shah, Sarika Nayan Kingsbury PS CLASS 

Sharard, Penelope Distance Education Centre CLASS 

Shaw, Fiona Margaret Lalor North SC CLASS 

Shehata, Sandy Merriang SDS CLASS 

Shorthouse, Dominic John Preston East PS GRD 

Silman, Lorraine Meadowglen PS SSO1-1 

Simirenko, Nicole Alexa Westgarth PS CLASS 

Simpson, David St Helena SC CLASS 

Sims, Shaun Diggers Rest PS GRD 

Skinner, Kevin Michael Collingwood College SSO1-1 

Sloane, Megan L Willmott Park PS LEAD 

Smith, Russell Roxburgh Park Primar School CLASS 

Spence, Julie Ann Meadowglen PS SSO1-1 

Spence, Naomi Louisa Kangaroo Ground PS GRD 

Stanley, Andrew Norman Epping SC CLASS 

Stark, Nele Northern School for Autism CLASS 

Stead, Kerry Scott Thomastown SC CLASS 

Stephens, Lucy Greenhills PS GRD 

Sterjovski, Michelle Mill Park Heights PS CLASS 

Stevens, Samantha Jane Kangaroo Ground PS GRD 

Stevenson, Kimberlee Ann Watsonia North PS CLASS 

Stiglich, Cathryn Ann Northern School for Autism CLASS 

Stockwell, Anthony James Lakeside SC AP1-2 

Stokes, Marcus Christopher Lynall Hall Community School GRD 

Strating, Brian Carlton North PS LEAD 

Sumner, Narelle Macha Fawkner SC CLASS 

Surman, Pamela Lakeside SC CLASS 

Sutton, Janice Norma Craigieburn PS LEAD 

Swan, Briony Eltham North PS GRD 

Swiatkiwsky, Barbara Fawkner SC CLASS 

Tai, Puh Fuan Northern School for Autism CLASS 

Tan, Soo Lee Richmond West PS CLASS 

Tandon, Anuradha Brunswick SC CLASS 

Tawadros, Joanne Elizabeth Sunbury College 

CLASS 

Tawadros, Joanne Elizabeth Macleod College 

GRD 

Taylor, Peter Sunbury College CLASS 

Taylor, Wendy Elizabeth Richmond West PS ACPT 

Temple, Susan Mary Yarrambat PS GRD 

Thompson, Brendan James Whittlesea SC CLASS 

Tidswell, Kym Michelle Sunbury & Macedon Ranges Spec SSO1-1 

Tierney, De’Ann Heather Bethal PS SSO1-1 

Tingwell, Leanne Kim Craigieburn PS LEAD 

Trajanov, Snezana Lalor North PS ACPT 

Trinchi, Barbara Reservoir West PS GRD 

Troiani, Maria Carmel Thomastown SC SSO1-1 

Trott, Sola Lalor North PS SSO1-2 

Tucker, Rebecca Eileen Craigieburn SC LEAD2 

Twiddy, Andrew John St Helena SC CLASS 

Vassallo, Amanda Louise Brunswick SDS SSO1-1 

Vatougios, Diamando Lalor North PS CLASS 

Vecchio, Alessandro St Helena SC LEAD2 

Veltre, Denise Christine Lalor North SC PR2-4 

Vergunst, Shantelle Jacoba Princes Hill SC CLASS 

Vosti, Helen Louise Sunbury College SSO1-2 

Wagenfeld, Mary-Jane St Helena SC CLASS 

Walsh, Jessica Annina Lalor SC CLASS 

Watson, Hannah Jamesina Coburg PS GRD 

Weedon, Jennifer Louise Reservoir Views PS SSO1-1 

West, Michael W Gladstone Views PS PR2-3 

West, Tracey Brunswick SC GRD 

Weston, Dale Christopher Montmorency South PS GRD 

White, Emily Helen Bellfield PS GRD 

White, Karen Marguerite Bundoora SC CLASS 

Whittingham, Rebecca Lee Mount Ridley P–12 College ACPT 

Williams, Tegan Louise Craigieburn PS CLASS 

Willy, Jospeh Prunty Collingwood College SSO1-1 

Wilson, Jessica Eileen Mill Park Heights PS CLASS 

Wilson, Fiona R Northern School for Autism SSO1-1 

Wolhuter, Sarah Craigieburn SC CLASS 

Wong, Ka Ying Northern School for Autism CLASS 

Woodhouse, Erin Roxburgh Park PS SSO1-1 

Yeoman Sr., Cathy Briar Hill PS CLASS 

Young, Helen Thornbury PS SSO1-1 

Young, Leslee Anne Craigieburn PS LEAD 

Zugaro, Jessica Lee Princes Hill SC SSO2-3 

Southern Metropolitan 

Abbott, Sarah Louise Moorabbin PS GRD 

Adams, Chris Harkaway PS GRD 

Aitken, Andrew Elisabeth Murdoch College CLASS 

Alderman, Jane Hampton PS CLASS 

Ali, Fahima Ishaq Lyndale PS SSO1-1 

Amiri, Fareda Mount Erin SC SSO1-2 

Anagnostou, Rosa Maria Endeavour Hills SC SSO1-2 

Anderton, Mathew Paul Courtenay Gardens PS LEAD 

Andrew, Sarah Jane Mount Eliza SC GRD 

Andrews, Alison J Cranbourne PS CLASS 

Ang, Melinda Harmony Westall SC SSO1-1 

Archibald, Lyndal Kellie Marnebek School - Cranbourne CLASS 

Armstrong, Rachel Louise Hallam Valley PS CLASS 

Armstrong, Meaghan Beaconsfield PS CLASS 

Ashdown, Christine A Cranbourne SC CLASS 

Atkinson, Lynette J Melbourne HS CLASS 

Axup, Kerry May Melbourne HS CLASS 

Azzolina, Dinies Noble Park SC SSO1-1 

Baarsma, Jennifer Somerville SCoge SSO1-2 

Baker, Andrea Lyndhurst SC SSO1-1 

Baker, Holly Laura Seaford North PS GRD 

Balaam, Fiona Narelle Aspendale Gardens PS CLASS 

Bamford, Jana Helena Malvern PS CLASS 

Barber, Julie Frankston HS SSO1-1 

Barham, Ross Campbell Melbourne HS CLASS 

Barker, Hazel Kathryn Lyndhurst SC CLASS 

Barnes, Christie Jean Strathaird PS CLASS 

Barrett, Yvette Donna Lyndhurst SC SSO1-1 

Barrington, Janice Frankston HS CLASS 

Barron, Declan Sean Kingston Heath PS CLASS 

Barton, Teneqa Lynda Carrum Downs PS CLASS 

Batrouney, Anna Elizabeth Albert Park PS CLASS 

Batt, Daniel Luke Wallarano PS CLASS 

Batterbury, Julie Heatherhill PS SSO1-1 

Bauer, Donna Patterson Lakes PS SSO1-1 

Beadle, Sandra Lee Caulfield PS SSO1-1 

Beattie, Jessica Elizabeth Beaconsfield PS CLASS 

Beaumont, Yashmin Bernice Tyabb PS 

SSO1-1 

Bedggood, Lisa Jane Kunyung PS SSO1-1 

Benoit, Michelle Louise Wallarano PS CLASS 

Bentley, Gillian Anne Elwood College LEAD 

Bergma, Kay Allison Emerson School SSO1-1 

Bicker, Kristine Ann Karingal Heights PS SSO1-1 

Biggins, Amanda Kunyung PS SSO1-1 

Blackwell, Tina Patterson River SC SSO1-1 

Blaich, Rhonda Chelsea Heights PS CLASS 

Blake, Amy Emerson School SSO1-1 

Blanch, Jennifer Rowellyn Park PS GRD 

Blandy, Helen Margaret Valkstone PS LEAD 

Boothey, Catherine Alma Tucker Road Bentleigh PS CLASS 

Free 

Consumer and Financial Literacy 

Professional Learning Program 

This program, targeted at both primary & 

secondary teachers, explores consumer 

education, personal finance and money 

management in connection with the VELS 

curriculum. 

Read advertisement in main pages for more 

information on extensive metropolitan & 

regional workshops offered,or call Liz Aird, 

Social Education Victoria. 

T: 9349 4957 E: liz.aird@sev.asn.au 

JOURNEYMAN 


STARLAB 

STARDOME 






Appointments 


91 


Borenstein, Jo Stonnington PS SSO1-2 

Borghero, James Robert Tucker Road Bentleigh PS CLASS 

Boulton, Liz Sandringham College SSO1-2 

Bourke, Amy Maree Caulfield PS CLASS 

Bourke, Joshua Robert Cheltenham East PS GRD 

Bourke, Michelle Endeavour Hills SC SSO1-2 

Bourke, Michelle Hallam Senior SC SSO1-2 

Boyd, Patrick Chas Chandler SC AP2-3 

Brabham, Amanda Carrum Downs SC LEAD1 

Bradbury, Sharyn Lee Southern Autistic School SSO1-1 

Bradford, Monika Cranbourne Park PS SSO1-1 

Bradley, Peter James Patterson River SC CLASS 

Braithwaite, Ben John McClelland SC CLASS 

Brannan, Anthony John Lyndhurst SC CLASS 

Bray, Christopher Elwood College CLASS 

Bray, Hilary Koo-Wee-Rup SC LEAD 

Bren, Natalie L Mount Eliza North PS CLASS 

Broughton, Melanie Lee Carrum Downs PS CLASS 

Brown, Tara Kate Tucker Road Bentleigh PS GRD 

Brown, Joanne Leila Somerville SCoge SSO1-2 

Brown, Shirley Springvale PS SSO1-1 

Browne, Craig Francis Patterson River SC SSO2-3 

Browne, Craig Francis Westall SC SSO2-3 

Browne, Kylie Carwatha College P–12 SSO1-1 

Buckland, Carol Chandler SC SSO1-1 

Bugeja, Katie Brentwood Park PS GRD 

Burton, Katherine Louise Carrum Downs PS CLASS 

Campagna, Marion Elfriede Westall SC 

CLASS 

Cannard, Bessie June Wallarano PS GRD 

Canty, Jennifer Cranbourne South PS CLASS 

Carter, Judith Meryl Malvern PS AP1-1 

Caswell, Julie Anne Valkstone PS SSO2-5 

Ch’Ng, Jeannie Wallarano PS CLASS 

Chamberlain, Louise Colette Pakenham Springs PS SSO1-1 

Chew, Kenji Endeavour Hills SC CLASS 

Chiswell, Vanessa Julie Kambrya College SSO1-2 

Clark, Ben Anthony Fountain Gate SC SSO2-3 

Clarke, Ian Canham Narre Warren South P–12 Colleg LEAD 

Coetzee, Cornelia Helene Westall SC CLASS 

Coleman, James Joseph M Chandler SC CLASS 

Colston, Michaela Carwatha College P–12 SSO1-1 

Cook, Lauren Jane Southern Metropolitan Region CLASS 

Cook, Tamara Jane Tucker Road Bentleigh PS GRD 

Coote, Sean Anthony Sandringham College SSO1-1 

Cornall, Benjamin Robert Balnarring PS GRD 

Cox, Aaron Benjamin Aspendale Gardens CLASS 

Coy, Helen Fairlie Somers School Camp CLASS 

Craig, Mandy Dyan Karingal Heights PS ACPT 

Cullen, Rebecca Southern Cross PS CLASS 

Culleton, Ursula Sandringham College SSO1-1 

Curtis, Raelene Cheryl Kambrya College SSO2-3 

Curtis, Rodney Paul East Bentleigh PS CLASS 

D’Mello, Anita Martha Noble Park SDS SSO1-1 

Dang, Alex Stonnington PS CLASS 

Darmon, Bakhtiyar Chandler SC LEAD 

Davies, Fiona Elizabeth Carwatha College P–12 SSO1-1 

De Munk, Sarah Anthea Southern Autistic School GRD 

Delaney, Seamus William Melbourne HS CLASS 

Dellar, Judith Tyabb Railway Station PS SSO1-1 

Dhillon, Sharon Leigh Springvale PS CLASS 

Doherty, Shaun David Bentleigh SC GRD 

Donaldson, Andrea Brighton Beach PS CLASS 

Douglas, Greig Andrew Western Port SC CLASS 

Dower, Brendan Ford Sandringham College SSO1-1 

Dunn, Paul Benjamin Brighton SC CLASS 

Dynan, Jen Malvern Central School CLASS 

Earl, Daniel Dromana SC CLASS 

Eliason Sr., Gayle Elizabeth Mornington Park PS 

SSO1-1 

Emeny, Danielle Westall SC CLASS 

Evans, Tanya 

Pakenham Consolidated School PR2-4 

Ferguson, Sandra Jane Valkstone PS LEAD 

Fergusson, Karen Sandringham College SSO1-1 

Ferkul, Alexandra Stonnington PS CLASS 

Florence, Sam Gleneagles SC CLASS 

Fox, Leanne Ivy Somerville SCoge SSO2-5 

Frazer, Heather Elsie Springvale West PS SSO1-1 


Friebe, Craig Tooradin PS CLASS 

Friso, Kellie Dee Westall SC CLASS 

Garland, Olivia Jane L Wallarano PS CLASS 

Garlick, Anne Judith Mornington PS SSO1-1 

Garner, Jennifer Jean Springvale PS CLASS 

Gentner, Kerrie Robyn Tucker Road Bentleigh PS CLASS 

Georgiou, Sophie Mornington Park PS CLASS 

Giannakis, Barbara Sandringham College SSO1-1 

Gordon, Anne Elizabeth Wooranna Park PS CLASS 

Gray, Allan Herbert Southern Autistic School CLASS 

Green, Nicole Ann Pakenham SC CLASS 

Griffin, Kerry Clyde PS PR2-3 

Grkinjic, Vesna Wooranna Park PS SSO1-1 

Guest, Stephanie Fountain Gate PS CLASS 

Guillou, Neil Gael Sandringham College CLASS 

Guinane, Julie Kathryn Kambrya College SSO1-1 

Gunston, Shaun McClelland SC SSO1-2 

Haggar, Steve Mount Eliza SC CLASS 

Haider, Suraya Endeavour Hills SC SSO1-1 

Hall, Tricia Maree Sorrento PS SSO1-1 

Hamill, Steven K Somers School Camp AP1-1 

Hann, Kerry-Lynne Woodlands PS SSO1-1 

Hanson, Debra J Cheltenham PS CLASS 

Harbeck, Melinda Louise Dandenong South PS CLASS 

Hardie, Raewyn Jean Carwatha College P–12 SSO1-1 

Harvey, Siobhan Terese Wallarano PS CLASS 

Hatherall, Tiina Fountain Gate SC SSO1-2 

Hawkins, Philippa Wooranna Park PS CLASS 

Healy, Jeanette Wooranna Park PS SSO1-1 

Hearnden, Brodie Dominique Strathaird PS 

SSO1-1 

Heritage, Ashlee Elizabeth Sandringham PS GRD 

Hoban, Benjamin Peter Cheltenham SC CLASS 

Hockley, Myra Cranbourne PS SSO1-1 

Hohlweg, Maria Theresia Melbourne HS GRD 

Holland, Katrina Maree Cranbourne PS CLASS 

Hopson, Billie Mornington PS SSO1-1 

Hornsby, Paula C Mornington SC SSO3-6 

Howard, Rebekah Wallarano PS CLASS 

Howell, Robert Mount Eliza SC SSO1-2 

Ignace, Narene Stonnington PS CLASS 

Imeson, Ruth Raelene Carwatha College P–12 SSO1-1 

Ioannou, Kalliopi Hampton Park SC LEAD1 

Ireland, Stuart Linton Westall SC CLASS 

James, Luke Andrew Westall SC CLASS 

James, Luke Andrew Gleneagles SC CLASS 

Janson, Adrian Antonnie Melbourne HS LEAD 

Jayanthi, Vassie Melbourne HS GRD 

Jochim, Beata Southern Autistic School CLASS 

Jones, Bradley Pakenham SC SSO1-1 

Joyce, Michaela Westall SC CLASS 

Karoczkai, Steven Chandler SC SSO2-3 

Kasperczyk, Denise Frances Brighton PS 

SSO2-3 

Keane, Claire Koo-Wee-Rup SC SSO1-2 

Kendall, Shayne William Kambrya College SSO1-2 

Kennedy, Kym Chalcot Lodge PS SSO1-1 

Kennedy, Mariella Mahogany Rise PS SSO1-1 

Kenneth, Amy Jessica Wallarano PS CLASS 

Kenny, Karen Pakenham Hills PS SSO1-1 

Kerr, Maria Chona Chandler SC SSO1-1 

Kimber, Lisa Renae Berwick PS SSO1-2 

Kipouridis, Alexandra Malvern Central School CLASS 

Kirkby, Scott Gregory Koo-Wee-Rup SC GRD 

Koutsoumbos, Nafsika Southern Autistic School SSO1-1 

Kovzan, Danuta Christine Endeavour Hills SC SSO1-1 

Kruger, Amy Elizabeth Lyndhurst SC SSO1-1 

Kumar, Pawan Kambrya College SSO1-2 

Kyd, Adam Tucker Road Bentleigh PS GRD 

Latham, Seana Eileen Patterson River SC SSO1-1 

Laursen, David William Sandringham College SSO2-3 

Leggatt, Bridey Eumemmerring SC CLASS 

Lester, Paulette Melbourne HS CLASS 

Lewis, Frederick Kenneth Hastings Westpark PS SSO1-1 

Lindner, Benjamin Aaron Toorak PS CLASS 

Lineham, Marc Sandringham College SSO3-7 

Linsdell, Joanne Southern Autistic School CLASS 

Listing, Tracey Lyndhurst SC SSO1-1 

Lloyd, Richard G Westall PS PR2-3 

Loveless, Carol Ann Strathaird PS CLASS 

Lovie, Wayne Ronald Aldercourt PS PR2-3 

Luxford, Amy Louise Tooradin PS GRD 

Maissan, Rachel Anna Malvern Central School CLASS 

Makary, Rafik Bentleigh SC GRD 

Maloney, Matthew William Springvale PS 

CLASS 

Manning, Duane Mount Eliza SC CLASS 

Mantel, Robyn Lyndhurst SC SSO1-1 

Marron, Miranda Joan Stonnington PS SSO2-3 

Marshall, Kerri Somerville Rise PS SSO1-1 

Marshall, Kerri Mornington Park PS SSO1-1 

Mashni, Rosa Lyndhurst SC SSO1-1 

Mason, Jessica Lousie Dandenong West PS GRD 

Matheson, Jeremy David East Bentleigh PS CLASS 

Mattmann, Laura Kathleen Southern Autistic School SSO1-1 

Maunder, Elissa Cranbourne Park PS CLASS 

McAuley, Jodi Christine Fountain Gate SC SSO1-2 

McCulloch, Kathleen Maree Tooradin PS 

CLASS 

McCulloch, Lynette Marie Lyndhurst SC 

SSO1-1 

McKay, Deborah Mentone Girls` SC CLASS 

McNabb, Sally Hampton PS CLASS 

McPherson, Lisa Jane Carrum Downs PS SSO1-1 

Mezentseff, David Frankston HS SSO1-2 

Mihan, Tracey Jane Southern Autistic School SSO1-1 

Miller, Karin Bentleigh SC GRD 

Miller, Warwick Koo-Wee-Rup SC CLASS 

Minnemeyer, Teri Mentone Girls` SC CLASS 

Monks, Kalya Elysia Wallarano PS CLASS 

Moore, Lizelle Anne Southern Autistic School CLASS 

Moretti, Carmelina Dandenong Valley School SSO1-1 

Morgan, Leah Michelle Toorak PS CLASS 

Morris, Joanne Margaret Pakenham Consolidated School LEAD 

Morrissey, Cherrin Maree Gleneagles SC CLASS 

Moseley, Ryan Mornington Park PS GRD 

Muller, Deborah Therese Hampton Park SC LEAD1 

Murphy, Leigh Patrick Carwatha College P–12 CLASS 

Murphy, Sandra Louise Cranbourne Park PS SSO2-3 

Murray, Deidre Margaret Tyabb PS SSO1-1 

Nardino, Donna Mornington PS SSO1-1 

Naylor, Pamela Susan Carwatha College P–12 SSO1-2 

Newey, Kate Eloise Valkstone PS CLASS 

Nicholls, Emma Kate Karingal Heights PS CLASS 

Nicola, Andreana Chrissie Cranbourne Park PS CLASS 

Nolan, Mark Francis Cranbourne Park PS CLASS 

O’Rielly, Denise A Springvale PS CLASS 

O’Shaughnessy, Glenn Michael Southern Metropolitan Region CLASS 

Orchard, Tracy A Cardinia PS SSO1-1 

Osborne, Susan E Lloyd Street PS CLASS 

Park, Clare Lyndhurst SC SSO1-1 

Parker, Natalie Ann Sorrento PS GRD 

Patch, Daniel Allen James Mornington SC CLASS 

Payne, Robyn Mackenzie Valkstone PS CLASS 

Peacock, Lyndal Jeanene Sorrento PS GRD 

Pedler, Jennifer Margaret MacRobertson Girls HS SSO1-2 

Perich, Stephanie Anne Mahogany Rise PS SSO1-1 

Perry, Rodney George Westall SC CLASS 

Phillpot, Robert George Sandringham College CLASS 

Picker, Rowena Patterson Lakes PS SSO1-1 

Piecyk, Susan M Mornington PS SSO1-1 

Plant, Ethel May Toorak PS SSO1-1 

Porter, Christine Joan Patterson River SC SSO1-2 

Power, Damien Elisabeth Murdoch College CLASS 

Purches, Geoffrey Norman Hampton Park SC SSO1-2 

Puschner, Louise Penelope Somerville Rise PS SSO1-1 

Rackham, Linda Rae Hallam Senior SC SSO2-3 

Rea, Tony Robert Southern Metropolitan Region CLASS 

Reagan, Brian Southern Autistic School CLASS 

Reeves, Kirsten Anne Kunyung PS CLASS 

Reinders, Julie-Anne Somerville PS CLASS 

Richards, Slavica Southern Autistic School SSO1-1 

Richardson, Bethany Southern Metropolitan Region CLASS 

Ridley, Jillena Strathaird PS CLASS 

Rischin, Rachel Patterson Lakes PS CLASS 

Roberts, Debra Anne Southern Autistic School SSO1-1 

Roff, Belinda Michelle Southern Metropolitan Region LEAD 

Terms and Conditions 

1. Any entry into any Shine magazine competitions is deemed an acceptance of these terms and conditions. Entries not completed in accordance with these terms and conditions 

will not be considered. 

2. The Promoter is the Victorian Department of Education and Early Childhood Development. The Promoter is not liable for lost, late or misdirected mail or email. 

3. Competitions commence on 5 February 2009 at 0900 (AEST) and close on 27 February 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 four prize packs to be given away in the February 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 mail, email or telephone by 12 March 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.

92 Mar 09 

Appointments 

NAME SCHOOL CLASSIFICATION NAME SCHOOL CLASSIFICATION NAME SCHOOL CLASSIFICATION 

Rogers, Karen Mary Sandringham College SSO1-2 

Rolls, Kate Louise Berwick SC SSO1-2 

Rowntree, Jacqueline Anita Chalcot Lodge PS 

SSO1-1 

Rule, Quentin Middle Park PS CLASS 

Ryan, Elizabeth Ruth Southern Autistic School SSO1-1 

Ryan, Cheryl Lee Somerville SCoge SSO1-1 

Ryan, Troy Lee Carwatha College P–12 CLASS 

Saeki, Mari Caulfield PS SSO1-1 

Saker, Ian Leslie Tyabb Railway Station PS CLASS 

Salemme, Rosa Clara Armadale PS SSO1-1 

Samadi, Frozan Fountain Gate PS GRD 

Sampson, Melanie Tootgarook PS SSO2-3 

Sayers, Rachel Wooranna Park PS CLASS 

Sellens, Lynette Ann Carrum Downs PS SSO1-1 

Sharkey, Samantha Jane Lynbrook PS CLASS 

Shea, Brad Carrum Downs PS SSO1-1 

Shilliday, Sharon Eileen Berwick PS CLASS 

Simmonds, Catherine Elisabeth Murdoch College CLASS 

Sinclair, Megan Aisla Mornington Park PS CLASS 

Sinha, Shekhar Wallarano PS GRD 

Skouzis, Tina Lyndhurst SC CLASS 

Smith, Carolyn Gaye Kambrya College SSO1-1 

Smrdel, Wendy Noel Carwatha College P–12 SSO1-1 

Somerville, Laura-Claire Wallarano PS CLASS 

Spackman Sr., Anne Jocelyn Bentleigh West PS 

SSO1-1 

Staunton, Cathie Louise Southern Metropolitan Region CLASS 

Stokes, Raymond Frank Sandringham College CLASS 

Stubbs, Tara Pamela Tooradin PS GRD 

Sullivan, Helen Louise Wallarano PS CLASS 

Sykes, Kay Susan Carwatha College P–12 SSO1-1 

Talbot, Christine Helen Cranbourne South PS CLASS 

Tanner, Lauren Alyse Southern Autistic School SSO1-1 

Tate, Vivienne Hampton Park SC CLASS 

Taylor, Heather Stonnington PS SSO1-1 

Taylor, Maree Joy Southern Autistic School SSO1-1 

Taylor, Robert Brentwood Park PS CLASS 

Thin, Cha Lee Westall SC SSO1-1 

Thompson, Michelle Sharon Chelsea Heights PS 

CLASS 

Thurgood, Sarah Louise Southern Autistic School CLASS 

Tickell, Tricia Somers School Camp SSO1-1 

Tranter, Shane Mornington Park PS SSO1-1 

Treloar, Terrence Edward Naranga Special School SSO1-1 

Turner, Jennifer Isabel Elisabeth Murdoch College LEAD1 

Turner, Mia Therese Toorak PS CLASS 

Tweedly, Danielle Therese Somerville PS CLASS 

Van Maanen, Marcelle Paula Mordialloc College 

AP1-1 

Varghese, Jibu Southern Metropolitan Region CLASS 

Vickers, Diane Tyabb PS SSO1-1 

Voigt, Marlene Tyabb PS SSO1-1 

Walton, Sue Sandringham College SSO1-2 

Ward, Carolyn Mary Southern Metropolitan Region CLASS 

Warfe, Gabriella Lidia Westall SC CLASS 

Watson, Janette Christine Cheltenham SC SSO1-1 

Westwood, Jennifer Louise Berwick PS 

CLASS 

Wheatland-Bridge, Julie I Berwick SC ACPT 

Whetton, Katrina Beth Mahogany Rise PS SSO1-1 

Whitfield, Eunice Elizabeth Mornington Park PS 

SSO1-1 

Wijnschenk, Bob Frankston HS CLASS 

Willett, Amy Kate Mentone Girls` SC GRD 

Williams, Rebecca Dandenong West PS GRD 

Wilson, Leanne Michelle Kambrya College SSO1-2 

Wiseman, Jason Carwatha College P–12 SSO1-2 

Wisniewski, Maxine Elizabeth Southern Autistic School SSO1-1 

Woodman, Ingrid Maria Wallarano PS CLASS 

Woodruff, Karen Alayne Hallam Senior SC SSO1-2 

Woods, Crystaleya Westall SC CLASS 

Woodward, Lydia Ruth Naranga Special School SSO1-1 

Wright, Belinda Jane Kunyung PS SSO1-1 

Wrigley, Michelle Kim Cranbourne PS LEAD 

Xiao, Wen Jin Sandringham College SSO1-1 

Young, Robert Bruce Dromana SC CLASS 

Zarb, Jason Andrew Sorrento PS LEAD 

Zheng-Ting, Wang Westall SC CLASS 

Zintschenko, Michelle April Somerville Rise PS 

CLASS 

Western Metropolitan 

Abrigonde, Erika Parkwood Green PS SSO1-1 

Agg, Travis 

Manor Lakes P–12 Specialist Co CLASS 

Agius, Doris Bayside P–12 College SSO1-1 

Amato, Tegan Thomas Chirnside PS CLASS 

Amos, Suzanne Lorrane Western Autistic School CLASS 

Amos, Wren Louise Kurunjang SC GRD 

Amunugama, Champakusum A Western Autistic School SSO1-1 

Armstrong, Cindy Gaye Kingsville PS SSO1-2 

Avolino, Robert Kingsville PS SSO1-1 

Azzopardi, Renee Connie A Parkwood Green PS 

CLASS 

Baynes, Isobel Victorian College of the Arts GRD 

Beagley, Philomena Anne Wembley PS SSO1-1 

Behayeddin, Ozan Caroline Springs College SSO2-4 

Beissel, Kimberley Stuart C Victorian College of the Arts SSO2-3 

Black, Marie Therese Aberfeldie PS SSO1-1 

Bone, Meagan Manor Lakes P–12 Specialist LEAD 

Bourke, Helen Marie Western Autistic School SSO1-1 

Bowden, Deanne Lee Thomas Chirnside PS CLASS 

Boxer, Lianne Jean Taylors Lakes SC SSO1-2 

Boyle, Keda Amber-Lee Western Autistic School CLASS 

Bragaglia, Nancy Gilmore College For Girls SSO1-2 

Brett, Jeremy Thomas Victorian College For The Deaf LEAD 

Briscoe, Jennifer Anne Bayside P–12 College SSO1-1 

Brown, Dale Louise Seaholme PS AP1-1 

Brown, Debra Marlene Western Autistic School SSO1-1 

Brown, Neville Gary Western Autistic School SSO1-1 

Browning, David University HS GRD 

Buckley, Sally Cathryn Westgrove PS CLASS 

Buckley, Donna Therese Western Autistic School SSO1-1 

Burgess, Ruth Margaret Western Autistic School CLASS 

Callegari, Kimberley Woodville PS GRD 

Callow, Jean Western Autistic School CLASS 

Capapas, Michael Western Autistic School CLASS 

Carabott, Jason Debney Meadows PS GRD 

Chaudhary, Manisha Caroline Springs College CLASS 

Chiovitti, Tony University HS CLASS 

Chrysostomou, Elizabeth St Albans East PS CLASS 

Cilia, Leesa Maree Manor Lakes P–12 Specialist Co GRD 

Clarke, Diane Susan Western Autistic School SSO1-1 

Clarke, Jodie Louise Western Autistic School SSO1-1 

Coombes, Andrea Louise Parkwood Green PS SSO1-1 

Corry, Ruth Hannah Stevensville PS GRD 

Corzo, Margaret Alice Carlton Gardens PS ACPT 

Courtis, Susanne St Albans SC CLASS 

D’Menzie, Davina Western Autistic School CLASS 

Davies, Susan Christine Taylors Lakes PS GRD 

Davis, Mark Aaron Caroline Springs College CLASS 

Dawson-Davis, Patricia N Melton SC LEAD 

De Sousa, Charmaine Nadeene The Grange P–12 College CLASS 

De-Carlo, Mary-Ann E The Grange P–12 College CLASS 

Dellevergin, Sonia Western Autistic School SSO3-6 

Dempster, Allyson Gilmore College For Girls CLASS 

Desa, Linda Westgrove PS CLASS 

Devlin, Amy Jessica Essendon North PS GRD 

Dobric, David Milos Caroline Springs College CLASS 

Donald, Karen Lorraine Taylors Lakes PS GRD 

Donovan, Karen Yarraville SDSool AP1-1 

Drowley, Kylie Louise Sunshine PS GRD 

Drury, Wayne Johan Miles Western Autistic School SSO1-1 

Dwiar, Leanne Maree Western Autistic School CLASS 

Edwards, Nazlia Movelle PS CLASS 

El Tonsi, Nora Hoppers Crossing SC CLASS 

Emmerton, Janine Western Autistic School SSO1-1 

Enders, Craig Williamstown HS CLASS 

English, Melissa Jane Williamstown HS GRD 

Evans, Lynette Pearl Sunshine College SSO1-2 

Feely, Claire Williamstown HS CLASS 

Fehmi, Seral Caroline Springs College SSO1-1 

Fielding, Alison Joy Caroline Springs College SSO1-1 

Finegan, Jeanette Seabrook PS AP1-1 

Firth, Laura Kate Western Autistic School CLASS 

Fisher, Thomas James Western Autistic School SSO1-1 

Fitzsimons, Leonie Margaret Western Autistic School SSO1-1 

Ford, Brenda Kensington Community HS SSO2-4 

Ford, Zoe May Wedge Park PS CLASS 

Forster-Lucia, Vanessa St Albans East PS LEAD 

Foster, Michael University HS GRD 

Freeman, Aaron John Staughton College SCH 

Gaeta, Teresa Sunshine College SSO1-2 

Galanis, Joanna Western Autistic School SSO1-1 

Gannon, Rosina Frances Victorian College of the Arts CLASS 

Gardner, Andrew David Parkwood Green PS CLASS 

Garner, David Scott Caroline Springs College CLASS 

Gashi, Sylvia Wembley PS SSO1-1 

Gaylard, Lauren Elizabeth Williamstown HS CLASS 

Genovese, Alexandra The Grange P–12 College SSO2-3 

Gigas, Jennifer Louise Woodville PS CLASS 

Gilbert, Melanie Joy Manor Lakes P–12 Specialist Co ACPT 

Goda, Emiko Williamstown HS CLASS 

Goddard, Thomas George Manor Lakes P–12 Specialist Co ACPT 

Gradzka, Rachel Louise Flemington PS CLASS 

Graham, Cheryl May Manor Lakes P–12 Specialist Co LEAD 

Grimmer, Paula Louise St Albans East PS SSO1-2 

Halbert, Michael James Strathmore North PS GRD 

Hansen, Julia Mary Sydenham - Hillside PS CLASS 

Haralambous, Helen Williamstown HS LEAD 

Harsley, Jayne Denise Caroline Springs College SSO1-1 

Hasan, Ruth Joy Staughton College CLASS 

Hately, Daniel Wayne Victorian College For The Deaf SSO2-3 

Heagerty, Robin Kathleen Western Autistic School SSO1-1 

Hennessy, Michael Geoffrey J Parkwood Green PS 

CLASS 

Hickey, Nitch St Albans East PS GRD 

Holt, Stewart Ross Western Autistic School SSO1-1 

Hotchin, Kristy-Lee Anne Taylors Lakes SC CLASS 

Howren, Ingrid Kate Williamstown HS CLASS 

Huseyin, Fatma Western Autistic School CLASS 

Huynh, Hanh Huu Sunshine College SSO2-4 

Jarry, Nicole Williamstown HS SSO1-2 

Jehu, Jessica Kate Kurunjang PS GRD 

Johnson, Samantha Jane The Grange P–12 College CLASS 

Jose, Cynthia Caroline Springs College CLASS 

Jose, Jeena Annie St Albans SC CLASS 

Jungfer, Kathy Sydenham - Hillside PS CLASS 

Karvelas, Angela Melton SC SSO2-3 

Kelly, Kerrie Exford PS SSO1-1 

Kieper, Koreena Baden Powell P-9 College CLASS 

Kingsley, Amanda Essendon North PS ACPT 

Kinrade, Stephen Scott Strathmore PS CLASS 

Koniaras, Christine Maree Western Autistic School SSO1-1 

Kook, John Western Autistic School SSO1-1 

Kot, Janice Lynette Parkwood Green PS SSO1-1 

Lacey, Lesley Caroline Springs College SSO1-1 

Laird, Melissa Simone Calder Rise PS GRD 

Latiff, Khairil Werribee SC CLASS 

Lee, Susan Valerie Seabrook PS AP1-1 

Lees, Joshua Iain A Woodville PS GRD 

Leighton, Leanne Werribee PS SSO1-1 

Lentini, Gregory J Werribee SC AP2-3 

Leopoldo, Maria Western Autistic School CLASS 

Linsell, Dianne St Albans East PS CLASS 

Littler, Christine Werribee PS SSO1-1 

Lockwood, Jane Mackellar PS CLASS 

Love, Rebecca Louise Williamstown HS CLASS 

Lu, David Werribee SC CLASS 

Macatangay, Leonila Taylors Lakes SC SSO1-2 

Mackey, Tegan Sunshine College SSO1-2 

Mackintosh, Karen Therese Tullamarine PS 

SSO1-1 

Maher, Margaret Melton Specialist School CLASS 

Malley, Sharon St Albans East PS SSO1-1 

Malouf, Matthew Thomas Western Autistic School SSO1-1 

Mankowski, Roman Henryk Williamstown HS 

CLASS 

Mannolini, Donatella R Victorian College of the Arts CLASS 

Marinias, Marina Victorian College of the Arts CLASS 

Markovics, Rosa Western Autistic School CLASS 

Martin, Diane St Albans North PS CLASS 

Massari, Melissa The Grange P–12 College CLASS 

Matiszig, Marie-Louise Cairnlea Park PS CLASS 

McAllister, Nicole Louise Western Autistic School SSO1-1 

McCrea, Michele Thomas Chirnside PS SSO1-2 

McDermott, Felicity A Parkwood Green PS CLASS 

McIntyre, Susan Elizabeth Cairnlea Park PS CLASS 

McLennan, Jessica Essendon PS CLASS 

McLeod, Hollee Corrine Sunshine PS CLASS 

Mead, Patricia Marie Western Autistic School SSO1-1 

Mercieca, Priscilla Ann Sunshine SDS SSO1-1 

Michael, Deanne Marie The Grange P–12 College SSO1-2 

Middleton, Belinda Jane Caroline Springs College SSO1-1 

Miletich, Kathleen Phyllis Sydenham - Hillside PS CLASS 

Mills, Elizabeth Western Autistic School CLASS 

Mitchell, Stacy Ann Victorian College of the Arts SSO2-3 

Moncy, Anne The Grange P–12 College CLASS 

Monk, Heather Valerie Yarraville SDSool CLASS 

Morrison, Melany Jane Milleara PS GRD 

Moule Jr., Alana Tullamarine PS SSO1-1 

Mouratidis, Jackie Seabrook PS LEAD 

Munoz, Deborah Kurunjang PS CLASS 

Mustica, Anne-Marie Western Autistic School SSO1-1 

Myers, Janelle Leeanne Sunshine SDS SSO1-1 

Nagan Sr., Jayandran Sunshine College CLASS 

Nakajima, Emi Sunshine SDS CLASS 

Nemet, Stefany Kurunjang PS CLASS 

Nugent, Annette Western Autistic School SSO1-1 

Nunns-Gers, Anne-Marie Caroline Springs College SSO1-1 

Olea, Daniella Copperfield College CLASS 

Pa’Apa’A, Lia The Grange P–12 College CLASS 

Packer, Deborah Louise Werribee PS SSO1-1 

Pannell, Jennifer Kathleen Wembley PS SSO1-1 

Panopoulos, Robyn Lynette Taylors Lakes SC 

SSO2-3 

Papadopoulos, Sarah Elizabeth The Grange P–12 College LEAD 

Parashis, John Werribee SC CLASS 

Parker, Laura The Grange P–12 College SSO1-1 

Patterson, Warren Williamstown HS CLASS 

Payne, Elizabeth Ann Melton SC LEAD 

Phelan, Melanie Ann Albion PS GRD 

Pistritto, Renate Tullamarine PS SSO1-1 

Pollock, Kathleen Anne Western Autistic School SSO1-1 

Price, Jason Williamstown HS SSO2-5 

Przybylak, Betina N/A Carlton Gardens PS CLASS 

Pugh, Sandra Exford PS SSO1-1 

Quinlan, Kelly-Ann Cairnlea Park PS CLASS 

Quinn, Diane Joy Aberfeldie PS SSO1-1 

Randalls, Suzanne Gaye Werribee PS SSO1-1 

Rice, Alannah Mary M Sunshine SDS CLASS 

Riddle, Helen Joan Western Autistic School CLASS 

Riosa, Pamela Dawn Williamstown HS SSO1-2 

Robinson, Nancie J Victorian College of the Arts CLASS 

Romerosa, Adora The Grange P–12 College SSO1-2 

Rose, Lucy Mcintosh Aberfeldie PS GRD 

Rousset, Sarah Jane Flemington PS GRD 

Rowe, Kerry Joanne Tullamarine PS SSO1-1 

Russ, Dean Williamstown HS GRD 

Russell, Brett Nathan Caroline Springs College CLASS 

Sacco, Carmen Seabrook PS EXRT 

Sampson, May Western Autistic School CLASS 

San Giorgio, Carlo Staughton College CLASS 

Sartori, Maria H Aberfeldie PS SSO1-1 

Saver Sr., Alice Melton SC CLASS 

Schembri, Joanne Parkwood Green PS SSO1-1 

Seamons, Jeanette Nicole The Grange P–12 College LEAD 

Sevior, Christian Robert St Albans East PS LEAD 

Shehu, Bardhyl (Bud) Werribee SC CLASS 

Shirreff, Nicole Anne Kingsville PS SSO1-1 

Shwe Hla Yi, Ter Na Pay Werribee PS SSO1-1 

Simmons, Cherine Jacinta Sunshine PS GRD 

Sinclair, Peter St Albans SC CLASS 

Skaftouros, Peter Caroline Springs College CLASS 

Smith, Carly Werribee SC CLASS 

Smith, Briony Evelyn Sydenham - Hillside PS CLASS 

Smith, Miranda Western Autistic School CLASS 

Smith, Peter Howard Williamstown HS SSO1-1 

Smith, Rhonda Parkwood Green PS SSO1-1 

Snow, Susan Jeanette Debney Meadows PS SSO1-1 

Sorbara, Teresa Western Autistic School SSO1-1 

Sourivong, Pat The Grange P–12 College CLASS 

Spelic, Susan Veronica Manor Lakes P–12 Specialist Co LEAD 

Spiteri, Brooke Leah Kurunjang PS GRD 

Spooner, Julie Ann Stevensville PS SSO1-1 

Stanko, Melanie Ann Western Autistic School CLASS 

Starpins, Debra Lee Strathmore PS PR2-3 

Startari, Linda Western Autistic School SSO1-1 

Stimson, Andrew John Hoppers Crossing SC CLASS 

Stirling, Honey 

Manor Lakes P–12 Specialist Co ACPT 

Stoppa, Linda Taylors Lakes SC SSO1-2 

Sueyoshi, Ako Essendon PS CLASS 

Sundborn, Daniel Kurunjang PS GRD 

Swart, Dorothy May Western Autistic School SSO1-1 

Talevski, Betty Caroline Springs College SSO1-1 

Tascone, Jillian Aberfeldie PS CLASS 

Tay, Phoebe St Albans East PS CLASS 

Taylor, Marie Catherine Taylors Lakes SC SSO1-1 

Taylor, Sonya Maria Manorvale PS SSO1-1 

Teal, Carolyn Margaret Western Autistic School SSO1-1 

Thompson, My Strathmore PS GRD 

Thompson, Donna Madeleine Western Autistic School SSO1-1 

Thompson, Stacey Western Autistic School SSO1-1 

Tiry, Hussein Magadie The Grange P–12 College CLASS 

Tisdale, Catherine Louise The Grange P–12 College CLASS 

Tomaszewski, Steven Paul Westgrove PS CLASS 

Toose, Laban The Grange P–12 College AP1-1 

Torney, Maureen Teresa The Grange P–12 College SSO2-4 

Toulkeridis, Antigone Aberfeldie PS SSO1-1 

Tsolakis, Jimmy Western Autistic School SSO1-1 

Turgut, Zehra Western Autistic School CLASS 

Van Wyngaarden, Geoff St Albans SC CLASS 

Volokh, Daria Melton SC CLASS 

Waddell, Jennifer Anne Kurunjang PS GRD 

Walsh, Naomi Bernadette Woodville PS GRD 

Wasilewski, Maria Dorota Victorian College of the Arts SSO1-2 

Watson, Kirsteen Jane Western Autistic School SSO1-1 

Watt, Chloe Emma Seaholme PS GRD 

Webster, Diane Lee Victorian College For The Deaf LEAD 

Webster, Victoria Rose Victorian College of the Arts SSO1-1 

Wembridge, Jo-Anne Maree Werribee PS 

CLASS 

Williams, Benjamin St Albans North PS CLASS 

Williams, Sally (Nee Poehland) Altona Green PS 

GRD 

Wood, Amanda Gaye Parkwood Green PS CLASS 

Wood, Kim Maree Bayside P–12 College SSO1-1 

Wright, Emma Caroline Springs College SSO1-1 

Yarrovi, Oxana Valentine Staughton College CLASS 

Zammit, Darren Joe The Grange P–12 College CLASS 

Zipevski, Steve Caroline Springs College SSO2-4 

Zivave, Victoria Tarirayi Melton Specialist School CLASS

Classifieds 


RETIREMENTS 

Claire White 

Retirement Dinner to celebrate the Teaching 

Career of Claire White will be held at the Yaapeet 

Community Centre on Friday 24th of April at 

7pm. Bookings and payment of $40 per head to 

the Yaapeet Primary School, 4 Woods St, 

Yaapeet, 53957260 by Friday the 3rd of April. 

KAY NICHOLL 

A ‘Retirement’ afternoon tea will be held at 

Carrum Primary School from 4.30 - 6.30pm on 

Thursday, 26th March to celebrate Kay Nicholl’s 

valued teaching career. We welcome the 

attendance of past and present staff, students 

and parents at this event. If you would like to 

attend, please contact Michele Donnelly on 

9772 1117. 

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 

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. 

Keilor Downs College 

Please come to the 25th Anniversary 

Celebration of Keilor Downs College on 

Saturday the 14th of March 2009 between 1 

and 7pm. Food, drink and lots of old photos and 

memorabilia will be on show. Musical 

performances from current and previous 

students will also be a feature of this special 

event. Hope to see you there.Contact: Romany 

Cicivelli for any further enquiries on 93674200. 

MACCLESFIELD PRIMARY SCHOOL 

Celebrating 100 years of education. Please 

come to the 100 year celebrations of 

Macclesfield Primary School on; Saturday 21st 

March – School Festival commencing at 

3.00pm & finishing at 8.30pm. The Festival is a 

wonderful opportunity to catch up with friends 

and family and enjoy the food stalls, rides, 

games and fun of the festival. Sunday 22nd 

March – the official centenary book will be 

launched at 1.30pm followed by a school 

reunion & roll call. Musical items and afternoon 

tea will provide the backdrop for a wonderful 

afternoon for meeting with past students and 

teachers. Hope to see you there. Contact: John 

Chiswell for further enquiries on 5968 4734 

chiswell.john.jr@edumail.vic.gov.au 

SHEPPARTON 

HIGH 

SCHOOL 

CENTENARY CELEBRATIONS WEEKEND 

17 – 19 APRIL 2009 

For registration & booking visit 

www.shs.vic.edu.au 

or phone the school on 

03 5821 4322 

CAR RENTALS 

A.B.L. CAR RENTALS, GOLD COAST, QLD 

Cars from $29/day 8 Seaters from $69/day. 

Free pick-up Gold Coast Airport. NO HIDDEN 

EXTRA’S. www.ablcarrentals.com.au Freecall: 

1-800-672-344 

EDUCATIONAL 

MATERIALS/SERVICES 

African drum and dance in schools. 

Provides high-energy performance and handson 

workshop for groups of any size and age. 

Perfect for cultural activity, to enhance your 

music/dance curriculum or to get difficult 

students engaged. Contact Simon Lewis 

0425753553 or visit www.drumming.com.au 

Asian Performance 

Asian Performance. Asia Raya presents a 

stimulating and unique performance of Asian 

music, dance and puppetry entitled “Mupadan”. 

Also “China focus” and “Pen-tawasik” 

(Indonesian). Asia Raya also provides “handson” 

workshops for your students. 

www.asiaraya.com.au 

Australian History 

Easy to Learn songs to sing and play 

incorporating Australia and it’s history. These 

songs could also be included in plays. Also, 

give me the subject, I will write the song. 

Phone: 9789 6791 Email: bwest@optusnet. 

com.au 

BOObook Theatre in Schools 

A Gargoyle in the Garage 

A play about global warming & the 

International Year of Astronomy, 

for primary students. 

Totally Wasted 

A play about 

alcohol 

issues, for 

year ten 

students. 

Free Teacher Previews April 16th 

Enquiries: boobooktheatre@hotmail.com 

www.boobooktheatre.com 

Aussie Aussie Aussie 

Bush Ballads - Bush Dancing 

Songs & Stories of Australia 

An hour of fun & music with “Lazy Harry” 

popular entertainer, teacher & recording artist. 

Bookings 0419 236 314 

CIRCUS MAXIMUS P/L 

“If You Are Serious 

About Entertainment... 

don’t call us!!!” 

Ph: 03 94823512 

email: 

greg@circusmaximus.com.au 

Children’s Author/Illustrator 

Michael Salmon, Children’s Author/Illustrator 

has extensively toured Australian Schools over 

the past 34 years. His sessions are lots of fun, 

with lightning fast cartoons, caricatures, silly 

prizes and general encouragement for Students 

to develop their own creativity. Contact Michael 

via email michael@michaelsalmon.com.au, 

phone (03) 9822 7643 or 0408 227 643. Visit 

our web site: www.michaelsalmon.com.au and 

view School feedback and more. 

Reliable. Affordable. 

No job too big or small. 

Hastle-free costumes 

for your production. 

Costumes made to 

order when required 

Phone: 03 9842 5438 

Email: info@costumeswithoutdrama.com.au 

Look at our extensive range 

of costumes for hire at: 

www.costumeswithoutdrama.com.au 

Do You Need An Easy, Fun, 

Unique Way To Educate Your 

Students On “Healthy Eating” 

Do any of these ring true for you…….. 

• I’m not really confi dent teaching this subject. 

• We already have such a busy curriculum, getting 

the time to prepare for “health unit” is a struggle 

• We need a way to make teaching about “healthy 

food” more fun 

• We sometimes feel as though we are preaching 

to the kids 

• The kids say “healthy food” is boring. 

If you’ve answered YES to any or all of the above: 

Call Therese on 1300 304 457 or email 

therese@thefrugies.com.au 

www.thefrugies.com.au 

DON’T MOVE 

PUPPET THEATRE 

PUPPET SHOWS & 

PUPPET MAKING 

WORKSHOPS 

Contact 

John Evans 

Telephone 

9397 0033 

0419 346 731 

www.dontmove.com.au 

FREE REPLACEMENT 

PUBLICATIONS TO ALL 

AFFECTED SCHOOLS AND 

TEACHERS in the bushfire 

devastated areas of Victoria. 

Your support of my publications 

over the years has been deeply 

appreciated. I want to help you. 

Please contact me by phone 03 

53323637or Email speedy@ 

vic.chariot.net.au or google Len 

Vincent Publications and use my 

guestbook. I can’t contact you, so 

PLEASE contact me. 

New customers can help by 

requesting a free sample CD My 

support publications have huge 

appeal all over Australia. 

THIS IS MY WAY OF 

SUPPORTING MY TEACHING 

COLLEAGUES! CHEERS! 

Len Vincent 

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 

NEW and FREE 

Australian Education Resources website 

• Lesson ideas 

• Student activity sheets 

• Interactives 

• Request free resources 

• Competitions 

... and much more 

www.forteachersforstudents.com.au 

Merit Stickers 

Personalised Merit Stickers. Get Personal! 

YOUR name makes ALL the difference- eg ‘Well 

Done from Mrs Teacher’!! 

Over 150 exciting designs. Order online now. 

Only at jayl.com.au 

RADIO AWARENESS FOR KIDS 

For Grades 3-6.This highly popular incursion 

brings the world of radio broadcasting to the 

classroom with a range of enjoyable 

cooperative learning activities designed to 

involve all children. Presented by an 

experienced radio broadcaster RAK has been in 

great demand in Victorian classrooms for 18 

years so book early to secure your desired 

date. Phone John anytime on (03) 9704 9372 

or visit www.radioawareness.com.au 

Pre school music programs & 

School instrumental programs 

for all instruments including 

singing. 

• An EASY and FUN method! 

• A variety of learning activities 

• Trained, specialist teachers 

• Complete administration 

• Instrument hire available. 

The Results 

Students can read music, enjoy playing it 

and are becoming well-rounded musicians! 

For further details phone 9457 1158 or email 

rosanna@wendysmusic.com.au

94 Mar 09 

Classifieds 

THE PLANETARIUM 

THAT COMES TO 

YOUR SCHOOL 

‘2009 – The Year of Astronomy’ 

For bookings call 

9748 8326 

LEARNING BY DOING 

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 

54’11” Resignation 

New Scheme Retirement Planning 

SSO (ES) Salarypackaging 

Seminars 

For further information and a second opinion 

without obligation please call... 

Rob Anderson (Tel: 03 9783 9000) 

(Email: admin@srgcorporate.com.au) 

Advice to the Victorian Education Community Since 1982 

Mt Buller 

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Port fairy 

HOLIDAY at off peak prices at Gum Tree 

Caravan Park in historic Port Fairy the next 

school holidays, Australia’s 1st totally non 

smoking park. Cabins from $55 per night, 

Holiday Unit $130 per night, Camp Site $19 per 

night. Minimum 5 night - all prices are for 2 

people, extras are extra. It’s a fairer deal for 

those in Education. Contact Rachel or Brian 

(03) 55681462 

email: gumtreepark1@bigpond.com 

www.port-fairy.com/gumtreepark 

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 

PROFESSIONAL 

DEVELOPMENT 

The Currajong 

School Conference 

‘Guerilla Tactics For Teachers - 

Not Just Surviving But Thriving’ 

Presenter : Andrew Fuller 

Clinical Psychologist & Family Therapist 

• Set up a calm & productive 

classroom 

• Manage ‘tricky kids’ effectively 

• Deal with behavioural issues while 

remaining sane and resilient 

• Increase engagement and 

academic outcomes 

This one-day presentation offers an 

invaluable opportunity for school staff 

to further build the skills necessary to 

support the well-being of students with 

emotional and behavioural disorders. 

Date: Friday 15th May 2009 

Cost: $170 incl. GST & catered lunch 

90 Darling Rd, East Malvern 3145 

Ph: 9571 7869 Fax: 9571 7867 

admin@currajong.vic.edu.au 

www.currajong.vic.edu.au 

WOODWORK WORKSHOPS 

In your primary classrom! 

BOOK US NOW! 

9532 9500 

www.woodworkroom.com.au 

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: 

9590 0174 or geoff@sagacityservices.com.au 

Rob A Anderson Pty Ltd trading as 

Super Resources Group is an 

Authorised Representative 

of AMP Financial Planning Pty Limited, 

ABN 89051208327, AFS Licence No. 232706 

HEALTH AND WELLBEING 

YOGA FOR SCHOOLS 

Beyoga has experience teaching a one off class 

to developing a multi-week program for the 

entire school from prep to year 12. Contact 

beyoga 9489 9591 or katie@beyoga.net, 

http://www.beyoga.net.au/yoga_schools.html 

HOLIDAY ACCOMMODATION 

Blairgowrie 

Holiday House 

Sleeps 4, all facilities avail 

including a large private 

deck and BBQ. Walk to Back 

beach, Close to great golf 

courses and vineyards. Avail 

W/E and holidays. 

Call 0437105438 for 

more information. 

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 

Unit 2, spacious, self-contained two bedroom 

apartment. Kitchen, laundry, bathroom with 

spa, heated pool, barbecue. Overlooking Lake 

King, jetty and beach. Walk to restaurants, 

Sleeps six. Perfect getaway. Ph: 5156 2166. 

Brain Gym is extremely useful when working 

with children or adults with any type of 

learning or behavioural difficulties, dyslexia 

or ADD/ADHD. It is especially relevant for 

integration and special needs students. 

For all Brain Gym workshops for 2009 please 

visit www.wholebrain.com.au for more details 

and application form or contact: 

Claire Hocking 5282 5985 - 0419 569 071 

or email claire@wholebrain.com.au 

See ad on page 67 for more details 

Educational Planning 

for Students with 

Special Needs 

Course provides participants with 

the skills and knowledge to enable 

them to write and implement an 

Individual Educational Plan for 

students with special needs. 

Dates: 15, 16, 23 May 

Duration: 8.45am – 4.30pm 

Venue: Clayton Campus 

Contact: 9905 2700 

Recognition: 12 credit points at 

postgraduate level 

www.education.monash.edu/shortcourses 


For 

registration 

forms and 

enquiries 

please contact Paula Welham on 

Tel: 9490 1877 

Mobile: 0488 110 000 

Email: mail@ivanhoepl.com 

or visit our website 

www.ivanhoepl.com 

MAKATON VICTORIA 

Key Word Sign & Gesture Workshops, 2009; * 

GEELONG – Sat 21st March; DEER PARK – Sat 

23rd May; * GEELONG – Sat 13th June; GLEN 

WAVERLEY – Sun 9th August; * GEELONG – 

Sat 5th September; WATSONIA – Sun 18th 

October. Contact Cathy on 9843 2012 for * 

Geelong workshops. Contact Ann on 9894 

1702 for all others. Cost $65 (or $55 early bird 

rate if payment is received 2 weeks prior to 

workshop). For registration form and more For 

For information, go to: www.newcastle.edu.au/ 

centre/sed/makaton

WATER 

RATING 

6 

WATER 

RATING 

6 

WATER 

RATING 

8 

WATER 

RATING 

9.5 

Classifieds 


Supporting Children with 

Additional Needs in 

Early Childhood Programs 

Designed for qualified and 

unqualified staff, & members of the 

community associated with early 

childhood education and care. 

Dates: 7, 8, 19 May 

Duration: 8.45am – 4.30pm 

Venue: Clayton Campus 

Contact: 9905 2700 

Recognition: 6 credit points at 

undergraduate level 

A 1 day program highlighting the main 

features of the course will be offered 

at the Frankston campus on Tuesday 

28 April. 

www.education.monash.edu/shortcourses 


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 

Mt Buller 

Accommodation for up to 40 students and 5 

staff. Suitable for studies of curriculum areas; 

environmental studies, geography, outdoor 

education, Australian history. Winter school 

camps - delicious cooked breakfasts and 

hearty, healthy 3 course dinners provided 

during ski season. NO COOKING OR CHORES. 

Magnificent views, newly upgraded stylish 

interior, a friendly atmosphere, open fire, TV 

room and games room. Only 7 minutes walk to 

ski lifts. Summer school camps - please 

contact us to discuss catering options. Ph 

:9873 7112 www.merrijigskiclub.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 

TRAVEL 

Egypt and Jordan 

Escorted 

Tours 

From $5,668 pp 

twin share + AirTax 

Experience our fully escorted tours to 

Egypt & Jordan 

Egypt – Departs Melbourne 20 Sep 2009 for 15 days 

Egypt & Jordan – Departs Melbourne 02 Jan 2010 

for 22 days 

Includes: 

• Return Economy class fl ights with Singapore 

Airlines 

• All applicable local fl ights in Egypt and Jordan 

• 5 star Hotel accommodation and Deluxe 

Nile cruise 

• All sightseeing and entrance fees as per 

programs 

• Cairo, Pyramids, Step Pyramids, Sphinx, Luxor 

incl. Valley of the Kings & Karnak Temple, 

Edfu, Kom Ombo, Aswan and Abu Simbel, 

Red Sea resort, Mt Sinai, Alexandria, Petra, 

Kerak, Madaba, Dead Sea 

• English speaking Egyptologist and guide 

• Full time Australian based Tour leader 

Licence Nº 31054 

Contact Passport Travel regarding further 

details of tours 

Paul Ryan 03 9500 0444 paul@travelcentre.com.au 

Gamal Darwish 0408 501 531 gdarwish@bigpond.net.au 

www.uniquepassport.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. 

rentaparisflat.com 

VIETNAM TEACHERS TOUR 

June and September Holidays. Hanoi, Halong 

Bay, HoiAn, Nha Trang, Saigon, Mekong Delta. 

School visits. Tax deductible for teachers, 

principals and SSOs. Run with Medical 

Industry. Top hotels/resorts. Fully Guided. 

$3780 per person twin share.Travel Indochina 

and Vietnam Airlines. We can organise room 

mates. Contact Terry Tremellen ( Mooroopna 

SC) 0358219493 or 0431359283 

tremellen.terence.k@edumail.vic.gov.au 

MISCELLANEOUS 

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 

Phone us on 

03 5940 0281 

www.adloheat.com.au 

See main ad on page 47 

Aluminium 

seats, 

see add on 

page 27 

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. 

Installing... 

video projectors and 

electronic whiteboards 

JED 

projector 

controllers! See our 

ad on 

page 52 

JED Microprocessors Pty Ltd 

03 9762 3588 

www.jedmicro.com.au 

Specialists in Air Conditioning 

for the Education Sector 

Installation • Breakdowns • Maintenance 

All employees have a working 

with children check 

References from other schools available 

T 03 9877 0946 E info@micraair.com.au 

www.micraair.com.au 

Range Rover wheels 

4 Range Rover Steel wheels for classic Range 

Rover. Will fit discovery - excellent condition. 

$100 the lot.1 Rola roof rack (2 aerodynamic 

bars) to suit Range Rover Classic $120. Ph 

Chris Allen 0418 378 466 or 

email allen.chris.c1@edumail.vic.gov.au 

MicraAir Shine Single Block.indd 1 

17/2/09 7:57:32 PM 

ALUMINIUM 

SCHOOL 

SEATING 

Stephen LeGassick 

0438316921 

-Classrooms 

-Indoor/outdoor 

-Cleaning of 

spouting 

-Window Glass repair 

TAC Painting 

& Decorating 

Self Closing Vandal Resistant Tapware 

Waterware Commercial 

Spring Action 

Services (WCS) are specialists 

Bubbler 

BUB206C 

Time Flow Pillar Tap 

at TFC745P maintaining - 7 second and installing 

Wall Mounted Bubler 

 

BUB219C 

 

commercial tapware, water saving 

devices to schools throughout 

Australia. 

Our highly qualified service 

technicians can also provide 

advice and recommendations to 

suit any size school. 

See our advertisement on page 26. 

Electronic Tapware 

 

 

 

1000 Series 

ENM1000 - Battery operated 

ENM1001 - Mains power 

S 

V 

S

96 Mar 09 

Retrospective 

Legacy lives on for 

John and Betty author 

Renowned children’s author and teacher Betty Sommerville can rest in peace knowing she left behind 

a legacy of children who loved her books and loved to read, writes Fiona Basile. 

Betty Sommerville – the 87-year-old Melbournian most 

famous for her John and Betty books published by the 

Victorian Department of Education in the 1950s – passed 

away last December in Moonee Ponds. Friend and Vicar 

of St Thomas Anglican Church (where Betty was a parishioner for 

80 years), the Rev. Alan Colyer said she was always passionate about 

children and committed to their educational needs. 

“Despite never marrying or having any of her own, Betty loved children 

and was always surrounded by them,” he said. “She loved sharing her 

stories with children and was very humble about her books. She said she 

saw a need for these books, so this was simply her way of contributing 

to children’s education.” 

Former student Alan Mayberry attended Victoria Park Primary School 

in Collingwood during the 1950s. He remembers John and Betty well. “I 

can still remember how we treasured our copy of John and Betty. I think 

we must have read a page a month for it to last the whole year.” 

Ms Sommerville trained as a teacher from the age of 17 and completed 

an arts degree majoring in languages and literature. She specialised in 

infant’s classes, teaching at many schools within Melbourne, and also 

taught in England for several years just after World War I. It was upon 

her return to Australia in the 1940s that she wrote the John and Betty 

books, followed by the Holidays and Playmates series. The Victorian 

Department of Education published them as official readers for students 

in Years 1 and 2 from 1951. 

Another former student, Rod Parnall, was in Grade 2 at Eastwood 

Primary School in 1956. He remembers the excitement of Betty’s books. 

“I recall the teacher opening a brown cardboard box and the sight of the 

boxed blue covers of pristine copies of Holidays was the most exciting 

event of the year,” he said. “Such anticipation. I can still recall the smell 

of the paper as the box was opened. I remember that you could only 

move to a new page when instructed to do so by the teacher but I was 

impatient and wanted to know what was about to happen next. I used 

to take the book in my leather satchel and sit under a tree in the bush to 

read where no-one would see me”. 

In 2001, the John and Betty books celebrated their 50-year anniversary, 

with Ms Sommerville receiving an award for her work from the 

Minister for Education. 

PHOTO BY LES O’ROURKE 

Betty Sommerville reads her classroom favorite ‘Holidays’ to former 

Sebastopol Primary School student Sara at the 2001 ‘Let’s Read’ Expo.

, 

Curtain Call 


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: 

Poor Boy 

Until March 22 

Sumner Theatre, Southbank 

Bookings: 1300 723 038 

Melbourne Theatre Company presents: 

Moonlight and Magnolias 


Playhouse Theatre, Southbank 

Bookings: 1300 723 038 

PMD Productions presents: 

Copenhagen 


Chapel off Chapel, Prahran 

Bookings: 8290 7000 

Tony Bones Entertainment Presents: 

The Easter Bunny 

Tuesday April 7 and Sunday April 12 

Queen Victoria Market, Melbourne 

Bookings: 1300 308 311 

Incursions 

No time for lengthy theatre excursions Bring 

the show to your students with professional, 

in-school productions. 

Brainstorm Productions presents: 

The Human Race 

Incursions through 2009 

Bookings: 1800 676 224 or visit 

www.brainstormproductions.com.au 


Verbal Combat 





Wired 

Incursions until April 3 



CARP Productions presents: 

Dreaming of the Dreamtime 




The Magic Circus Show 




Playful Puppets and Cheeky 

Monkeys 




A Land Far, Far Away 




Somewhere Over the Rainbow 




40 Minutes to Save the World! 




Proud to be Me – the Personal 

Learning Show 



Alpha Shows presents: 

Hercules 

Incursions through March 

Bookings: 1300 850 658 

Tony Bones Entertainment presents: 

Bully Bull-Ring 

Incursions March 19 to 20 

Alpha Shows Presents: 

Cinderella 

Incursions through April 

Bookings: 1300 850 658 


The Night Garden 

Incursions until June 26 

Bookings: 1300 308 311 


Amelia Dee and the Peacock Lamp 

Incursions until June 26 

Bookings: 1300 308 311 

List your school production in 

Curtain Call. Email editor@edumail. 

vic.gov.au 

Quiz answers: 1) 13 (9 above the steps, 4 on the angle). 2) Salt a. 3) Henry Jekyll and Edward Hyde. 4) Wonder Woman. 5) Close Encounters Of The Third Kind. 6) Pawn 

or knight. 7) John Lennon. 8) Indonesia (Bali isn’t a country). 9) Captain Arthur Phillip RN. 10) Wink or blink. 11) A quarter – 25 cents. 12) Scalene. 13) Usually has the 

body of a lion and the head and wings of an eagle. 14) Ten. 15) Mecca. 16) Golf. 17) The world of Azeroth. 18) Four (red, green, grey, blue were the colours from 1909 

until 1915, when the entire production switched to black. That lasted until 1926). 19) The Offspring. 20) Denmark, Monaco, Portugal, San Marino and Vatican State.

98 Mar 09 

Take a break 

Staffroom Quiz 

Put your general knowledge to the 

test with this month’s 20 questions. 

1. How many clocks are there at Flinders 

Street Station Just the famous ones – 

on the outside façade on the corner of 

Princes Bridge and Flinders Street. 

2. How many tentacles does a squid have 

3. What is often on the rim of the glass 

when a margarita is served 

4. Here’s a tough literary one: What are the 

first names of Dr Jekyll and Mr Hyde 

5. In which city was the prophet 

Mohammed born 

6. What film featured Richard Dreyfuss 

sculpting a mountain out of mashed 

potato 

7. Which two pieces can start a game of chess 

8. What do you do when you nictitate 

9. In which country would you find the 

Nusa Dua resort 

10. Easy for the maths staff: What is a 

triangle with sides of three different 

lengths called. 

11. Who commanded the First Fleet 

12. What was Diana Prince’s alter ego 

13. Thinking mythological creatures, what 

does a griffin look like 

14. Liverpool’s Speke Airport was renamed 

in 2002 after what famous person 

15. Queenslander Katherine Hull is a fine 

player of which sport 

Cartoon by Jerome Rush, art teacher at Northcote High School 

Sudoku Difficulty level: medium 

16. World of Warcraft nerds question: What 

is the world in which the majority of the 

Warcraft series is set 

17. In the US, two bits is an amount of 

money. How much is two bits 

18. In how many colours were the very first 

Model T Fords available 

19. Which band had the 1998 hit Pretty Fly 

For A White Guy 

20. There are only five mainland European 

nations that share a border with no more 

than one nation. Can you name them 

9 2 4 8 6 7 1 3 5 

6 3 1 2 4 5 7 8 9 

5 7 8 1 9 3 2 4 6 

3 6 5 9 1 4 8 2 7 

4 9 2 6 7 8 3 5 1 

1 8 7 3 5 2 9 6 4 

7 1 3 4 8 6 5 9 2 

2 5 6 7 3 9 4 1 8 

8 4 9 5 2 1 6 7 3 


4892 

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. 

For registration forms and enquiries 

please contact Paula Welham on 

Tel: 9490 1877 

Mobile: 0488 110 000 

Email: mail@ivanhoepl.com or 

visit our website 

www.ivanhoepl.com

Professional Development 


What’s on in March/April 

Dreamweaver Level 1 

Soundhouse 

Monday March 16 

Flemington 

9376 6833 or am@soundhouse.com.au 

Induction Workshops for New and 

Returning Teachers 

Australian Association of Special Education 

Wednesday March 18 

South Melbourne 

Tammy Hardrige at 

hardridge.tammy.r@edumail.vic.gov.au 

Photoshop Level 1 

Soundhouse 

Thursday March 19 

Flemington 


Interactive Whiteboard Hubs 

Australian National Schools Network 


St Albans 

federico.andrea.l@edumail.vic.gov.au 

Second Life 

Soundhouse 

Friday March 20 

Flemington 


Jumpstart 

Drama Victoria 

Saturday March 21 

Abbotsford 

9419 2766 or dramavic@netspace.net.au 

Drama Victoria Annual General 

Meeting 

Drama Victoria 


Abbotsford 

9419 2766 or dramavic@netspace.net.au 

Cybersafety Outreach Program 

Australian Communications and Media Authority 

Tuesday March 24 

Melbourne 

www.acma.gov.au/cybersafety 

Adobe 

InDesign 

Soundhouse 

Thursday March 26, Flemington 

9376 6833 or 

am@soundhouse.com.au 

Cybersafety Outreach Program 

Australian Communications and Media 

Authority 


Geelong 

www.acma.gov.au/cybersafety 

Assessment for Learning with Toni 

Glasson & Robyn Adams 

Curriculum Corporation 


Melbourne 

9207 9600 or sales@curriculum.edu.au 

Economics/Commerce Teachers 

Hands-On Workshop 

Australian Bureau of Statistics 


Melbourne 

gai.mooney@abs.gov.au 

Digital Moviemaking for Home and 

Classroom 

Soundhouse 

Tuesday April 7 

Flemington 


VOSA Levels 1 and 2 

Victorian Orff Shulwerk Association 

Tuesday April 14 to Saturday April 18 

Glen Waverley Anglican Church Hall, Glen 

Waverley 

www.vosa.org 

Digital Fair, Word of Mouse 

Australian College of Educators 

Wednesday April 15 to Friday April 17 

Geelong 

www.austcolled.com.au 

Facilitating Change for Students with 

Special Needs 

Australian Association of Special Education 

Thursday April 16 to Friday April 17 

Southbank 

www.aase.edu.au 

Cognitive Coaching Workshop 

Australian National Schools Network 

Tuesday April 21 to Friday April 24 

Melbourne 

0409 110 050 or gavin.grift@ansn.edu.au 

Sky Burial seminar 

Victorian Association for the Teaching of English 


Collingwood 

www.vate.org.au 

Literature Network Meeting One 



Collingwood 


English Coordinator’s 

Conference 

Australian Communications 

and Media Authority 

Thursday March 31, Geelong 

www.acma.gov.au/ 

cybersafety 

VCE English Units 3 and 4 

Orientation Lectures for Students 



Parkville 


Rescuing Writers – Units 1 & 2 

English 



Collingwood 


English Coordinators’ Conference 



Parkville 


English Units 3 & 4 New Teachers 



Collingwood 


Takeaway with the lot: Principles, 

pedagogy and practice 

Victorian Applied Learning Association 


Moonee Ponds 

www.vala.asn.au 

Introduction to Coaching 

Australian Centre for Effective Partnerships 

March 20 

La Trobe St, Melbourne 

9639 121 or admin@acep.net.au 

Principles of Learning and Teaching 

Australian Centre for Effective Partnerships 

March 31 

La Trobe St, Melbourne 

9639 121 or admin@acep.net.au 

Email your PD listings to 

editor@edumail.vic.gov

Answers for 

Educators 

through Professional Development 

Upcoming 

2009 EvEnts 

Our 2009 PD Program will provide you with the insights and strategies you need to empower all 

students, including those that are struggling or with learning disabilities. These events will demonstrate 

how to deliver an all-inclusive, accessible curriculum utilising a ‘whole school’ approach. 

CouRses 

Cued Articulation 

Presenter: Helen Botham 

1-day course. 

Melbourne: 16 March 

100 essential Rules and strategies 

all students should know about literacy 

Presenter: Chris Killey 

1-day course. 

Loddon Mallee 

Region/Bendigo: 

7 May 

Magical Maths Games 

Presenter: Chris Killey 

1-day course. 

Loddon Mallee 


8 May 

Assessment and Intervention in LD 

recent evidence-based approaches 

Presenter: Dr Kerry Hempenstall 

2-day course. 

Loddon Mallee 


Melbourne: 

29 -30 April 

10 -11 July 

2 HouR seMINARs 

understanding Asperger’s syndrome 

with follow-up Q & A session 

Presenter: Dr Richard eisenmajer 

Dyslexia in Brief 

Presenter: Dr Daryl Greaves 

Managing ADD/ADHD in the Classroom 

Presenter: Dr Gehan Roberts Paediatrician RCH 

session one: Presentation 

session Two: Q & A Session/Discussion 

Melbourne 

session one: 

session Two: 

Geelong: 

Melbourne: 

17 March 

31 March 

21 April 

12 May 

Melbourne: 27 April 

ANsweRs THRouGH TeCHNoLoGy ICT eveNTs 

exploring Clicker5, Clicker Phonics 

and other Clicker5 Resources 

Presenter: Jo evans 

ICT Taster session for educators 

Presenters: sPeLD Team of Instructors 

1-day session. 

1-day session. This Session will give you time to 

see, learn about and try some of the excellent 

software available that helps to support student’s 

writing, spelling, reading comprehension and 

maths as well as remediate some of their issues. 

Melbourne: 27 March 

Melbourne: 8 May 

Certificates given for PD attendance. Register for your Answers Today! 

Bookings are essential and space is limited. For more information or to register 

phone 03 9489 4344 or visit www.speldvic.org.au

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