August 2009 Vol. 1, Issue 07 (pdf - 13.77mb)

Transcription

Shine
A publication of the Department of Education and Early Childhood Development
August 2009 | Issue 07
SPECIAL
SCIENCE
ISSUE
9
TOP TIPS
from VCE
teachers
New early learning
framework
Wildlife excursions
for all year levels
Information Packs will be posted to every
Victorian primary school in August
Contents
24
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
EDitOr | Sarah Oppenheim
Phone: 9637 2914
Email: [email protected]
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 Sept 10
tO ADvErtiSE |
Contact Wayne Maxwell
or Diane Mifsud
Ph: 9637 2868 or 9637 2862
[email protected]
tO SuBSCriBE |
Contact Wayne Maxwell
Ph: 9637 2868
Advertisements featured in Shine
carry no endorsement from the
Department of Education and Early
Childhood Development, either
implicit or explicit. readers should
rely on their own inquiries and
investigation. No responsibility is
accepted by DEECD for the suitability
or accuracy of goods, services or
advice contained in advertisements.
Shine
3
70
66
News
Features
20 Both kinds of new arrivals
22 Why we need a State Register
24 Best ever wildlife excursions
26 Eating our way to poor health
28 More international students
32 Why don’t science ideas stick?
30 Obama advisor in Victoria
54 Getting curious about science
34 Alternative school kicks goals
64 Busting some brain myths
42 New arts school opens
68 Arts festival opens for kids
50 Facebook meets physics
74 Deaf students open own cafe
Meet the maternal and child health nurse
giving refugee mothers a helping hand.
Our top five totally wild animal excursions
will have your students enthralled.
Almost 3700 overseas students are enriching
classrooms around Victoria.
Education advisor to Barak Obama, Marco
Torres visited Melbourne recently.
Award-winning alternative Koorie school
ThePavilion has been recognised again.
The Victorian College of the Arts Secondary
School boasts an impressive remodelling.
An innovative science activity is bringing
social networking into the classroom.
Some material in Shine is
opinionative and does not
necessarily reflect the views of
the Department.
Regulars
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 | Len Bedier, Melbourne High
School. Photo by les O’rourke
Letters
Briefcase
Calendar
Snapshot
Flashback
Where are they now?
Research
5
6
10
11
41
38
56
The emotive cry of league tables fails to
recognise the purpose of the State Register.
Dr Patricia Edgar on why our children are
biting off more than they can chew.
The key to embedding scientific knowledge is
unlocking those childhood misconceptions.
Assistant principal of Berwick Fields Primary
says curiosity is the key to teaching science.
Most of what we think we know about basic
neuroscience is not necessarily true.
The schools program for this year’s Melbourne
arts festival is better than ever.
Students from the Victorian College for
the Deaf are operating their own cafe.
eLearning
Regional Roundup
Appointments
Classifieds
Curtain Call
Professional Development
Staffroom Quiz
72
76
80
84
87
88
90
4
Aug 09
Messages
Welcome to the August issue
Minister for Education
Bronwyn Pike
Minister for Children
and Early Childhood
Development
Maxine Morand
Secretary of the Department
of Education and Early
Childhood Development
Professor Peter Dawkins
This month has seen a number of key early childhood
initiatives come into fruition, bringing major new
quality reforms to the state’s early childhood and
education system. The Victorian Early Learning and
Development Framework, which describes the key
knowledge and skills children need to acquire from
birth to eight, was released for trial and validation. A
key element of the reform, and an Australian first, is
the introduction of transition statements for Victorian
children entering their first year of school.
The ‘Transition: A Positive Start to School’ initiative will
support Victorian children and their families to have
a positive experience during this important milestone
of learning and development. There will be extensive
coverage of these exciting initiatives in the September
issue of Shine – so stay tuned.
is being taught in our schools and how cutting-edge
technologies are being utilised.
Victoria currently operates three specialist science
and maths centres, with a further three planned for
construction – all of which will use the latest facilities,
equipment and expertise to engage students, as well
as comprehensive professional learning programs and
effective teaching methods. The science and maths
specialist centres will not only provide access to
innovative digital and online resources, they will enable
better sharing and collaboration within the school
system – and help our students see the relevance of
science and maths to their world. We hope you enjoy
this special science issue of Shine.
During this month we will also celebrate National
Science Week – held from August 15 to 23. Now in its
12th year, this annual event enables teachers, students
and organisations to both host and attend a range of
activities about science, technology and engineering.
It’s also an ideal opportunity to reflect on how science
Last month I had the honour of attending the Premier’s
VCE Awards at the newly opened Melbourne Convention
Centre, where more than 300 young people from across the
state received recognition for the dedication, enthusiasm
and hard work they put into their studies. The awards
ceremony acknowledged the high level of academic
achievement in Victoria’s education system – something
that couldn’t be achieved without our dedicated and
passionate teachers. You can read more about some of the
inspirational educators behind these motivated students
inside this issue of Shine.
and innovative programs in the teaching of this vital
subject. The Commonwealth Government’s Building the
Education Revolution will see 43 new science laboratories
built in Victorian Government secondary schools. These, in
conjunction with the six specialist science centres currently
on offer or in the process of being constructed, will add
significant value to Victorian science and mathematics
programs – presenting schools with a unique opportunity
to revitalise learning environments and student interest in
this subject.
In the spirit of National Science Week, this month’s edition
of Shine also showcases how the Victorian education and
early childhood system is embracing the latest technologies
Teaching Farms
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CAREER TRANSITION
Helping Educators find
new horizons.Building
a unique, personal
and tell all account to
professional learning in
industry and education.
An account based on life
experiences.
It only takes one moment, to make one
difference, to one person in one day, to
realise that one possibility can change one’s
attitude to life.
Briefcase
Letters
Shine
5
Letter of the month
Let me congratulate you on the Shine publication. I find it now a very readable
and informative publication with the improved modern layout. The smaller
format suits; it is much easier to flip through; it is glossier, sharper and more
up-to-date. I feel that this reflects where DEECD is heading. Shine is more
modern and vibrant, with lots more photos. I’m a visual person and the photos
attract me to the articles.
The layout is good: you never know what is on the next page. I know my school
council members now pick up Shine at meetings to take home to read. This
never happened with the old format. There seem to be more articles, which is
good, and in general it’s much ‘punchier’ which appeals to our younger staff. I
even read the ads now!
Philip Hines
Next month’s best letter
wins an audio book!
I am writing to congratulate you on the quality and content of Shine.
As a school principal, many publications come across my desk but
Shine has proved to be an interesting and informative publication that
I enjoy reading. It is also well read by staff. Well done!
The second reason for this email is to express my surprise and
delight at reading the article on David Wirrpanda in your most
recent edition (‘Where are they now?’, July issue, page 38).
The article brought back 17-year-old memories of just what a
terrific young fellow he was and highlighted what a fine role
model he has become as an AFL player.
David always knew exactly what he was going to become. At
12, he would tell me that he was going to become a football star.
How many people can live the dream as David has done? It was a
very special feeling to read that David remembered, and saw fit to
make mention of me in the article. The teaching profession can
indeed be a rewarding vocation!
In closing, I again congratulate you on a great publication and
more particularly, I thank you for the pleasure I had in reading
about the success of a past student.
Send us your views on an article in this
month’s issue and you could win the classic
Nick Earls novel 48 Shades of Brown in audio
book format, courtesy of Bolinda audio.
Email [email protected]
Trevor Saunders
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28/07/2009 10:15:50 AM
6
Aug 09
Briefcase
What’s new this month
Get the gist
of Australian
politics
Get your head around the inner workings of
Australian bureaucracy with The Gist of It,
an online video program designed to promote
understanding of the institutions and functions
of government. Hosted
by former SBS World
News anchor Mary
Kostakidis, this
exciting new
Liberty Victoria
website features
short videos
with prominent
Australian
experts. Its aim
is to encourage
many more
Australians to feel
able to effectively
contribute to, and
evaluate, Australia’s
political landscape, and
understand how to
make the most of their
democratic freedoms. For
more information, visit
www.thegistofit.com.au
Half-price theatre tickets
The Arts Centre’s First Call Fund provides half-price theatre tickets to Victorian primary and
secondary schools facing barriers of access to live performances due to distance, disadvantage or
special circumstance. Subsidy is awarded for up to 50 per cent off the full ticket price per student
of any education performance, up to a maximum of 60 tickets per school for a single performance
in the calendar year. More than 3500 Victorian students and teachers have already attended
performances thanks to the First Call Fund – so if you think your school might be eligible, apply
today. Visit www.theartscentre.com.au/education
Epic performance
for VCE Drama
Red Stitch Actors Theatre presents a return season of Joel Gross’
intriguing historical epic Marie Antoinette – The Colour of Flesh, a
dramatic love triangle set against the turbulent years leading up
to the French Revolution. This production is specially adapted for
students of VCE Drama and Theatre studies, and each performance
is followed by a question and answer session with the actors and
director. The season runs until August 21 at St Michael’s Grammar
Drama Studio in St Kilda. Tickets are $22 for metropolitan students
and $19 for regional students. Accompanying teachers and assessors
are complimentary. For tickets, phone 9533 8083.
Briefcase
Applications still open for Anzac study tour
Victorian Premier John Brumby invites students in Years 9 and 10 to submit
entries for the 2009–2010 Premier’s Spirit of Anzac Prize. The annual prize
gives 10 students from across Victoria the chance to visit significant battlefield
sites and war cemeteries in France, Turkey and other countries where
Australians have served. The 2010 study tour will visit the Thai-Burma Railway,
including Hellfire Pass, and the Western Front in France and Belgium. Final
entries for this year’s competition must be submitted by October 9 and can take
the form of a research essay, a visual artwork or an audio, web-based or video
presentation. For application details, visit www.veterans.vic.gov.au
Shine
7
Who wants to be an u$her?
There may not be money up for grabs, but that hasn’t stopped the
girls from Mac.Robertson Girls’ High School from volunteering
as ushers for the Premier’s VCE Awards every year since the event
was first established some 15 years ago. Along with students from
Yea High School – who have also been loyal supporters of the
awards day since its inception – the girls spent the day guiding
award recipients, parents and guests to their seats. Pictured here
with media personality Eddie McGuire, this year’s team from
Mac.Rob carried out their responsibilities admirably, and met a
few celebs to boot. Not bad for a day out of school!
8
Aug 09
Briefcase
Sports teachers:
nominate now!
Nominations for the 2009 Victorian School Sports Awards are now
open. The annual Victorian School Sports Awards are the highest
sporting accolade in the Victorian government school sector. They
recognise excellence across all categories of major school sports and are
given to students, teachers and volunteers who have excelled or made
an outstanding contribution to school sport. Nominations close on
Friday 13 November 2009, and winners will be notified in December.
A formal presentation ceremony will take place in early 2010.
There are four award categories open for nomination:
Individual Sporting Blue Award
Presented to a male and female primary student in 16 sports
categories and presented to a male and female secondary student in
19 sports categories
Help the helmeted
honeyeaters!
Endangered Helmeted Honeyeaters need your help to build their
nests. These tiny little birds use spider webs to bind their nests
together – the more webs, the more likely they are to breed multiple
times during the season. Healesville Sanctuary is part of a captive
breeding and release program to increase the number of Helmeted
Honeyeaters in the wild. Your students can help by cleaning up
cobwebs around the house or school and posting them to the
sanctuary. To get involved in Web Spinners, visit www.zoo.org.au/
Learning/Programs/Web_Spinners or call 5957 2818.
Outstanding Sporting Achievement Award
Presented to one primary and one secondary
student for outstanding achievement in any sport
Outstanding Teacher Contribution Award
Presented to one primary and one secondary teacher for
outstanding contribution to school sport
Outstanding Community Contribution Award
Presented to one primary and one secondary school parent, coach
or volunteer for outstanding contribution to school sport.
For more information and nomination forms, visit www.education.vic.
gov.au/sportsawards or contact Warren McKelvie on 9488 9475 or
email [email protected]
Camilla Morgan
Together, yet alone
photograph
Portland Secondary College, Portland
This artwork, by former Year 12 student Camilla Morgan, appeared
in the June issue of Shine with an incorrect caption (Best of Top Arts,
VCE 2008, page 62). The editor wishes to apologise for this error.
Briefcase
Learn about your
Palestinian heritage
The majority of Palestinians living in Australia
have not experienced life in Palestine – but how
does this affect their cultural heritage?
generation to the next through acts of memory,
and the different connections that Australians of
Palestinian heritage have to Palestine.
The Immigration Museum’s new exhibit Handing
on the Key: Palestinians in Australia explores
how the link to homeland is passed from one
The exhibition runs from August 21 to November
22. Visit www.museumvictoria.com.au/
immigrationmuseum
Shine
9
Engineering
and Science
Careers Expo
As part of National Science
Week, the Victorian Space
Science Education Centre is
holding a free Engineering and
Science Careers Expo. Held
on August 20 at Strathmore
Secondary College, this event
will showcase the diverse range of
study and career paths available
across a broad range of fields.
Students can explore interactive
displays, get course advice
and listen to presentations by
young engineers and scientists.
Learn about obesity and
diabetes research, wireless and
optical communication and
aerospace engineering from
university, TAFE and industry
representatives.
Visit www.vssec.vic.edu.au
10
Aug 09
Calendar
Your calendar for the month ahead
September
August
15
22
28
29
31
Get involved in National
Science Week and plan
activities around this year’s
theme ‘Astronomy: Science
Without Limits’. Participation
can be as simple as a display
in the school library or as
complex as a whole-school
science fair. For more great
ideas, visit www.scienceweek.
gov.au
Celebrate Australian authors
and illustrators during Children’s
Book Week, the longest running
children’s festival in Australia.
Develop fun activities in your
classroom or library around this
year’s theme, ‘Book Safari’ by
visiting the official website at
www.cbca.org.au/bookweek
Nominations close for the Early Years Awards.
Find out what’s happening in midwifery in Victoria at
the Australian Nursing Federation (Victoria) Midwifery
Conference. The conference will examine current
industrial, professional and political issues affecting
midwifery practice and women. Visit www.anfvic.asn.au
Victorian Premier’s Reading Challenge ends and National
Literacy and Numeracy Week begins. For information
and activities on one of the biggest events in the education
calendar, visit www.literacyandnumeracy.gov.au
1
3
7
Wear a sprig of wattle
or dress in green and
gold to celebrate
National Wattle Day.
For suggested school
activities, visit
www.wattleday.asn.au
Learn all about Melbourne’s
tall ship Enterprize and its
range of school programs
during the ship’s special
teachers day. For details,
visit www.enterprize.org.au
or call 9397 3477.
The final day of the 40th
WorldSkills competition
in Calgary, Canada. The
competition involves
Australia’s top young
apprentices (called
‘Skillaroos’) competing
in their skill area on the
world stage. The event is
a great opportunity for
careers advisors to build
awareness of trades and
career paths among their students. To find out more, visit
www.worldskills.org
SCHOOLS OUT FOR SUMMER!
Luna Park is the perfect venue for your
schools end of year activity day.
Students $20.95. Teachers free of charge
Exclusive access for schools - nice and secure
Easy to supervise & free coffee and tea for teachers
Dec 2, 3, 4, 8, 9, 10, 11, 14, 15, 16, 17
For more information contact us on 9525 5033
www.lunapark.com.au; [email protected]
www.lunapark.com.au
Snapshot
Got a great pic? Email your high-resolution photo
to [email protected] to win a pack of
photographic resources.
6am: Mount Kinabalu, Borneo
“This is sunrise on top of Mount Kinabalu – the highest mountain in South East Asia. Mount Kinabalu
is 13,435 feet above sea level. I took this photo while on holiday in Borneo in January this year.”
Photo sent in by Julian Bradford, Malvern Central School.
Send us your snapshot and win a DVD!
Email us a great photo and you could win a DVD of the complete first series of Backyard Science,
a comprehensive primary science teaching resource, courtesy of the Australian Children’s Television
Foundation. Email your high-resolution photo to [email protected]
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12
Aug 09
Premier’s VCE Awards
Each year, students who achieved outstanding results in the Victorian Certificate of
Education are recognised at the Premier’s VCE Awards. But behind almost every top
student is a dedicated teacher. How do these teachers bring out the best in their
students? What are their secrets to VCE success? Rachel Skinner finds out
Melbourne High School boys took out four of the nine Premier’s
VCE Awards for Mathematics. Their teacher, Len Bedier, believes
giving his students examples of how they can apply maths to the
real world is the key to success.
Maths can provoke the same irrational fear
in people as a visit to the dentist – something
Melbourne High School maths teacher Len
Bedier knows only too well. “Some topics
students panic about – probability, for instance
– is something that frightens people before
they know what it’s all about,” he explains. “So
you try to overcome students’ fear and give
them confidence.”
Len Bedier
VCE Maths teacher
Mr Bedier is acutely aware of his role in
nurturing his students’ interest in maths.
Providing practical applications of the subject
outside the classroom, he says, helps those
students struggling to find relevance in number
crunching. “I try to tell them when they can
use it in real life – I think that’s quite useful.
Sometimes students don’t know where the use
in maths is – but if they understand how you
use it in the chemical industry, or engineering,
they see the purpose.”
Maths is an evolving subject, so there’s no point
in sticking rigidly to traditional formulas and
teaching methods, he says. And even with more
than two decades of teaching experience under
his belt, his students continue to surprise him.
“Each year you have to change your approach
depending on your class and your students.
Kids always find novel ways of answering
questions – you usually find one student finds a
different way of doing something. It gives you
a few more techniques, so if you find a student
struggling with something you can show them a
new approach.”
Mr Bedier says positivity goes a long way in
encouraging students, particularly when they’re
still getting their head around thorny equations
– but it doesn’t hurt to challenge teenagers, so
long as they’re reminded not to get disheartened
if they’re struggling. “I do set hard tests,” he
says. I push them a little bit – but it’s teaching
them not to give up. I try to teach them to keep
going, that if they’re stuck, to just skip that
section and carry on.”
PHOTO BY LES O’ROURKE
Melbourne High School maths teacher
Len Bedier says it doesn’t hurt to
challenge teenagers. “I do set hard
tests,” he admits.
your students with real-life examples – they’ll
• Provide
get more out of the subject if they understand how it
•
•
can be applied to real situations.
Don’t get disheartened – tell your students there’s
nothing wrong with skipping questions they’re
struggling with and carrying on.
Be open to ideas – your students might have problemsolving methods you’ve never thought of.
14
Aug 09
Victorian College of the Arts (VCA) Secondary School students
dominated the music category at this year’s Premier’s VCE Awards,
taking out three of the five awards – and music teachers Michael
Sargeant, Mary Jo Kelly and Katina Kondos couldn’t be prouder.
The power of a team is always greater than the
sum of its individuals. This is not only true of
team sports, but just about everything – including
music, says Michael Sargeant, head of music at
the VCA Secondary School. Chamber music, he
explains, is all about teamwork, and mastering
this collaborative art is a fundamental skill for
any musician, whether a blossoming solo artist or
aspiring group performer. This is why every music
student is placed in an ensemble, to understand
the importance of working together to achieve a
seamless sound.
Katina Kondos
VCE Music teacher
“It’s almost impossible to overestimate the
importance of chamber music,” he stresses. “If
you’re playing with other people you’ve got to
listen, you’ve got to make three, four, five people
sound like one, you’ve to play in time, in tune – all
that basic stuff. You’ve got to collaborate.
“So every student is in an ensemble, whether
it’s a trumpet quartet, or string quartet or
brass ensemble,” he continues. “They’ve got
a performance class every week, so they’re
practising their performance craft all the time.”
But creating music is not just about constant
practice, he says – having a great music program
in place is just as important to students’ success.
“The reason our kids do so well is because of
the high-level instrumental music teaching and
high-level ensemble teaching. We’ve got a really
strong program so if they’re working hard, they’re
going to improve,” he says. And working hard
they are. “By the time they get to Year 12, they’re
taking their studies pretty seriously – they’re a
committed, passionate group of kids by that stage.
They’re very supportive of each other.”
Katina Kondos believes it’s never too soon to start
exam preparation. “The exam at the end of the
year is worth 50 per cent of their overall grade,
so practice at mock exams is pretty essential – we
start practice exams in week two of the year!”
she laughs. “There are so many aspects that are
practiced here, so they develop a clear sense of
where they are and have strategies for getting to
where they would like to be.”
Ms Kondos considers teaching music both
her profession and her passion, and this zeal
is something she tries to instil in her students.
“It’s so important for me to express my joy for
music with great warmth and enthusiasm, no
holds barred,” she enthuses. “It’s imperative
that a teacher is fired up about all music chosen
for study. Knowing your stuff helps to fill your
students with much-needed confidence and a
desire to put the hard work in.”
And for students contending with the everyday
trials of exam preparation and the looming
prospect of life outside school, consistency
and routine can help abate nerves and inspire
confidence. “Students really like to have the big
picture of what a subject holds and to revisit
regularly where we are in the process,” Ms
Kondos explains. “This rhythm is reassuring
and appreciated.
“It’s nice to feel you can make a difference. The
students work hard and they’re pretty singleminded. It’s great to see that passion.”
Overcoming stage fright is part and parcel of
becoming a successful performer – and the only
way to conquer jittery nerves is to practice your
performance, says assistant head of music Mary Jo
Kelly. She ensures her music group performance
students have ample opportunity to overcome
their initial anxiety. “Students participate
in concert practice, peer discussion forums,
competitions and outside performances,” she
says. “I continually require them to evaluate their
performances and reflect on the different aspects
needed to present successful performances.”
And at the heart of great performance is
fabulous teamwork. Music ensembles, Ms Kelly
explains, allow musicians to experience the
highest levels of responsibility and flexibility –
which is why the school places such emphasis on
chamber music.
“It is important to take a lot of care in initially
forming the ensembles,” she says. “If they have
ownership of the ensemble from the start, it
helps them take responsibility to get through any
problems they may encounter and also maintain
motivation.”
But learning to collaborate in performance
groups doesn’t mean there’s no room for personal
expression. There’s still plenty of scope for
creativity. “The feature that I love most about
teaching music is the creative process,” she says.
“I love teaching the elements and the craft, but
what is really exciting is that each manifestation,
whether it be a composition, arrangement or
a performance, is different as a result of that
student’s individual expression at play.
“We should aim to broaden students’ appreciation
of music through integrating listening,
performance and creative approaches to each
musical style,” she continues. “Music educators
should build confidence in performance – as this
is where the greatest joy comes from – but it is also
the aspect that can be so easily crushed.”
PHOTO BY PAUL PHILIPSON
VCA Secondary School music
teachers Michael Sargeant, Mary Jo
Kelly and Katina Kondos all agree
on the importance of perfecting
chamber music.
– chamber music helps every student
• Collaborate
grow as a musician and refine their craft.
practice, practice – this is the only way
• Practice,
your students will become great performers.
them the big picture – they’ll feel more
• Show
confident when they know where they’re headed.
16
Aug 09
Mac.Robertson Girls’ High School literature teachers Yvette Arnott
and Mary Purcell love nothing more than delving into a good book
– a passion they’ve passed on successfully to their students, who
scooped three out of the five VCE Awards for Literature this year.
Mac. Robertson Girls’ High School literature
teacher Yvette Arnott believes starting the
school year with the most challenging texts
on the curriculum can often produce the
best results – even if doesn’t make you very
popular with your students.
difficult.”
Yvette Arnott,
VCE Literature teacher
“Starting with poetry is a really good idea,”
she explains. “It teaches them the basic skills
they need for all the literature. They always
start off hating the poetry, then end up
loving it.
“It seems difficult to begin with – but it’s
so short and focused and because it’s often
highly complex in its literary devices, they
have to dive right in the deep end.”
For Ms Arnott, teaching literature is
rewarding, inspirational and above all, fun –
something she attributes to her students, of
whom she can’t speak highly enough. “They’re
hard-working kids, the sort of kids who don’t
give up,” she smiles. “I feel very lucky. You get
to deal with the best books, the best texts, and
you get to talk about books all day!”
And she has some sound advice for aspiring
literature teachers. Don’t underestimate
your students, she stresses – teenagers enjoy
a challenge. “Students appreciate it when
you talk up to them rather than talk down.
They always love anything that is genuinely
complex and difficult. If you’re teaching them
something that is genuine knowledge, they
really appreciate it.”
And the best way to excite adolescents about
literature? Genuine, heartfelt enthusiasm, she
says, is what really brings books alive. “Be
excited about the books,” she says. “When
you’re excited, when you’re passionate, they’re
more likely to become passionate.”
Ms Arnott couldn’t be happier for the award
winners in her class. “It’s exciting and I’m
thrilled for them. It’s lovely when they get
recognition, especially when they work so
hard. They really deserve it.”
There’s nothing Mac. Robertson Girls’ High
School literature teacher Mary Purcell would
rather be doing than teaching literature. “I’ve
got a dream job,” she smiles. “I get paid to
discuss wonderful ideas that are beautifully
said by the great writers – and they say them
with great eloquence and elegance.”
And, Ms Purcell says, she’s lucky enough to
have students who share her sentiments about
literature – they don’t even mind it when she
gives them homework. “They tell me that they
do all their other homework first, and then
they do their literature homework, to wind
down and relax because they enjoy it,” she
laughs. “They save the best till last.”
High praise indeed – but the feeling is very
much mutual. Ms Purcell genuinely enjoys
the company, enthusiasm and dedication of
her students – something she says is essential
to passionate teaching. “They’re wonderful,
and they just work amazingly hard. They’re
also humble – they’re open to suggestion and
they’re adaptable.”
Ms Purcell believes studying literature helps
her students develop a sense of the human
condition. Aside from learning to appreciate
timeless prose and the nuances of the English
language, texts can also instill sensitivity,
empathy and compassion.
“When you respond to literature, you match
your tone to the writer’s tone and if you
really listen to what the writer’s saying, it
increases your sensitivity. Through responding
to literature of any sort you get outside of
yourself and if you study poetry really well,
you learn about the tone, you learn that
empathy through the text.”
And despite many years teaching the
subject, students continually surprise her
with their unique interpretations of texts.
Teaching literature, she says, is essentially
the collaboration of thoughts and analysis. “I
love the exchange of ideas – I really like good
ideas that are well expressed. You go in with
an unopened text and at the end, each person
contributes to a communal meaning.”
PHOTO BY TIMOTHY BURGESS
Mac.Robertson Girls’ High School
VCE Literature teachers Mary
Purcell and Yvette Arnott.
the year with poetry texts – your students will learn
• Start
literary devices that can be applied throughout the whole year.
passionate about the texts – your students won’t love
• Beliterature
unless you do.
sample answers – knowing how to prepare an ideal
• Provide
answer can help calm exam nerves.
18
Aug 09
Bendigo Senior Secondary College students took out four Premier’s
VCE Awards this year for Health and Human Development, Music
Styles and Electronics – and Rhonda Hayward can’t speak highly
enough of the students’ dedication to their studies.
is what you get from them, she says. Show
faith in their ability and they’ll rise to the
challenge. “For students to excel it’s important
for them to know that you care about them
and their journey and that you genuinely
believe in them,” she explains. “You need to
remind them along the way of what great
things they are achieving and what they are
capable of achieving.”
Today’s teenagers face a constant barrage of
health advice, drug and alcohol warnings, and
startling media imagery – something Health
and Human Development teacher Rhonda
Hayward tries to make sense of in her classes.
Taking some of the mystery out of this
bombardment is something she believes her
students appreciate.
But ultimately, she says, the buck stops with
the students themselves – and she has nothing
but admiration for the effort they put in.
“I feel proud of what they have achieved
both as students but more importantly as
individuals,” she enthuses. “I am in awe of
such students because they have been able to
clearly apply their knowledge and skills, take
on board the advice and guidance provided,
use the resources to their advantage, tap into
the experience of their teachers, and achieve
a result that commands nothing less than
admiration and respect. It opens the door to so
many possibilities and that is exciting.”
“So many students have said to me over the
years that this has been a subject that they
enjoyed because they could relate to it on a
personal level,” she says. “I love teaching the
subject for this reason – it is relevant to their
own lives. Having an understanding of food
and nutrition, disease prevention, development
and global health issues are all topic areas that
are integral to our functioning and wellbeing,
and the wellbeing of global communities.”
Rhonda Hayward,
VCE Health and Human
Development teacher
Ms Hayward’s teaching philosophy is simple:
what you choose to believe about your students
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PHOTO BY RICHARD GIBBS
Bendigo Senior Secondary College
VCE Health and Human Development
teacher Rhonda Hayward.
20
Aug 09
Maternal and Child Health
Helping both kinds
of new arrivals
PHOTOS BY TIMOTHY BURGESS
In Australia’s most culturally diverse municipality – the City of Greater Dandenong –
one maternal and child health nurse has made life a lot easier for refugee mothers,
writes Allison Harding
Maternal and child health nurse Christine
Heuston with a mother and two young children
from the Greater Dandenong municipality.
Settling into a new home is a busy and challenging
time. But imagine how much more difficult it is
for refugees fleeing their homeland. They need to
find jobs, accommodation and schools; open bank
accounts, obtain drivers’ licenses and learn about
government entitlements – and often without
speaking a word of English.
So it’s no surprise that refugee families often
overlook Victoria’s Maternal and Child Health
Service (MCH), a primary health service for
families with children from birth to school age.
The service is provided with the Municipal
Association of Victoria, local government and the
Department of Education and Early Childhood.
Maternal child health nurses see 98 per cent of
new babies in Victoria at least once. Hospitals
alert local governments to all new (hospital) births
in their municipality and nurses contact the new
parents within a couple of weeks.
A pilot program in the City of Greater
Dandenong – Australia’s most culturally diverse
municipality – linked recently arrived refugee and
humanitarian entrant families with the MCH.
An earlier survey had shown that many of these
families knew nothing of the service.
The pilot, which ran from mid-2006 until earlier
this year, was a partnership between Mission
Australia – Communities for Children, the Adult
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Multicultural Education Service (AMES) and the
City of Greater Dandenong. Communities for
Children is an Australian Government initiative
funded by the Department of Families, Housing,
Community Services and Indigenous Affairs. Greater Dandenong MCH nurse Christine
Heuston was seconded to the project and worked
at AMES two days a week for three years. She
developed a referral procedure that was followed by
the settlement case coordinators from AMES for
every new family with children under five years old.
Educational material about the MCH service and
other early childhood issues was also developed for
use in English classes.
Greater Dandenong’s population includes people
from more than 150 different nations, collectively
speaking more than 40 different languages. Fifty-six
per cent of the population was born overseas and 51
per cent are from non-English speaking countries.
In the past few years, the number of Sudanese,
Indian, Afghan and Iraqi residents has increased
significantly. The greatest level of cultural diversity is
found among residents of child-rearing age.
Ms Heuston says that the settlement case
coordinators are kept busy helping newly arrived
residents with “everything from opening bank
accounts to linking into Centrelink or Medicare.”
“While women who have their babies here are
told about the Maternal Child Health Service
– families arriving with young children already
tend to miss out on receiving that information,”
she says. “So one of the first things I did in the
role was to develop a referral form so that the
coordinators could let nurses know about every
new family with under school age children.”
Ms Heuston says the idea of a free service that
offers advice and education on children’s health
and development as well as immunisations is
foreign to many new residents. “They have known
nothing like it and in some cases we’ve needed to
work to convince them of the merit of the service,”
she says. “Usually they are very keen once they
know about the immunisations as many come
from countries where they have seen the tragic
result of not being immunised.”
Ms Heuston says she has needed to use female
interpreters wherever possible as many refugee
women would not be comfortable speaking
through a male interpreter. Between May 2006
and March this year, Ms Heuston saw 332 families
with 453 children and referred families to eight
separate municipalities in the surrounding area.
The pilot program is now complete and
Mission Australia – Communities for Children
and AMES are evaluating its success and
recommendations. It is hoped that similar
programs may be rolled out to other municipalities
in the future.
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21
Did you know…?
The City of Greater Dandenong
is Australia’s most culturally
diverse municipality.
56 per cent of the
population was born
overseas
51 per cent are from nonEnglish speaking countries
More than 40 different
languages are spoken
There are people from
more than 150 different
nations
Maternal and child health
nurses see 98 per cent of
new babies in Victoria at
least once
22
Aug
Apr 09
09
Opinion
Professor Field rickards
Why we need the
State Register
The emotive cry of league tables fails to recognise the
purpose of the State Register.
T
here has been extensive discussion
in recent months about the issue
of transparency and accountability
for school performance. This has
followed speeches by the federal and state
Ministers for Education, Julia Gillard and
Bronwyn Pike. I was the host of Minister Pike’s
speech, which was delivered at the University of
Melbourne’s Graduate School of Education on
3 June 2009.
Victoria has taken a further step towards its
transparency agenda with the recent launch of
the State Register of education and training
providers. There are two aspects of Victoria’s
transparency agenda that I would like to
comment on. The first relates to the public
provision of information about the performance
of schools and the second to the accountability
of teachers as professionals.
It was noticeable that the press report of the
lecture by Bronwyn Pike engendered some
strong responses. The letters and the way they
were reported in The Age newspaper, a few
days later, implied that the Minister wished to
pursue a ‘name and shame’ agenda and pursue
the idea of simplistic league tables.
I would agree with the authors of those letters
that a ‘name and shame’ agenda and simplistic
league tables would be a regressive step.
However, the views expressed in those letters
did not accurately reflect what was outlined
by the Minister in her speech. The publication
and use of data to improve performance is a
fundamental strategy in every profession, and
what the Minister was calling for was intelligent
accountability and sensible transparency in the
teaching profession.
The approach proposed by the Victorian
Government is not the approach previously
used by England or the USA. Nor is it one that
leads to the creation of simple league tables.
It is instead one that uses rich and detailed
information, together with contextualised
frameworks for interpreting and using test
scores, as a way of examining the performance
of schools. The Register includes information about
a school’s circumstances, such as student
demographics and a wide range of measures
including those used to assess the enabling
skills of literacy and numeracy. The proposed
transparent system does not exclude “the
development of character, social awareness,
critical thinking…a sense of history and
grounding in the sciences…” Indeed, these
aspects of school education are recognised as
fundamental to life-long learning and ongoing student success. Additional measures
such as student attendance and student and
parent school satisfaction data have also been
shown to contribute to improved student and
school performance. All of these aspects of
schooling are a part of intelligent accountability
and contribute to wide ranging reforms in
the assessment data used to improve student
learning outcomes.
The publication and use of
data to improve performance
is a fundamental strategy in
every profession.
Moreover, simplistic league tables would be
almost impossible to construct given the range
of data and indicators available for each school
and training provider. Ranking schools would
be a complex task and those trumpeting this
‘flaw’ might find it difficult to actually do.
Victoria has a high-performing education
system, which is recognised worldwide. The
emotive cry of league tables fails to recognise
the approach being led by the Minister, which is
supported by international research that shows
providing such information leads to student and
school improvement.
I am confident a visit to the new on-line
State Register by parents and the general
community would provide the reader with
information of interest about education
and training providers and the courses they
provide. In the case of schools, parents will
find information about the achievements of
students in a school’s annual report.
I believe this is just the kind of thing that you
would expect State Governments to provide the
community. This Register is the first of its kind
in Australia and the Victorian Government
should be given credit for this initiative. Victoria
has a history of leading education initiatives in
this country and, through the Register, seeks
to add value to the public’s capacity to review,
critique and appreciate our educational system.
The second aspect of Minister Pike’s lecture
that I would like to comment on, relates to
the accountability of professionals. She made
the point that it is timely for teaching to
progress from an occupation to a profession
with associated professional standards and
accountability arrangements. Accountability is
not only to parents but to the community as a
whole.
As a Dean of Education, responsible for the
pre-service education of many teachers, I
strongly concur with this sentiment. I think that
it is important for education faculties to be at
the forefront of promoting a new era in teacher
professionalism. It was with this in mind, that
the University of Melbourne has introduced its
Master of Teaching, using a clinical approach
to preparing future teachers. The program
has a clear aim to develop practitioners with
high-level analytic skills, capable of using
data to identify and meet the learning needs
of individual learners through tailoring an
appropriate intervention for each student.
The future success of our young school students
today depends on such a progressive approach
to education policy and provision as that
outlined by the Minister for Education.
Professor Field Richards is the Dean of Education
at the University of Melbourne.
Tell us what you think
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best attractions. Only 100 metres to public
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The Guest House features: 77 rooms
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24
Aug 09
Resources
Top
animal excursions
Whether it flies or slithers, has fins or feathers –
students will go totally wild over these animal experiences.
Compiled by Tina Luton
Bugs and butterflies
Melbourne Zoo
Melbourne Zoo’s recent addition of the World of
Bugs will open student’s eyes to the wonders of the
insect kingdom. The 15 beautiful butterfly species,
including Australia’s largest butterfly, the Cairns
Birdwing, have been joined by a variety of stick
insects, Queensland’s giant burrowing cockroaches
(great recyclers!), spiders, and other fascinating
species. Students can learn all about the Lord Howe
Island stick insect, the world’s most endangered
insect, which is now part of a very successful breeding
program undertaken by the zoo’s invertebrate experts.
After almost being eradicated by rats on Lord Howe
Island, the species is being bred for release when
conditions are right.
Visit www.zoo.org.au or call 9285 9300.
Giant worms
Brilliant birds
Wildlife Wonderland
Healesville Sanctuary
The Giant Worm Museum is the only place in Australia where you can
see the world’s largest earthworms on display. In fact, Gippsland is the
only region in the world that produces these humungous worms, which
can grow to nearly three metres in length! The 100m-long museum has
been built to look just like a giant worm and allows visitors of all ages
– yes, even teachers will love it – to crawl through a magnified worm
burrow and walk through a simulated worm’s stomach, complete with
gurgling, gastrointestinal noises. The museum features a theatrette, a
natural history of worms, a marine worm tank and a local history display.
Visit www.wildlifewonderland.com.au or call 5678 2222.
‘Fly Like An Eagle’ is an exciting new program for VCE Psychology
students examining the everyday use of operant conditioning used by
raptor and parrot training staff at Healesville Sanctuary. Students will
witness observational learning up close, along with fixed action patterns,
learning sets, habituation and an amazing range of untrained behaviours,
including parrots showing a variety of natural behaviours to hand signals.
Highlights include a giant wedge-tailed eagle returning to the glove, a
peregrine falcon catching prey in flight, and a black-breasted buzzard
cracking open an emu egg with a rock.
Visit www.zoo.org.au/HealesvilleSanctuary or call 5957 2818.
Penguins at play
Melbourne Aquarium
Australia’s only collection of
sub-Antarctic penguins offers an
amazing insight into the world’s
last frontier of science, research and
adventure. The collection of birds
includes five majestic King Penguins
– each around one metre tall – and
cheeky little Gentoos. These evercurious bundles of energy are happy
to interact with anyone new. They
are also very vocal, often calling
out to each other with a honking
sound or singing together in a loud
chorus, just like the penguins in
Happy Feet. Stunning visuals and
interactive displays allow students
to experience the life of an explorer
and learn about how scientists live
on the coldest, windiest and driest
continent in the world, as well as
more about aquatic ecosystems and
the animals that live within them.
Visit www.melbourneaquarium.
com.au or call 9923 5925.
Reams of reptiles
Ballarat Wildlife Park
The Ballarat Wildlife Park is home to over 400 different species of reptiles and amphibians,
including rare and endangered species such as Indian star tortoises and the rhinoceros iguana, which
looks just like a dinosaur and has a third eye. As well as frogs, lizards, turtles, Mississippi alligators,
and saltwater and freshwater crocodiles, students can see a host of exotic species such as rattle snakes,
inland taipans – the world’s deadliest snake – giant pythons and spitting cobras, which can spit their
venom over three metres. Visit www.wildlifepark.com.au or call 5333 5933.
NEWS
BITES
Another boost
for refugee
children
The Free Kindergarten Association (FKA)
Children’s Services will soon receive a
$450,000 funding boost to help ensure
children from diverse cultural backgrounds
get an even better start in life. Minister
for Children and Early Childhood
Development Maxine Morand said the
funding would improve the development of
inclusive language and culture programs by
providing bilingual staff to visit a range of
children’s services.
“Newly-arrived parents, including refugees,
face a range of challenges when sending their
children to kindergarten,” Ms Morand said.
“FKA Children’s Services provides valuable
support through bilingual support workers
for about 400 children in state-funded
kindergartens every year throughout Victoria.
“In addition, FKA also provides a yearround support and advice telephone services
and its Mobile Resource Service also
provides books and practical materials and
staff and families, who can access a specialist
lending library.”
26
Apr 09
09
Aug
Opinion
Dr Patricia Edgar
Biting off more than
we can chew
Children are targeted relentlessly by fast food companies with irresponsible
marketing campaigns. As teachers – your voices should be raised in this debate.
I
sat on the beach last summer observing
the parade of bodies, recalling
photographs taken of my children
playing on that same beach one
generation before. The difference was massive.
Australians are now among the fattest people
on the planet. Twenty per cent of Australian
children are overweight and 10 per cent are
obese. These young people will battle illness
for most of their lives – type 2 diabetes, bone
disease, respiratory and cardiovascular diseases.
Studies put the cost of obesity in children
and adults in Australia in excess of $21
billion dollars. Researchers are warning that,
In Sweden, television advertising
to children under 12 has been
banned since 1991. In the UK,
television regulator Ofcom
banned junk food advertising in
and around children’s television
programs in 2007.
for the first time in more than a century, life
expectancy may fall.
all on shelves at children’s eye level so they can
pester their parents.
The psychological impact of obesity can
be as damaging as the physical effects with
many children demonstrating increased levels
of stress with effects on their behaviour,
concentration, learning ability and mood. I
am sure teachers observe these symptoms in
classrooms across the state.
It’s not just the amount of food we now eat
but also what is in the food – the saturated
fats and the quantity of sugar – that make the
battle to keep weight within normal range
a challenge for many people. The way food
and drink is advertised creates confusion
about what are the contents of food products
and what represents healthy eating. Labels
trumpet: 20 per cent less fat; 70 per cent less
sugar, but the real meaning is less clear.
We are hearing more and more messages about
healthy eating but they get lost under the
welter of products designed to tempt, which
are thrust under our noses. In supermarkets
there are lollies, chips, chocolates and biscuits
Children are targeted relentlessly by
companies and advertisers with irresponsible
marketing campaigns. Fast foods with high
fat, sugar and salt content are linked with
promotions for toys, movies and characters.
Shrek promoted the ‘Belly Bulge Combo’ –
popcorn, Coke and M&Ms.
610 calories. What was once a 590 calorie
McDonald’s meal became 1550 calories.
We seem to admire excess and extol the
newsworthiness of extreme eating habits.
Without urgent action our eating and
Without urgent action, our eating and exercise habits will lead to
a very unhealthy society, and our social and health systems will
collapse under the demand for services.
Sophistry bedevils the debate about the food
industry’s role in the obesity epidemic. The
industry insists we should exercise more; the
media industries insist it is not their problem,
they only offer entertainment. Government
calls on parents to be the guardians of their
children: they can turn off the telly, say no,
refuse to buy, feed their children healthy food.
But business conspires against us. Marketers
are way ahead of the game as they bring the
best minds to bear on ways to access and
develop the market. They discovered that
people generally would not buy two servings
of french fries or two burgers, but they would
buy the super size, the value-added meal.
Super-sizing led to a revolution in eating.
A serving of McDonald’s french fries
ballooned from 200 calories in 1960 to
exercise habits will lead to a very unhealthy
society and our social and health systems
will collapse under the demand for services.
Prevention is the answer. We should start
with television, which has been a defining
factor in shaping children’s views of the
world since the late 1950s: television carries
millions of dollars worth of advertisements
directed straight at children.
In Sweden, television advertising to children
under 12 has been banned since 1991. In the
UK, television regulator Ofcom banned junk
food advertising in and around children’s
television programs in 2007.
But our television regulator, ACMA
(Australian Communication and Media
Authority), claims the evidence linking food
and beverage advertising to children’s eating
habits is unclear. ACMA is unwilling to take
precautionary action because of the impact
on the revenue of the commercial television
stations.
Industry self-regulation is not working.
The obesity crisis requires government
intervention by regulation of the food
industry, the media industries (both
advertising and programming), and the
introduction of healthy lifestyle initiatives for
all children.
As with smoking, we may need to put
warnings on the packaging of fast food and
junk food: “Eating this product may be
hazardous to your health.”
As teachers who see the evidence of
overweight children in classrooms every day,
your voices should be raised in this debate.
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.
28
Aug 09
International Education
Schools embrace more
international students
There are now over 3700 international students in Victorian government schools,
and classrooms are all the richer for it, writes Tina Luton
Academic prowess and cultural enrichment
are just two of the benefits that international
students bring to our schools. Approximately
650 international students recently commenced
studies in a wide range of Victorian Government
schools in Term 3. The students hail from 32
different countries around the globe, with the
vast majority coming from China, Japan, Korea
and Vietnam. These additions bring the total
number of international students currently
studying at Victorian government schools to
over 3700.
Balwyn High School has run a strong
international student program for more than
10 years. The school’s international student
coordinator Grace Yin says the school welcomes
between 70 and 80 international students in first
semester, and around 100 students in second
semester, each year. “We have students from
Korea, Vietnam and Hong Kong, some from
Sri Lanka, but most are from China. They are
all talented in art, music, sport, and they bring a
lot to the school both academically and beyond
the classroom by providing a cultural richness,”
she says.
Year 12 student Manyu Shi came to Balwyn
High two-and-a-half years ago from China, and
says the experience has opened her eyes to the
wonders of learning and the world beyond the
classroom. “I think I see things in a different way
now,” she says. “In China, they teach you things
in a narrow way – here learning is like exploring.
It is a more interesting and fun way to learn,”
she says.
Approximately 650 international
students commenced study in Victorian
government schools this term.
“And I have made a lot of new friends here.
I enjoy sports and going to the beach and
I really like the Australian landscape; it is
beautiful. I think students from different cultural
backgrounds like myself can help people to
respect other cultures and get to know other
cultures on a more personal level, through
friendship,” she says.
As the current international school captain,
Manyu is an ideal goodwill ambassador. “Being
International Education
international school captain is a responsibility that
I wanted because I want to be able to do things
for international students,” she smiles. “I am one
myself, so I know that it is a bit hard sometimes
to be away from home, away from your family
and friends, and so I try to make the transition a
little smoother for them.”
Minister for Education Bronwyn Pike has
written a letter to each of the arriving students,
welcoming them to their new schools and wishing
them the best in their studies and in the lifelong
friendships they are bound to make while they
are here. “Our teachers enjoy having international
students studying in our schools as you bring new
ideas, interests and experiences to share with local
students,” she wrote. “I know that you will be well
supported to achieve your academic goals, but you
will also be strongly supported to be part of the
school community and contribute your talents
and enthusiasm to the wide range of activities
available in school and in our community.”
The letter also reinforces that the student’s welfare
and safety is the main priority while they study
here in Victoria, saying: “Our schools and their
staff are dedicated to ensuring you have a positive,
safe and enriching experience. The international
student coordinator, assistant principal and
principal are all available to help you at
any time.”
Shine
29
Best start
for Koorie
children in
Gippsland
A cross-community program in the Gippsland
region has seen fantastic results in helping
Indigenous children make the difficult leap from
home to school. Serving the Morwell and Drouin
areas, the Djillay Lidji Best Start pilot project
was designed to ensure a smooth transition into
education by minimising the cultural gap between
schools and the communities they serve.
Senior early childhood project officer Marge
Arnup said the aim was to make families more
comfortable with the school system by adjusting
the services on offer. “The project was about
working with families to find out what they needed
and with kindergartens and schools to find out
what they need to be more culturally inclusive and
respectful,” Ms Arnup said.
The region had a history of children turning up
at schools without prior enrolment or proper
documentation, and kindergartens that often
had no vacancies because parents had lacked the
confidence, skills or knowledge to seek assistance
or advice. “Children might not have arrived on the
first day because they weren’t sure when it was, or
might not have known what they needed,” Ms
Arnup said.
As well as improving cultural awareness, the pilot
program introduced a number of simple, practical
steps including backpacks and lunchboxes, forms
to help families access available funding, and a
calendar informing parents of key school dates.
Transport was also provided to help children
attend schools and kindergartens where there were
vacancies, allowing students to stay with peers from
the same community, even if the campus was some
distance from their homes.
“Students like to go in a cultural group,” Ms Arnup
said. “Attendance tends to be much stronger if
other Indigenous students are there.”
Pete Hanratty, principal at Morwell’s Crinigan
Road Primary, said the project had significantly
improved both student attendance and
participation at his school. Throughout first
semester, two Koorie workers regularly attended
classes and made home visits, helping families and
students to become more involved in school life.
“In the past, Koorie families were reluctant to
come up to the school, weren’t aware of school
processes and didn’t know much about things like
uniform and what constituted a healthy lunch,”
Mr Hanratty said. “Feedback we’ve had now is
that families are delighted with how welcoming
the school is and teachers are saying these kids are
the most social kids we’ve ever had. It’s been a very,
very powerful program.”
From Obama’s office
to Oberon High
Marco Torres – award-winning teacher and
education adviser to US President Barack
Obama – had a captivated audience when he
visited Oberon High recently, especially after
he told students he’d worked with the Black
Eyed Peas.
It’s amazing the street cred knowing a few
famous people gives you. Oberon High
School ICT learning coordinator Seven
Vinton discovered the power of celebrity when
internationally renowned technology and
education expert Marco Torres inspired an
uncharacteristic hush over a group of 100 Year
8 students during his recent visit to the school.
“I think they were a bit stunned at first by
Marco’s fluent use of technology and by the
fact that he knew and had worked with so
many famous people,” he laughed. “He was a
pretty cool kind of character. He knew a lot of
famous people and he’d worked with the Black
Eyed Peas, so that made them think, ‘This guy
knows what he’s talking about, then!’”
One of Barak Obama’s education
advisers, Marco Torres, was in Victoria
recently to share some of his awardwinning teaching ideas.
Mr Torres, a member of Barack Obama’s
education taskforce and an award-winning
high school teacher, visited the school in June
as part of his Australian tour. Mr Torres has
made a name in education circles for his work
integrating technology into classrooms and
was awarded the US Teacher of the Year a few
years ago; now he works in countries around
the world on developing innovative approaches
in schools.
Mr Vinton said Mr Torres had a few
impressive tricks up his sleeve, including using
Google Earth to show where you’d actually end
up if you were to tunnel straight through the
world – and that it isn’t necessarily China, as
commonly believed. On a more practical level,
students also learnt how to jazz up homework
assignments using simple animations and
original music compositions.
“The main focus of his sessions was on creative
use of ICT to improve and enhance the story
telling experience,” Mr Vinton explained.
“He demonstrated techniques and tricks to
enhance video story productions and it was
obvious he was very comfortable using a range
of technology, from conducting live interactive
demonstrations with his colleague from LA,
to playing music on a keyboard scribbled on a
piece of paper using his Livescribe pen.”
And with a few more tricks of the ICT
trade under their belts, Mr Vinton said the
tech-savvy students are keen to put all they’ve
learnt into practice. “There was a bit of a buzz
afterwards of ‘this is what you can do now’. He
was really able to relate to their age group, and
by the end of the day the students were right
into it.”
To find out more about Marco
Torres, visit www.torres21.com
Effective Reading Instruction for All:
National and International Perspectives
Melbourne, Wednesday 23 September 2009
The seminar will be opened by Professor Geoff Masters, Chief
Executive Officer of the Australian Council for Educational Research,
and chaired by Professor Max Coltheart, President of LDA.
With speakers
Sir Jim Rose, Professor Barry McGaw,
Dr Kerry Hempenstall and John Fleming.
This Seminar will be of particular interest to all those concerned
with the development of effective programs for the teaching of
initial reading in the early years of school.
Learning Difficulties Australia
At the Camberwell Centre
340 Camberwell Road,
Camberwell
For further information and to
download the registration form, visit
our website at
www.ldaustralia.org,
or contact Kerrie McMahon at
[email protected],
phone (03) 9890 6138
There were green thumbs and big smiles aplenty when Minister for Education Bronwyn Pike opened the new facilities at Gembrook
Primary School near Pakenham last month. Pictured here with Member for Gembrook Tammy Lobato and students, Ms Pike toured
the new junior learning centre and the school’s own vegetable garden. Photo by Les O’Rourke
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32
Aug
Apr 09
09
Opinion
Melanie isaacs
Why don’t science
ideas stick?
Our initial explanations for the world, variously referred to as
naïve conceptions, or children’s science, are incredibly resilient and
require skilful teaching to uncover.
T
he ideas that students bring to
their science learning are critical
in determining how students work
with new concepts and whether
or not they will internalise those concepts.
Research has shown that even tertiary science
graduates still revert to naïve explanations of the
world around them that directly contradict their
science education.
Try this quick test with some secondary
students (or colleagues!): show them a seed,
then indicate a grown tree. Ask them where the
matter in the tree came from. A disturbingly
high proportion of them will answer that
the matter came from the ground, drawing
on childhood experiences of watering and
fertilising plants, and analogies that compared
root function to the function of the human
mouth, ‘sucking up nutrients’. While plants do
obtain water and trace nutrients from the soil,
the bulk of their matter is actually made up of
carbon fixed from atmospheric carbon dioxide
through photosynthesis.
This idea is touched on at numerous points in
students’ schooling, so why doesn’t it stick? The
answer is that our initial explanations for the
world, variously referred to as naïve conceptions,
alternative conceptions or children’s science, are
incredibly resilient and require skilful teaching
to uncover, challenge and reconstruct towards a
more scientific explanation.
Research has shown that even
tertiary science graduates still
revert to naive explanations
of the world around them
that directly contradict their
science education.
The first challenge for teachers is to understand
and elicit the sources of students’ alternative
conceptions. These can arise through students’
own experiences and experimentation (for
example, many primary students believe that
heat is generated from warm clothing, based
on their everyday experiences), from the ways
in which language is used in science compared
to its everyday use (signs like ‘no animals on
the freeway’ reinforce the idea that humans
are not animals) and from simplistic science
explanations or illusions provided by the media,
family and friends or even teachers.
Addressing these alternative conceptions can
be challenging. Advocates of the conceptual
change approach to learning science argue
that for students to choose to restructure their
ideas, they need to find the new idea more
intelligible, plausible and fruitful – i.e. Does
the new idea make sense? Is it believable? Is it
useful? This means that as teachers we not only
need to elicit students’ alternative conceptions,
but also consider how to construct experiences
that challenge those ideas and introduce new
ideas in ways that will encourage students to
reconstruct their initial ideas in that direction.
Given the breadth of science learning contexts,
this can be a daunting approach for many
teachers. The Science Continuum P–10 is
a Victorian resource specifically designed
to support teachers to elicit student ideas
and support construction of more scientific
explanations. The Continuum selects those
areas of the Science VELS that teachers
typically find challenging to teach and explains
the possible source of common alternative
conceptions. The resource provides a range of
evidence-based teaching activities and further
resources, including links to Digilearn and
Primary Connections, all aimed at developing
student understanding.
Teachers have described the Science
Continuum as “fantastic; a valuable resource”;
“a great way to get us as teachers to rethink
our questioning techniques”; “an outstanding
resource for guiding what and how we teach”.
The success of the resource probably reflects its
strong basis in current research and the high
level of teacher input to its development.
What alternative conceptions are your students
clinging to?
Melanie Isaacs is a senior policy officer with the
Department of Education and Early Childhood
Development. She is responsible for developing the
Science Continuum P–10 – a popular resource to
support science teachers. Her work recently won her
the highly sought-after Secretary’s Award for Policy
Design or Think Piece, awarded last month.
For more information on the Science
Continuum, visit www.education.
vic.gov.au/studentlearning/
teachingresources/science/
34
Aug 09
Indigenous Education
Alternative Koorie school
teachers win awards
The gap between Indigenous and non-Indigenous students is gradually starting to close at
Banksia-La Trobe Secondary College, writes Tina Luton
To mark Reconciliation Week 2009, Indigenous Affairs Minister Jenny
Macklin recently launched new awards to recognise Australians who
contribute to closing the gap between Indigenous and non-Indigenous
people in their own communities. The inaugural certificates were
presented to nurse Vera Webber, social worker Josie Howie and teacher
Brendan Murray.
Ms Howie and Mr Murray both work at The Pavilion, an alternative
school attached to Banksia–La Trobe Secondary College. As Ms Macklin
explained, the pair were honoured for creating and maintaining an
environment that has enabled young Indigenous people to return to school
and to accept the necessary physical, emotional, social and psychological
supports to stay at school.
“Josie and Brendan are turning around the lives of Indigenous and nonIndigenous students who have done it tough and have had nowhere else to
turn,” she said.
The Pavilon opened its doors in 2007 with a strong focus on retaining
Indigenous students who have floundered in the mainstream system. Almost
22 per cent of the students enrolled at the school have Koorie backgrounds.
“We have made a big effort to try and get Indigenous kids back into school
and to be recognised for that is great,” Mr Murray says.
The winner of this year’s Outstanding Secondary Teacher Award says right
from the start the school has prioritised Koorie referrals, worked closely
with local Indigenous agencies, and created a curriculum with a focus on
Indigenous Australia.
“We have also employed staff who have experience working with Koorie
communities,” he adds. “One of our teachers, Matilda Darvall, majored
in Koorie studies at Monash University and worked within the Koorie
Pathways faculty at Northern Melbourne Institute of TAFE; our social
worker, Jimmy Moorehead, was born in Papua New Guinea but grew
up in Queensland in the Murray community. He works very closely with
the kids and their families because it’s about getting to know them and
understanding the complex issues that they face.
“Some of these kids have been very disenfranchised from their communities,
not all of them have a strong identification with their culture and
community, and getting them to identify their heritage and feel proud and
empowered is a big step forward. It’s a starting point, and we find that
working closely with the families really pays off at school.”
And according to Ms Mackin, these efforts have not gone unnoticed. “At
the community level, many people, Indigenous and non-Indigenous, are
quietly helping to close the unacceptable gap between Indigenous and nonIndigenous Australians,” she says. “Their efforts often go unrecognised, but
not unnoticed. These certificates recognise their contribution and thank these
dedicated people for their leadership.”
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September 11 – 19
Melbourne Comedy Theatre
Tickets are now on sale through Ticketek.
Please call 132 849 for bookings.
For any other enquiries,
contact Brad Lowry on 9415 1700
The student stars of Barnum were a colourful distraction for
office workers when they hammed it up for the cameras in
the stairwell of the DEECD central office in East Melbourne
recently. Pictured here with Minister for Education Bronwyn
Pike, the students will soon take to the stage in their mindboggling costumes when Barnum opens on September 11.
The colourful circus-style musical runs until September 19
at the Melbourne Comedy Theatre.
36
Aug 09
School News
Behind the screen
with doco queen
Mitzi Goldman, the former of Head of Documentary at the Australian Film
and Television School, is taking 25 years of filmmaking experience into the
classroom, writes Eamon Evans
“I find television very educational,” said
history’s second most famous Marx. “Every
time someone turns it on, I go in the other
room and read a book.” Groucho, it seems,
wasn’t watching nearly enough documentaries.
From the animal studies of David
Attenborough to the agitprop of Michael
Moore, documentaries have become a key
source of learning and thinking – a medium
that in rigour, sweep and educational value
very often betters the book.
Making documentaries can be pretty useful
too, says Mitzi Goldman, a 25-year veteran
of the Australian film industry who is now
offering workshops in the art form for
students. “Learning how to create simple
movies is an extremely powerful tool,
educationally, socially and psychologically,”
she says. “Because children today have
access to such a broad range of media, it
is of educational benefit to know how to
deconstruct, analyse and understand the
information they encounter all around them.
Once children learn to create media, they can
view it in a more critical way.”
And that’s only the beginning, declares the
former Head of Documentary at the Australian
Film and Television School, who has more
than 10 local and international co-productions
to her credit. “Learning filmmaking teaches
communication skills without the need to rely
on words,” Ms Goldman continues, something
that is “very well-suited to students with
learning difficulties.”
Other skills gained include “researching,
interviewing, listening, editing, storytelling,
visual language, using sound and music in
mapping emotional narratives, and engaging
an audience.” Most importantly, she says,
documentary making also offers students the
opportunity to engage with the world around
Join an online conference
with Mitzi Goldman to learn
how to use documentary
making to empower learning.
Log on to Knowledge
Bank at 4pm on 31 August
to chat directly with Ms
Goldman. To register, visit
www.knowledgebank.
globalteacher.org.au
them. “Schools are at the forefront of new
technology. Why not give them the tools to
express their own view of the world?”
Though more common place in high schools,
Ms Goldman says primary students can benefit
just as much from this type of work. “Pre-teens
are a special age to teach; they are at a stage of
life where they ask wonderful questions.”
In workshop session at Broadmeadows later
this month, Ms Goldman will give 16 students
from the local secondary school and three
primary schools the opportunity to explain
their vision of what schools will look like in
2025. They’ll also learn the process of making
and editing a documentary.
Ms Goldman says the workshops are either
directly for the children, with teachers
involved, or just for the teachers themselves.
“This way the schools can continue the
workshops that we start, calling us in for more
advanced training if needed. Not all teachers
and students need to become filmmakers …
but simple techniques are easy to learn. Once
students have the tools, there is no limit to
how they employ them.”
For details, email Mitzi Goldman at
[email protected]
Connecting Innovators
Don’t miss Mitzi Goldman’s online session:
31 August 4pm – Student documentary makers
Hear about the deep learning that takes place
when students become documentary makers. Make
connections with other educators interested in using
media for learning, and speak directly with Mitzi
Goldman about how to use documentary making in
your classroom.
This month we continue our Connecting Innovators
online series where you can meet some of Victoria’s
most innovative educators in the Department’s virtual
conference room. Just log on to participate, chat and
interact with the presenters. Don’t forget – if you
miss the conference, you can listen to the recording
at http://knowledgebank.globalteacher.org.au
The next session is:
20 August – Networked schools
The internet and Web 2.0 tools have redefined the
concept of community. Social networking tools and
online spaces are erasing traditional borders and
immersing students in learning. Join Adrian Camm
and Gary Schultz as they share their amazing stories
about the new technologies they’re using to connect
and collaborate.
PHOTO BY LES O’ROURKE
Minister for Children and Early Childhood Development Maxine Morand had necks craning when she read from a new comic book
designed for children undergoing radiation therapy at the Peter Mac Institute. For a full story on the creation of the comic book –
written by humourist Danny Katz and illustrated by Mitch Vane – see the September issue of Shine.
Ultranet Readiness
Practicum
Prepare for the roll out of the Ultranet by
drawing on the experiences of a leading trial school.
DATES: 2nd September
14th September
TIME: 9:30am - 3:30pm
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LOCATION: Ringwood Seondary College
To obtain further information or register, please contact:
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“School wasn’t always
pleasant. There were lots
of fights, even among the
girls. It was a place where
you learned to stand up for
yourself and for others. What
it did instil in many of us was
a well-developed sense of
social justice.”
Former Healesville Primary
student and West Coast
Eagles player, David
Wirrpanda, says he always
tells children that education
should come before sport.
“I tell them that as much as I
love playing football, I would
trade my premiership medal
to have finished high school.”
Liz Bishop
Where are they now?
Shine
39
Then
Lalor High School, 1974 – 1979
“Lalor High School was a pretty tough place in the 1970s,” says former student
Liz Bishop. “It was huge, with around 1500 students and most of them, like
me, were from migrant families where the parents worked in the local factory
in Thomastown and the kids had to go home after school and get dinner ready.
“School wasn’t always pleasant,” she says. “There were lots of fights, even
among the girls, but I never thought of the school as being disadvantaged. It
was a place where you learned to stand up for yourself and for others. What it
did instill in many of us was a well-developed sense of social justice.”
To that end, Ms Bishop has been working with people with an intellectual
disability for 30 years. As the CEO of St John of God Accord she continues to
champion their rights on a daily basis.
“The word ‘accord’ means harmony and agreement, which is at the heart of the
relationships we form with our clients as they choose the types of services and
support they need and want to access,” she explains. “I have a budget of over
$18 million, 450 staff and about 750 clients. We provide all sorts of services in
the community: supported accommodation in 28 group homes, day services,
respite for families and employment services from Ringwood to St Albans.”
Liz Bishop, pictured here in her final year of high school, said
Lalor High was known for being “pretty rough and tough.”
Now
In 1965, when Ms Bishop was three years old, her family emigrated from
the United Kingdom to Australia, settling in an outer northern suburb of
Melbourne. “We were ‘ten pound poms’,” she laughs. “My parents moved
to Whittlesea because it was going to be a satellite city, which it has never
become, and my sister and I went to Whittlesea Primary School and then
to Lalor High (now Peter Lalor Secondary College), which was the closest
state high school. But when I say close, it’s about 40km away on the bus and
sometimes when the road flooded near South Morang, we couldn’t get to
school,” she recalls.
“As I’ve said, Lalor High was pretty rough and tough. Back then, the whole
of Lalor was of northern European background and we were the ‘skips’ from
the bush. Life throws challenges at everybody and in this case English was a
second language for many of the students, so classes were often difficult for
them. They were disruptive and noisy and, from Year 10, kids who were not
academic or who had to help their families, started to leave. By Year 12 the
classes were a lot smaller.”
Despite the challenging nature of the school, Ms Bishop says her teachers
never gave up, and continued to look for new and interesting ways to engage
and inspire their students. “We had great teachers. They captured your
imagination. Well, they certainly captured mine,” she says.
STORY BY TINA LUTON
“They read Shakespeare and took us to plays – they introduced us to art and
culture and that interest has remained for life. My English teacher, Betty Jones,
fostered an interest in reading, and in discussing and identifying what parts of
the story were about life, and that’s something I still appreciate today. Life is all
about challenges.
“When I was at Whittlesea Primary in about Grade 3 we were all running
around calling each other names and my teacher, Amy Luscott, who was
a beautiful woman – gentle, firm and compassionate – split the class into
three. One group went to Janefield Training Centre, it was an institution for
people with disability and 500 people lived there; the second group went to
the Spastic Society; and the third group went to the spinal unit at the Austin
Hospital. It was quite a shock and we were all deeply impacted. We stopped
calling each other names after that. Years later, when I was in Year 10 and
we had to do two weeks work experience, I remembered my experience at
Janefield and I asked to go back.
Pictured here with two of her charges at St John of John Accord,
Liz Bishop has been working with the intellectually disabled for
the last 30 years. “Apart from a few notable exceptions, I have
enjoyed every moment,” she says.
“A couple of years later, at around the age of 19 or 20, I was lost. I was studying
part time and working for my dad and really had no idea what I wanted to do.
I rang Janefield and volunteered to work at the Sunday night disco, and those
two hours a week became the absolute highlight of my life. I applied to be a
mental retardation nurse and I started the day after I turned 21.
“Apart from a few notable exceptions, I have enjoyed every moment,” she
smiles. “Something funny happens every day and I have known some of my
clients since they were children. My job is to be open. I have to listen more
than I speak, you need to collaborate to get things done, you need to consult,
and every so often firm decisions need to be made.
“It’s people work, so it is exhausting, but you choose it as a career for life. And I
have a great life. Our clients have a right to what I have, which is to be a citizen
and have a full life, it’s just a bit tougher for them. My role is to help get rid of
the obstacles,” she says.
If you know a past student who’s achieved success,
email us at [email protected]
40
Aug 09
Regional Network Leaders
questions for
Ian Hall
Junk food takes on a whole new meaning for East Gippsland
regional network leader (RNL) Ian Hall, who loves entertaining
friends but is even happier when they leave early!
1. What do you think makes a good principal?
5. What is your idea of the
2. When you were a student, who was your most
Collingwood is beaten by one point after
leading by 10 goals; St Kilda wins by 100plus points; a few friends come over for beers
in front of the open fire and make favourable
comments about my woodheap, but leave at a
reasonable time – say before 8.30pm. On Sunday, I have
time for golf and I shoot a personal best, and my wife feels
very amorous just after Sunday’s twilight game. Often all
these events align and only then do I smile and then
only inwardly.
I believe a good principal knows who they are: the Socratic idea of
‘know thyself ’. I believe they are courageous and strategically rebellious
in relation to the common good, they encourage others through their
words and deeds to be altruistic. That altruism is directed ultimately at
kids and the collective deeds that must be executed to improve their lot.
inspirational teacher?
I was inspired by those that had empathetic relations with students and
at the same time had a rich understanding of content combined with
an ability to present the right strategy at the right time, based on their
understanding of where I was at.
3. What are you reading at the moment?
I treat books like junk food; I am in for the quick
sugar hit. I often have five books going at once and
read chunks at random depending on what I feel
like. Currently, I am reading a book by Eckhardt
Tolle which extracts the best bits from his book
A New Earth, along with a book that describes
the decline of the USA, another about cognitive
coaching and one more about cricket.
4. What do you do to relax after work?
After work I like to veg out. I like to watch AFL, go along to local
football and netball, or play golf. When I am not doing any of those
things I do housework and collect wood.
perfect weekend?
6. What do you love to eat?
Seafood.
7. What was your main motivation for
becoming an RNL?
My main motivation for taking on this role was to continue to work
with a good bunch of principals in East Gippsland, and having a great
lady RNL to work with.
8. What were you doing prior to this role?
I was a senior education officer. And before that, a principal.
9. What are some of the key projects you’re working on?
I’m doing work around a model of effective
teaching and learning development in East
Gippsland. We are also working with John
Munro on a literacy strategy across our
three clusters.
10. What is your all-time
favourite movie?
Un Chien Andalou by Luis Buneul. It’s
about 16 minutes long and held my
attention.
190
Flashback
Shine
41
5
“This is the old ‘Guest Swamp’ school, near Mulwala in New South Wales. I think it was taken in about 1905.
The teacher’s name is Mr Lucley.” Photo sent in by Janice Evans, Shepparton High School
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New arts school has
heads spinning
The new Victorian College of the Arts Secondary School (VCASS) was
officially opened last month by Minister for Education Bronwyn Pike –
giving Victoria one of the world’s most unique performing arts schools.
The impressive new Southbank facility, worth $20 million, will house 200
students who have been specially selected for the VCASS music and dance
program, as well as academic students from the Australian Ballet School,
Gymnastics Victoria and Diving Victoria.
The school boasts two large performance spaces with tiered seating, three
dance studios, four music ensemble rooms, a fitness centre, physiotherapy
room and a professional recording studio. A multitude of performance
practice rooms are situated among classrooms, multi-purpose areas,
science laboratories, a home economics area and a library with a series of
mezzanines broken into study and student relaxation areas.
The design, by William Boag architects, was inspired by visits to
specialist schools in New York, Boston, London and Paris, and formed in
consultation with the Victorian Government, the Australian Ballet and
theatrical consultants.
VCASS principal Colin Simpson said the new school is an unbelievable
opportunity to not only provide an outstanding academic education and
world-class training in dance and music, but to promote the boundless
creativity that forms the basis of performance art. “The energy in this
school is going to be amazing and we will now assume our rightful place as
one of the leading performing arts schools in the world,” Mr Simpson said.
Minister for Education Bronwyn Pike said the school was about delivering
new and creative buildings to give Victorian students cutting-edge
opportunities in education within a world-class government school system.
“This school breaks the mould of what a traditional school should look like
and what a school should be, and there is no doubt students will flourish
and achieve their dreams in a space where art, design and academia co-exist
in a celebration of modern learning.”
Top: The impressive facade of the new VCASS building at
Southbank. Above: Dance students practice their craft in one
of the new purpose-built rehearsal studios. Right: Minister
for Education Bronwyn Pike with VCASS principal Colin
Simpson and music students at the opening of the new
facilities earlier this month.
W
ork is underway at 243
Victorian government
primary schools following the
announcement of building
contractors for Round One schools that received
$456.3 million through Primary Schools for the
21st Century. Family owned contractor Peter
Flynn has shovels ready to hit the ground at three
school sites in his local area – Alfredton Primary
School, Ballan Primary School and Ballarat North
Primary School.
Alfredton Primary School principal Evelyn
Myers was delighted to discover that her local
builder and former student would be returning
to her classroom to undertake the work on their
new library and learning neighbourhood. “These
facilities will not only enhance the learning
environment, interaction and learning experience
of our students but will also provide the local
community with access to modern meeting
rooms,” she said.
“It’s what the Building the Education
Revolution is all about – local contractors
employing local people and using local
tradespeople. W.M. Flynn is well known in our
area and we are pleased to have them working
on this project,” Ms Myers said.
Peter Flynn was also excited to be able to be
involved with improving schools in his local
area as well as being able to secure jobs. “The
Building the Education Revolution program is
a fantastic opportunity for local builders and for
Building the Education Revolution
schools. In Round One, we have secured work
at three schools which had received $7.5 million
for exciting new 21st century facilities as part of
this program. This is great news for our business,
schools and local jobs,” he said.
Back at Alfredton Primary School, they have
already been hard at work engaging local
tradespeople to undertake projects using their
$200,000 National Schools Pride (NSP) funding.
“We are really delighted to have been able to
undertake many exciting projects with our NSP
funding including improving the drought affected
grounds. By undertaking landscaping and planting
trees along with repairing the boundary fence we
will create a much improved and safer playing area
for our students,” Ms Myers said.
Alfredton Primary School is just one example of
many exciting projects occurring across that state
as a result of Building the Education Revolution.
Victoria has now released tenders for Round Two
projects valued at $850 million. Thirty bundles
are aimed at small businesses and the remaining
50 bundles are targeted towards the medium and
larger building contractors.
Shine
43
Infrastructure Update
Funding to date
• National School Pride (Round One and Two): $204.7
million for 1581 Victorian government schools
• Primary Schools for the 21st Century (Round One):
$457 million for 243 Victorian government schools
• Primary Schools for the 21st Century (Round Two):
$850 million for 500 Victorian government schools
• Science and Language Centres for 21st Century
Secondary Schools: $137 million for 70 Victorian
government schools
Next steps
• Contracts awarded for Primary Schools for the
21st Century (Round Two) projects
• Round Three successful schools announced for
Primary Schools for the 21st Century
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44
Aug 09
Early Childhood
Victorian children
doing well: report
A new report of Victorians aged 0–17 years shows children are faring well, with rising immunisation
rates, continued improvement in Prep reading rates and more students staying at school longer.
The State of Victoria’s Children 2008 report
brings together the latest information on how
young Victorians are faring in the areas of health,
learning, development, safety and wellbeing.
The report found that immunisation rates of
children aged between 24 and 27 months had
increased steadily since 2000–01, and that the
proportion of children attending the 3.5-year
visit by maternal and health nurses had increased,
from 49.5 per cent in 2000–01 to 57.8 per cent
in 2006–07. It also showed a decline in rates of
smoking, births to young mothers, child injury
and poisoning deaths.
Minister for Children and Early Childhood
Development Maxine Morand said the annual
report shows that the Victorian Government’s
investment, particularly in the areas of early
childhood services, literacy and numeracy
intervention and education and training, is
paying off.
“We have significantly increased funding to
maternal and child health services by more than
doubling funding to support the provision of this
important service to young families.
“The report also found more students are staying
at school longer, which will help them reap the
benefits of a good education later in life, and young
Victorians are also leading the way when it comes
to their participation in education, further training
and work.”
Victorian children and young people continue to be
doing well by comparison with most other states.
According to the report, the rate of young people
under youth justice supervision is the lowest in
Australia, and our Year 12 or equivalent completion
rates are higher than national completion rates.
Ms Morand said the report identified further
work was needed to address child and adolescent
mental health and alcohol consumption amongst
young people. The report also identifies some
emerging trends of concern, including an increasing
proportion of children being diagnosed with Type
1 diabetes.
The report also identified that outcomes for
Aboriginal children continue to be markedly poorer
than outcomes for non-Aboriginal children.
“Work is underway across government and in
partnership with the community and we hope
to see improving trends over time in those areas
identified as a concern. Through the development
of the Victorian Plan for Aboriginal children and
young people, and the Aboriginal Early Years
Strategy, we expect to see improved outcomes over
time for Indigenous Victorians.
“The State of Victoria’s Children report will
assist us to monitor the effectiveness of our
efforts to improve outcomes for all Victorian
children.”
The report was compiled by DEECD in
partnership with other government departments
including the Department of Human Services,
the Department of Planning and Community
Development, the Department of Transport and
the Department of Justice.
Disability Education
Shine
45
Apply now for kindergarten
inclusion support packages
Applications are now open for inclusion support
packages for children with severe disabilities to
access and participate in funded kindergarten
programs in 2010. Kindergarten inclusion support
(KIS) packages offer supplementary assistance
to support the inclusion of children with severe
disabilities in local kindergarten programs, and
may include specialist training for kindergarten
staff, specialist equipment and/or additional staff.
An inclusive program encourages and allows
all children, eligible to attend kindergarten,
opportunities to access and participate in the
program. Inclusion fosters the development of
a sense of belonging and respects individuality
and diversity, in order to promote learning,
development and wellbeing in a child’s early years.
Kindergartens may apply for additional support
if a child has a severe disability and is eligible to
attend a DEECD-funded place in a kindergarten
program, and is not attending a school program
in a local or a special school setting, and meets
one or more of the following criteria: is at
significant risk of injury to self or others; has life
threatening medical condition or is extremely
limited in the capacity for movement. Access to
a range of training can be provided, including
specific disabilities, adaptation and modification
of kindergarten programs or experiences, or the
individual needs of a child.
Senior policy officer advisor in the Department’s
Early Childhood Development Division, Dianne
Wilson, says there is an important distinction
between school integration aides and additional
staff in kindergartens. “A KIS package does
not allocate an integration aide to a child with
disabilities in kindergarten,” Ms Wilson says.
“Staff focus on how a child with a disability is
more like typically developing children than
different to them.
“Where a child with severe disabilities is
included, the additional staff member, who
works in the role of a kindergarten assistant,
increases the overall staff child ratio provided
to the kindergarten. This enables the teacher,
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46
Aug 09
Early Childhood
New national learning framework
for early childhood
Victoria has led the way in the development of a new national Early Years Learning Framework
(EYLF), to ensure all Australian children have the best start in life.
Last month, Premier John Brumby joined
Federal Minister for Early Childhood Education,
Childcare and Youth Kate Ellis and Victorian
Minister for Children and Early Childhood
Development Maxine Morand at Roxburgh
Park’s Homestead Child and Family Centre, to
launch Belonging, Being and Becoming – The
Early Years Learning Framework for Australia.
“This new framework is a milestone in early
childhood learning for Victorian families and
educators,” Mr Brumby said. “For the first time,
all states and territories will have consistent,
clear guidelines about how to bring out the
best in our children. Victoria has led the way
in the development of this important national
framework which is further evidence of how the
Victorian Government is taking action to help
young families get the best possible start.’’
The new national framework has also informed
the development of the Victorian Early Years
Learning and Development Framework from
birth to eight years, which this month entered
a statewide trial and validation phase that
will continue until October. The trials, which
are managed by the Victorian Curriculum
Assessment Authority in partnership with the
Department, will test the Victorian framework
and its application in early childhood settings.
Belinda George from Tree House Child Care in
St Kilda, one of the Victorian early childhood
settings taking part in the trial, said the
framework has given her a new awareness of her
role as an early childhood professional.
“Being involved in the trials has encouraged
deeper reflection of my practices and my
involvement in children’s learning,” Ms George
said. “It has empowered me as an educator, as
I am recognising and using my professional
knowledge and skills. The awareness of learning
occurring from the beginning of life is exciting
for me, with the new framework encompassing
all ages at equally complex levels, within every
learning outcome.”
Helen Broderick of Hume City Council Early
Years Projects agrees the trial has provided a
valuable learning experience. “It is only early days
yet, but we have learned so much in the short
time that we’ve trialed the EYLF,” Ms Broderick
said. “We have noticed that the learning outcomes
have enabled us to change the way we report and
interact with our families, and we’re able to use
the language of the framework to focus more on
learning outcomes.”
Both the national and Victorian frameworks
aim to improve the early learning and wellbeing
of all children and better support disadvantaged
children to reduce inequalities.
Ms Morand said states, territories and the
Commonwealth, together with a host of
educational experts, had drawn together research
to produce the set of learning outcomes which
will now be used in all childcare centres and
kindergartens across the country. “The national
framework draws on conclusive international
evidence that early childhood is a vital period in
children’s learning and development,” she said.
“We have firm evidence that this document is
helping to enhance the way children play and learn.
At Homestead the way they work with and engage
children, the organisation and the planning and
programming for children has altered as a result of
trialling the national framework.”
For more information visit,
www.vcaa.vic.edu.au/earlyyears
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Special Needs Education
Call for more special
education teachers
Shine
47
PHOTO BY PAUL PHILIPSON
Teachers looking to specialise or upgrade their qualifications would do well to consider postgraduate study
in special education, writes Tina Luton. There are scholarships aplenty for those willing to go the extra mile.
Special education teachers are in high
demand across the state. Classroom
teachers who wish to further their studies
in this area are encouraged to apply for a
Special Education Scholarship Program.
The Special Education Scholarship
Program provides scholarships for
teachers to complete endorsed special
education qualifications. At present,
30 teachers are furthering their studies
with the aid of a Special Education
Scholarship.
Julie Howard from Sale Specialist School
received a scholarship in 2008 and is
currently studying autism at the Western
Autistic School’s Autism Teaching
Institute (ATI). “I’ve been teaching in
a specialist school for 20 years and have
always had a least one child with autism
in my class. Helping them open the
door into our world has always been my
passion. The scholarship has enabled me
to continue working while furthering my
studies in this area,” she says.
Ms Howard says the ATI course has
helped to consolidate the way she
interacts with her students, and enabled
her to set up networks with other schools
in the Gippsland region. “The course
has been very hands-on and informative,
there has been a lot of practical support,
with assessors coming out and working
in your own workplace. One of the really
great things is that it has given me the
opportunity to visit other schools like
Western Autistic School, seeing firsthand their methods and strategies,”
she says.
Ms Howard has been so impressed
by the course that she recommended
it to another member of staff, who
also successfully applied for a special
education scholarship. “She is doing her
first year and loves it. On top of that,
five of our education support staff have
also been successful in obtaining a grant
and have just completed the education
support course through the ATI,” she
says.
Another scholarship recipient is Lynne
Robertson (pictured), who has worked
with deaf children in mainstream
classrooms for the last 13 years. The
scholarship has allowed Ms Robertson
to work part-time at the purpose-built
facility for deaf children at Mount
View Primary School while studying
for a Master of Education in Language
Intervention and Hearing Impairment at
Melbourne University; one of only two
training facilities for Teachers of the Deaf
(ToD) in Australia.
“Being able to work part-time while
studying to specialise as a ToD is fantastic
because we are so short of teachers in this
area. I couldn’t have done this without
the scholarship,” Ms Robertson says. “We
have 31 deaf students at Mount View.
All of them are oral, they use residual
hearing and hearing devices and we use
frequency modulation (FM) systems in
the classroom, and we work with them
on special hearing and speaking activities
in the facility, where we work with
individuals and small groups.Interested
teachers can contact us and are welcome
to come and view the facility in operation
at anytime,” she says.
Selection criteria for the Special
Education Scholarship Program is
currently being reviewed and will
be available later in the year, when
applications for the 2010 round of
scholarships are called for.
Special education teacher and
scholarship recipient Lynne
Robertson is currently studying
for a Master of Education in
Language Intervention and
Hearing Impairment.
Interested in being a special education teacher?
The following courses are endorsed by the
Victorian Institute of Teaching for qualified
teachers wishing to gain further qualifications
in special education.
Deakin University
Master of Education (Special Educational
Needs) www.deakin.edu.au
La Trobe University
Graduate Diploma in Special Education and
Human Service
Master of Special Education www.latrobe.edu.au
University of Melbourne
Master of Education (Specific Learning
Difficulties)
Master of Education (Language Intervention
and Hearing Impairment)
Master of Education (Special Education,
Inclusion and Early Intervention) www.edfac.
unimelb.edu.au
University of Ballarat
Masters of Education (coursework) majoring
in Special Education www.ballarat.edu.au
Autism Teaching Institute
Vocational Graduate Diploma in Teaching
Students with Autism Spectrum www.
westernautisticschool.vic.edu.au
RMIT
Bachelor of Education/Bachelor of Applied
Science (Disability) (undergraduate program)
www.vit.vic.edu.au
48
Aug
Apr 09
09
Opinion
Barb Mason
How we can teach
better science
We are not born good teachers; it takes effort and support.
B
est teaching practice is a learnable craft.
We are not born good teachers; it takes
effort and support. The Department’s
recent Primary Science Matters
Professional Learning program, delivered across
the state by researcher and teacher teams from
Monash University, provided an opportunity for
primary teachers to develop their knowledge and
capacities in science teaching.
Over three days, we explored: how students
learn science; how we can teach for conceptual
understanding; what is the very nature of
science; and the engagement of students in
contemporary science. As a teaching and
learning coach and a passionate science
teacher, I have experienced the importance of
effective use of quality thinking tools. They
demonstrate a means to promote student
ownership of their learning by generating
their own questions to provide an informed
direction for their next learning. Careful
use of this approach ensures the first POLT
(principle of learning and teaching) about
student engagement and the third POLT
about learning being related to student
interests and being relevant to their lives, are
then embedded in our teaching practice.
During the program, we practised questioning
techniques by using the quality tools, lotus
diagram and the question grid. Both tools gave
us insights to the learners’ prior knowledge
and their curiosities. Who, what, where, when,
why and how are certainly powerful questions
to ask in science. In relating this teaching
practice back to our classrooms, simple starting
questions such as ‘What is the science of
water?’ and ‘What is a vegetable?’ kick-started
huge interest and fantastic engagement for our
science study time.
“Students expect lab coats,
Bunsen burners, weird-looking
scientists, explosions and new
inventions. But that’s not what
teaching science is about.”
The participants also commented on how easily
this approach blended with current school
approaches, such as Habits of Mind, wonder
walls or chat boards, discussion fishbowls and
circle time, as well as personal development in
asking both open and closed questions.
The benefits of this include: catering for the
diverse interests of students; engagement and
ownership of learning by students; building on
prior understandings of students; and teaching
practice informed by student needs. When
teachers use a range of thinking tools and good
questions, students develop their capacity to
think critically.
Students have a particular image of science and
expect lab coats, Bunsen burners, weird looking
scientists, explosions and new inventions. But
that’s not what teaching science is about. We
need to bust that myth immediately. Science
is about thinking critically and building new
knowledge based on facts. Our role as science
teachers is to develop the higher order thinking
skills in students, and to do this we need to ask
lots of powerful questions that engage their minds
and re-shape their understandings. As such, we
Opinion
Shine
49
will assist their growth in the knowledge base of
that concept and their personal learning.
The Monash University presenters also asked
lots of good questions to stimulate thinking
and curiosity to re-shape our understanding
of science concepts. This process was
demonstrated using the concept of floating and
sinking where we tried to define the terms and
explain the discrepancies seen in diagrams and
practical applications. We gained in confidence
as the questions were answered and our own
knowledge base shifted.
The nature of science itself is continually evolving,
as is evident in the current topic of climate
change. Continued research, data collection,
building of prior understandings and establishing
models to simulate activity on which to make
predictions, is the very nature of the scientific
process. Teaching and learning coaches help
teachers to develop this pedagogical content
knowledge in their classrooms using the different
resources available.
The Primary Connections units produced by
the Australian Academy of Science include
teaching strategies, thinking tools and strong
literacy links. The units employ a 5Es planning
model (like Victoria’s e5 Instructional Model
this is based on the Biological Sciences
Curriculum Study 5Es model but is focussed
on lesson planning and the creation of a literacy
product). The 5E planning model is very
appealing for beginners and can be expanded
as the teacher grows in confidence. The units
are topic based and cover the whole range of
science learning across a primary school.
Another extremely valuable resource is the
DEECD Science Continuum. The Science
Continuum includes the critical teaching
ideas at each level and the current thinking
that is out in the science world. Unit design
around these critical teaching ideas allows for
flexibility in the content presented and easily
fits with the thematic style of many schools.
The Continuum also supports teaching with
activities related to the 13 listed pedagogical
purposes of the teaching of science.
After completing the Primary Science Matters
Professional Learning program, we came away
with many new understandings of science
teaching, motivation to do it better and awareness
of the need to keep the student at the centre of
our learning classrooms. We tried something that
was ‘new’ to our teaching practice in our own
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See new-born rabbits open their eyes
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classrooms and reflected personally and with our
peers on its effectiveness on student engagement
or learning and on our own teaching practice.
This created fabulous personal bonds within the
group; we developed stronger confidence with our
teaching practice in science and felt our content
and pedagogical content knowledge had grown.
Barb Mason is a teaching and learning coach in the
Hume Region.
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50
Aug 09
Innovation
Where Facebook meets Physics
Almost 200 students are now swotting once a week for their VCE Physics exam on an online social
networking site – thanks to Shepparton teacher Adrian Camm
Although he is based at Shepparton’s McGuire College, Adrian Camm
is now teaching VCE physics to students all over Victoria, thanks
to a virtual learning community he established earlier this year. The
community, which uses a combination of the ning social networking
site and Elluminate virtual conferencing, allows students in remote
locations to prepare for exams in the company of expert teachers,
textbook authors and peers from classrooms all over the state.
“What the community does is remove the geographic boundaries,” Mr
Camm says. “We get a lot of distance education students who, without
the online space, really wouldn’t be able to engage with the subject.
You also get students at schools
where there aren’t necessarily any
qualified Year 12 Physics teachers.
They can now get access to other
teachers and resources they
might miss out on.”
Mr Camm set up the
community after taking part
in a 12-month professional
learning activity, sponsored
by the State Library
Association of Victoria. After
approaching key textbook
authors to participate, the
online space was promoted
during February’s VCE
Physics conference.
The response was initially little more than a trickle, Mr Camm says, but
soon representatives from over 50 schools across the state were asking to
become involved. Six months on, he estimates more than 200 students
now meet once a week for ‘exam focus’ sessions, where they share work
and materials, asking questions of each other and available experts.
Mr Camm believes the community has already had notable, positive
effects on student practice. “The main change has been the amount of
time students spend on tasks,” he says. “They’re now coming home,
going online and being involved in a discussion about their work. It’s
transformative too, because of the metacognitive processes involved.
They need to think about their
learning in order to discuss it.
That’s where the deep learning
comes from.”
It isn’t only students benefitting
from this online community.
Teachers too are meeting to
share and discuss materials in
the ‘private spaces’ Mr Camm
has set up, away from the eyes
of the students.
“Communities like this are
good for teachers, because
it means access to resources
they wouldn’t otherwise
have had,” he says.
For instructions on accessing the VCE
Physics Virtual Learning Community,
visit http://vce-physics.wikispaces.com
Term 3 & 4 Program
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.
THURSDAY 20 AUGUST
TUESDAY 1 SEPTEMBER
THURSDAY 15 OCTOBER
Darryn Kruse
Project-Based Learning in the Middle
Years of Schooling
Kath Murdoch
Assessment for Learning in the Inquiring
Classroom
Michael Ymer
Mathematics – Teaching and Learning the Four Operations
in Number
YEARS 3 TO 9 TEACHERS
PREP TO YEAR 6 TEACHERS
THURSDAY 27 AUGUST
FRIDAY 9 OCTOBER
Deb Sukarna
Comprehension and
Strategies for Fiction
YEARS 3 TO 9 TEACHERS
Rob Vingerhoets
Ensuring an Effective and Strong Final Term in
Maths
9:30am – 3:30pm
(Registration from 9:00am)
Where: Darebin Arts & Entertainment Centre
(Cnr Bell Street & St Georges Road, Preston)
Cost: $185 (inc. GST)
Cost includes morning tea, lunch
& hand-outs
Time:
For registration forms and enquiries, please contact Paula Welham on:
Telephone: 9490 1877 • Mobile: 0488 110 000 • Email: [email protected] • Book online: www.ivanhoepl.com
Shine
questions for
Sue Conquest
51
Regular early-morning cardio sessions at
the local gym keep Sue Conquest in tiptop shape for her role as regional network
leader (RNL) for the Hobsons Bay network
in the Western Metropolitan Region.
1. What do you think makes a good principal?
Education is a people business and a good principal values and builds a school
and community culture that is based on quality collaborative relationships.
2. When you were a student, who was your most
6. What is your
idea of the perfect
weekend?
Time with family
and time for myself!
inspirational teacher?
Weekends never seem
My primary schooling in a small three-teacher school on the outskirts of long enough to squeeze
Mildura was an extremely positive and happy experience. There was one everything in but a
perfect weekend is a long
teacher at the school who instilled in me the love of learning and the
strong sense of belief in myself. These attributes have remained with me bike ride, time in the garden
and time to complete many of my
as guiding principles throughout my career.
half-finished patchwork projects.
3. What are you reading at the moment?
The coffee table in the family room has two
piles of books: one is my professional reading
pile and the other pile consists of books I am
reading for personal pleasure and interest. I
am presently reading Mazono’s What Works in
Schools – Translating Research into Action, and
reflecting on his strategies in the context of
my current work. My two-year-old grandson
is ensuring our current favourite picture book
Hairy Maclary and Zachary Quack, is at the top of
the pleasure-reading stack.
4. What was your main motivation
for becoming an RNL?
Throughout my career I have always been passionate and committed to
furthering my learning, in order to enhance my personal knowledge and to
build the knowledge and skills of others. I saw the RNL role as an exciting
opportunity to strengthen the collective capacity of a network of schools to take
our work in improving student outcomes to a level we haven’t seen before.
5. What do you
love to eat?
Anything that I do not
cook myself! I love seafood
of any description and in
summer I really enjoy a
fresh salmon fillet drizzled
with olive oil and a dash of
ground pepper cooked on
the barbecue.
7. What were you doing prior to this role?
Over the past four years I have worked as senior education officer (SEO) in the
Wyndham and Hobson’s Bay networks. Having previously been a principal,
the experience of working with 44 schools in the role of SEO provided a
wonderful professional learning opportunity. I gained much both personally
and professionally from my experience both as a learner and a leader.
8. What are some of the key projects you’re working on?
This is a very exciting time to be working in Western Region as our key work
is focused around driving school improvement through the implementation
of our regional Blueprint. The current focus is working in schools with school
leadership teams, coaches and teachers to improve literacy and numeracy
instructional practice in every classroom within my network.
9. What do you do to relax after work?
My relaxation commences at the beginning of the day with an early
morning cardio workout at the local gym. Apart from enjoying the
evening meal, most evenings are spent online catching up on the day’s
emails and keeping up to date on professional reading.
10. What is your all-time
favourite movie?
As a lover of all movies, particularly those that
have humour and a strong human element, it is
difficult to pick one all-time favorite. However, I
would rate Gran Torino as one of the best movies
I have seen as it had so many memorable
quotes, great acting, and very powerful social
tolerance messages.
Premier’s vCE Awards 2009
Congratulations to the following students who were honoured
at the Premier’s VCE Awards presentation ceremony.
The Premier’s VCE Awards pay tribute to young Victorians who have completed their studies with particular distinction.The winners were presented with their
awards on Tuesday, 21 July 2009. Eighteen students were also named in the Top All-Round VCE High Achievers category.
Nominations for the 2008 Top All-Round VCE High Achievers category were based on study scores from 2008 and 2007. Individual Graded Assessment scores are used to determine the top group
of students for each VCE study award. Awards are made for VCE studies with a minimum enrolment of 100 students.
Top All-Round VCE High Achievers
STUDENT
SCHOOL
STUDENT
SCHOOL
STUDENT
SCHOOL
Balachandran, Shananthan
Bear, Henry
Bennett, Andrew
Bhasin, Sahil
Biun, John
Bowly, Simon
Haileybury College
Centre for Adult Education
Trinity Grammar School
Mentone Grammar School
Scotch College
Kardinia International College
Cini, James
Crouch, Sophia
Gould, Hannah
Hatfield, William
Hughes, Stephen
Leung, Eric
Emmanuel College
Ballarat and Clarendon College – Senior
Melbourne Grammar School
Xavier College
Caulfield Grammar School – Wheelers Hill Campus
Martin, Timothy
Paikopoulos, Miltiadis
Robbins, Natasha
Shallue, Christopher
Wang, Andy
Yii, Michelle
Scotch College
Xavier College
St Kevin’s College Toorak
Scotch College
Presbyterian Ladies’ College
Subject Category Award Recipients
STUDENT
Adam, Sophia
Akgoz, Emre
Allen, Darcy
Aloisio, Isobel
Anderson, Annabelle
Ashby, Scott
Bain, Phillipa
Balachandran, Shananthan
Balint, Diana
Balog, Adorjan
Barker, Estelle
Barrett, Alicia
Barry, Hannah
Bath, Robert
Bedford, Clare
Bekema, Stephanie
Bennett, Andrew
Bennett, Bronwyn
Bett, Martin
Black, Daniel
Blair-West, Laura
Blakeney, Stephen
Bowly, Simon
Boys, Anne-Marie
Broh, Rickel
Brown, Bianca
Brownbill, Lisa
Buchner, Ross
Buckland, Kirk
Bumpstead, Jocelyn
Buncle, Alicia
Burke, Sophie
Burns, Amy
Burns-Fabb, Harrison
Cai, Alden
Caillard, Douglas
Cakebread, Imogen
Cameron, Emily
Cameron, Laura
Cant, Sophie
Cao, Xueke
Carey, Justine
Carney, Jonathan
Cavalier, Hugo
Chan, Clarence
Chan, Elaine
Chen, Lily
Choy, Evelyn
Chung, Timothy
Clipstone, Benjamin
Cochrane, Elizabeth
Collier, Ronald
Colling, Bryan
Commons, Matthew
Conway, Nicole
Coombs, Timothy
Cooper, Eli
Creelman, Zoe
Cross, Thomas
Cruse, Delani
SUBJECT(S)
Dance (VCE VET)
LOTE – Turkish
Legal Studies
Dance
Equine Industry
Economics
Health and Human Development
Mathematics
Community Services
Systems Engineering
Business
Mathematics
Studio Arts
Laboratory Skills
Design and Technology
Community Services
Economics
Visual Communication and Design
Physics
Industry and Enterprise
Biology
Environmental Science
Physics
Physical Education
Texts and Traditions
Community Services
Business Management
Financial Services
Systems Engineering
Financial Services
Electronics
Studio Arts
Dance
Outdoor and Environmental Studies
Music
Philosophy
Business Management
Dance
Top 3 International Students
Drama
Classical Societies and Cultures
Information Technology
Legal Studies
English as a Second Language
English Language
Mathematics
Systems Engineering
Sociology
Furnishing
Music Styles
Electronics
English Language
Information Technology (VCE VET)
Dance (VCE VET)
Agricultural and Horticultural
Studies
Theatre Studies
Sociology
SCHOOL
Penleigh and Essendon Grammar School
Isik College – Upfield Campus
St Joseph’s College Newtown
Faye Johnson – Ross School of Dance
The Hamilton and Alexandra College
Caulfield Grammar School – Caulfield Campus
Haileybury College
Hallam Senior Secondary College
St Joseph’s College Newtown
Glenvale School
Christian Brothers’ College St Kilda
Bairnsdale Secondary College
The Peninsula School
Echuca College
Assumption College
Girton Grammar School
Luther College
Lauriston Girls’ School
Kardinia International College
Genazzano FCJ College
Beth Rivkah Ladies College
Mildura Senior College
Canterbury Girls’ Secondary College
Glenvale School
Beaconhills College – Valley
Glenvale School
Methodist Ladies College
Luther College
Apollo Bay P – 12 College
Victorian College of the Arts Secondary School
Ballarat Grammar School
Frankston High School – VCE Campus
Cheryl Kaloger Brown School of Dance
Camberwell Anglican Girls Grammar School
Korowa Anglican Girls’ School
Glen Waverley Secondary College
Waverley Christian College
Melbourne High School
Mount Waverley Secondary College
Wodonga Senior Secondary College
Beechworth Secondary College
Boronia Heights College
Swinburne Senior Secondary College
Dandenong High School
Haileybury College
Haileybury Girls College
STUDENT
Cumming, Euan
Cuttriss, Anna
Darby, Tarryn
Davies, Ian
Davies, Jack
Davies, Jonathan
Debinski, Gabrielle
Demiris, Christine
Dempsey, Chloe
Dick, Naomi
Donlen, Alyssa
D’souza, Bebe Ahna
Egan, Sally
Ellis, Luther
Everist, Eleanor
Fabbri, Eleanor
Fee, Michael
Fisher, Lara
Fong, Katrina
Foskey, Rebecca
Fowler, Jessica
Frantz, Jack
Freeman, William
Frees, Jennifer
Gallaher, Alison
Gallucci, Francesca
Garrett, Bronte
Gates, Sarah
Gelevski, Alexandra
Gentle, Tayla
Gleeson, Adam
Glynn, Leah
Goh, Kia Yoong
Goldberg, Steven
Gould, Hannah
Gray, Alexander
Grigg, Liam
Grimshaw, Bonnie
Grossi, Loredana
Grossman, Avital
Groves, Michaela
Guffogg, Chloe
Guo, Yuhang
Guy, Sean
Hall, Catherine
Hamer, Edward
Harel, Nadav
Harper, Amy
Hatfield, William
Heilbron, Jonathan
Hein, Dewald
Hickleton, Marcus
Higgins, Mitchell
Hinton, Phoebe
Hirst, Rebecca
Hoare, Madeleine
Hodder, Amy
Hore, John
Howard, Zoe
Hruszowski, Andrew
Hughes, Ashlee
SUBJECT(S)
Music
Sociology
Business Management
Electronics
English
Literature
Music Industry Skills
International Studies
Community Services
Media
History
LOTE – German
Theatre Studies
Religion and Society
English
Art
Equine Industry
English Language
Furnishing
Multimedia
History
Media
Business
Physical Education
Dance (VCE VET)
Theatre Studies
English
Psychology
Philosophy
Systems Engineering
Geography
Business
Hospitality
English
Dance
LOTE – Chinese First Language
Drama
Chemistry
Music Styles
Multimedia
History
Furnishing
Sport and Recreation
Engineering
Studio Arts
Community Services
SCHOOL
Leongatha Secondary College
Wonthaggi Secondary College (McBride Campus)
St Michael’s Grammar School
Xavier College
Haileybury College
Mount Scopus Memorial College
Sacred Heart College Geelong
Loreto Mandeville Hall
Xavier College
Bialik College
Ivanhoe Grammar School
South Gippsland Secondary College
St Arnaud Secondary College
Mentone Girls’ Grammar School
Firbank Grammar School
Lauriston Girls’ School
Glenvale School
Melbourne Girls Grammar
Taylors Lakes Secondary College
Mount Lilydale Mercy College
Yarra Valley Grammar School
Aitken College
Balwyn High School
Bialik College
Camberwell High School
Xavier College
Glenvale School
Beth Rivkah Ladies College
Strathcona Baptist Girls Grammar School
Cheryl Kaloger Brown School of Dance
Marist Sion College
Scotch College
Goulburn Valley Grammar School
Catholic College Wodonga
Mazenod College
Wonthaggi Secondary College (McBride Campus)
Kew High School
Korumburra Secondary College
Catholic College Bendigo
Echuca College
Billanook College Ltd
St Bernard’s College
Mildura Senior College
STUDENT
SUBJECT(S)
SCHOOL
Hui, Serena
Huntley, Joseph
Hwin, Paul
Irani, Viraf
Ireland, David
James, Kristy
Johnson, Anne-Marie
Jones, Dylan
Judd, Jamison
Kalkopf, Liana
Kelso, Kate
Dance
Literature
Mathematics
Physical Education
English
Music
Accounting
Legal Studies
Art
English Language and International
Studies
National Politics
Business
Drama
Engineering
Chemistry
LOTE – Italian
Media
Accounting
Equine Industry
Mathematics
Laboratory Skills
Physics
Mathematics
Chemistry
Equine Industry
Mathematics
Literature
Philosophy
LOTE – Japanese Second Language
Food and Technology
Financial Services
LOTE – Greek
Drama
Food and Technology
Dance (VCE VET)
Financial Services
Food and Technology
Multimedia and Studio Arts
Geography
Agricultural and Horticultural Studies
Furnishing
Business
English Language
Legal Studies
Food and Technology
Electronics
Engineering
Business Management
Studies
Business Management
Art
Media
Dance (VCE VET)
National Politics
National Politics
Studies
Financial Services
Hospitality
English
LOTE – Indonesian Second
Language
Hospitality
Chemistry
Furnishing
Mathematics
History
National Politics
Literature
Engineering
Dance Factory
Penleigh and Essendon Grammar School
St Bernard’s College
Huntingtower School
Marian College Ararat
Lilydale Adventist Academy
Leibler Yavneh College
Toorak College
Kennedy, Noor
Kidd, Aviva
Kidd, Genevieve
King, Elizabeth
Kistler, Jake
Kleeman, Jeremy
Klemke, Shaeley
Kulesza, Elle
Kyrou, Stephen
Lam, Phuong
Law, Brendan
Lea, Danielle
Lee, Gregory
Lee, Maximilian
Lee, Timothy
Leeder, Sarah
Leung, Eric
Li, Bobby
Li, Hanbo
Li Wan Po, Christopher
Liu, Maoyuan
Logan, Natalie
Lu, James
Lu, Tan
Luk, Scarlet
Lum, Jonathon
MacWilliams, Nicholas
Maier, Claire
Mam, Sophary
Mantelli, Yseult
Markesinis, Effie
Mathers, Ruby
Mattingley, Bridget
Mc Donald, Aidan
Mc Kinnon, Meg
McCalman, Ella
McCartney, Danielle
McConnell, Sarah
McDonough, Meghan
McFarlane, Lucy
McIndoe, David
McInerney, Jesse
McLean, Ashlyn
McLean, Luke
McNamee, Lachlan
McNeill, Amy
McNeil, Trent
McQueen, Timothy
Medland, Jennifer
Meharry, Jacinta
Mercer, Georgina
Merkrebs, Alexandra
Mileo, Danielle
Miller, Amy
Minakami, Miki
Minear, Thomas
Molloy, Patrick
Morgan, Hannah
Morley, Annie
Morrison, Fiona
Mosman, Stephanie
Munanto, Lucy
Nabben, Kelsie
Nakano, Yuji
Nash, Daniel
Neil, James
Newstadt, Jake
Ng, Laura
Ng, Lin Li
Ngieng, Sarah
Ngo, Thi Hoang Lan
Nguyen, Minh-Quan
O'Brien, Liam
Ocampo, Larissa
Oliver, Brendan
Northcote High School
Glenvale School
Mount Lilydale Mercy College
Lavalla Catholic College
Box Hill High School
Scotch College
Penola Catholic College
Balwyn High School
Damascus College
Scotch College
Elisabeth Murdoch College
Dandenong High School
Rowville Secondary College
Kambrya College
Ringwood Secondary College
Balwyn High School
Huntingtower School
Keysborough Secondary College
Mount Clear College
Balwyn High School
Melbourne Girls College
Koonung Secondary College
Eltham College of Education
Marian College Sunshine
Glenvale School
Toorak College
Firbank Grammar School
Koonung Secondary College
Tallangatta Secondary College
Stawell Secondary College
Wanganui Park Secondary College
Geelong Grammar School
Our Lady of Sion College
Lowther Hall Anglican Grammar School
Xavier College
Westbourne Grammar School – Hoppers Crossing Campus
Glenvale School
St Helena Secondary College
East Doncaster Secondary College
Sacred Heart Girls’ College Oakleigh
Mount St Joseph Girls’ College
Scotch College
Xavier College
St Joseph’s College Echuca
STUDENT
Olle, Sarah
Olver, Matthew
O'Neill, Molly
Osborn, Sam
Paks, Michael
Paramanantham, Janani
Pattison, Katherine
Payne, William
Pearce, Olivia
Pearse, Lachlan
Perera, Diluptha
Perkins, Benjamin
Phillips, Kimberley
Prendergast, Paige
Presser, Monika
Preston, Lachlan
Price, Sally
Pryor, Ruby
Raymond, Oliver
Riddell, Jordan
Ritchie, Christopher
Rizzo, Molly
SUBJECT(S)
National Politics
Literature
Media
Chemistry
Biology
Studio Arts
Philosophy
Laboratory Skills
Biology
Multimedia
Physical Education
Agricultural and Horticultural Studies
Psychology
Historyz
Sociology
English, Physical Education and
Robbins, Natasha
Psychology
Rogan, Joshua
Music
Roney, Luke
Engineering
Ross, Thomas
Engineering
Rowe, Kelsey
Russell, Erica
Music Styles
Saw, Kristopher
Schack-Arnott, Freya
Music
Selimi, Kiara
Sociology
Severs, Jennifer
Hospitality
Shorten, Louise
Laboratory Skills
Simek, Emily
Art
Simich, Marija
Biology
Simmons, Andrew
Multimedia
Skidmore, Fiona
Geography
Somers, Dylan
Economics
Sooriyakumaran, Manoshayini Accounting
Spain, Nichola
Spark, Edwin
Music Styles
Spencer, Meg
Theatre Studies
Spicer, David
Accounting
Spoljaric, Aaron
Laboratory Skills
Stanley, Jessica
Drama
Stayner, James
Economics
Stevenson, Jarryd
Sturm, Emma
LOTE – French
Su, Raymond
Syrjanen, Jessika
Szabo, Benjamin
Systems Engineering
Szanyi, Joshua
Psychology
Tan, Chu
Food and Technology
Tansley, Fiona
Equine Industry
Taylor, Kate
Philosophy
Taylor, Mitchell
Geography
Taylor, Richard
Physics
Tennakoon, Gayatri
English
Tepper, Joshua
Electronics
Thompson, Kelly
To, Nga Leah
Hospitality
Townshend, Olivia
Theatre Studies
Truong, Vivien
Turnbull, Olivia
Music Styles
Valente, Joseph
Accounting
Veljkovic, Emma
Vickers-Willis, Hugh
Vuong, Lyly Thuy
LOTE – Vietnamese
Vuu, Ada
English
Waite, Alexander
Walravens, Stephanie
Wang, David
Economics
Ward, Ashleigh
Psychology
Way, Brett
Wilkins, Brittany
Art
Wilson, Jessica
Wittern, Lukas
Wong, Benjamin
English
Wong, Gwyneth
Legal Studies
Wong, Patricia
Wong, Sarah
Yang, Michael
Biology
Young, Nathan
Young, Peter
Mathematics
Zethoven, Roman
Geography
LOTE – Chinese Second Language
Zhang, An Qi
Advanced
Zhang, Kaili
Mathematics
Zheng, William
Physics
SCHOOL
Ruyton Girls’ School
The King David School
Matthew Flinders Girls Secondary College
Luther College
Mowbray College
Luther College
Forest Hill College
Kerang Technical High School
Corryong College
Kilbreda College
St John’s Regional College
Frankston High School – VCE Campus
Monbulk College
Monbulk College
Haileybury College
St Margaret’s School
Notre Dame College
Koo Wee Rup Secondary College
Camberwell Grammar School
Vermont Secondary College
The Geelong College
Haileybury College
Our Lady of Mercy College
Beaconhills College – Valley
MacKillop Catholic Regional College Werribee
Doncaster Secondary College
St Leonard’s College
St Leonard’s College
Mentone Girls’ Grammar School
MacKillop College Swan Hill
Braybrook College
Toorak College
Xavier College
Wellington Secondary College
Lowther Hall Anglican Grammar School
Gippsland Grammar – Senior
Toorak College
Brentwood Secondary College
Eltham High School
Fintona Girls’
School
Scotch College
Warragul Regional College
Chinese Culture School – Glen Waverley Campus
Camberwell Grammar School
54
Aug
Apr 09
09
Opinion
Amanda Ellaby
How to get kids
curious about science
We know that students come to science already having formed
strong ideas about the world around them, based on their own
experience and what they’ve learned from other people and the
media. But do we take the time to explore this curiosity further?
A
s teachers we can all identify times
in our classroom where our students
have demonstrated a natural interest
in the world around them and an
inquisitiveness to know more. We know that
students come to science already having formed
strong ideas about the world around them, based
on their own experience and what they have
learned from other people and the media. But do
we take the time to explore this curiosity further?
Are we flexible enough in our practice to provide
children with the space to investigate, experiment
and discuss their science theories or concepts?
Through questioning my own teaching
experiences I have found myself extensively
researching how we, as teachers, can build on
children’s articulated levels of understanding,
interests and existing understandings whilst
negotiating with their questions and allowing
them to collaboratively develop their own
awareness. I have recognised that I need to
share the intellectual control as I work with
curious, interested, prepared and motivated
human beings who possess their own theories
and points of interests.
One teaching and learning initiative that has
developed in my practice is the use of a ‘wonder
wall’. This was an adaptation of the ‘wonder
board’ created by Lane Clark (2000) and it was
developed out of my desire to be able to work
with and use the children’s questions and ideas
as the core of our studies rather than following a
prescriptive sequence of lessons.
The wonder wall strategy sees our learning
community engage in an initial discussion,
centred around the topic of interest such as
dinosaurs or the weather. This discussion
offers everyone time to build a shared language
whilst being able to refine personal theories
or perspectives. Having read back their initial
discussion students are asked if they have any
‘wonders’ about the topic. This generates a range
of questions and my role is to transcribe these and
attach them to the wonder wall. It is important
that I value each individual’s question; that I am
open-minded to their ideas and listen with a
sense of whole heartedness. This wall of students’
questions becomes a collective memory for the
group so children can return to their question
or can generate other possibilities for deepening
their learning. These wonders become the drivers
of our learning journey as they are the focal point
of our discussions, research and inquiry.
I often find myself presented
with questions that I don’t
know the answers to, such
as ‘When did the dinosaurs
hatch?’ Rather than sweeping
these questions to the side
I prefer to find myself in an
intellectual dialogue with
the children and join in their
excitement and curiosity as
we set out to discover
new theories.
In my experiences I often find myself presented
with questions that I don’t know the answers to,
such as ‘When did the dinosaurs hatch?’ Rather
than sweeping these questions to the side I prefer
to find myself in an intellectual dialogue with the
children and join in their excitement and curiosity
as we set out to discover new theories.
Rinaldi (1998) reflects that teachers need to:
“Offer themselves as resource people to whom the
children can (and want to) turn. The task of these
resource people is not simply to satisfy needs or
answer questions, but instead to help children
discover their own answers and, more important
still, to help them ask themselves good questions.”
This is an empowering revelation particularly
when dealing with scientific content. After all, it
is so difficult to know the answers to ‘everything’
and the content is often easily accessible to
students through technology anyhow. At a recent
professional learning series, the DEECD Primary
Science Matters program, a lot of discussion
was focused on the role of the teacher in science.
Many teachers involved in this three-day program
felt more confident to tackle science as they were
authorised to develop inquiries from students’
questions, with a focus more on the processes
involved in science such as questioning, observing,
predicting, problem solving and analysing rather
than the content knowledge. Pursuing students’
questions also creates authentic opportunities
for students to engage in many of the thinking
processes outlined in the VELS.
As the children and I work towards
understanding their wonders, I have found the
Science Continuum to be a helpful resource
when dealing with scientific content as it clearly
outlines the ‘Scientific View’ and ‘Critical
Teaching Ideas’ for many focus areas. This helps
to gain a perspective on what is important and
what is useful for the child to understand.
It too recognises that effective science teaching
relies on understanding students’ pre-existing
ideas about science concepts and outlines
conceptions that students commonly bring into
classrooms and the experiences that have led to
these ideas. The Continuum presents a number
of different approaches to eliciting student
ideas. The teaching activities included in the
Continuum represent model approaches and are
not prescriptive to a unit plan, often working well
alongside the students’ wonders.
Science authorises us, as teachers and learners
to stop and explore our own world. I encourage
you to give time for students to observe what
is around them, ask questions and look for
answers and see how their observations and
judgements gel with scientific knowledge. This
spirit will help to create learners – and teachers
– who find joy in learning, exploring and
wondering about their world.
Amanda Ellaby is the assistant principal at
Berwick Fields Primary School.
Shine
55
Equipped with his five senses,
man explores the universe around
him, and calls the adventure
‘science’ – Edwin Powell Hubble
References
Clark, L. (2000). Lane Clark on Learning-Fairytales.
Class Ideas K-3. 13:6-9.
Rinaldi, C. (1998). Projected curriculum constructed
through documentation – progettazione. In Edwards,
C., Gandini, L., & Forman, G. (Eds.).
The Hundred Languages of Children: The Reggio Emilia
Approach to Early Childhood Education-Advanced Reflections.
Norwood: Ablex
For more information:
Primary Science Matters Professional Learning Program
www.education.vic.gov.au/studentlearning/teachingresources/science/primscimatterspl
Science Continuum P–10
www.education.vic.gov.au/studentlearning/teachingresources/science/scicontinuum
Thinking Processes VELS
http://vels.vcaa.vic.edu.au/essential/interdisciplinary/thinking
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Energising science and maths:
the future of our
specialist centres
With remarkable architecture, leading edge technology and innovative programs, our three
specialist maths and science centres are soon to be complemented by three more – and even the
most remote students will have access, writes Helen Spargo
T
o engage students in the new and emerging sciences we need
modern facilities and the latest equipment, technology and
materials. Learning environments must offer opportunities to
involve students actively in problem solving, critical thinking
and decision making, and enable them to see the relevance of science and
maths to their world.
The value of this has been demonstrated by the success of the three
existing specialist centres which are enthusing students and teachers across
Victoria with their remarkable architecture, leading edge technology and
innovative programs.
At present, there are three specialist science centres operating in Victoria.
Ecolinc at Bacchus Marsh focuses on education programs about
sustainable environmental practices, the Gene Technology Access Centre
(GTAC) at Parkville specialises in education programs in molecular
and cell biology and the Victorian Space Science Education Centre at
Strathmore provides authentic space science experiences.
Three additional specialist centres will also be constructed. The facility
at Belmont Secondary College will specialise in biosciences and health
sciences, a centre at Mt Clear Secondary College will focus on renewable
energies and the forthcoming Heidelberg Schools Regeneration Project
will specialise in the physical sciences.
The centres will provide: statewide, specialist science and mathematics
programs, using a range of delivery modes such as face-to-face, outreach,
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Contact John Doyle or Prachi Marfatia on (03) 9820 8688
The specialist centres are the centrepiece of the
forthcoming science and maths education strategy
which will provide a comprehensive framework to
guide science and maths education in Victoria.
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distance, online and mixed mode; widespread access for all Victorian
students to high quality learning experiences, using the latest facilities,
equipment and expertise to engage students in genuine enquiry; and
comprehensive professional learning programs and effective teaching
methods for all teachers of science and mathematics.
The specialist centres are the centrepiece of the forthcoming science
and maths education strategy which will provide a comprehensive
framework to guide science and maths education in Victoria. The
strategy aims to increase student interest in science through the
provision of high-quality learning experiences that utilise a range of
engaging resources, including contemporary ICT (information and
communication technology).
A major part of what differentiates the 21st century from the 20th
is the impact that ICT has on how we work, play and learn. The
science and maths specialist centres will maximise the use of ICT
to facilitate more engaging and relevant learning environments
for students. In addition to improved access to high-quality digital
teaching and learning resources, innovative use of ICT will extend
learning experiences for students beyond the physical boundaries of
the classroom. It will take them into universities and industries where
scientists and engineers are at work solving real-life problems. Through
video conferencing facilities students and teachers will be able to
interact with industry professionals and experts.
The science and maths specialist centres
will not only provide access to innovative
digital and online resources, they will
enable better sharing and collaboration
within the school system.
Staff from the six specialist centres recently participated in a workshop
on delivering science outreach programs at the Telstra Briefing Centre.
Through the medium of telepresencing, they explored images of what
science education can look like when students are provided with
opportunities for technology-rich collaboration and investigation.
Tim Hart from Museum Victoria, Michelle Selinger from CISCO
and Martin Westwell from the Flinders Centre for Science Education
in the 21st Century showed how pedagogies that integrate ICT
can engage students in ways not previously possible – creating new
learning possibilities and extending interaction with local and global
communities.
The science and maths specialist centres will not only provide access to
innovative digital and online resources, they will enable better sharing
and collaboration within the school system.
The video conferencing facilities at the centres will facilitate teacher
professional learning, share best practices and mitigate some of
the isolation challenges, particularly in rural and remote locations.
Conferencing facilities will also allow lessons to be recorded and stored
for absent students, for revision and 24/7 access to increase education
provision in science and maths for all Victorian students.
The Commonwealth Government’s Building the Education
Revolution will see 43 new science laboratories built on Victorian
Government secondary schools. Strategically linked to the six
specialist centres, they will add significant value to Victorian science
and mathematics programs, presenting schools with a unique
opportunity to revitalise learning environments and student interest.
Research
Shine
59
What our people are
researching this year
The Department recently announced grants for the 2009–10 practitioner-led research
partnership projects. The grants provide an opportunity for research projects that support the
government’s Blueprint agenda. The grants are in their fourth year of operation, with around
half a million dollars being made available to school-based practitioners during this time. This
year the grants were extended to early childhood practitioners.
Grants were awarded to the following research projects
City of Casey –
Maternal and Child Health
• Opening the Doors to
Afghani Babies
Wodonga Council Preschools –
8 preschools in the cluster
Strathfieldsaye Primary School
• A child centred approach to
high-quality literacy achievement
Broad Insight Group Early Childhood
Intervention, Northern Metro Region
• Moving Forward Towards
Integrated Sites
• The effect of family-centred music therapy
on the social communication development
of young children with autism
Corio Bay Secondary College, in
partnership with Deakin and RMIT
Sunbury Downs Secondary College
in partnership with Victoria University
• Young Parents Access Program:
improving transitions for young parents
returning to school
• Lost in Transit – acknowledging and building
on the successes students have achieved in
primary school, to create an effective and
positive transition into secondary school
St Albans Primary School in
partnership with Victoria University and
community agencies
• The impact of a parent program
in strengthening the social and
cultural capital of parents and school
communities
Student Services – Grampians Region
in partnership with secondary colleges,
community agencies, and child and
family services
• Identifying students at risk of leaving the
education system in Years 7 and 8
It’S yOur SchOOl’S chancE tO ShInE
Victorian State Schools Spectacular, hisense arena, 11–12 September 2010
Organisers of the Victorian State
Schools Spectacular will soon be
on the look out for 3000 singers,
dancers, acrobats, actors and
musicians to star in the 2010 event.
Expressions of interest from government
schools – for performance groups such
as bands, choirs and dance ensembles and
student solo performers – open in October.
Keep an eye out for the information that will be sent to every government school at the start of term 4.
For more information contact JOInInG the chOruS at [email protected].
60
Aug 09
Research
Researching the
sciences of learning
We need a sustained scientific effort, using laboratory tests and field research, to understand learning.
Learning sciences is a relatively new
interdisciplinary field of research that studies
teaching and learning. The sciences of learning
include cognitive science, educational psychology,
computer science, anthropology, sociology and
neuroscience. Learning sciences explore the
relationship between the design of learning
environments and how people learn. A common
feature is the use of technology, both for learning
and for research.
According to Sawyer (2005), scientific knowledge
is an understanding of ‘doing science’, combined
with deep knowledge of models and explanatory
principles connected in an integrated conceptual
framework. The practice of science involves
experimentation, trial and error, hypothesis testing,
debate and discussion.
Learning scientists are adding to what we know
about learning. In Pittsburgh, USA, researchers at
the Science of Learning Center (www.learnlab.org)
are seeking methods to measure robust or deep
learning: the learning that is retained for a long
time, transfers to novel situations or aids future
learning. They argue that we need a sustained
scientific effort, using laboratory tests and research
in the field. They conduct experimental research in
schools, using technology to capture fine-grained,
long duration recording of student learning.
These experiments include control groups, involve
real courses and measure a small variable like a
specific teaching method, rather than a specific
technological device.
The Cambridge Handbook of the Learning
Sciences (Sawyer, 2005) shows how educators can
use the learning sciences to design more effective
Advance
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• English
• Chemistry
• Physics
• Scholarships
• Maths
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• Accounting
learning environments, including school classrooms
and also informal settings such as science centres,
museums, online distance learning and computerbased tutoring software. At the Learning Sciences
Research Institute at the University of Nottingham
(www.lsri.nottingham.ac.uk), teams of researchers
are working on projects including language
acquisition and pedagogy; science in schools
using mobile technologies; evaluating learning in
museums; and underpinnings for the next phase of
the UK’s education technology strategy.
Bransford, Brown and Cocking (2004, p 243)
suggest five ways that technology can help in
establishing effective learning environments:
• Showing real world situations through video,
demonstrations simulations and online
connection to concrete data and working
scientists
• Providing scaffolding to enable learners to
perform complex cognitive tasks, such as
scientific visualisation and model-based learning
• Providing feedback from adaptive software tutors
and local and remote teachers and peers
• Supporting online communities of learners
• Expanding opportunities for teachers’ learning.
At Carnegie Mellon University in the USA,
researchers use data mining to analyse the
interactions between students and educational
software, in order to better understand how they
respond to software such as intelligent tutors
and educational games, and how these responses
impact their learning (Baker et al, 2008). They
have developed automated detectors that make
inferences in real-time about students’ motivational
JOURNEYMAN
Gaming the system is generally, but not always,
associated with poorer learning: sometimes
students ‘game’; with material they already know.
The researchers have found that a student’s choice
to ‘game’ is more influenced by differences in their
learning software, and responses to boredom and
confusion than to more long term factors such as
their attitudes towards maths. This work in turn
leads to the development of more effective learning
software that can adapt effectively and sensitively
to differences between students.
Meanwhile, learning researchers at Dartmouth
College in the US have shown that, in spite of
conventional wisdom, passive learning imprints on
the brain in just the same way as active learning
(Cross, 2008). They found that people can acquire
motor skills through ‘seeing’ as well as ‘doing’.
Using a video game where players have to move
in a particular sequence to match the arrow on the
screen, the researchers measured participants’ skill
levels for sequences that were actively rehearsed
every day, and for a different set of sequences that
were passively observed for the same amount of
time. Brain activity was measured using functional
Magnetic Resonance Imaging (fMRI). The
data was collected before and after five days of
both visual and physical training, showing there
was common brain activity when watching the
practised and observed dance sequences. The
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and meta-cognitive behaviour, using data from
students’ actions with software. They have also
created software that can automatically detect
when a student is ‘gaming the system’ rather than
by learning the material, as well as models that can
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researchers suggest that considering this overlap
between physical and observational learning at
the brain level can improve therapies for people
affected by physical or neurological injury.
In Singapore, a Centre for Educational Research
and Application (CERA) has been established at
Nan Chiau Primary School, in collaboration with
the Learning Sciences Laboratory of the National
Institute of Education, Nanyang Technological
University. It is the first research centre in a primary
school, and is designed to transform teaching and
learning using ICT. Through the centre, the school
can coordinate and promote research, innovative
pedagogy and teachers’ long term professional
development. It is intended that the partnership
between teachers and researchers will lead to
critical insights into the uses of technology and
enable research to be closely aligned to practice.
Whilst work in the learning sciences is increasing
in Australia, the Department of Education and
Early Childhood Development is keen to gather
high quality evidence to inform policy and
practice, and encourages a wide range of research
methods to investigate its research priorities. The
Department also encourages partnerships between
practitioners and researchers. By working together,
practitioners can focus on their practice and share
it with researchers, while researchers benefit from
a greater understanding of what goes on in schools
and early childhood settings.
References
Baker, R.S.J.d., Corbett, A.T., Roll, I., and Koedinger,
K.R. (2008). Developing a Generalizable Detector of
When Students Game the System. User Modeling and
User-Adapted Interaction, 18, 3, 287-314. www.cs.cmu.
edu/~rsbaker/publications.html
Bransford, J., Brown, A. and Cocking, R. (2004). How
People Learn. Washington, DC. National Academy Press.
Cross, E. S., Kraemer, D. J. M., Hamilton, A. F. D. C.,
Kelley, W. M., & Grafton, S. T. (2008). Sensitivity
of the action observation network to physical and
observational learning. Cerebral Cortex, 19(2), 315-326.
http://emily.s.cross.googlepages.com/Cross2008.pdf
Sawyer, R.K. (2005). The Cambridge Handbook of
the Learning Sciences. Cambridge, UK. Cambridge
University Press.
Read more about the Department’s research priorities at:
www.education.vic.gov.au/about/directions/researchpriority
Class Professionals
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62
Aug 09
Research
International science testing:
How Australia fares
How do Australian science students measure up against their international counterparts?
The Programme for International Student Assessment (PISA) is
an initiative of the Organisation for Economic Cooperation and
Development (OECD). PISA is part of an ongoing OECD program
of reporting on indicators of educational outcomes across countries. The
aim of PISA is to monitor trends in performance over time. The focus
of assessment in PISA is on how well 15-year-old students are able to
apply their skills to real-life problems and situations. In Australia, 356
schools and 14,170 students participated in PISA, and 400,000 students
participated worldwide.
Whilst the Australian PISA results in science were very good, the
results for Victoria were significantly lower than other jurisdictions.
The PISA assessments capture data that supports in-depth analysis
across a range of dimensions, including gender, equity groupings,
beliefs and motivations, and cultural and socioeconomic backgrounds.
This provides the opportunity for a richer understanding of the factors
underlying the performance of Victorian students.
Performance and achievement
Australia performed very well in science
overall, being significantly outscored
by only Finland, Hong Kong, China and
Canada (from 57 countries).
Students from Australia, New Zealand and
Finland have the highest competencies in
identifying scientific issues, and also excel
in using scientific evidence.
The results for NSW, ACT, WA and SA were
statistically significantly higher than the
Victorian results.
In Australia (and OECD overall) there is
no difference in the average performance
of males and females, but differences
in performance in content areas: female
students perform better than males in
identifying scientific issues and males
do better than females in explaining
phenomena scientifically.
In half of the OECD countries, there are
significantly higher proportions of males
than females among the top performers
in science.
In Australia, lower achievement in science
was found to relate to socioeconomic
background, rurality, and Indigenous or
non-English speaking heritage.
Research
Shine
63
Engagement, value and motivation
Students from the Netherlands, Finland, Korea and Australia showed the lowest
interest in learning science. Within Australia, there was little variation between states
or (in contrast to almost all other countries) genders.
Nearly 45 per cent of science top performers are also top performers in both
mathematics and reading.
There is a strong relationship between the enjoyment of science and scientific
literacy performance in Australia.
There is wide divergence in enjoyment of science. Over 80 per cent of the top
performers report interest, enjoyment and fun in learning about science; this was
the case for less than 50 per cent of the lowest performers.
Most students (68 per cent) reported an interest in human biology. There was
much less interest in chemistry, physics, astronomy, and geology.
Three-quarters of Australian students agreed that they study science because they
know it is useful to them, and over 70 per cent saw benefit related to future work
or careers.
87 per cent of students in the OECD report that science is important to society,
but only 57 per cent report that science is very relevant to them.
40 per cent of Australian students would like a career involving science; only
34 per cent would like to study science after secondary school. 15 per cent
expressed a desire to spend their life doing advanced science.
Top performers in science reported that they study science because
they know it is useful for them (81 per cent), because what they
learn will improve their career prospects (76 per cent) or they
need it for what they want to study later on (70 per cent).
Victorian students were least likely to report that doing
well in science is important to them (65 per cent
compared with 76 per cent in WA, 80 per cent in NT
and 71 per cent across the country).
Male students in Australia had higher awareness
of environmental issues than females, but female
students had significantly greater concern for
environmental issues than males.
Confidence is strongly linked with
performance at the student level.
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64
Aug 09
Research
Busting some myths
about our brains
New research challenges our misconceptions
about basic neuroscience.
Myth: Everything important
about the brain is decided by the
age of three
No critical period for learning has yet
been found for humans. The scientific
community acknowledges that there are
‘sensitive periods’, when learning of a
particular kind is easier (some in adult age).
Myth: We only use 10 per cent
of our brain anyway
Neuroscience findings now show that
the brain is 100 per cent active. Electric
stimulations show no inactive areas, even
when no movement, sensation or emotion
is being observed. The brain represents
only 2 per cent of the total weight of the
human body, but consumes 20 per cent of
available energy. With such high energy
cost, evolution would not have allowed the
development of an organ of which 90 per
cent is useless.
Myth: You are either a ‘right-
functional and morphological differences –
e.g. the male brain is larger, whilst the areas
of the brain relevant for language are more
strongly activated in females. However,
determining what these differences mean is
extremely difficult.
Myth: Memory capacity can be
infinite with the right techniques
We now know that memory is not
confined to only one part of the brain;
that memory is not infinite; and that the
capacity to forget is necessary for good
memorisation. It seems that the forgetting
rate of children is the optimal rate to
build up an efficient memory. Science
has confirmed the role played by physical
exercise, the active use of the brain, and a
well-balanced diet (including fatty acids) in
developing memory and reducing the risk
of degenerative diseases.
Myth: People can learn
effectively while sleeping
It has been said that the ‘left brain’ is the
seat of rational thinking, analysis and
speech, while the ‘right brain’ is the seat of
intuition, emotion and creativity. Brain
imaging has shown that the hemispheres
of the brain work together for all cognitive
tasks, even if there are some tasks that are
dominated by a given hemisphere.
No study on learning while sleeping
conducted under controlled conditions
has been able to demonstrate evidence of
learning. Recent studies have found that
sleep is beneficial for strengthening skills
such as motor learning. Sleep during
the first half of the night favours factual
memory while that during the second half
favours skill memory. However, learning
requires conscious effort.
Myth: Men and boys have
Conclusion:
brain’ or a ‘left-brain’ person
different brains from women
and girls
No study to date has shown gender-specific
processes involved in building up neuronal
networks during learning. There are
Any educational
practice or reform that is truly meant to be
in the service of students should take into
account neuroscientific studies and research,
while maintaining a healthy objectivity.
Taken from Understanding the brain: the birth of a
learning science (2007) OECD.
Further reading
Local
The Department of Education and Early Childhood Development’s
Research Priority Areas of Interest 2008–11 are aligned to the
Department’s Corporate Plan and the Blueprint for Education and
Early Childhood Development, and also support the Council of
Australian Governments (COAG) agenda. National and international
environmental scans identified emerging issues and trends of
particular relevance to the Australian and Victorian policy context.
This information was used to develop the Research Priority Areas
of Interest to ensure a forward looking focus with the potential to
yield new knowledge.
www.education.vic.gov.au/about/directions/researchpriority
The Science Continuum P–10 is an evidence-based resource to
assist teachers to support student progress through the VELS
Standards. The Continuum provides teaching approaches that
support all students to achieve a sound understanding of key
scientific ideas. 12 new focus ideas have been added to the
Science Continuum P-10, addressing issues including teaching
electricity, the nature of science and Earth science.
Live Reptiles at your school
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Hold a snake • Feed a lizard • Say hello to a
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Other programs available:
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Invite our Magnificent Mini-beasts
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www.education.vic.gov.au/studentlearning/teachingresources/
Tracey Sandstrom
National
Thomson, S. and De Bortoli, L (2008) Exploring Scientific Literacy:
How Australia measures up (ACER Press). PISA is part of an ongoing
OECD program of reporting on indicators in education, monitoring
progress over time. There were 57 countries that participated
in PISA 2006. This publication compares the performance and
attitudes of students in Australia with those of other states and
other countries.
International
www.ntu.ac.uk/cels/about
Centre for Effective Learning in Science (CELS) The centre is
working with academic teams in the development and trialling
of new approaches to teaching and presenting science to Higher
Education and school communities.
http://undsci.berkeley.edu
Funded by the National Science Foundation in the USA this site
has a section called ‘Understanding science 101’ which provides
some ideas about how science works.
www.thenakedscientists.com
A range of podcasts and presentations on a wide range of aspects
of science based upon a BBC radio show.
www.schoolscience.co.uk
This UK site includes resources for both teachers and students on
a diverse range of science areas.
www.TryScience.org
TryScience is a partnership between IBM Corporation, the New York
Hall of Science (NYHOS), the Association of Science-Technology
Centers (ASTC), and science centres worldwide. TryScience.org is a
gateway to experience the excitement of contemporary science and
technology through on and offline interactivity with science and
technology centres worldwide.
B.Ed. Dip.Teach. W.D.L.
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www.roamingreptiles.com.au [email protected]
REMEMBRANCE DAY
2009 POSTER
COMPETITION
2009 theme: A Place to Remember:
75th Anniversary of the Shrine of
Remembrance. All Primary Schools in the
State of Victoria are invited to take part in
this poster competition as part of the 75th Anniversary
of the Shrine of Remembrance for Remembrance Day
11 November 2009.
Prizes include: Winning poster will become the official
2009 Remembrance Day poster for the Shrine of
Remembrance, books from DVA, a limited edition copy of
‘Living Memory: A history of the Shrine of Remembrance’
and a personalised visit to the Shrine of Remembrance
and participation in the Field of Poppies activity during
November 2009.
Entries close Friday 18 September 2009
Enter Now! Find out more at www.shrine.org.au
Email [email protected] or call 03 9661 8113
66
Aug 09
Xxxx
Science
Passionate science teacher
‘loves the classroom buzz’
Nothing motivates science whiz Soula Bennett like the energy that comes from teaching, writes Rachel Skinner
Award-winning Northcote High School science teacher Soula Bennett
got her first taste of teaching while she was working part-time at a
department store as a university student. “We got a new computer
system and I had the opportunity to train all the staff, from managers
to shop-front staff and go through the model,” she explains. “I thought:
This is what I want to do. I want to teach.”
And she hasn’t looked back. From these humble beginnings, Ms
Bennett went on to prove teaching really is her calling. Earlier this year,
she was named 2009 BHP Billiton CSIRO Science Teacher of the Year,
and last month she was awarded the Dean’s Medal for Outstanding
Service to Science and Engineering from Professor David Finlay – the
Dean of Science at La Trobe University.
“To get recognition from the wider scientific community is
overwhelming,” she says. “I hope that my passion for science is reflected
in my teaching and that I am a positive role model to both my students
and to my peers.”
“That’s one of the most rewarding aspects, when your ex-students come
and see you and thank you for being there for them,” she says. “I love
the energy that is associated with teaching and the buzz you get in the
classroom when you see that your students are really engaged with their
learning. I’m excited by its beauty and creativity. Science offers us an
opportunity to gain a deeper understanding of the world around us and,
in doing so, we get to unravel the mysteries of the universe. I find this
very exciting. To be able to do two things I’m passionate about – science
and teaching – is a bonus.
“I want to give back,” she continues. “I’m a product of the government
system; I grew up in a working class area; my high school was in the
northern suburbs – and I want to give back to the community and the
government system. I have had opportunities to teach in the private
sector but I’ve not taken them up. What I want to instil in my students
is if the passion’s there, you can achieve whatever you want. I’ve had a
very rich journey. I’ve been blessed.”
Ultranet Readiness
Practicum
Prepare for the roll out of the Ultranet by
drawing on the experiences of a leading trial school.
DATES: 2nd September
14th September
TIME: 9:30am - 3:30pm
COST: $150 per participant, includes
morning tea, lunch and support materials
LOCATION: Ringwood Seondary College
ENVIRONMENTAL EDUCATION in WARBURTON
Natural Resources Conservation League programs utilise spectacular and
unique locations in Warburton including the Yarra Ranges National Park,
where classes may undertake one of the following programs...
BIODIVERSITY
INCURSION WORKSHOPS
For Primary School Based
Students. 4 one hour
sessions per day @ flat
INSIDE FORESTS – a fascinating study of a cool temperate rate of $350.00
rainforest & Mountain Ash forest
Please phone our
office for more
LIQUID and LEAVES – a combined water and
details.
forests program
WATER for LIFE – an informative study of water systems
from beginning to end,
All programs are linked to the Victorian Essential Learning Standards.
To obtain further information or register, please contact:
Kimberley Hall (03) 9870 2002
[email protected]
For a brochure or to make a booking visit
our website nrcl.org.au or call (03) 5966 5822
Natural Resources
Conservation League
PHOTO BY TIMOTHY BURGESS
And while receiving this recognition is hugely rewarding, Ms Bennett
says the best thing about being a science teacher is that it allows her to
combine her two great passions, as well as giving back to the community
that fostered her passion for discovery. Knowing she’s made a difference
in her students’ lives is something she finds immensely satisfying.
Community
Shine
67
Shine campaign more than
‘local feed-good exercise’
Stawell Secondary College is one of a number of schools to have improved its public image thanks to an
effective campaign designed to remind communities of the treasures within their local government schools.
Principal Peter Hilbig was detemined to succeed when he recognised an
opportunity to remind his students and local community what a great place
Stawell Secondary College actually was to go to school. “The school looks at its
data every year about how our families and students appreciate what goes on
at the school,” he explained. “The Attitude to School survey revealed there was
room for improvement when it came to how people felt about the school.”
This month, the Department launched the Shine information campaign in
metropolitan Melbourne and Geelong, which will help parents understand
new approaches to teaching and learning, how schools are using flexible
learning spaces to create individualised learning programs and how schools are
making the most of new technologies.
Now, the entire community has a new understanding of the opportunities
available to students, thanks to a live radio broadcast the school won as part of
the Department’s regional Shine campaign School of the Month competition.
The college, which was one of 11 regional Victorian Government schools to
win the competition, saw the local radio station set up camp and broadcast
their breakfast show from inside the school grounds. The competition was part
of a broader information campaign designed to help parents understand the
many positive changes happening in schools around the state.
Mr Hilbig said June’s broadcast by Mixx FM has opened his students’ eyes to
the benefits of attending their school – and earned the school some instant
celebrity within the local community. “This is a radio station that is very widely
listened to in our area,” he explained. “People in towns 100 kilometres away
were saying: ‘We heard your school on the radio!’ So it wasn’t just a local feelgood exercise; it was a widespread promotion of the school. And there were
things our school offered that people didn’t know about, so it’s been a learning
experience. The community was really excited.”
And the students were even willing to brave the winter chill and leave the
comfort of their beds early to be part of the excitement. “The spirit of the day
was just fantastic,” he enthused. “The students were getting to school one-anda-half hours early to be part of it! There were students from all levels milling
about, waiting for the opportunity to speak on air.”
To find out more about the Shine regional campaign,
visit www.education.vic.gov.au/shine
Lowest Basic Mortgage Rate – Best Mutual:
Victoria Teachers Credit Union
Source: infochoice June 2009
12 month discounted variable rate
4.72%
4.95%
p.a.
Basic Home Loan
Refer to website for current rates
1
p.a.
Comparison rate
0 establishment fee
$
fortune favours the refinancers!
Refinance to any of our Home Loans between
1 August and 31 October 2009 and we’ll waive the
establishment fee.
For further information, or to apply, call a friendly
Home Loan Consultant on 1300 654 822 or visit
www.victeach.com.au.
Victoria Teachers Credit Union Limited
ABN 44 087 651 769 AFSL 240 960
Offer valid for Home Loan applications received from 1 August 2009 to 31 October 2009 and loan must be funded by 31 January 2010. Minimum loan amount is $100,000. At the end of the discounted period the
interest rate then reverts to the Basic Home Loan variable rate, currently 4.97%p.a. Interest rates subject to change. This offer is only for new Home Loans; it does not apply to switching existing Victoria Teachers
Credit Union Home Loans. Loans in excess of 80% Loan to Value Ratio (LVR) will incur Lenders Mortgage Insurance charges. Applicants who decide not to proceed with the loan may incur establishment fees.
Minimum redraw $500 and is only available via Internet Banking for Basic Home Loans. 1. Comparison rate is calculated on a secured loan amount of $150,000 for a term of 25 years. WARNING: This comparison
rate is true only for the example given and may not include all fees and charges. Different terms, fees and other loan amounts might result in a different comparison rate. A comparison rate schedule is available on
request from our branches. Terms and Conditions available upon request.
68
Aug 09
Events
International arts festival
offers jam-packed program for schools
Move over music and dance teachers – this year, the Schools Program in the Melbourne International
Arts Festival caters for more than just drama classes. Think politics, religion and Australian history.
The Melbourne International Arts Festival’s
highly regarded Schools Program offers
numerous access points for students and
teachers to probe more deeply into the
exhibitions, films, performances and plays that
make up the festival. This year, the Schools
Program will offer curriculum connections to
a range of study areas, including Indigenous
studies, Australian history, politics, languages
and linguistics, music, dance, drama, literature,
classics, social studies, gender studies, religion
and civics and citizenship. Teachers of sound
production and design, photography, painting,
sculpture, film and multimedia will also be well
served by the range of resource available.
There are five education resource packs
available to teachers for free – containing
comprehensive classroom activities developed
by teachers in cooperation with the festival’s
participating artists. Each resource pack
includes background information on the artists
and their work, teaching notes, classroom
activities and relevant assessment suggestions,
along with in-depth curriculum descriptions,
links and other unique insights. Each pack
offers a full term’s worth of teaching activities,
allowing teachers to choose the right level of
engagement for their class.
Example activity on Medea
MEDEA-TION
By the avengers that in Hades reign
It never shall be said that I have left
My children for my foes to trample on
– Euripides, Medea
mediator will try to help them find a way to
sort through their differences.
3. As each subsequent pair of students takes
their turn, teacher asks them to consider a
different aspect of the back story;
for example:
Medea murdered her own brother and
therefore is an outcast in her own land;
she feels betrayed;
she is a descendant of the gods and
therefore not subject to the same
human laws;
Jason has not stopped loving her, but he
is also in a compromised situation, as
he is a prince and subject to the political
games of royalty.
In other words, Medea’s decision was the lesser
of two evils, and one that was made in the
most extreme of circumstances: “I’ll brace me
to the deed”. What might have been achieved
if Jason and Medea had been able to discuss
their differences on an equal footing and save
so much bloodshed? Mediation and other forms
of alternative dispute resolution encourage
participants to do just that.
ACTIVITY:
1. Class members are seated in a circle,
including the teacher.
2. Teacher explains that each class member
will have the opportunity to play either
Medea or Jason, at the moment in which
Jason explains that he will be leaving her to
marry Glauce. However, instead of having
the story continue as expected, they will be
‘pressing the pause button’. The teacher as
QUESTIONS FOR REFLECTION:
Do you think that conciliatory problem solving
measures such as mediation would be an effective
model for all situations of conflict?
What would happen to the dramatic effect if
Medea had ended up without the bloodshed
and conflict?
Taken from the 2009 Melbourne Festival Education
Resource Pack to Medea (Sasha Waltz & Guests)
The Melboure International Arts
Festival Schools Program runs from
October 9 to 24. For a full list of
activities, visit www.melbournefestival.
com.au/education
A scene from a production by Deutsches
Schauspielhaus, which deals with the
2005 London terror attacks.
The production will feature in this year’s
Arts Festival Schools Program.
PHOTO BY A.T. SCHAEFER
Students can also get involved directly
in creating the festival by contributing
photographs to The Living Room, which will
inhabit Federation Square, or by critiquing the
festival as part of the Students’ Festival Review
– a competition for budding young critics with
the winner published in The Age. There is also
an extensive range of forums and free events,
plus discounted ticket access for teachers and
their students.
NEWS
BITES
DON’T MOVE PUPPET THEA TRE
PUPPET SHOWS & PUPPET MAKING WORKSHOPS
Celebrating 19 years in 2009
Prices from $3.85 (GST inc.) per student
For details
contact
Provisional licences
for day care services
John Evans
Tel: 9397 0033
0419 346 731
Were you operating an outside school hours care service or a family
day care service before 25 May 2009?
On 25 May 2009 the amendments to the Children’s Services
Act 1996 and the new Children’s Services Regulations 2009
commenced. Outside school hours care and family day care services
are now required to have children’s services licence.
If you were operating an outside school hours care or family day care
service in the period prior to 25 May 2009 you should apply for a
provisional licence by 25 August 2009. A provisional licence is free
and allows services a 12 month period in which to transition to full
compliance with the Act and regulations.
The deadline for applying for a provisional licence is 25 August 2009.
All outside school hours care or family day care services must have
applied for a provisional licence by 25 August 2009. After this date
these services must hold a full outside school hours care or family day
care licence.
Provisional licence applications and information including
contact details for children’s services advisers (located in regional
offices of the Department of Education and Early Childhood
Development) can be found at the website www.education.vic.gov.au/
licensedchildservices
See pictures of student’s work, comments from
many happy customers and full price details at
www.dontmove.com.au
Choose the incursion that
ticks all the boxes...
Scripts by
Education Specialists
Information is also available from the Children’s Services Licensing
and Regulations Branch on 1300 307 415.
Only $4.50 /Primary*
Only $5.00 /Secondary*
$100K for winter
warmer appeal
The Victorian government recently announced an additional
$100,000 to support the vital work of the State Schools’ Relief
Committee (SSRC). Launching this year’s Winter Warmer Appeal,
Minister for Education Bronwyn Pike said the funds would
supplement the generous contributions already made by schools
around the state. “This valuable fundraising appeal is another example
of how community-minded students across the state are reaching
out to needy fellow students and supporting a worthy cause,” she
said. “I encourage all of Victoria’s nearly 1600 schools to get involved
and support this worthwhile fundraising effort.” The SSRC Winter
Warmer Appeal concludes at the end of August. To find out how
your school can contribute, visit www.ssrc.net.au
Professional actors
Security/Safety
Compliant
*per student, +GST (min fee applies)
Values
Bullying
Cyber Bullying
Resilience
BOOK NOW for 2010! ph1800 676 224
productions.com.au
70
Aug 09
Animal Welfare
Close encounters
of the furry kind
Loving a pet is one thing, understanding the importance of animal welfare
is another – and that’s where the RSPCA can help, writes Tom Oppenheim
Since 2002, RSPCA Victoria has been delivering
practical education programs for primary school
students. The aim of the programs is to develop
responsible and caring attitudes towards animals
and also to encourage students to make a positive
difference to animal welfare in Victoria.
Four programs are offered, tailored for different year
levels and in line with the VELS curriculum. The
programs are constantly reviewed to ensure they are
up-to-date with the learning outcomes of schools.
The students can take a trip to the Education
Centre in Burwood East, or an education officer
from the RSPCA will visit the school, accompanied
by one of the ‘education animals’. These animals
– usually dogs, rabbits or rats – are temperament
tested and socialised on a regular basis to ensure
they are not stressed by the experience of being
handled, and are safe for students to mix with.
animals. They can watch a DVD in a state-of-theart theatrette or view behind the scenes action at a
veterinary clinic. Students can also learn about the
RSPCA and animal welfare through a number of
multi-sensory activities.
Teachers who are considering an excursion out to
Burwood will be pleased to know that feedback on
the programs has been very positive. Ninety-five per
cent of teachers who visited the Education Centre
felt their students’ understanding of the RSPCA
had improved, and 100 per cent rated the barn
experience and the tour of the site as outstanding.
A recent review within the organisation found
that students’ knowledge of animal welfare issues
increased after a visit, and that in the long term that
would benefit the outcomes for animals.
According to Sally Meakin, education manager
at RSPCA Victoria, students love the visits, and
particularly enjoy meeting the animals. “Children
relate strongly to animals,” Ms Meakin says. “To
touch and learn about the animals and hear their
story is very appealing to the students. We have
two education dogs, Ellie and Penny, and they
constantly receive letters from the students they
have met.”
Indeed, encouraging children to become actively
involved in animal welfare is a cornerstone of
the programs. After the visits, some schools have
taken action for the RSPCA in the form of food
drives, blanket runs, raffles and other initiatives
to raise money. “We are trying to allow students
an opportunity to put up their hands and make
a difference and to take action for animals,” Ms
Meakin says. “We are excited about the impact and
outcomes for the students who participate, and their
impact on the future of animal welfare.”
At the Education Centre in Burwood East,
school groups can visit the ‘Barn’ where students
can observe or handle a variety of pets and farm
Teachers will need to allow four to six weeks for
bookings, and can find pre and post excursion
activities on the RSPCA Victoria website.
All creatures,
great and small
The RSPCA offers three core programs
to primary school-aged children –
each one catering specifically to a
different age group.
• For Years Prep to Two, there is
‘Pets, Pets, Pets’, a program which
encourages students to develop a
basic understanding of the needs
of animals, and the responsibilities
in owning and caring for them.
• For Years Three to Four, ‘Creatures,
Caring and Community’ challenges
students to think about animal
welfare issues with discussions that
include case studies the RSPCA
has taken action on. Students are
familiarised with the role of the
RSPCA in the community and how
they can help.
• For Years Five and Six, there is
‘RSPCA, Roles and Responsibilities’,
where students are further
challenged to think about animal
welfare issues through discussions
of RSPCA campaigns and how they
can become involved. Students can
even view some behind-the-scenes
action at the RSPCA veterinary clinic
through closed-circuit television.
For more information, call 9224 2286 or
download a booking form at www.rspcavic.
org/rspca_services/education_primary
NEWS
BITES
Applications open for
the Maths and Science
Graduate Scholarship
Applications for the 2010 intake of the Department’s Maths and
Science Graduate Scholarship have opened
and will be accepted until the 5 October
2009 closing date. The scholarship
provides talented final year
mathematics or science
students and graduates with
the opportunity to start
their teaching careers. Fifty
scholarships will be awarded
again this year with recipients
provided with $5000 to complete
an approved graduate entry
teaching course starting in 2010.
After completing their studies,
recipients will also be eligible for
additional grants on commencing
employment in a Victorian
government school, as well as further
benefits after two years employment.*
Detailed information and application packages are available at
www.teaching.vic.gov.au or www.education.vic.gov.au/careers/
teaching/incentives/mathsscience
*Scholarship grants are in addition to any benefits made available
through the Commonwealth Government HECS-HELP benefit
for education graduates.
Students speak up for
Plain English Award
A total of 217 students from Years 10–12 participated in the
2009 Plain English Speaking Award regional finals, which took
place around Melbourne in May. Each student gave a six-minute
prepared speech followed by a three-minute impromptu speech.
Of the 217 students, 75 were from government schools. Students
travelled from as far afield as Ballarat, Bendigo, Echuca, Mildura,
Sale, Warragul, Warrnambool and many other small towns in
country Victoria to take part in the event which encourages young
people to stand up and speak on topics they are passionate about.
The Plain English Speaking Award is a great opportunity for
students to practice their skills in research, speech writing and oral
communication and the Victorian Curriculum and Assessment
Authority (VCAA), which coordinate this public speaking
competition, hope to see many more students involved in 2010.
Brain Gym Workshops
Presented by Claire Hocking
International Brain Gym Instructor &
Educational Kinesiologist
Relevant and suitable for Pre-School,Primary,
Secondary, Tertiary Levels and Adult Education
The Brain Gym movements are easy, quick and enjoyable as they
“switch on” areas in the brain that is needed for effective learning.
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.
Kew
Taylors Lakes
Box Hill
Geelong
Noble Park
Glen Waverley
Werribee
Doncaster
Frankston
Croydon
Fri 14 Aug
Fri 21 Aug
Wed 2 Sept
Tues 8 Sept
Wed 14 Oct
Mon19 Oct
Fri 23 Oct
Thurs 12 Nov
Tues 17 Nov
Wed 2 Dec
BASIC BRAIN GYM
101 WORKSHOP
4 day certified course
28 Sept to 1 Oct 2009
in Lara (Geelong)
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.
Thousands of children and adults
have benefited by doing the Brain
Gym movements outlined in these
workshops.
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 [email protected]
BOOKINGS ESSENTIAL
IN SCHOOL WORKSHOPS ALSO AVAILABLE
SUPPORT FOR LANGUAGE PROGRAMS
TEACHING ASSISTANTS — 2010
The Teaching Assistants Program places native speakers of French, German
or Japanese to work in Victorian government schools. Allocations are for one
school year and new applications are required each year.
Applications are invited from secondary colleges and primary schools, with
qualified teachers of language, that wish to participate in the Language Teaching
Assistants Program for 2010.
The assistants, whose salaries are paid by the Department of Education and
Early Childhood Development, will work four days per week and be placed in
small clusters of schools. They are usually between 24 and 28 years of age,
are required to have at least three years of tertiary study and must be native
speakers of French, German or Japanese.
Applications must be received by Friday September 11, 2009 and should be
mailed to:
Language Assistant Program
International Education Division
Department of Education and Early Childhood Development
GPO Box 4367, Melbourne VIC 3001
Application forms are available by e-mail from [email protected]
or by telephoning the International Education Division on (03) 9651.4499
72
Aug 09
eLearning
Great websites for…
Science
Encourage your students to explore the most fascinating
elements of science through an interactive online medium
with these dynamic websites.
Active Science
www.activescience-gsk.com/home
Science themed interactives for middle years
covering biology and chemistry and including
teacher notes
WEBSITE OF THE MONTH
eLearning for kids: Science
www.e-learningforkids.org
Animated interactives based around science topics such as
matter, photosynthesis and food pyramids.
PBS Kids Science
http://pbskids.org/zoom/activities/sci/
Science pracs that really are practical. Chemistry, engineering
and much more investigated with everyday procedures.
Web 2.0 tools
for Science
www.slideshare.net/
sdbest/web-20-toolsfor-science
A comparison of
conventional science
teaching with new web
based pedagogy.
Popular Science
www.popsci.com.au
Topical and quirky science including news and discoveries to
add flavour to your classroom.
Encourage your students to explore science through these colourful
and interactive websites from Connect at www.education.vic.gov.au/
connect. Get great ideas for using Connect and eLearning with
Kerry Rowett at [email protected]
Science meets
slow motion
animation
Science teachers at Rosehill Secondary College
have used slow motion animation, or ‘slowmation’,
to help their students design and create simple
animations to explain science concepts.
Slowmation is a simplified form of stop-motion animation. These
learner-generated digital animations, which run from two to five
minutes, can be enhanced with narration, labels and photographs to
bring concepts, understandings and misconceptions to life.
Rosehill’s professional learning coordinator, Damien Toussaint,
introduced slowmation to the school last year after seeing a
demonstration by its creator, associate professor Garry Hoban from
the University of Wollongong. “Slowmation involves the students
researching, scripting, storyboarding, designing models, capturing
digital still images of small manual movements of the models and
using computer software to play the images in a sequence,” he explains.
“Because slowmations are played 10 times slower and are easier to
make than traditional animations, students can represent their own
understandings of science concepts and processes in very detailed ways.”
In 2008, the college’s science coordinator, Erin Bruns, used slowmation
with her Year 7 students to deepen their understanding of cells, and
reflect on their misconceptions. This year, Year 7 science students have
used slowmation to demonstrate their understanding of topics such as
sound travel, particle theory and desublimation (or deposition). After
brainstorming what they already knew about a topic, the students
conducted further research to increase their knowledge and then broke
their idea down (‘chunking’) into simple sequences and drew up a
storyboard. They made models using Play-Doh or modelling clay and
used a digital camera (mounted on a tripod) to photograph each small
movement made to the model. The photos were downloaded into a
computer animation program such as Movie Maker or QuickTime Pro,
and reconstructed to make a mini-movie.
Science teacher Ben Freeman says he encouraged his Year 7 students to
focus on really understanding the procedure that they were describing
as they created animations to answer questions they had developed in
class before creating two slowmations: How Does a Solid Change into a
Gas? and How Sound Travels.
“Watching completed science slowmations allows students to reflect
on their learning,” he says. “They can present their slowmations to the
class, the school or their parents, to explain how they were created and
how the process has helped to change and develop their understanding.
Slowmations can also be published on the school’s website, a class wiki
or blog or become a resource on ePotential.”
Mr Toussaint says slowmation has helped to change the way in which
teachers and students at Rosehill Secondary show their understanding of
a particular concept – and it doesn’t just stop at science. “We have now
extended the use of slowmation to English and maths – which is very
exciting,” he says.
To see examples of slowmation projects,
visit http://epotential.education.vic.gov.au
A practical professional development day with
DAVID HORNSBY and DEB SUKARNA
Details in
FAX sent to
School
For Prep to Year 6 Teachers
SATURDAY 22 AUgUST – with Deb Sukarna
Revisiting WrIter’s Workshop – Taking the Next Step
This workshop is designed for teachers who have previously attended Deb Sukarna’s full day on
“Writer’s Workshop – An Introduction”. Each aspect of Writer’s Workshop will be revisited with
issues/challenges clarified.
SATURDAY 12 SepTembeR – with Deb Sukarna
Assessment of Writing and Spelling
• Whatisvalidassessment
• Developmentalstagesinwriting
spelling
• VELSprogressionpoints
• Analysingandassessingandspelling.
.
SATURDAY 10 OCTObeR – Spelling with Deb Sukarna & David Hornsby
Phonics and Early Spelling:
Prep-2 (David Hornsby)
• Phonemic Awareness and Phonics
• The five main spelling strategies
• Planning for teaching spelling
• Practical Teaching Procedures
Developing Effective Spellers: Years 3-6 (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.
SATURDAY 17 OCTObeR – with Deb Sukarna
Writer’s Workshop – An Introduction
• StartingupaWriter’sWorkshop
• IntroducingWriter’sNotebook
Venue:
Time:
Cost:
• Teachingthecraftofwriting
• OrganisationofaWriter’sWorkshop.
DarebinArtsandEntertainmentCentre(CnrBellStandStGeorgesRd,Preston)
9.30amRegistration,10amStart,3.15pmFinish
$170incgst(or$150perpersonfortwoormoreteachersfromtheoneschool
Includesregistration,morningtea,lunch,hand-outs.
Contact: paula Welham 9499 2065 or 0402 421 864 email: [email protected]
Great Opportunity for
High Performing Teachers
and Principals
If you would like to learn more about education systems in other countries
or become a more adaptable practitioner now is your chance to apply for
a once in a lifetime opportunity.
Applications are invited from teachers and principals in government and non
government schools in Victoria for the 2011 International Teaching Fellowship
(ITF) program.
Fellowships will be available with Canada, Denmark, New Zealand, the UK
and the USA. Some exchanges may also be available with International Schools.
Special Opportunity for Language Teachers: Teachers of French, German and
Italian may be interested in applying for Switzerland. Teachers of German may
also apply for Germany, stating which part of Germany they would prefer.
Fellowships require the direct exchange of teaching positions and
accommodation and are tenable for 12 months from January to December
2011.
Applicants must be in full-time on-going positions and have a minimum of four
years tertiary education. Selection will be based on the applicant’s aptitude,
experience and contribution to their profession.
All successful applicants will be required to undertake an area of research or
investigation that is relevant to their school’s program and System’s priorities.
Schools will be required to give assurances as to the support that will be
provided to both the Victorian and overseas International Teaching Fellows.
Application forms must be returned no later than the close of business on
Thursday 5 November 2009. For Application Form and General Information
see: www.study.vic.gov.au/professional/fellowship.asp
For further enquiries contact: Mary Kelleher, ITF Program Manager,
International Education Division on (03) 9637 2085 or
email: [email protected]
74
Aug 09
Deaf students open
their own training café
Profoundly deaf and hearing-impaired students from the Victorian College for the Deaf are
getting hands-on hospitality experience in a new café built just for them, writes Fiona Basile
S
even years ago, Victorian College for the
Deaf teacher Amanda Joyce had a vision.
Having been inspired by two deaf families
running a café in Vietnam, she too
wanted to create an innovative and practical space
at the college that provided her VCAL students
the opportunity to better prepare themselves for
the workforce.
Using the facilities and resources at hand, and
overcoming numerous roadblocks along the
way, the college is now the proud proprietor of
the Tradeblock Deaf Café, which was officially
launched to the public last month. Established
within the old metal workroom of the college’s
trade block, Ms Joyce says, “The training café aims
to improve the independence and employability
of our students.
“The Tradeblock Deaf Café facilitates hands-on
learning for our VCAL students where they’re
able to develop a variety of work skills in a reallife work environment. Historically, many deaf
people have been marginalised, underemployed or
unemployed. This has been partly due to the low
attainment of education and training outcomes
achieved through traditional learning methods.
“This cafe project is helping our students to
be entrepreneurial, enterprising, creative and
resilient and provides a dynamic interface
between students, staff, the deaf and hearing
communities and potential employers,” Ms Joyce
says. “It also provides an opportunity for the
students to increase their social connectedness,
communication skills and understand the many
business aspects of running a small operation.” Historically, many deaf people
have been marginalised,
underemployed or unemployed.
This has been partly due to the
low attainment of education
... achieved through traditional
learning methods.
Fifteen senior students, along with many
colleagues, friends and family, have been involved
in the café project with Ms Joyce, in both the initial
planning and implementation stages, and now in
the operation of the café. The students take part in
comprehensive hospitality training via the college’s
VET Hospitality course as part of their VCAL
studies, which is delivered by a qualified chef and
teachers who have a hospitality background.
Ms Joyce says the initiative could open more
doors than they initially thought. “The cafe
project has the potential to become a unique
and innovative learning model for other schools
and community groups,” she says. “We want to
break down barriers that exist around deafness
and communication, to showcase the talents of
our students and prove to them and others their
abilities to achieve.
“We also want to provide a unique cultural space
where deaf people can meet and be among
members of their own community as well as it
being a place where hearing people can meet to
share a unique and real cultural experience. We
have had so much wonderful support from many
people, in particular the Newsboys Foundation
who provided the initial grant to get us going.
This project will continue to evolve over many
years and will become a rich learning experience
for the whole community.”
Mark’s story
The first time Mark McGee saw a coffee machine in the Tradeblock
Café he thought, “I will never understand how to use that!”
That was three years ago. Now, the Year 12 student is not only
whipping up new recipes and making cappuccinos to order, he’s
also a leading member of the team.
Mark was born deaf. At the age of two, he used a hearing aid,
which proved ineffective. This led to a cochlear implant while
he was still only two. As he got older, lip reading and listening
became increasingly challenging so he commenced studies at
the VCD to learn Auslan (Australian sign language).
Having been involved in the café since the beginning,
the 19-year-old is now excited about his future work
opportunities. “The café has helped me in so many
ways. I have learnt a lot of new skills, including cooking
and hospitality, communicating with customers and
understanding aspects of running a small business.
“I particularly love the café when it’s busy! I’ve learnt to
manage stressful situations and have been able to develop as
both a team member and a team leader for the other students,”
Mark says. “It’s been a lot of hard work but we’re proud of what we’ve achieved, and
the café is just getting better all the time.”
Want to visit the Tradeblock Deaf Café? The Tradeblock Deaf Cafe is located inside
the Victorian College for the Deaf at 597 St Kilda Road, off High Street. Opening hours
are every Monday and Tuesday from 9.00am to 2.30pm during the school term.
CREATIVEÊ HANDS-ONÊÊ
INCURSIONS
Toys,Ê forces,Ê levers,Ê energy,Ê
mechanisms,Ê structures,ÊÊ
simpleÊ machines,Ê angles
Ê
PREPÊ TO
YRÊ 10
PHONEÊ5 241Ê9 581ÊÊkt
AllÊ materialsÊ supplied
[email protected]Ê Ê Ê Ê Ê Ê Ê Ê Ê Ê
Shine
75
76
Aug 09
Regional Roundup
Good news from
around the state
Compiled by Tina Luton
Gippsland
A group of Bairnsdale Secondary College
VCAL and VET engineering students
were given the opportunity to broaden their
horizons on a recent trip to Melbourne to
visit various automotive and manufacturing
venues. Organised by the school in conjunction
with Gippsland East Local Learning and
Employment Network (LLEN), the group of
13 Year 10 and 11 students visited the Centre
for Integrated Engineering and Sciences at
Chisholm Institute where they were given a
tour by a young ambassador for manufacturing,
before trying some hands-on activities. The
group then visited the Lindsay Fox Car
Museum – the collection features up to 60
classic cars at any one time and is estimated
to be worth about $15 million. The final stop
for the day was the Kangan Batman TAFE
- Automotive Centre of Excellence. This
world-class, award-winning training facility
is taking the lead in training, state-of-the-art
technology and environmental sustainability.
Hume
Benalla College will be revamped
as part of the Federal Government’s
National Pride in Our Schools funding.
The money will be spent on a range of
refurbishments and improvements that
include a covered and enclosed set of bike
racks to encourage more students to ride
to school; blockout blinds for rooms with
data projectors; and a climbing wall in the
outdoor education shed.
Principal Cathy Pianta said other projects
currently under way at the college include
the installation of solar power and a
water tank on the performing arts centre.
“Sustainability is important to us, as
educators. Our resources committee has
set targets to decrease the usage of power,
water and paper over a three-year period,
and we are working towards achieving
these targets.”
Eastern Metropolitan
Emerald PS has turned the tide when it comes to saving water.
“Our students are making sure water wastage is a thing of the past,” says proud assistant principal Greg Wilmot.
“Three years ago we were using 5600 litres of water a day, now we average 800 litres.”
Tourists passing the 108-year-old school on board the historic Puffing Billy steam train are treated to the sight
of an iconic windmill that is helping the school to cut its water usage by harvesting rainwater for toilet flushing.
“We harvest the rainwater off the roof, and then use wind energy and gravity to get it to the toilets saving at least
half a million litres of mains water per year,” Mr Wilmot says.
77
PHOTO COURTESY OF THE MARYBOROUGH ADVERTISER
Shine
loddon Mallee
Students at Talbot PS went back in time when they spent a day at the former Dunach State School, now part of the Talbot museum complex.
The children, from Prep to Year 2, discovered that life at school in days gone by was a slightly different experience. “The children wrapped egg,
tomato and Vegemite sandwiches in damp tea towels and tied them to sticks, then carried them over the shoulder to school. When they arrived,
they were very interested to learn that boys and girls were segregated in the classroom, playground and at line-up time,” says teacher Jill White.
Sitting in desks facing the blackboard, the children enjoyed being read to from books including John and Betty and The Hobyars and were given the
opportunity to write with pen and ink. In the afternoon they enjoyed playing games with quoits, marbles, jacks and hoops.
Western Metropolitan
Students in Year 3/4 at the Tarneit campus of Baden Powell College captivated an audience of
proud parents, grandparents, family members and friends, with their recent performance of the
Water Wise Game Show, where hosts Susie Splash and Wally Water interviewed two opposing
panels, one named Water Waster and the other Water Wise, to point how to conserve water. The
performance was a culmination of work the students have done around sustainability.
Southern Metropolitan
The annual Dad’s Day at Baden Powell
College saw fathers, uncles, grandfathers
and other significant males join students for
picnics in the courtyard, games of football and
soccer on the oval, and take part in classroom
activities, where teachers included them in
lessons by giving them jobs to do.
78
Aug 09
Regional Roundup
Good news from around the state
Barwon South West
Hampden Specialist School students
recently joined local Land Care
members to replant native wildflowers
along the Cobden section of the
Camperdown to Timboon Rail Trail.
A group of 15 students from Years
7 to 10 took part in the project,
first pulling out all the weeds and,
under the direction of Rail Trail
committee member, Thais Hardman,
planting trigger plants, daisies and
liliums. “We are also very much into
reducing, reusing and recycling and
generally learning how to better
take care of our environment. Our
school communities and catchment
areas are very important to us. The
opportunity to enhance our more
immediate environment is seen as
very worthwhile,” principal Pan
Coolahan said.
Northern Metropolitan
Melbourne University pharmacologist Dr Jane
Bourke paid a recent visit to Preston South PS as
part of a Student Action Teams (SAT) initiative
and used simple objects such as soft drink bottles
and balloons as useful props to explain complex
science, such as how air gets into our lungs. Dr
Bourke said the visit was a good way to engage
children in her research into new treatments for
asthma and to give them a better understanding
of what scientists do.
Grampians
Donald HS is still celebrating after Year 10 students Luke Clark, Declan O’Shea, Callum Baker
and Ashlee Griemink, won the team section of the Victorian state finals of the Australian Brain
Bee Challenge, which motivates young people to learn about the brain, and has been created to
inspire students to pursue careers in neuroscience research.
School coordinator Sarah O’Brien said the small school of 182 students is extremely proud
of the Brain Bee team’s achievements. “We all congratulate the students on their exceptional
performance against other students their own age from all over Victoria,” she said.
The Department of Education and Early Childhood Development presents a JOINING the CHORUS production
The Greatest Circus Musical on Earth!
MUSIC BY
Cy Coleman
LYRICS BY
Michael Stewart
BOOK BY
Mark Bramble
The Comedy Theatre 11–19 September 2009
!
Shows Only
9
Schools matinee: Tickets only $15.
Schools matinee Wednesday 16 September sold out! New schools matinee, 11am Friday 18 September 2009.
Special arrangements are available for bushfire-affected schools through the YMCA with funding provided by the Victorian Bushfire Appeal.
Bookings: 03 9415 1700 or [email protected]
Bookings for all other sessions through Ticketek 132 849 or ticketek.com.au
Adults $39.50 Students $24.00 Concession $30.00
80
Aug 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
Barwon South Western
Barrett, Mandy Lee
Botten, Kristy Ann
Brooke, Sonya Louise
Brown, Diane
Browne, Rhonda Yvonne
Cairns, Rebecca Jane
Calderwood, Zoe
Carter, Kylie Maree
Chadwick, Laura Jane
Cunningham, Joanne Maree
Duggan, Michelle
Fary, Abby Jane
Forsyth, Brent Philip
Franks, Joshua Onslow
French, Ayesha
Good, Graeme Bruce
Gook, Susan Jane
Harms, Janelle Renee
Hurst, Glen David
Keable, Shona Marion
Keith, Jeffrey R
Kelly, Alison Louisa
King, William H
Kyle, Lisa Maree
Laker, Alison Fiona
Lane, Bronwyn Elizabeth
Lowther, Sharron Leigh
Lucy, Catherine (Cate) Anne
McLachlan, Angus Donald
McLachlan, Angus Donald
McMullen, Sylvia
McNaughton, Leanne Joy
Passlow, Tania
Reeves, Suzie Joy
Rudland, Kate Janine
Spencer-Gardner, Stacey
Stirling-Loftus, Rosalyn
Sullivan, Scarlett Louise
Uebergang, Brooke Louise
Van Ryswyk, Sunè
Van Winckel, Tara Leanne
Walker, Taryn Louise
Webb, Darren Craig
Wise, Philip Damian
Woolley, Kristy
Wright, Amy
Yates, Michael Raymond
Eastern Metropolitan
Adams, Karyn Gaye
Ainsworth, Helen Martha
Alsop, Kathryn Jane
Anderson, Nadia Amelia
Armstrong, Alison Joy
Arnold, Kathryn
SCHOOL
CLASSIFICATION
Hamilton North PS
Montpellier PS
Geelong East PS
Derrinallum P–12 College
Bellarine SC
Matthew Flinders Girls’ SC
Grovedale College
Hampden Specialist School
Drysdale PS
Barwon Valley School
Matthew Flinders Girls’ SC
Allansford & District PS
George Street PS - Hamilton
Baimbridge College
Bellarine SC
Mortlake P–12 College
Mandama PS
Hamilton (Gray St.) PS
Apollo Bay P–12 College
Grovedale College
Hawkesdale P–12 College
Corio West PS
Baimbridge College
Flinders Peak SC
Bundarra PS
Warrnambool College
Rollins PS
Colac South West PS
Colac Specialist School
Warrnambool College
Lara Lake PS
Brauer SC
Lorne-Aireys Inlet P–12 College
Mandama PS
North Geelong SC
Torquay P–9 College
Hamilton North PS
Hamilton North PS
Drysdale PS
Belmont HS
Hawkesdale P–12 College
Flinders Peak SC
Newcomb SC
Drysdale PS
Montpellier PS
GRD
ACPT
ES1-1
CLASS
CLASS
CLASS
GRD
CLASS
GRD
CLASS
ES1-1
CLASS
CLASS
ES1-1
CLASS
PR2-3
ES1-1
CLASS
GRD
CLASS
AP1-2
ES1-1
CLASS
CLASS
LEAD
SSO1-1
ES1-1
GRD
ES1-1
ES1-1
CLASS
CLASS
ES1-1
GRD
CLASS
ES2-4
CLASS
ES1-1
GRD
CLASS
GRD
CLASS
CLASS
CLASS
ES2-3
GRD
GRD
Healesville HS
Ferny Creek PS
Eastwood PS
Wantirna Heights School
Balwyn HS
Auburn South PS
ES1-1
CLASS
ES1-1
ES2-3
CLASS
CLASS
NAME
SCHOOL
CLASSIFICATION
Ballagh, John Joseph
Parkwood SC
Bear, Aaron Douglass
Blackburn HS
Bedwell, Rosemary
Croydon West PS
Beimers, Debbie Anne
Heany Park PS
Belle, Catherine Isabel
Glenallen School
Blaich-Stefanac, Desiree
Bayswater South PS
Bon, Matthew
Balwyn HS
Booth, Gregory Ian William Hoddles Creek PS
Bourke, Bridgeen Katy
Mountain Gate PS
Bourne, Greg
Christmas Hills PS
Bristow, Avril
Bulleen Heights School
Broughan, Julia
Mount Waverley PS
Browne, Deborah Patricia Donburn PS
Buckingham, Jane
Eastwood PS
Bulbul, Janice Leanne
Heathmont College
Cafiso, Chris
Balwyn HS
Carlton, Dean
Kew HS
Chhor, Catherine
Balwyn HS
Clements, Yvonne Lee
Lysterfield PS
Closter, Bianca Joy
Tinternvale PS
Coad, Karla
Eastwood PS
Colvin, Jeanette Therese
Lysterfield PS
Conlon, Sheryl Jan
Glen Waverley Sc
Cristiano, Caterina
Glenallen School
Crotty, Sarah Jayne
Ferny Creek PS
Cummings, Grigor Warren Mooroolbark College
Cunningham, Kirsten Nicole Mooroolbark East PS
Curtis, Blair Paul
Glenferrie PS
Dart, Karen Ann
Belmore School
Davis, Leonie Janet
Lysterfield PS
De Boer, Michelle Anne
Upper Yarra SC
De Vos, Bianca
Scoresby SC
Delaney, Kate
Canterbury PS
Demarte, Adele Louise
Badger Creek PS
Dewacht, Peter William
Bayswater West PS
Dib-Newbery, Jessica Louise Manchester PS
Donald, Matthew James
Mooroolbark College
Drew, Jason Livingston
Heathmont College
Eastwood, Felicity Elizabeth Heathmont College
Eimermacher, Ashley
Mountain Gate PS
Ekanayake, Sithy Mariam F Mount View PS
Escurat, Julien
Balwyn HS
Evans, Jacinta Elizabeth
Glen Waverley PS
Fairweather, Donna Louise Blackburn HS
Ferroni, Kerry Therese
Eastwood PS
Freeman, Tahli
French, Susan (Susie) Mary Cockatoo PS
Galle, Jason Leslie
Highvale SC
Gardner, Adric Jeran
Ashwood SC
Gerson, Emily Kate
Lilydale Heights College
Gilkison, Anna Louise
Balwyn HS
Gleeson, Melissa Anne
Clayton PS
Green, Ryan
Belmore School
Grunwald, Heather Joy
Kilsyth PS
Halkier, Katie
Monbulk College
Hassett - Smith, Kelli
AP1-2
CLASS
SSO1-2
GRD
ES1-1
GRD
CLASS
CLASS
CLASS
PR1-1
CLASS
CLASS
CLASS
GRD
CLASS
CLASS
CLASS
CLASS
ES1-1
CLASS
CLASS
ES1-1
CLASS
ES2-3
ES1-1
CLASS
CLASS
CLASS
ES1-1
ES1-1
CLASS
CLASS
CLASS
CLASS
PR1-2
CLASS
CLASS
CLASS
CLASS
GRD
ES1-1
CLASS
CLASS
CLASS
CLASS
CLASS
ES1-1
GRD
CLASS
CLASS
CLASS
CLASS
ES1-1
EXRT
ES1-2
CLASS
NAME
SCHOOL
CLASSIFICATION
Heard, Jonathan Francis
Balwyn HS
Heine, Susanne
Bayswater South PS
Heldt Iii, Dawn Ann
Mt. Waverley North PS
Helmich, Andreas
Bayswater South PS
Henson, Jessica
Hook, Robert James
Donburn PS
Hutter, Lisa M
Brandon Park PS
Ikeda, Yuko
Huntingdale PS
Irvine, Sandra
Lysterfield PS
Jackson, Chloe Elizabeth
Healesville HS
Jeffs, Stephen Alan
Doncaster PS
Joseph, Sabine
Heathmont College
Kennedy, Jane Rebecca
Heany Park PS
King, Nadine Andrea
Eastwood PS
Knuckey, Tegan Maree
Balwyn HS
Koole, Emma Dorothy
Croydon West PS
Le Cerf, Suzanne Rosemary Belmore School
Lee, Naomi Jane
Aurora School
Lyall, Giorsal Freda
Camelot Rise PS
Maceoin, Daniel
Gembrook PS
Macfadyen, Stephanie C
Camelot Rise PS
Maclarn, Robyn
Ashwood SC
Maginness, Karen Maree Auburn South PS
Makris, Angela
Canterbury PS
Maltezos, Angela
Albany Rise PS
Martin-Killeen, Catherine Lea Hawthorn SC
McKenzie, Lynda
Parkhill PS
McBain, Max Donald
Heathmont College
McCredden, Pamela
Heathmont College
McCrimmon, Helen Wendy Croydon SDS
McDonnell, Natalie Joy
Swinburne Senior SC
McMurray, Melissa Jade
Upper Yarra SC
Meade, Elizabeth Patricia Yarra Road PS
Messerle, Narelle Elizabeth Lilydale West PS
Metha, Bronwyn M
Croydon West PS
Mock, Karen
Birmingham PS
Morison, Gayle Meredith Cockatoo PS
Muir, Pamela A
Burwood East SDS
Murphy, Erin Nicole
Badger Creek PS
Neal, Clare Elyse
Ashwood SC
North, Brent
Doncaster Gardens PS
Oh, Bee Cheng
Brentwood SC
Pacewicz, Maria Helena
Mt. Waverley North PS
Parker, Karen Lee-Anne
Blackburn HS
Paul, Anne Louise
Wantirna College
Pazouros, Diane
Doncaster PS
Pickett, Paul Gerard
Lilydale West PS
Pidoto, Carolyn
Heany Park PS
Poole, Shannon
Albany Rise PS
Porter, Liam
Monbulk PS
Rafferty, Claire Mary
Vermont South Special School
Reid, Catherine Elizabeth Kew HS
Reid, Natasha Anne
Mooroolbark College
Rundle, Elizabeth Beverley Fairhills HS
Rush, Rose
Rust, Verena
Box Hill Senior SC
CLASS
CLASS
CLASS
CLASS
CLASS
CLASS
ACPT
ES1-1
ES1-1
GRD
GRD
CLASS
GRD
GRD
CLASS
SSO1-2
ES1-1
CLASS
ES1-1
CLASS
CLASS
ES1-2
CLASS
GRD
CLASS
CLASS
ES2-3
CLASS
CLASS
GRD
ES1-2
CLASS
GRD
AP1-1
SSO1-2
ES1-1
ES1-1
AP1-1
CLASS
CLASS
GRD
ES1-2
CLASS
ES2-3
CLASS
GRD
GRD
GRD
CLASS
GRD
LEAD
CLASS
CLASS
CLASS
CLASS
ES1-2
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
Online Job
Posting date
Thursday 13 August
Friday 14 August
Thursday 10 September
Friday 11 September
Thursday 8 October
Friday 9 October
Thursday 5 November
Friday 6 November
Thursday 3 December
Friday 4 December
www.education.vic.gov.au/schooljobs
Appointments
NAME
SCHOOL
Sahadeo, Shauna Lisa
Saitlik, Sharon A
Same, Natalie Ruth
Sangster, Alesha
Scantlebury, Kathryn Joy
Shaw, Julie Margaret
Shean, Kurt Robert
Shuey, Chiharu
Spinks, Martin Bradley
Sporri, Erica
Stahl, Patrik Anders
Stephens, Grattan David
Stove, Pauline
Tan, Kursten Cheng Leong
Testart, Sophie
Thornton, Christine Anne
Tippett, Lauren Kate
Trembath, Leanne
Tully, Kerrie Ann
Van Marle, Julian Robert
Vass, Trevor
Wells, David Michael
Whitehead, Bethany
Wickham, Wendi
Williams, Stephanie Vivian
Wilson, Helen Elizabeth
Wood, Sandra Faye
Wood, Terri Lynne
Zabel, Deirdre
Zhao, Jun
CLASSIFICATION
Mount Waverley PS
Mont Albert PS
Ashwood SC
The Patch PS
Badger Creek PS
Donburn PS
Christmas Hills PS
Huntingdale PS
Doncaster PS
Box Hill HS
Balwyn HS
Mooroolbark East PS
Glen Waverley PS
Clayton PS
Balwyn HS
Canterbury PS
Ashwood SC
Scoresby SC
Auburn South PS
Warburton PS
Canterbury PS
Yarra Glen PS
Belmore School
Heathmont College
Doncaster SC
Mooroolbark College
Heathmont College
Canterbury PS
Yawarra PS
Gippsland
Ali, Valma Jean
Leongatha SC
Bambrook, Tricia Irene
Lucknow PS
Broeren, Lee-Anne
Tyers PS
Bunt, Anthony William
Goongerah PS
Cantieni, Mary Ellen
Leongatha SC
Connor, Raymond Thomas Lowanna College
Entwisle, Anne Christine Maffra SC
French, Debbie Joy
Cobains PS
Giove, Jodie Anne
Newmerella PS
Herbertson, Debra Ann
Bairnsdale PS
Houghton, Rebecca Leigh Buchan PS
Martino, Rhonda
Drouin SC
Matheson, Sandra Kay
Bairnsdale SC
Mcdonough, Michael Thomas Maffra SC
Mitchell, Ian
Traralgon College
Neville, Phillip James
Maffra SC
Ogden, Russell James
Leongatha SC
Pearton, Daniel
Maffra SC
Robertson, Susan
Devon North PS
Russell, Craig
Leongatha SC
Schulz, Jennifer Lynne
Maffra SC
Smith, Mark Stephen
Traralgon College
Stewart, Tristan Matthew Traralgon College
Teychenne, Regina Maria Traralgon College
Wilkinson, Leah Nicole
Drouin SC
Windsor, Brett Anthony
Leongatha SC
Grampians
Barrett Sr., Lesley Ritchie
Berry, Amy Patricia
Burdett, Margaret J
Castrignano, Lois
Chuang, Jessica Ya-Chin
Cumming, Annette Helen
Cumming, William Allan
De Cruz, Lenny
Duke, Greta Elise
Eastwood, Diane P
Delacombe PS
Delacombe PS
Hopetoun SC
Bacchus Marsh SC
Ararat West PS
Daylesford PS
Daylesford PS
Horsham College
Concongella PS
Kaniva P–12 College
CLASS
PR2-4
CLASS
CLASS
CLASS
CLASS
CLASS
CLASS
CLASS
CLASS
CLASS
CLASS
CLASS
CLASS
CLASS
EXRT
CLASS
ES1-2
ES1-1
CLASS
ACPT
AP1-1
CLASS
ES1-1
ES1-1
ES1-2
CLASS
CLASS
CLASS
CLASS
CLASS
GRD
ES1-2
CLASS
CLASS
CLASS
CLASS
ES1-1
ES1-1
PR2-3
ES1-1
CLASS
ES1-1
CLASS
ES1-2
CLASS
CLASS
CLASS
ES1-1
ES2-3
CLASS
CLASS
ES1-1
ES1-1
CLASS
PR2-4
ES1-1
GRD
EXRT
LEAD
CLASS
CLASS
CLASS
CLASS
ES1-1
CLASS
NAME
Elliott, Ruth Elizabeth
Goldsbury, Denise Maree
Goldsmith, Selina Catherine
Goodwin, Shanda
Guthrie, Steven Francis
Hoffmann, Shane Walter
Howlett, Sui-Kim
Mc Cready, Leanne Maree
Mcgrath, Caitlin Una
Menon, Maurice Eugene
Murnane, Trudy Mary
Norton, Chris
Oflynn, Sven
Polglase, Hayden Craig
Riddett, Hayden Lindsay
Robinson, Lynley
Sharp, Julie Margaret
Sherwell, Heather Dawn
Symons, Kylie Anne
Williams, Shayna Louise
SCHOOL
Hume
Burgess, Anna
Camm, Adrian Blair
Challman, Chelsea Louise
Chapman, Lisa Charmaine
Coatsworth, Cheryl Anne
Cole, Margaret Joyce
Costello, Patricia Anne
Deegan, David John
Draper, Shannon Luke
Fitzgibbon, Olivia Joy
Gannon, Laura Jade
Grasso, Heather Ann
Gray, Jaclyn Bree
Hartridge, Elizabeth
Hassell, Tim
Hepworth, Rosemary
Hunter Sr., Raelene Anne
Jeffs, Kylie
Kotzur, Jayden Harris
Lacy, Tammy Kristen
Larcombe, Wendy A
Michalaidis, Megan Elizabeth
Miller, Carmel Margaret
Newham, Rebecca Jean
Orton, Tegan Elizabeth
Parbery, Sharon Lee
Pool, Travis Barry
Quirk, Desmond Majella
Saxby, Brenton Paul
Shea, Aimee
Sheridan, Amy Lee
Sleep, Christine
Sloane, Anna
Smith, Prudence Mary
Somerville, Allira Jaye
Vanroevan, Darlene
Watty, Brendan Charles
Whinray, Gemma
Williamson, Suzie Maree
Loddon Mallee
Attwater, Timothy James
Bath, Rachael Louise
Bickerdike, Rebecca Joy
Boal, Belinda
Bowditch, Polly Richenda
Bowen, Hayley Jayde
Britton, Philip W.
CLASSIFICATION
Delacombe PS
Donald PS
Jeparit PS
Kaniva P–12 College
Forest Street PS
Clunes PS
Ballarat SC
Ararat West PS
Horsham College
Ballarat SC
Delacombe PS
Horsham College
Ararat Community College - Sec
Daylesford PS
Lal Lal PS
Jeparit PS
Ballarat SC
Ballarat SC
Forest Street PS
Daylesford SC
GRD
SSO1-1
GRD
CLASS
ACPT
GRD
CLASS
ES1-1
CLASS
CLASS
EXRT
CLASS
CLASS
GRD
GRD
ES2-3
CLASS
CLASS
ACPT
CLASS
Flowerdale PS
Mcguire College Shepparton
Benalla PS
Bright P–12 College
Wangaratta PS
Hume Region
Hume Region
Wodonga Middle Years College
Alexandra SC
Wandong PS
Kilmore PS
Yea HS
Benalla PS
Benalla PS
Bright P–12 College
Congupna PS
Wangaratta PS
Kilmore PS
Baranduda PS
Alexandra SC
Appin Park PS
Kilmore PS
Mooroopna PS
Cobram SC
Alexandra PS
Mooroopna PS
Benalla College
Wangaratta PS
Kilmore PS
Chiltern PS
Hume Region
Kilmore PS
Wangaratta PS
Hume Region
Katamatite PS
Wodonga South PS
ES1-1
LEAD
GRD
CLASS
ES1-1
CLASS
CLASS
CLASS
ES1-2
CLASS
GRD
ES1-2
CLASS
CLASS
CLASS
PR1-1
ES1-1
GRD
GRD
CLASS
PR2-3
LEAD
CLASS
CLASS
CLASS
CLASS
LEAD
LEAD
CLASS
ES1-1
CLASS
PR1-2
LEAD
LEAD
CLASS
ES1-1
LEAD
ACPT
ES1-1
Eaglehawk North PS
Echuca East PS
Kangaroo Flat PS
Echuca College
Mildura PS
Swan Hill PS
Charlton College
ES1-1
CLASS
CLASS
ES1-2
GRD
CLASS
ES2-5
NAME
SCHOOL
Burrows, Brian Alfred
Caddaye, Leesa Nicole
Chandler, Catherine Jane
Chestney, Heather
Cornwall, Shona May Stewart
Correnti, Danielle Bianca
Cugola, Meliha
Curry, Lynette
Davey, Gillian Mary
Dodd, Michelle F
Dunn, Jimmy
Etchell, Fiona Renee
Ewen, Alison Kaye
Flanagan, Lisa
Gaylor, Wendy Joy
Gloury, Brett John
Greatz, Amy Michelle
Hall, Susan Joy
Henderson, Debra Lorraine
Hendy, Carryn Marie
Hodges, Taryn Maree
Hon, Paul Douglas
Jackson, Trudie Gaye
Kendrick, David
Kennedy-Ripon, Andrea M
Kerr, Andrew Philip
Khangurha, Jaswinder Singh
Kiely, Christine Anne
Lane, John Vincent
Lewis, Wiley Neville
Matthews, Tara Marie
McDonald, Desma Millicent
McGee, Georgina
McMullan, Margaret
McPherson, Mary
Montgomery, Chloe
Morrow, Sophie Louise
Mortensen, Nicholas James
Mould, Joshua Todd
Muir, Russell Allan
Murphy, Karina Anne
Noonan, Simon Peter
Parker, Keith Lawrence
Poulter, Richard Quinton
Quigley, Ann Maree
Resta, Joy
Richardson, Glenda M
Rookes, Anna Jane
Ross, Geoffrey Thomas
Rowe, Wendy Lorraine
Rowley, Hayden
Ryan, Susan
Saul, Mary Kathryn
Schultz, Rebecca
Shay, Aleisha Anne
Slattery, Cherie Lee
Smith, Christine L
Smythe, Jacob
Stephens, Rhett
Thomas, Kathleen Elizabeth
Thorn, Alice Jessie
Van Beveren, Kim
Ward, Kate Louise
White, Heather Lynn
Wilkie, Kristen
Wuthrich, Veronica Judith
Shine
81
CLASSIFICATION
Irymple SC
Camp Hill PS
Big Hill PS
Castlemaine SC
Bendigo Senior SC
Swan Hill PS
Camp Hill PS
Maryborough Education Centre
Epsom PS
Gisborne PS
Bendigo South East SC
Ranfurly PS
Comet Hill PS
Eaglehawk North PS
Chaffey SC
Big Hill PS
Malmsbury PS
Kangaroo Flat PS
Bendigo Senior SC
Echuca PS
Charlton College
Echuca PS
Crusoe 7-10 SC
Chaffey SC
Lancefield PS
Kalianna Special School
Mildura West PS
Echuca Specialist School
Castlemaine SC
Eaglehawk North PS
Gisborne SC
Mildura West PS
Spring Gully PS
Epsom PS
Bendigo Senior SC
Castlemaine SC
Eaglehawk North PS
Castlemaine SC
Spring Gully PS
Castlemaine SC
Swan Hill PS
Big Hill PS
Eaglehawk North PS
Gisborne SC
Castlemaine SC
Marong PS
Swan Hill PS
Echuca Specialist School
Macedon PS
Northern Metropolitan Region
Ashby, Lauren
Whittlesea PS
EXRT
ES1-1
ES1-1
ES1-2
GRD
CLASS
ES1-1
CLASS
CLASS
CLASS
CLASS
CLASS
GRD
CLASS
ES1-1
CLASS
CLASS
ES1-1
ES2-3
CLASS
CLASS
PR2-3
ES1-2
CLASS
CLASS
CLASS
CLASS
CLASS
CLASS
GRD
ES1-1
CLASS
CLASS
CLASS
PR2-4
CLASS
GRD
CLASS
CLASS
CLASS
CLASS
ES1-1
CLASS
ES1-1
EXRT
CLASS
CLASS
GRD
ES1-2
CLASS
CLASS
CLASS
CLASS
ES1-1
CLASS
GRD
LEAD
CLASS
ES1-2
CLASS
GRD
ES1-2
CLASS
CLASS
CLASS
GRD
CLASS
Put On Your Walking Shoes!
Wednesday 21 October 2009
Don
Wayne
Euan
Walktober Walk-to-School
Information packs & entry forms will be posted to all
Victorian Primary Schools in August
www.vichealth.vic.gov.au/walktober
Considering...
HEATING, COOLING & SOLAR
call us – Don, Wayne or Euan
9835 4343
82
NAME
Appointments
Aug 09
SCHOOL
Axton, Robyn Diane
Bishop, Susan Maree
Blair, Andrew Tom
Bofill, Glenda Patrice
Bond, Alison Mamie
Bowman, Lucy
Burns, Alison Maree
Bywater, Sarah Yvette
Cecil, Amy Elizabeth
Chamberlain, Amy Louise
Chandra, Mukesh
Cooper Sr., Kennedy C. Stuart
Cosgrave, Paula Frances
Cripps, Luke James
Curry, Tennielle Renee
Davis, Dianne Joye
De Dassel, Paul
De Grandi, Christine Anne
Deayton, Kerryn Anne
Dixon, Jasna Elizabeth
Egglestone, Amanda J
Elhassan, Alaa Tamer
Farrell, Daniel Vincent
Febrinaldi, Sugarti Tan
Fitzgerald, John G
Fitzgerald, Kersti
Fletcher, Margaret Mary
Frawley, Sally-Anne Leah
Gebus, Helen M
Giliam, Emily Kate
Grant, Robbie Hugh
Gross, Donald Rupert
Guo, Wei Juan
Gurney, Guy
Hosking, Susan M
Hurley, Kim Marie
Inglis, Caroline Farouk
Iovannella, Jessica
Irvine, Gillian
Kennedy, Margaret
Kinniburgh, Jessica
Kirwan, Anne E
Knuckey, Tegan Maree
Lambert, Gregory James
Law, Peta Persson
Leheny, Paula Leanne
Lewis, Jodi Lyn
Mackie, Roslyn Louise
McCrohan, Sarah
McDonald, Rhett
McDowell, Kenneth Graeme
McGrory, Alexandrina Gordon
Mcintosh, Courtney Lee
McKinnon, Ryan
McNiece, Rochelle Melissa
Molloy, Lisa Jade
Morshead, Annika
Murphy, Andrea
Murray, Anne Marie
Naidu, Neelam Vandhana
Naish, Josh Scott
Nash, Elisa Kelly
Nechwatal, Shae Judith
Nicholls, Kim Maree
Nugent, Teagan Louise
O’Leary, Krysten Jayne
CLASSIFICATION
Sunbury College
Mickleham PS
Viewbank College
Coolaroo South PS
Brunswick SDS
Eltham HS
Thornbury HS
Mill Park Heights PS
Lalor West PS
Brunswick East PS
Reservoir District SC
Richmond PS
Findon PS
Campbellfield Heights PS
Doreen PS
Heidelberg PS
Brunswick SC
Brunswick SC
Concord School
Fitzroy PS
Eltham HS
Brunswick SC
Diamond Valley SDS
Craigieburn South PS
Sunbury College
Concord School
Eltham North PS
Heidelberg PS
Glenroy Specialist School
Epping SC
Brunswick South West PS
Thornbury HS
Diamond Valley SDS
Gladstone Park PS
Coburg West PS
Concord School
Bethal PS
Brunswick South West PS
Brunswick SC
Craigieburn SC
Eltham HS
Greenvale PS
Mount Ridley P–12 College
Mickleham PS
Greenhills PS
Concord School
Willmott Park PS
Concord School
Eltham East PS
Concord School
Coburg West PS
Coburg West PS
Hume Valley School
Diamond Valley SDS
Heidelberg PS
Heidelberg PS
Bethal PS
Bethal PS
Bundoora SC
Merri Creek PS
Bundoora SC
Diamond Valley SDS
Greenhills PS
CLASS
GRD
CLASS
CLASS
CLASS
CLASS
EXRT
CLASS
CLASS
CLASS
CLASS
CLASS
AP1-2
CLASS
GRD
ES1-1
CLASS
CLASS
CLASS
GRD
CLASS
ES1-1
ES1-1
CLASS
CLASS
CLASS
CLASS
ES1-1
CLASS
CLASS
CLASS
CLASS
CLASS
ACPT
CLASS
ES1-1
CLASS
CLASS
CLASS
CLASS
CLASS
CLASS
CLASS
CLASS
ACPT
LEAD
ES2-3
EXRT
CLASS
CLASS
ES1-2
ES1-2
ES1-1
CLASS
CLASS
GRD
ES1-2
ES1-1
CLASS
CLASS
GRD
CLASS
CLASS
CLASS
ES1-1
GRD
Shine
NAME
SCHOOL
Oddo, Paula
Oosterloo, Pieter
Pastro, Vanessa Jayne
Patterson, Janet Hope
Pitt, Duncan Robert
Price, Helen Elizabeth
Priestley, Lisa Jane
Prior, Geoff Kent
Rapsey, Jacqueline
Reid, Nicole Emma
Sandie, Dougal Gray
Sbarrato, June Margaret
Scarlett, Michael James
Sterjovski, Michelle
Symons, Christine Anne
Tham, Michelle Renee
Tudor, Jennie Lea
Villa, Dianne Louise
Wallis, Michelle Alexandra
Webb, Robyn Leigh
Wittingslow, Jamie Elise
Yako, Nagiba
Zerafa, Anthony
CLASSIFICATION
Thornbury HS
Viewbank College
Eltham East PS
Melbourne Girls’ College
Brunswick South PS
Croxton Special School
Concord School
Montmorency South PS
Eltham East PS
Coburg West PS
Collingwood ELS
Bell PS
Viewbank PS
Eltham East PS
Coburg West PS
Concord School
Macleod College
Sunbury College
Fitzroy PS
Hume Central SC
Mount Ridley P–12 College
Southern Metropolitan Region
Adams, Andrea Marie
Harrisfield PS
Adrien, Desiree-Anne Gabrielle Lyndale SC
Alter, Mark Andrew
Brentwood Park PS
Alvarado, Jose Luis Orlando Keysborough Springvle SC
Amarasinghe, Gandara
Hallam Senior SC
Anderson`, Natalie Adele Koo-Wee-Rup SC
Archer, Taryn
Bayles Regional PS
Arkley, Rachael Louise
Cranbourne Park PS
Armstrong, Rebecca Diane Cranbourne PS
Artin, Jessica Marie
Cranbourne Park PS
Atherton, Frances Camilla M Benton Junior College
Attard, Jennie
Lyndale SC
Baker, Kristine
Frankston SDS
Balasa, Allison Anne
Chelsea Heights PS
Barry, Maria Cornelia
Langwarrin PS
Basaraba, Nathan Lee
Brighton Beach PS
Bates, Kristina Margaret
Cranbourne PS
Berg, Leesa Lorraine
Endeavour Hills SC
Blair, Ross
Mossgiel Park PS
Blundy, Christine Elaine
Cranbourne South PS
Bodley, Elizabeth
Hastings Westpark PS
Bourchier, Bronwyn
Hampton Park PS
Bourgazas, Helen
Hallam Senior SC
Bracegirdle, Wayne
Endeavour Hills SC
Branley, Chantelle Jaye
Centre Road Berwick PS
Brener, Maya
Elwood PS
Brown, David Graham
Lyndhurst SC
Brown, Teresa
Endeavour Hills SC
Bulling, Kathleen
Elwood PS
Butler, Cassie
Malvern PS
Casanova, John
Karingal PS
Chellew, Andrea Lee
Carrum Downs PS
Chester, Nicole Georgina Mount Eliza PS
Choi, Hae Jin
Elwood College
Clarke, Simon
Caulfield Park Community Sch
Clausen, Karenne Rona
Endeavour Hills SC
Codrea, Iuliana Mihaela
Harrisfield PS
Coetzee, Conja
Westall SC
Collins, Anne Elaine
Hallam Senior SC
Connor, Louise Dorothy
Malvern Valley PS
Cooper, Dean John Charles Keysborough Springvle SC
Cosmano, Michael Anthony Malvern Central School
CLASS
CLASS
GRD
GRD
ES2-3
GRD
CLASS
CLASS
CLASS
GRD
CLASS
CLASS
ES1-2
CLASS
CLASS
GRD
ES1-1
ES1-1
CLASS
CLASS
CLASS
ES1-1
LEAD
CLASS
CLASS
CLASS
CLASS
CLASS
CLASS
CLASS
CLASS
CLASS
CLASS
CLASS
CLASS
CLASS
ES1-1
CLASS
GRD
CLASS
ES1-1
ES1-1
ES1-1
ES1-1
ES1-1
CLASS
ES2-3
CLASS
CLASS
CLASS
ES1-1
CLASS
GRD
CLASS
ES1-1
CLASS
ES1-1
PR1-2
ES1-1
SSO1-1
CLASS
CLASS
CLASS
ES1-1
LEAD
NAME
SCHOOL
Cottrell, Jennifer Maree
Cox, Amanda
Crawford, Bianca
Cumming, Natalie Amanda
Curson, Lidia Rose
Davis, Pippa Jane
De George, George
De Silva, Sue
Dixon, Haley Annah
Dixon, James
Donaldson, Andrea Peta
Dretzke, Louisa
Duckett, Michael
Dwyer, Ross Andrew
England, Nicholas Graham J
Feeney, Nicola
Ferguson, Brigitte Louise
Fisher, Emma Kate
Fisher, Michelle Lee
Fode, Natalie
Francis, Christina Camille
Fraser, Aimee Megan
Fraser, Benjamin Alexander R
Gabrielson, Sheila May
Gagiero, Holly
Galbraith, Aprille Joy
Gascoigne, Christine Maree
Giannopoulos, Rachel
Goodridge, Shane
Griffiths, Alison J
Gruber, Kara N
Gurr, Shannon
Guthardt, Sarah
Hanifah, Faydia B
Hare, Christina Janelle
Hassapis, Fauve
Hawthorne, Ann Elizabeth
Haynes, Florence Merilyn
Heagney, Vicki Ann
Hennekam, Teresa
Holland, Angela Marie
Holt, Rhonda Dawn
Hopkins, Julie Ann
Houston, Catherine
Howell, Michelle
Hunter, Suzanne Joan
Hutchison, Amy Louise
Hutchison, Shirl
Iles, Jacinda Ellice
Isbell, Sharon
Jansz, Debra Lynne
Jenkinson, Karl Michael
Johannssen, Nicolle Marie
Johnson, Rachael Maree
Jones, Amy Louise
Jordan Sr., Debra Lee
Judd, Kenneth
Juriansz, Sharon Melissa
Kalia, Sunita
Karnups, Janina Melisanda
Kelleher, Ann-Marie
Kenny, Sharon Maree
Kerslake, Rebecca
Kill, Evan Thomas
Kiwi Kiwi, Leanna Lyn
Knockaert, Taeko Maria
CLASSIFICATION
Cranbourne South PS
Dandenong HS
Berwick SC
Bentleigh SC
Dandenong West PS
Lyndale SC
Coral Park PS
Tyabb Railway Station PS
Elwood PS
Brighton Beach PS
Elwood PS
Frankston SDS
Dandenong HS
Elwood College
Kingswood PS
Lyndale SC
Centre Road Berwick PS
Frankston Heights PS
Keysborough Springvle SC
Lynbrook PS
Westall SC
Lyndhurst SC
Moorooduc PS
Frankston HS
Lyndhurst SC
Lynbrook PS
Noble Park ELS
Mount Eliza SC
Yarrabah School
Frankston SDS
Carwatha College P–12
Lynbrook PS
Langwarrin Park PS
Kunyung PS
Berwick SC
James Cook PS
Mount Eliza PS
Hampton Park PS
Pearcedale PS
Mornington SDS
Elwood College
Kingsley Park PS
Hallam Valley PS
Kilberry Valley PS
Lynbrook PS
East Bentleigh PS
Bittern PS
Edithvale PS
Harrisfield PS
Dandenong West PS
Hallam Senior SC
Carwatha College P–12
Carrum Downs PS
Rye PS
Chelsea Heights PS
Hampton Park PS
Lynbrook PS
Bentleigh West PS
Mornington SDS
Cranbourne Park PS
Carrum Downs PS
Coral Park PS
ES1-2
ES1-2
CLASS
CLASS
CLASS
GRD
CLASS
ES1-1
SSO1-1
CLASS
CLASS
CLASS
CLASS
CLASS
CLASS
CLASS
CLASS
CLASS
CLASS
CLASS
CLASS
GRD
CLASS
ES2-3
CLASS
CLASS
LEAD
ES2-3
ES2-3
ES1-1
ES2-3
CLASS
CLASS
CLASS
CLASS
CLASS
ES1-2
PR2-4
ES1-1
ES1-1
CLASS
PR2-4
ES1-1
CLASS
ES1-1
CLASS
CLASS
ES1-1
CLASS
GRD
SSO1-1
CLASS
CLASS
CLASS
CLASS
ES1-1
CLASS
ES1-1
CLASS
CLASS
CLASS
CLASS
CLASS
ES1-1
ES1-1
CLASS
We want to hear from you!
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Reader Story
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name of your career? Got
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Appointments
NAME
SCHOOL
CLASSIFICATION
Koustas, Helen
Kuppers, Christine Lois
Narre Warren South P–12 Coll
Leggett, Anne Bernadette Mentone Park PS
Lester, Jeffrey Alexander
Chalcot Lodge PS
Lester, Michael
Mount Eliza SC
Mackinnon, Angus Stuart Cheltenham SC
Maclennan, Ashley Stuart Hallam Senior SC
Madsen, Garth
Frankston HS
Maginness, Elvie Dawn
Lyndhurst SC
Martin, Debra A
Lyndale SC
McCarthy, Yvonne Gwenneth Langwarrin PS
McGill, Karine Annette
Beaconsfield Upper PS
Mcnamara, Lisa
Harkaway PS
Michael, Bindu
Lyndale SC
Millie, Cheryl Anne
Dandenong HS
Moffat, Andrew
McClelland SC
Moir, Sarah Ashley
Kunyung PS
Moore, Steve
Ballam Park PS
Morgan, Wendy Ruth
Hallam Valley PS
Muhammad, Tariq
Glen Eira College
Nickam, Sam
O’Brien, Stephen
O’Neill, Kate Elizabeth
Elwood PS
Orton, Katie
Mount Eliza PS
Outhred, Christopher D
Kambrya College
Pardoe, Heather Jean
Edithvale PS
Patterson, Jay
Hallam Senior SC
Payne, Brian Robert
Sandringham College
Peacock, Fiona Joy
Rye PS
Pearce, Angela Marie
Hampton Park SC
Pentland, Chris Keith
Beaconsfield Upper PS
Pepprell, Michael Craig
Bayside SDS
Peters, Kyle
Lyndhurst SC
Peterson, Christine May
Berwick SC
Piening, Nicole Lisa
Lynbrook PS
Pierce, Jacqui Ellie
Elwood PS
Pietrzyk, Barbara Maria
Westall SC
Podesser, Brigitte Antoinette Dandenong HS
Pollard, Angela Maree
McClelland SC
Polwarth, Matthew
Glen Eira College
Ponsioen, Rebecca Lee
Frankston HS
Prest, Margaret Anne
Elwood PS
Rainey, Claire
Berwick SC
Ramsay, Stephen Blincow Dandenong HS
Randone, Verna
Westall SC
Rich, Jo-Anne Marie
Rye PS
Rivis, Carole
Hallam Senior SC
Rogers, Thelma Jayne
Rudolph, Michelle Lee
Pearcedale PS
Saliba, Candice Lora
Lyndale SC
Scott, Ashlee Brooke
Shelton, Elizabeth Sarah
Mount Eliza PS
Short, Elizabeth A
Langwarrin PS
Simpson, Pauline A
Kunyung PS
Singh, Robol
McClelland SC
Smyth, Annmaree
Mornington SDS
Spurr, Adrian Edward
Brighton SC
Stella, Natalie Rose
Malvern Valley PS
Stigger, Donna
Cheltenham SC
Theobald, Noelene F
Langwarrin PS
Thiagu, Jay Kuru
Hallam Senior SC
Tidswell, Denise
Endeavour Hills SC
Toce, Rocco
Elwood College
Tyers, Ellen Lynette
Cheltenham PS
Valerio, Robert
Frankston HS
Voicu, Elena
Chalcot Lodge PS
Walters, Lauran
ED
N D
IT L IO
I
D
O AT VO
E
O
T
D
R
A
C CH O O EN
AC S MM ! T TM
CO OWOIN
AC K N PP
O SA
BO DI
CLASS
CLASS
ES2-3
CLASS
CLASS
CLASS
CLASS
CLASS
CLASS
CLASS
CLASS
CLASS
ES1-1
CLASS
CLASS
CLASS
CLASS
GRD
ES1-1
CLASS
CLASS
ES2-3
CLASS
CLASS
ES2-3
CLASS
CLASS
ES2-5
ES1-1
CLASS
CLASS
PR2-3
CLASS
ES1-1
CLASS
CLASS
GRD
CLASS
PR3-5
ES1-1
CLASS
ES1-1
CLASS
AP1-1
ES2-3
GRD
ES1-1
ACPT
ES1-1
CLASS
CLASS
CLASS
CLASS
CLASS
ES1-2
ES2-3
EXRT
CLASS
CLASS
CLASS
CLASS
ES1-1
CLASS
ES2-4
CLASS
ES1-1
CLASS
NAME
Wani, Bathwel Duku
Warren, Sophie
Waterman, Bridget Lee
Wheatley, Donna
Wilkinson, Frederick Alan
Wilmann, Geraldine
Wircer-Bude, Wynne Iris
Wood, Jacqueline
Woodruff, Jared Mark
Zhang, Jessica
SCHOOL
CLASSIFICATION
Endeavour Hills SC
Dandenong HS
Hampton Park PS
Mount Eliza PS
Koo-Wee-Rup SC
Kilberry Valley PS
Malvern PS
Hallam Senior SC
Western Metropolitan Region
(Singh) Sidhu, Mandeep Kaur Keilor Downs SC
Angelovski Sr., Snezanka (Sue) Sunshine SDS
Angelovski, Riste (Kris)
Sunshine SDS
Williamstown HS
Astles, Katina
Atkinson, Melinda Evaline Keilor Heights PS
Avila, Nubia Elisa
Taylors Lakes SC
Brennan, Abby Leigh
Glen Orden PS
Brown, Kathleen Ann
Debney Park SC
Brown, Tasha
Williamstown HS
Bruton, Nicholas Heath
Essendon/East Keilor District
F’long Pk Sch & Pre-Sch For Deaf
Bryson, Melissa Avis
Budd, Jane Maree
Manor Lakes P–12 Specialist
Buerckner, Jessica Cathryn Moonee Ponds Central School
Bui, Thomas
Caroline Springs College
Carroll, Luke Robert
Keilor Downs SC
Cattanach, Tye Lee
Chadhuol, Mabor Majur
Kurunjang SC
Charlton, Susann Mary
Ascot Vale PS
Collins, Rodney George
Footscray City PS
Copeman, Jennifer
Wedge Park PS
Costigan, Marilyn Joy
Melton South PS
Cribbes, Adam Gregory
Taylors Lakes SC
Crook, Tania A
Ascot Vale PS
Cunningham, Dianne Maree Avondale PS
Daglish, Maryanne
Footscray City PS
Dean, Julia Sharman
Baden Powell P–9 College
Dean, Tim Alan
Dillon, Seval
Dobra, Cheree Dianne
Gilmore College For Girls
Ellis, Travis Stewart
Esposito, Antoinette
Evans, Elaine Michelle
Fedele, Laura Catherine
Mossfiel PS
Fowler, Emily Jane
Gardiner, Erin
Maribyrnong SC
Garmaz, Claire Elizabeth Werribee SC
Gillespie, Samantha
Govoni, Ricardo
Sunshine SDS
Gray, Travis
Greechan, Christopher A Taylors Lakes SC
Guest, Jessica Paige
Moonee Ponds Central School
Hall, Lauren Elizabeth
Williamstown North PS
Hart, Lauren Mary
Mackellar PS
Hayes, Dianne Gail
Brimbank College
Heaney, Sharnae
Keilor Downs SC
Herrmann, Dianne Maree F’long Pk Sch & Pre-Sch For Deaf
Hill, Elyse Nyree
Hoang, Liza
Hobbs, John
Glen Orden PS
Hogarth, Lisa Joy
St Albans Meadows PS
Holden, Louise Ann
Ascot Vale Special School
Holdsworth, Danny C
Holmes, Amberly
Honzu, Mayumi
Keilor Downs SC
Howe, Jennifer
Footscray City PS
Htoo, Kaw Doh
Glen Orden PS
ES1-1
CLASS
CLASS
CLASS
CLASS
CLASS
CLASS
GRD
ES1-1
CLASS
CLASS
CLASS
ES1-1
CLASS
GRD
CLASS
CLASS
GRD
CLASS
GRD
CLASS
CLASS
GRD
CLASS
CLASS
ES1-1
ES1-1
ES1-1
CLASS
CLASS
PR2-3
CLASS
CLASS
ES1-1
ES1-1
CLASS
CLASS
CLASS
CLASS
ES1-1
ES1-1
ES1-1
ES1-1
CLASS
ES1-1
CLASS
ES1-1
ES1-1
CLASS
CLASS
ES1-1
CLASS
CLASS
CLASS
ES2-3
CLASS
CLASS
CLASS
ES1-1
ES1-1
AP1
ES1-2
CLASS
CLASS
ES1-1
ES1-1
Make you next school trip to Melbourne
an adventure and stay at the
Hotel Claremont
Guest House.
189 Toorak Road, South Yarra, 3141
1300 301 630
$40*
[email protected]
per student per night (based on group share accommodation) includes breakfast,
GST and 1 teacher at no cost for every 10 students.
* All rates subject to alteration
NAME
SCHOOL
Iacono, Andrew Robert
Ivankovic, Richard John
Ivory, Blake Ross
Jordan, Michelle Maree
Joyce, Brett Michael
Keating, Liam Francis
Kemp, Jess Margaret
Kerin, John
Kingston, Cherilynne
Kristensen, Knud Ovenskov
Lam, Choi-Wan Christina
Law, Daylene Mae
Linton, Xavier
Loibl, Karl
Lozar, Daniella Marie
MacArdy, Meredith Sue
Mackelvie, Anne Rosslyn
McElligott, Pauline Terese
McKellar, Angela Therese
Merlino, Josephine Gae
Miller, Catherine Marie
Monteleone, Elizabeth
Morgan, Katrina Louise
Moriarty, Nancy Anne
Mullucks, Sarah Anne
Murton, Lucy
Nevill, Carly Elisa
Nikora, Karyn Louise
Nyakudya, Hitler Harry
O’ Connor, Michael Alan
Oldham Jones, Lee Anna
Owen, Jessica
Parashis, John
Pataridis, Konstantinos
Pateman, Nicholas James
Patrawala, Diana
Pavlakos, Denise
Port, Shannon Lee
Quinn, Philippa
Raymer, Kim Louise
Reid, Jillian Dianne
Rhodes, Jack
Robinson, Donna Merrell
Romanelli, Maria L
Sarroff, Elizabeth Julia
Sharman, Narelle Ann
Simmons, Kylene Maree
Smith, Christopher John
Spark, Donna-Lee
Stevenson, Julie
Sungmongkol, Kornkriz
Sutherland, Madeleine
Szanyi, Anne-Marie Lisa
Taggart, Vivian
Taing, Chinh Sok
Taylor, Brooke Louise
Terrill, Michelle
Thomas, Susanne Lee
Tustin, Kaye Louise
Upton, Keith Patrick
Vella, Vicky Frances
Vogel, Brooke Maree
Voukelatos, Thomai (Tammy)
Walker, Sharon Lee
Walters, Jane Alyson
Wilkinson, Joanna Margaret
Williams, Anna Maria
Williams, Julie Anne
Shine
83
CLASSIFICATION
Keilor Downs SC
Iramoo PS
Kensington Community HS
Williamstown HS
Maribyrnong SC
Werribee SC
Melton Specialist School
Copperfield College
Werribee SC
Kurunjang SC
Bellbridge PS
Bellbridge PS
The Grange P–12 College
Keilor Downs SC
Sunshine SDS
Bellbridge PS
Wedge Park PS
Sunshine SDS
Debney Park SC
Werribee SC
Werribee SC
Werribee SC
Footscray City PS
Essendon PS
Melton SC
Brimbank College
Gilmore College For Girls
Footscray City PS
Avondale PS
Werribee SC
Melton Specialist School
Galvin Park SC
St Albans SC
St Albans Meadows PS
Glen Orden PS
Footscray City PS
Movelle PS
Bellbridge PS
Footscray North PS
Ascot Vale PS
Kensington PS
Wedge Park PS
CLASS
CLASS
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ES1-1
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CLASS
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CLASS
CLASS
ES1-1
ES1-1
ES1-1
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Advertising
Shine
C L A S S I F I E D S
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E: [email protected]
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84
Aug 09
Classifieds
RETIREMENTS
BLUNDEN, PETER
Retirement Dinner for Mr. Peter Blunden will be
held at the Galli Estate Winery, Keilor Rd,
Rockbank, on Friday 4th September at 7 p.m.
$55 per head for 3 course dinner and gift.
RSVP 24th August. Contact Kurunjang
Secondary College 9743.9211
BRITT, WENDY
After an exemplary career in education
including 11 years in the principal class at Mt
Dandenong P.S., Wendy Britt is retiring from the
Department. A function will be held at Skyhigh
Restaurant, Mt Dandenong on Wednesday,
16th September from 7 – 9 pm to which we
invite colleagues and friends of Wendy. Cost
$10. Finger food will be served and drinks are
available at bar prices. To join us, please call
Julie Francis on 9751 1136.
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
SUSANNE ARMS RETIREMENT
An afternoon tea will be held at Rossdale Golf
Club, Sixth Avenue, Aspendale on Friday 11th
September, 4.30-6.30. Drinks at bar prices.
Finger food & tea/coffee provided. Cost:$25.
Bookings to Helen Teasdale 95803255. RSVP:
31st August.
LINE MARKING
ACCENT
CURTAINS
& BLINDS
25 years experience
in industry
Government & commercial
(with a focus on schools)
Large or small developments
WE OFFER:
Installation of curtains & blinds
Room darkening options
Translucent curtains and blinds
Insulating options
Melbourne line marking company.
All playground lines, sports courts
and car parks.
Phone Barry 0419 315 431
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.
FR
E
Contact: Michelle
MEA E
SU
Ph 94971829 Mob 0425763280 & QUO RE
TE
Advance
Tutoring
School
Phone us on
03 5940 0281
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See main
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page 63
• English
• Chemistry
• Physics
• Scholarships
• Maths
• Biology
• Accounting
Popular Performing Arts Incursion
Bush Dancing
Songs & Stories of Australia
V.I.T. Reg. Music Teacher
PHONE
0419 236 314
www.lazyharryaustralia.com.au
Tuition bookings:
0411 333 001 / 0413 880 897
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.
NATHALIA SECONDARY COLLEGE
Nathalia High School came into being almost
50 years ago and Nathalia Higher Elementary
School, 90 years ago! Come, Help us Celebrate!
Catch up at the Nathalia Show on Saturday 3rd
Oct and a dinner dance that evening. Offical
Opening at 11 am and school tours and BBQ
Lunch on Sunday 4th October 2009. Contact
Sue Lowe, NSC, PO Box 42, Nathalia, Vic 3638.
Fax: 03 58 662 858 Mobile: 0409 419 757
SOMERS SCHOOL CAMP
50th Anniversary
Dinner
EDUCATIONAL
MATERIALS/SERVICES
1959 –
2009
1300 760 354
ALUMINIUM
SCHOOL
SEATING
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pag
Toll Free Phone:1800 22 00 55
For details
about our
exciting
hands-on programs
– see our main ad
on page 49!
www.animalsonthemove.com.au
BLINDS REPAIRED AND NEW
Including audio visual venetians, verticals,
hollands, canvas, heavy duty venetians.
Maintenance service and laundering, GP
Blinds, repairs and sales, telephone 9844
0817, fax 9844 0199. Thir ty-five years
Department of Education contracts.
Hastle-free costumes
for your production.
Phone: 03 9842 5438
Saturday 5th September 2009
Somers School Camp – Cinema
5pm onwards – $50 per head
BUILDING SERVICES
No job too big or small.
Costumes made to
order when required
You’re invited to help us celebrate!
Contact: Sue / Robyn
Ph : (03) 5983 5302
Email: somers.camp@
edumail.vic.gov.au
Reliable. Affordable.
Look at our extensive range
of costumes for hire at:
www.costumeswithoutdrama.com.au
See main ad on page 37
LINE MARKING
Impact Line Marking
Peter Rowell 0415 565 351
Fax 03 5974 4378
[email protected]
Music puppetry and dance
performance from Asia
Asia Raya also provide Asian music and
dance workshops to excite your students!!
www.asiaraya.com.au
BRAIN GYM WORKSHOPS
Professionally presented Brain Gym workshops
with Claire Hocking, International Brain Gym
Instructor and Educational Kinesiologist. Also
comprehensive Brain Gym resources. For more
information phone (03) 5282 5985 or 0419
569 071 or visit www.wholebrain.com.au
DON’T MOVE
PUPPET THEATRE
PUPPET SHOWS &
PUPPET MAKING
WORKSHOPS
Contact
John Evans
Telephone
9397 0033
0419 346 731
www.dontmove.com.au
Classifieds
Hands On
Science!
Attention All Primary Schools
•Science&Technologyteaching
specialistsforPrimarySchools
•ALearningExperience!Notashow
•ProfessionalDevelopment
•Practicalworkshopsforchildren
-90minutesofeducationalfun
-individualgradelessonsourspecialty
•ManyTopics/Themes(VELS)
*SustainabilityScience
*AstronomyScience
•FamilyScienceNights
•Noneedforabus
Wecometoyourschool
Contact: Emily or Robyn
Phone: (03) 9852 0054 or (03) 9855 1191
www.handsonscience.com.au
MERIT STICKERS
Stickers with hidden keys? Stickers with your
name on? Join in the fun and see for yourself!
Unique and exciting, go to jayl.com.au
Jayl Enterprises - full of surprises!
Teaching Farms
•Asubsidised
middle-years
program
•Building
partnerships
betweencity
FUNDING
andcountryschools
AVAILABLE
•Promotesissuesof
sustainability,food
production,culture,community.
For bookings or for futher
information call
9748 8326
[email protected]
or visit
www.journeyman.net.au
• selection criteria
• interviews
• resumés (CVs)
30 years experience with the Education
Department...teaching & in the Principal Class
Teen ISSUES, SEXUALE,
LIVESPARK, HIDDEN VIOLENCE —
EDUCATION PLAYS
FINANCIAL PLANNING
Looking at youth issues most prevalent
for kids growing up.
Touring all Secondary Schools in Vic/Tas
PH: (03) 9331 1063 or MOB: 0412 291 174
or email: [email protected]
FOR A FULL INFO PACK
teachers – WeeK & WeeKeND
GetaWaYs at Yera heaLth
retreat – www.yerahealth.com.au
APPLYING FOR A JOB?
Teachers, principals, support staff: Let us do
the difficult work! Friendly, professional service.
Effective résumés, selection criteria, letters,
interviews, help to apply online. Anywhere in
Victoria. Experienced in schools, staff selection.
Quality guarantee; testimonials. Contact Geoff:
03 9590 0174 or geoff@sagacityservices.
com.au
Applying for a Job?
Specialists in:
• Key Selection Criteria • Cover Letters
• Curriculum Vitae
Services
We offer
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on (03) 9820 8688
EMPLOYMENT
$4.50 per head
for professional support with
Resumé Bureau
OR
From
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Awarded 2009 AustrAliAn Achiever AwArd –
highly recommended in the area
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PLANETARIUMS
THAT COMES TO
YOUR SCHOOL!
Call Peter on
• 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
Contact CRTs Directly
Online 24/7.
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Shine
85
TAX RETURNS FROM $75
Teachers Special Offer
Most refunds in 14 days. With 20 years
experience we ensure maximum refunds by
claiming all allowable deductions and tax
offsets. After hours and Saturday appointments
available. Contact Mr M Georgy, (03) 9467
7842.
HOLIDAY
ACCOMMODATION
BYRON BAY
Teacher / family to rent my lovely unit in
beautiful Byron Bay.Tranquil bush setting with
pool, close to beaches, shops etc for period
from early Oct onwards( approx 6wks) or parts
thereof. Perfect oppor tunity for someone
needing some well-deserved leave! email
response to [email protected] .Ph 02
66808128
ID T
OK AVO EN
O
M
B TO T
! IN
W PO
O
N AP
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Make your next DI
school trip to Melbourne an adventure and stay at the
Hotel Claremont
Guest House
189 Toorak Road, South Yarra, 3141
1300 301 630
[email protected]
ACCREDITED SCHOOL ACCOMMODATION
per student per night $40* (based on group share accommodation) includes breakfast, GST and 1 teacher at no cost for every 10 students. * Rates subject to alteration
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: [email protected])
Advice to the Victorian Education Community Since 1982
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
Metung - Akora Flats
4 x 2BR self-contained flats
(sleep up to 5).
Close to Metung Village.
Pets welcome by
arrangement.
www.akoraflats.com
5156 2320
OCEAN GROVE
Modern light filled home sleeps 8, 2 bedroom
unit sleeps 5 or couples retreat. Mid year
holiday special 30% off. 2 minutes to beach,
shops, restaurants. Pets welcome.Ph:
0418156366.
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
PHILLIP ISLAND,VENTNOR
Phillip Island,Ventnor, SEPTEMBER holidays. 3
bedroom home (2 Queens). Sleeps 9. Bay
views, quiet street. BBQ, deck, 2 showers &
toilets. Short walk to beach. Available for
weekends & XMAS Phone Gary 9718 1714,
0425 868 238
86
Aug 09
Classifieds
PROMONTORY VIEWS, WALKERVILLE NORTH
Small A-frame cottage to rent. Handy to beach
and bush. Very comfortable. Reasonable rates.
Phone Helen for information mail-out:
56236390 or 0427-268211
QUEENSCLIFF
Charming 2BR restored 1930’s cottage in
beautiful garden setting in the hear t of
Queenscliff. Central heating. Holidays or
weekends. Ring 52582798 or 0409582798
PROFESSIONAL
DEVELOPMENT
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:
Duration:
Venue:
Contact:
Recognition:
See our advert in
the PD section or
book online at
www.edpd.com.au
The Student Learning Centre
at SPELD Victoria invites
Special Education trained
teachers to apply for
Consultant Teaching vacancies.
These positions will work
well with other teaching
commitments at schools.
• Casual Contract
• Commencing ASAP
• Flexible work hours
For more information and
selection criteria please visit
www.speldvic.org.au
Dyslexia and other Learning Disabilities Support
2, 10, 11 September
8.45am – 4.30pm
Clayton Campus
9905 2700
6 credit points at
undergraduate level
www.education.monash.edu/shortcourses
SCHOOL CAMPS
Lakewood Park Paynesville
Making memories for life
ACA Accredited Camp
n
n
n
n
n
Up to 100 students
Luxury staff quarters
Lakes cruise
Australian Indigenous Culture
Activities
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 [email protected]
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:
Telephone: 9490 1877
Mobile: 0488 110 000
Book online: www.ivanhoepl.com
SOMERS SCHOOL CAMP
Open Day
and TOurs
Sunday 13th September, 2009
•Coffeeand •HistoricSites
Food Stalls
and photo
•LiveMusic
opportunities
•GuidedTours •SpecialAssembly
124 L ord S omers Rd, S OMERS
Instruction courses
THRASS phonics courses provide
teachers with a simple and sustainable
methodology for teaching English right
from day one of a child’s learning.
THRASS is Australia’s most attended
phonics PD.
Please see our ad on page 18 for details
of upcoming courses.
TRAVEL
Melways 193 H9 (follow signs
to Coolart Homestead –
Somers Camp is next door. )
Ph: 5983 5302 Email: somers.
[email protected]
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
9
FRANCE - SOUTH WEST
17C.2B/R apart. in elegant Figeac or cottage in
hilltop Lauzerte.
www.flickr.com/photos/clermont-figeac/
www.flickr.com/photos/les-chouettes/
Low cost, brochure, teacher owner
03 9877 7513.
FRANCE, PROVENCE
Fully equipped and restored 17th century house
in mediaeval, fortified village of Entrevaux.
Sleeps seven. Close to Nice, Cote d’Azur and
Italy. Phone owner 5258 2798 or (02) 9948
2980. www.provencehousestay.com.
PARIS
Stay right in central Paris in a beautiful one
bedroom, fully contained apar tment. 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
Advertising
Shine
C L A S S I F I E D S
Line ads:
$1.00 per word
Min charge: $30
(ex GST)
(ex GST)
T: Diane Mifsud: (03) 9637 2862
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 13 August 2009 at 0900 (AEST) and close on 9 September 2009 at 1700 (AEST).
4. Entry to any of the Competitions is via email to the Shine magazine editor email account: [email protected] or via post to GPO Box 4367 Melbourne Victoria 3000.
5. There are three prize packs to be given away in the August issue of Shine magazine. Details of items included in each prize pack are as specified within the magazine.
6. Winners will be determined by the editor of Shine magazine, Sarah Oppenheim, at 2nd Floor, 2 Treasury Place, East Melbourne Victoria 3002.
7. Winners will be determined according to the suitability of their contribution for publication.
8. The winners will be notified by 9 September 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.
87
Attention teachers! Nothing brings words to life for students like seeing them performed
on stage. Feast your eyes on this month’s educational stage productions and incursions.
Melbourne Theatre Company
presents:
Brainstorm Productions presents:
Bookings: 1300 723 038
Bookings: 1800 676 224 or
www.brainstormproductions.com.au
A Streetcar Named Desire
Brave Hearts
Thursday September 3 to Friday September 11
The MTC Theatre, Southbank
Rockabye
Until Sunday September 20
Sumner Theatre, Southbank
Liminal Theatre presents:
Bookings: 9397 6016
Oedipus
Monday August 24 to Monday August 31
J Studios, North Fitzroy
BOObook Theatre & HOPE
Sudanese Theatre present:
Bookings: 93976016 or
[email protected]
Death and the King’s Horseman
Friday August 28 to Saturday September 5
Cromwell Road Theatre, South Yarra
Incursions until Friday September 18
The Hurting Game
A Land Far, Far Away
Incursions through 2009
Somewhere Over the Rainbow
40 Minutes to Save the World!
The Human Race
Proud to be Me – the Personal
Learning Show
Verbal Combat
Complete Works Theatre Company
presents:
Incursions until Friday September 18
CARP Productions presents:
Bookings: 9593 8581
Bookings: 9417 6166
Romeo and Juliet
The Teddy Bears Picnic
Macbeth
The Dinosaur Dance!
The Word Superb –
Poetry for Years 7-8
Bright and Bushy Animal Tales
BOObook theatre presents:
Bookings: 9397 6016 or
[email protected]
Dreaming of the Dreamtime
Incursions
The Magic Circus Show
No time for lengthy theatre excursions? Bring
the show to your students with professional,
in-school productions.
Playful Puppets and Cheeky
Monkeys
Totally Wasted
A Gargoyle in the Garage
88
Aug 09
What’s on in July/August
Waverley Network
Schools
Bookings: [email protected].
gov.au or www.waverleynetwork.
wikispaces.com
Digital Story Telling
Thursday August 27,
Glen Waverley
Ning for Beginners
Wednesday September 2,
Glen Waverley
Digital Story Telling
Thursday September 3,
Glen Waverley The Australian Council
for Health, Physical
Education and Recreation
Bookings: www.achper.vic.edu.au
Music Sports 10 for
Years 4–9
Friday August 28,
Clayton
W20 VCE Outdoor and
Environment Studies
– Teacher Examination
Preparation Units 3 and 4
Friday September 4,
Parkville
W21 VCE VET Sport and
Soundhouse
Recreation – Teacher
Bookings: Anna-Maree on
Examination Preparation –
9376 6833 or [email protected] Units 3 and 4
Friday September 4,
Digital Movie Making – The
Parkville
Director’s Cut
Friday August 21,
P08 PHASE Innovative
Flemington
Girls’ Sport and Physical
Activity Professional
Dreamweaver Level 1
Monday August 24,
Learning Years 5–10
Flemington
Using Popular Computer
Games in the Classroom
Friday August 28,
Flemington
Digital Portfolios Using
PowerPoint
Monday August 31,
Flemington
Photoshop Level 1
Flemington
Zart Art Professional
Development
Victorian Orff
Schulwerk Association
Bookings: (03) 9890 1867 or
www.zartart.com.au
Bookings: (03) 9535 7020 or
Earth Art
Early Childhood Conference
of Performing Arts
Tuesday August 18,
Box Hill
Dry Point Etching
Saturday August 22,
Box Hill
Scholastic Australia
[email protected]
Saturday August 22 to Sunday
August 23, Kew
Michelle Hutchison
Professional
Development
Bookings: www.scholastic.com.
au/seminars
Bookings: www.michellehutchison.
com.au
Bringing Writing to Life
(P-6)
Behaviour
Preston
Thursday August 20,
Ballarat
Monday September 7,
Parkville
W24 VCE Physical
Education – Teacher
Examination Preparation
Units 3 and 4
Friday September 11,
Parkville
W25 VCE Health and
Human Development
– Teacher Examination
Preparation Units 3 and 4
Using Dreamweaver and Flash Friday September 11,
for Video Content on Websites Parkville
Monday September 7,
Flemington
Podcasting, Vodcasting and
Youtube
Flemington
Quiz answers: 1. Germany. 2. Bolivia. 3. To look inside the body (it’s a camera with a lens on a fibre optic tube, inserted, for example, down the throat). 4. Canada goose.
5. Donald Bradman (Australia), Brian Lara (West Indies), Virender Sehwag (India). 6. The Grates 7. The landing site for the first moon landing, 20 July 1969 8. Princess Grace of
Monaco. 9. The mandrake 10. 20. 11. Australian Capital Territory 12. Meg, Chris and Stewie, from Family Guy 13. The White House in Washington D.C. 14. The best climber in the
mountain stages of the tour (aka ‘King of the Mountains’). 15. Darwin (The largest Japanese attack since Pearl Harbour. Between 900 and 1,100 people were killed).
16. Steven Tyler (frontman for Aerosmith). 17. Maxine McKew. 18. Flora. 19. A kind of North American mountain cat. 20. Pride, Avarice (Greed), Envy, Wrath, Lust, Gluttony, Sloth.
Shine
89
Bookings: www.gtav.asn.au
Annual Conference
Behaviour
Sunday August 23 to Tuesday
August 25, Oakleigh
Mildura
Victorian Information
Technology Teachers
Association
Bookings: 9495 6836 or
Scholastic
Australia
Web 2 and You
Tuesday August 18,
Collingwood
Bringing Writing to Life
(P-6)
Thursday September 10, Pr
eston
www.scholastic.com.au/semi
nars
Zart Art Prof
ession
Development al
Earth Art
Tuesday Augu
st 18, Box Hil
l
Bookings: 989
0 1867
www.zartart.c
om.au
se
u
o
h
d
n
u
So
ing
e Mak
i
v
o
M
l
a
Digit
’s Cut
r
o
t
c
e
r
i
The D
gton
in
21, Flem on
t
s
u
g
u
A
aree
Friday
Anna-M
:
s
g
n
i
k
o
Bo
3
9376 683 m.au
dhouse.co
am@soun
Email your PD listings to [email protected]
Peter Goldsworthy. Thursday 15 October, 4pm – 6pm
Professional Learning Workshop Programme Term 4, 2009
Brighton
vitta.org.au/trainingevents
Why can’t we…? A Workshop for the
strategically minded School Administrator
Geography Teachers’
Association of Victoria
Behaviour
Whole School Approach to Inquiry Based
Learning: What’s Essential? P-6
Kath Murdoch. Wednesday 21 October, 9.30am – 3.30pm
Dealing with the Hard Class
Bill Rogers. Monday 26 October, 9.30am – 3.30pm
Teaching Social Competencies
Helen McGrath. Friday 30 October, 9.30am – 3.30pm
Whole School Planning and Assessment in
Mathematics for 2010
Michael Ymer. Friday 30 October, 9.30am – 3.30pm
Thinking and Assessment
Clinton Golding. Friday 6 November, 9.30am – 3.30pm
Designing a Staff Learning Programme
for 2010
Neville Johnson. Monday 9 November, 9.30am – 3.30pm
Rich and Balanced Approaches to
Mathematics (Yrs 3-9)
Charles Lovitt. Tuesday 10 November, 9.30am – 3.30pm
Designing and Implementing Programmes for
Boys and Boys and Motivation
Rollo Browne. Friday 13 November, 9.30am – 3.30pm
Planning a Balanced and Effective Maths
Programme for 2010
Rob Vingerhoets. Monday 16 November, 9.30am – 3.30pm
Preparing for Personalising Learning
Darryn Kruse. Friday 20 November, 9.30am – 3.30pm
Leadership Skills for Coordinators
Karen Stammers & Yvonne Willich
Monday 23 November, 9.30am – 3.30pm
Planning for Year 12 English in 2010
Ross Huggard. Friday 27 November, 9.30am – 3.30pm
Designing a Whole School Welfare Approach
for 2010
Andrew Fuller. Friday 27 November, 9.30am – 3.30pm
All workshops are held at the Australian Institute of Management,
181 Fitzroy Street, St Kilda
For further information or to book online visit: www.edpd.com.au
or t: (03) 9524 6222 or e: [email protected]
J1931
90
Aug 09
Take a break
Staffroom Q uiz
1
The Melbourne suburb Heidelberg took its
name from a university town in what country?
2
In the film and in real life, having fled the law
in the US, Butch Cassidy and the Sundance
Kid were killed by soldiers in which South
American country?
3
For what purpose do doctors use
an endoscope?
4
Which wild goose with a characteristic
black head and long black neck is named after
a country?
5
Who are the only three batsmen to have scored
two triple centuries in cricket tests?
6
Patience Hodgson is lead singer of which
Brisbane band?
7
8
What, where and when was Tranquility Base?
9
According to legend, what is the name of
the plant that screams when you pull it out
of the earth?
10
An icosahedron is a solid figure with how
many faces?
11
Which is Australia’s most densely populated
state or territory?
12
In the television series, what are the names of
Peter and Lois Griffin’s children?
13
What building’s address is 1600
Pennsylvania Avenue?
14
In the Tour de France, who is awarded the
polka-dot jersey?
15
Which northern Australian city was bombed
by the Japanese in 1942?
16
Actress Liv Tyler is the daughter of
which musician?
17
Who is the current federal member for
Bennelong?
18
Who is the Roman goddess of flowers and
of spring?
Cartoon by Jerome Rush, art teacher at Northcote High School
Put your general knowledge to the test
with this month’s 20 questions.
Which princess died in a car crash in
September 1982?
19 What exactly is a wolverine?
20 How many of the Seven Deadly Sins can
you name?
Sudoku
Difficulty level: expert
4
5
8
6
7
9
3
2
1
7
2
1
4
8
3
5
9
6
6
5
1
9
8
2
3
3
8
4
6
1
9
7
9
2
7
3
5
4
6
2
7
3
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9
8
1
5
9
2
1
6
3
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2
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7
1
9
7
1
5
4
3
6
8
8
3
9
7
4
5
2
Shine
We want to
hear from you!
email us
[email protected]
Answers for
Educators
through Professional Development
Upcoming
EvEnts
Our 2009 Program has been developed to provide you with the insights and strategies you need to
empower your students, including those with learning disabilities (LD). These events will demonstrate
how to deliver an inclusive, accessible curriculum to all your students, utilising a ‘whole school approach’.
CouRses
100 essential Rules and strategies
1-day course.
Melbourne: 24 Aug
Magical Maths Games
1-day course.
Melbourne: 31 Aug
A comprehensive literacy program using a
multi-sensory methodology. 3-day course.
Melbourne: 1, 2 & 3 oct
all students should know about literacy
Presenter: Christine Killey
Literacy for Life
2-HouR seMINARs
effective Ways to Teach Reading Comprehension
Melbourne: 7 oct
Dyslexia in Brief
Includes phonological processing
Melbourne: 13 oct
Presenter: Dr Daryl Greaves
The Vunerability of the student who is Gifted & LD
Melbourne: 10 Nov
Presenter: Lesley sword
ANsWeRs THRouGH TeCHNoLoGy ICT eVeNTs
Nessy Learning Program
Presenter: Lyn Pedler
A new interactive resource for the whole
classroom, small group teaching or 1:1.
ICT Literacy support for Primary school students
Melbourne: 19 Aug
Melbourne: 21 Aug
Presenters: Pat Minton, Mary Delahunty and Dr John Vincent
understanding the Reading and Writing Process
Melbourne: 28 Aug
Interactive Whiteboard and other supportive
Language Programs
Melbourne: 28 Aug
– & using software to develop structures in the literacy block
Presenters: Mary Delahunty and Pat Minton
Presenters: Nicole Ball and Dr John Vincent
exploring Clicker5, Clicker Phonics and other
Clicker5 Resources Presenter: Jo evans
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
Melbourne: 22 oct

August 2009 Vol. 1, Issue 07 (pdf - 13.77mb)

Transcription

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