In Focus - 2014 Term 1
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Transcript of In Focus - 2014 Term 1
IN FOCUS
Te r m 1Links to articlesCover Story . 4 2013 Dux :. 5SEQTA :. 22
From the PrincipalSharing the responsibility of leading our College is
a joy and a privilege for me. I have the wonderful
blessing of working with dedicated colleagues that
bring a diverse range of gifts and talents together
with generous amounts of passion and energy.
Together it is our aim to provide all students with
a high quality education that provides each of our
students with exciting possibilities for the future. A
quality education requires investment in the people
who make a significant difference in the lives of our
students and an impact on their learning.
I want to take this opportunity to briefly outline the
approach that our College is taking to enable us to
provide our students with the best education we
possibly can.
Our strategic educational framework aims to address
3 main focuses:
1. To encourage and nurture Christian Faith.
2. To build capacity to learn.
3. To provide high quality teaching.
We aim to offer provision of high quality teaching
through the following means :
Feedback
Feedback is one of the most powerful influences in
education. Student outcomes are enhanced through
the conversations and interactions that they have
with co-learners, their teachers and reflecting on
their learning. Feedback also plays a vital role for
the teachers.
Assessment Data
Our College seeks to collect data and feedback
regarding our programs and their effectiveness.
We obtain individual data on student progress
through a range of assessment tools. These include
standardised testing, national testing regimes such
as Naplan and other school based assessment
procedures covering a range of formats and forms.
This range of assessment and data allows us
to understand the individual learning needs of
our students, as well as assess and evaluate the
effectiveness of our programs in teaching
and learning.
Teacher Reflection
The academic staff at Christian College undertake
reflective practice to continually improve their
teaching. In recent years we have introduced a
series of ‘Professional Learning Teams’ to undergo
action research to encourage new initiatives.
Through collaboration, teachers share together
when planning units, discussing methodology and
teaching strategies. A formal ‘Teacher Performance
Management’ process allows individual staff to work
alongside other colleagues in establishing goals and
areas to focus upon in their practice. The College has
aligned this process with the ‘National Standards
for Teachers’ outlined by the ‘Australian Institute for
Teaching and School Leadership’.
(AITSL) www.aitsl.edu.au
This short clip gives an overview of the main features
of the standards we are aiming to meet. To view,
please click here
LEAD Survey Data: Listen, Evaluate, Act, Deliver
Each year the College collects feedback via surveys
conducted by Independent Schools Victoria from
our staff, students and parents regarding the
effectiveness of our program.
The data received compares the responses compiled
about our College with benchmark data collected
from 65 other independent schools throughout
the state.
christ iancol lege.vic.edu.auPage 2 : .
Teachers sharing ideas
Participants are asked to respond to a range of questions to gain
feedback regarding a broad range of student learning areas and
outcomes, the delivery of programs, pastoral care, discipline and
safety, resources and transition.
We have been tracking this data since 2011 and using the feedback
to improve our practice.
Recent reviews to our programs in transition between campuses,
the introduction of VET and VCAL programs, a revised approach to
spelling and an audit of our Middle School program are examples of
initiatives that have resulted from the feedback of these surveys.
The most pleasing aspect of the analysis of this data is the positive
nature of the responses in all areas compared to the benchmark
of other schools including an upward trend in all areas against our
own data in the past 3 years. (summary data will be published in the
2013 Annual Report).
An area highlighted for us to focus on for the future has been
the data relating to the Christian ethos, the study of Christian
education that was obtained in the school specific questions
included in our College section of the survey.
Whilst results were not negative or alarming, I together with the
Heads of Campus, feel that it is prudent for us to focus on this
aspect of our program as part of our professional development to
ensure the best provision for our students and support for
our staff.
The appointment of Rev. Stephen Brown as our Director of
Teaching and Learning - Christian Education has been a strategic
appointment, as has the decision to focus the annual Staff Retreat
on the notion of teaching Christianly. The College Chaplaincy
Team, each of the Directors of Teaching and Learning and support
from members of the College Board and other guest providers will
all collaborate in engaging and equipping our staff as we aim to
look at meeting the spiritual and pastoral needs of our students.
This is a challenge for all schools. I am assured of one thing
through faith in Christ, the greatest teacher that ever lived, that as
we seek His wisdom, guidance and discernment we can only move
in the right direction. One that aims to provide our students with
a knowledge of the love of God and a purpose for their lives in the
future.
Continual Improvement
There is no such thing as a perfect school or a perfect teacher. As
we aim and strive to address the challenges to be the best we can
for our students I am excited about the future, the direction we are
taking and the people sharing the journey together.
As always we appreciate the support, encouragement and feedback
from the College community to assist us to be our best.
Glen McKeeman
Principal.
from the principal (continued)
christ iancol lege.vic.edu.auPage 3 : .
Middle School Humanaties Meeting
Mark 10: 42 – 45
And Jesus called them to him and said to them, “You know that those
who are considered rulers of the Gentiles lord it over them, and their
great ones exercise authority over them. But it shall not be so among
you. But whoever would be great among you must be your servant,
and whoever would be first among you must be the slave of all. For
even the Son of Man came not to be served but to serve, and to give
his life as a ransom for many.”
The training for our Year 12 Prefects, held in November last year,
highlighted the words of this bible passage through its emphasis
upon ‘Servant Leadership’. Our student leaders were encouraged to
think of their role differently from the way leadership is viewed by the
world and focus on the leadership that Jesus himself demonstrated.
As a part of their training, the Prefects spent an afternoon in the
Barwon River where together they walked upstream against the
current. They cannot make this journey alone, but must rely upon one
another holding out a helping arm or shoulder. Working against the
strong rapids is not possible without the help of a fellow Prefect. They
learn in a very tangible way the value of teamwork and how helping
each other can lead to a greater outcome than working alone.
Now that their work for the year has begun in earnest, the Prefects
duties are focused on encouraging fellow student participation for
both lunchtime activities and major carnivals. They are also looking at
ways in which they can lead the student body to consider avenues for
assisting those in need in our community and beyond.
Of course, leadership is not just in the hands of those who are
Prefects. So many of our students are working hard to display their
leadership skills and talents in a wide variety of ways. We are so proud
of all who are leading sports teams, offering assistance to our College
and the community and helping make us all aware of social justice
issues and ensuring that others feel valued.
We as a community are proud of all our young people who offer
themselves in leadership and for the many and varied ways in which
it is manifested.
Whilst it is our Prefects who have taken the following oath and did
LEADERSHIP ATSENIOR SCHOOL so in a very public way, I can honestly say that the huge majority of our
students are living out this promise on a daily basis in our community:
With God’s help, I wholeheartedly accept the responsibilities associated with
upholding the standards, ideals and integrity of this my school – Christian
College. I will strive to show understanding, compassion and respect in my
dealings with students and staff. I will endeavour to be fair and consistent
in the decisions I make, whilst being committed to the high ideals of my
College motto – See ye first the Kingdom of God.
It is such a blessing to Senior School to have a body of young people
who are embracing servant leadership and putting the needs of our
community before their own.
Mrs Sue Strong
Head of Senior School, Waurn Ponds
christ iancol lege.vic.edu.auPage 4 : .
Buckley Falls Prefect ‘river walk’
Head of Senior School, Sue Strong with College Captains Madeline Hodge
and Liam Nankervis and Principal, Glen McKeeman
Tiana Macleod graduated DUX of Christian College in 2013.
On a family holiday in Port Douglas when the ATAR results were
announced, Tiana was ‘pleasantly surprised’ to have received her
incredible score of 98.1 to allow her entry into her course of choice,
a 5 year Bachelor of Arts and Bachelor of Law, double degree.
Tiana was elated and enjoyed a well-earned two week celebration
with her family to relax and let her achievements sink in.
Tiana Macleod attended Christian College since Prep, spending
her first 10 years of education at the Bellarine campus. During her
time at Christian College, Tiana aimed to get involved in as much
as possible’, to give her a break from study and to allow for a good,
healthy balance between school work and other curricular activities.
‘This meant participating in sports such as synchronised swimming
and other house swimming events, athletics, cross country, klop,
house football and netball. It was a great way to get to know and
have fun with others members of Burrows house.’
In Year 12 Tiana studied English, Japanese, Chemistry, Legal
Studies and Psychology. Japanese was her favourite subject as it
was both challenging and rewarding in the sense that she ‘could
communicate effectively with others in another language.’
Although Tiana enjoyed all of her subjects, she did find Chemistry
challenging, as she was ‘more suited to English and writing subjects’.
Keeping positive and learning to ‘manage time’ was the way Tiana
coped with the demand of her Year 12 studies.
‘To be honest, at times I did feel overwhelmed and stressed, however I learnt
to manage my time so that I could study more efficiently. This allowed me to
have time for sport and social interests, so that Year 12 was still an enjoyable
experience!’
Tiana’s score was ‘definitely not expected’ but was the result of hard work and
determination. From her double degree in Arts and Law, Tiana aspires to be
working within the Human Rights sector in the future.
‘In 10 years from now I would hope to be representing someone who could
not defend themselves.’ She would also love to travel, ‘especially to Japan to
continue to develop her language skills’.
Tiana’s advice to the 2014 Year 12 students is to ‘manage your time effectively.
You do not need to study every second of the day, but when you do, make the
most of it, then have some time off and enjoy, knowing you have earned it.’
Dux of 2013
christ iancol lege.vic.edu.auPage 5 : .
Principal Glen McKeeman congratulating Tiana at Graduation
Tiana with her fellow Year 12 students and Mr McKeeman at Graduation
Year 7 involves a number of changes for students, some of which
may be the subjects studied, the organisation of the daily routine,
the form of contact with teachers, homework, responsibility for
personal belongings and the opportunity to become involved in
many, various extra-curricular activities.
At Christian College we acknowledge that entering Middle School
is both exciting and challenging. A new location, routine and
expectations may be daunting to some of our new Year 7 students.
However, we make every effort to ensure that our Year 7 students
settle in as comfortably and confidently as possible.
Overall, Year 7 students are to be commended on the way they
have been so inclusive of each other and how they have embraced
the school ethos, values and guidelines through the Orientation
Program and on camp.
Geoff Trevaskis
Bellarine Campus Year 7 Co-ordinator
Kerrie Reid
Highton Campus Year 7 Co-ordinator
At the beginning of the school year all Year 7 students at the Highton and
Bellarine campuses take part in a three-day orientation program to give the
students a realistic taste of things to come. This important program allows
students to interact with their new peers, assisting in a smooth transition to
secondary school life. The students enjoy many activities designed to develop
team skills, friendships and positive relationships between both students and
teachers.
The aim of this program is to give all students, whether new to Christian College
or existing, a solid foundation as they embark on their Year 7 studies.
This year during the 3-day program, students were involved in a variety of
activities to raise self-awareness and foster friendships including a multiple
intelligence questionnaire, speed ‘friending’, initiative challenges, a letter to self
and a school wide scavenger hunt. Community activities included a year level
picnic and the creation of ‘The Herd’; a project where each class created a paper
mache elephant that represents our year level as a family unit.
The Year 7 Camp to ‘Cave Hill Creek’ aimed to consolidate the friendships forged
during the Orientation Program as well as push students out of their comfort
zones. Being an adventure based camp, students in platoons learnt to canoe,
build rafts, bushwalk, boulder and abseil. Highlights also included competing in
the ‘Extreme Triathlon’ and a dance night.
Smooth Transition into Year 7
christ iancol lege.vic.edu.auPage 6 : .
Abseiling encourages trust between students on Year 7 camp
Year 7 students bonding through orientation activities
Tegan Caldwell, 2006 Graduate
Tegan Caldwell graduated Christian College in 2006 having no idea
that she would one day represent Australia and play for the Australian
Netball Diamond squad.
After finishing school, Tegan worked as a school’s programmer
at Camp Wilkin in Anglesea for 3 years. Always interested in
playing netball, she continued to play for teams in the GFL and
in Melbourne. In 2008 and 2009, she was selected to play for the
Victorian State team.
Further into 2009, Tegan’s training and commitment paid off when
she was selected to be a part of the Australian under 21 squad and
played at the Cook Islands in the World Youth Championships where
the team won a gold medal!
This amazing experience continued Tegan’s passion for Netball and
since 2010 has been playing with the Melbourne Vixens, contracted
until 2015. Tegan counts herself very ‘lucky’ to be making a career out
of something she loves.
Tegan acknowledges ‘it was great to attend a Christian school’ which
has influenced her faith over the years. This may have been the reason
she chose to work with the non-profit organisation ‘Ladder’. New to
Geelong, this program works with young people who are homeless or
at risk of homelessness.
Tegan is the Program Coordinator and gets to ‘help engage the young
people with different activities’ in health, wellbeing and skills training.
Where are they now?
christ iancol lege.vic.edu.auPage 7 : .
Use of Student Photographs
At various times throughout the school year, photographs
of students may be taken in class, in sporting teams or when
involved in a broad range of learning activities. A selection of such
photographs or videos may be used for College publicity and
promotion including class displays, student presentations, media
presentations or for student teacher folios. Often this can be an
effective way of acknowledging student and College achievements.
Our staff are always careful to choose only appropriate photographs
to support our printed publicity, promotional material, social media,
newsletters or news and events reports on the Christian College
website www.christiancollege.vic.edu.au
However, if any parents do NOT wish their son or daughter to be
photographed for these purposes, named in College publications or
on website reports, you are asked to notify your Head of Campus in
writing.
Parents would be aware that we live in a visual society where
images convey more than words. In addition, communications
between our College and families are increasingly being made by
electronic means. Our College ‘In Focus Newsletters’ are published
on the Portal and on the College website for you to access. Please
take the time to read these to fully appreciate the many events,
achievements and celebrations that occur throughout the year.
christ iancol lege.vic.edu.auPage 8 : .
In describing the innovative Vision Learning initiative, it may be useful
to talk about some of the details that led to its inception. Those part of
the Christian College community, including past and current students,
teachers, parents and the College board, acknowledge Christian
College’s focus on excellence in the area of academia. Stakeholders
also praise the College’s dedication to both students and community
through its highly developed ability to provide support at point of need,
both pastorally and academically, and the outstanding extracurricular
programs that continually enrich the experience of those involved in
them. Of course, these are only some of the many threads that weave
Christian College into a rich tapestry that has and continues to clothe
students for success in further study and indeed, life.
Having acknowledged this rich past and unwavering commitment
to best practice, let us look forward, particularly at the changing
characteristics of our current and future students; they are 21st century
learners. Unpacking that term highlights our need to adapt to the
changing needs of these learners through firstly acknowledging that
Vision Learning: Changing Paradigms
we are a community of learners. Vision Learning was born out of
a recognition that in catering for our students changing needs,
we must change what we deliver and more significantly, how we
deliver. I believe that Christian College is well-poised to embrace this
change because of the teachers’ commitment to our students and the
leadership’s continued dedication to striving for excellence.
Characteristics of 21st Century Learning
In an ACER Occasional Essay – March 2012, p.1, Lonsdale and
Anderson assert:
“Schools are expected to prepare students for a complex and rapidly
changing world. In addition to teaching subject content, schools are
expected to develop young people who are information and media
literate; critical thinkers and problem solvers; communicators and team
players. They are expected to teach environmental awareness and civic
responsibility and various other transferable and lifelong skills.”
The response to this bold statement is that we must move towards
adding a dimension to both what and how we teach at Christian
College. The teaching of content is important, but the complexity of
our world demands teaching students skills, processes and attitudes
that will equip them to face challenges both in the classroom and
beyond.
The Christian College Response
The Vision Learning team, established at the end of 2013, comprised
of six Year 5 teachers at both the Bellarine and Highton campuses, has
implemented a planning approach that facilitates and even insists
upon, the adoption of strategies that cater to the needs of the 21st
century learners whom we teach. The issues of relevance, authenticity
and student voice are addressed through the implementation of
a planning model and thought process that engages students by
working towards rich tasks that compel them to ‘take action’ in their
own communities.
christ iancol lege.vic.edu.auPage 9 : .
Cooper Geall and Glen McKeeman enjoying the use of the new 1 to 1 devices
The aim of these rich tasks is to create a learning environment in
which students work towards real goals and link what they do in
school, the real world and their lives.
Furthermore, Mr Glen McKeeman and the leadership team here at
Christian College entered into an exciting partnership with Professor
Guy Claxton, Emeritus Professor of the Learning Sciences at the
University of Winchester. Professor Claxton’s Building Learning
Power (BLP) framework will provide for teachers and students the
tools necessary to move the school towards a culture of valuing
stronger student voice, increased student ownership of learning
and students who use what they learn in school to inform how they
participate as citizens in their communities and face life’s challenges.
What does this mean for students at Christian College?
Beginning in Year 5 and eventually moving across other year levels,
students will be encouraged to value a new range of learning skills
and attitudes as well as participating in content-rich programs.
Traditionally, school systems have judged student achievement
Vision Learning (continued)
on some sort of final product or culminating task demonstrating
the learning of specific content. We value teaching content while
recognising that we also need to be teaching and facilitating how
students think, work together and problem solve. Under this new
paradigm, qualities such as collaboration, curiosity, reflection and
creativity will be more highly valued and built into assessment.
Some classroom examples of this include displaying work that is
in progress (rather than only ‘final products’), involving students in
curriculum design and experimenting with classroom strategies
such as a ‘no hands up’ policy that encourages all students to be
active participants in thinking and discussions (not only students
who ‘have the answer’).
Fitting the pieces together
The Christian College motto, ‘Seek ye first the Kingdom of God’
(Matthew 6:33) puts into perspective what we want our students to
value in their lives now and evermore. The Bible verses surrounding
these words teach us to not worry, but to trust God with our present
circumstances and with our future.
This beautiful sentiment, expressed by Jesus, is at the heart of all we
do in teaching and caring for our students. Parents, staff members
and students at this school are privileged to be part of a place that
not only prepares students for their lives in and beyond Christian
College, but also teaches them that the greatest gift is God’s love
and that their future is in His hands.
David Kehler
Year 5 Teacher, Highton/ Vision Learning Co-ordinator
christ iancol lege.vic.edu.auPage 10 : .
Georgie Fawkner- guest speaker for the Vision Learning Year 5 students
Integrated StudiesHighlight
Junior School, Belmont
The Integrated Studies curriculum at Junior School provides
an exciting and authentic opportunity for students to
explore the subject areas of History, Science, Geography and
Civics and Citizenship in a cross curriculum context.
Current units of work being taught in Integrated Studies
have recently been developed to include alignment with the
Australian Curriculum.
This semester these units of work are ‘All about Me’ in
Year Prep, ‘Minibeasts’ in Years 1 and 2 and ‘My Australian
Identity’ in Years 3 and 4. Students have been able to explore
essential questions about the units; they have engaged
in learning that is creative and interactive to explain
and elaborate on concepts taught and they have had
opportunities to evaluate their learning.
Here are some examples of student learning this semester in
Integrated Studies.
Ann-Marree Weigl
Deputy Head of Junior School, Belmont
christ iancol lege.vic.edu.au
Prep G Evy Nobel and Jayden Chan
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Prep B Mikayla Pocklington and Charlotte Biviano-Dean
Prep R Evie Dawson and Riley Williams
Integrated Studies(continued)
1.B Susannah Spowart and Wil Nolan
2.G Ella Leonard and Matthew Maroulis
2.B Sam Coleman and Tylesha Grierson
1.G Josia Collinson and Jake Cooper1.R Jude Dziurhaluk and Sofia Knight
christ iancol lege.vic.edu.auPage 12 : .
Integrated Studies(continued)
2.R Libby Stavenuiter and Zaiden Rutherford
4.R Luka-Angel Mathe and Mia Walters
3.R Harry Bradbury, Sienna Cambria, Georgia Hall, Caysee Vos,
Molly Cooper and Angelica Lawrence 3.G Lily Duff and Lachlann Anderson
4.G Renee Johnson, Scarlett Kerr and Bethany Dean 4.B Sophie Taylor, Andrew Giofches and Sienna Doig
3.B Amelia Grierson and Jasmine Duse-White
christ iancol lege.vic.edu.auPage 13 : .
A big new building. New friends. A bag hook or locker. Starting
school can be quite overwhelming for some parents and students
alike. But it doesn’t have to be. Regardless of whether you are
starting school in Prep or joining us in the Middle School or just
making a fresh start, the partnership between home and school is
integral to a smooth start and has shown to benefit the learning
process ongoing! For the purposes of this article, I have used the
word ‘parents’ however it is intended to apply equally to guardians
and grandparents, all of whom play a significant role in the lives of
our students.
By increasing home/school engagement, parents and their children
can become more comfortable with school, fostering student
motivation and performance. Parents often have misconceptions
about getting involved in school and the learning process. However,
research suggests that students with parents who are active in the
learning process achieve better test scores, show greater attention
to schoolwork and assessments, and most importantly, impact
students to have a higher self-esteem and confidence.
Junior School Classroom Visits and Social Picnic
Junior School classroom helper training sessions have already been
conducted with a very keen and enthusiastic group of parents,
who will soon join our staff to support learning in the classroom.
We were also thrilled with the number of parents who attended
our recent Junior School classroom visits and family picnic, as this
is where our partnership between home and school begins. Parent
feedback on this night suggested that families really valued the
opportunity to visit the classroom and meet the teaching staff, who
were able to articulate for parents:
• General classroom routines and procedures
• Expectations for each relevant year level
• Learning approaches to Literacy and Numeracy
• Helpful hints for parents to assist with home-learning
Parents can also contribute to the learning process at school or at
home by labeling new classroom library/reader books, sorting and
bagging sets of math equipment, or assembling learning games for
the classroom.
Middle School Parent Information Evening
The Middle School Parent Information Evening also enjoyed
a positive turn out for this annual event. The first hour in the
Auditorium was spent with the leadership team outlining:
• The strategic plan for teaching and learning at Christian
College
• Development of a ‘Culture of Learning’
• SEQTA Learning Management System and 1:1 Device Program
• Device Use Expectations for students at home and at school
• The varying expectations for student learning from Year 5/6,
Year 7, Year 8/9
The evening concluded with an informal time of fellowship for
parents and staff to interact over a cup of tea. This was also a
valuable time for parents to ask questions and seek clarification
on the material covered and meet new teachers in a relaxed
environment.
Teachers and Parents partnership that truly makes a difference!
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Mrs Humphris (Year Prep) outlining the key elements to starting school for the Prep Mums
Research suggests that student motivation and performance goes
up when teachers are explicit about high expectations for students,
and parents who are also clear about expectations can produce the
same positive effects at home. Even though some Middle School
students may ‘roll their eyes’ about parents assisting at school,
parents can be reassured that their involvement has long-lasting
positive effects on their children’s academic motivation
and performance.
Parents can also participate in school life by setting up a h ome-
school routine, which might include: creating and updating
a calendar with due dates for projects and tests; daily home-
learning and study time; balancing extra-curricular and external
commitments.
Parents can stay up to date with all of the weekly school news
through our weekly email, sent out each Thursday afternoon. This
also includes upcoming dates for your planning, special events
for parents to attend and opportunities to delve into the teaching and learning
at Christian College. On Thursday 27th of March, students will receive a Progress
Report and parents and students will have the opportunity to attend student/
teacher/parent-learning conferences before the term break.
In conclusion, recent research from Harvard University’s Family Research Project
shows that the children of involved parents tend to do better in school across a
number of measures, including a higher overall academic result, better scores on
standardised tests, and an increased likelihood of enrolling in University at the
conclusion of secondary school.
To our new families, we welcome you to Christian College and to all families we look
forward with excitement to sharing the educational journey with you as we work
together to offer your children the best ‘culture of learning’ and a bright future ahead.
Scott Elliss
Head of Bellarine Campus, Drysdale
Teachers and Parents (continued)
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Mr Jacobi (Year 2) introduces the parents to the foundations of DIPL using his Interactive Whiteboard in the classroom.
Finding Truth
Not Afraid to Ask the Questions.
“If God is real why doesn’t he just stop evil people and their evil actions?”
What a great question! This was Jared’s question on day one of Year 10
Christian Education.
There is something about children and young people that make them bold
questioners. For some reason this inclination to ask and seek answers to big
important questions recedes as we enter adulthood and ‘mature’. We seem to
lose our willingness to delve deeper and become too satisfied with indifference
or contradiction.
The Truth is out There?
Jesus said something astounding as he stood before Pontus Pilot just before his
crucifixion. ‘You say that I am a king. In fact, the reason I was born and came into
the world is to testify to the truth. Everyone on the side of truth listens to me.’
‘What is truth’ retorted Pilate. Pilot scoffed at the idea of real solid truth and
answers to our big questions. He shrugged his shoulders.
Today, our society at large retorts with Pilot, ‘What is truth?’‘Truth’
seems so fluid, undefinable, and individualistic. Yet Jesus asserts
that he was born to bring truth and that there are ‘sides’ no less.
Truth and lies! I find that jarring! Dare I say we find that a little too
definitive and absolute, perhaps disconcerting?
Or maybe, it’s just the way it is! Maybe we have a problem with
accepting definitive answers? In fact, I have found that is exactly
what many young people are looking for…something ‘true’ to
believe in and inspire them.
Our students have inquiring minds and a natural inclination to
explore and find answers. They want to scratch the itch in their
mind. How will we help them seek credible and satisfying answers
to life’s big riddles?
Finding Answers
In semester two we are launching a new subject for Year 10 called
‘Reasons for Faith’ (RFF). This will sit alongside our staple subject
‘Religion in Society’ (RIS) giving parents and students a choice
between the two.
RIS presents a variety of religions and faiths found throughout the
world, whilst RFF asks specific questions about reality and seeks
answers.
My hope is that our students will be encouraged to use their reason
to think philosophically and theologically about the world they live
in. As they say, ‘knowledge is power’ but, ‘knowledge only comes
with truth’.
Stephen Brown
Director of Teaching and Learning, Christian Education
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Year 12 student, Alistair Chandler was selected last
year to join 100 of Australia’s most ambitious Science
students at the National Youth Science Forum (NYSF) in
Perth in January 2014.
Alistair gained knowledge and skills at the forum that
he is already using in his Year 12 studies which he wrote
about in his report on the NYSF experience below…
Before attending the National Youth Science Forum
(NYSF), I had formed ideas about wanting to enter
the energy engineering field, helping to design,
create and improve methods of producing electricity
from renewable sources. Among many other things,
NYSF helped to solidify this goal and importantly,
gave me a more definitive pathway to reach this.
I first heard about the NYSF when my Chemistry
teacher invited me along to a meeting with a person
who had attended the previous year’s session. The
Forum sounded like it would be beneficial to attend
if looking for a career in science. After completing
the application forms and being kindly accepted
by the Rotary Club of Geelong, I had got my first
sense of what it was to be a part of the NYSF. On the
selection day in Ararat, the group discussion on numerous
scientific topics immediately grabbed my attention. It was
especially interesting to see that for a large number of the
topics, the group came to a consensus and was then able to
build from that. After the debates and interviews, the day
drew to a close and already I had made several friendships.
Even after having been selected to attend the Forum, I
couldn’t have envisaged any experience that came close
to that which I had on the NYSF, as I boarded the plane on
the 6th of January this year. The Rotary Club of Geelong
donated 80% of fees payable, Christian College contributed
10% and my family covered the remainder. On top of all
these donations, partners of the forum also contributed
a large amount, approximately equaling all fees paid by
Rotary, Christian College and my family. On arrival in Perth,
we were greeted ecstatically by some of the staff members,
who began bringing the group closer together as soon as
the bus departed for the University of Western Australia. For
the majority of our stay, we were based at University Hall, in
the University of Western Australia, although on the middle
weekend, we had the opportunity to stay with Rotary hosts.
The day spent at the home of very welcoming Rotarians was
filled with much needed sleep and delicious home cooked
Scientist in the Making
Conclusion of the Physics at Curtin workshop
Alistair Chandler enjoying his NYSF experience
christ iancol lege.vic.edu.auPage 17 : .
meals. This day was excellent, as it left me feeling ready for another week
of NYSF activities. However, the session sadly came to an end on the 18th
of January as we departed from Perth, parting ways with new friends/NYSF
students on my return to Melbourne.
The NYSF program had two main emphases, scientific and personal. The
scientific aspect of the program offered a diverse range of presentations,
workshops and lab visits from many areas of science. We visited the Fremantle
Shipwreck Gallery where we had a guided tour of the museum and an
insightful talk on treating items recovered from the ocean so they could be
used as museum pieces. At the Pathology centre of UWA, we were able to
observe a number of diseases and saw a very large collection of preserved
organs that demonstrated a myriad of these and more diseases, which was
very interesting as the effects on the body could easily be identified. In a
Physics workshop at Curtin University we conducted experiments to find the
specific heat capacities of different metals and went on to look at properties
of dry ice and liquid nitrogen, a fun activity.
At the Forensic Sciences unit at UWA, we learned about techniques used
by forensic scientists to determine many pieces of information needed to
solve a crime and had the chance to put some of these into practice. To
hear also of the accuracies and falsifications of representations of forensic
sciences in literature and television was fascinating, as the parallels with real
life cases were amazingly clear. During our visit to the Physics department
of UWA, we were given the task of rediscovering five of the most used
scientific constants in school science, like the speed of light, the charge on
an electron and the gravitational constant.
The cosmology presentation was very interesting, as we delved into
theories that express possible compositions of the universe, the beginning
of the universe as we can observe today and looked at where cosmology
was heading in the future. A presentation on the ‘Shark Attack Mitigation
Systems’ and their products allowed us to learn more about the mind-set of
a shark when it attacks a human and different optical devices that can differ
sharks and save lives as they are implemented in wetsuits.
In a presentation on ‘Nanotechnology’ and the ethics surrounding this field
of science, we were able to express our opinions as part of a live poll, as well
as voice our reasoning behind the choices we made. These experiences have
helped to shape my future aspirations, as well as to be more confident in my
choice of science field as the Physics based activities really stood out to me.
As I mentioned earlier, the personal aspect of the NYSF is initiated in full
when you board the buses to reach UWA. The atmosphere that is created
by the staff members is absolutely amazing in that everyone is able to feel
comfortable and included. I found that while on session, the whole group
was highly compatible, which is a credit to those involved in the selection
process, as without finding the right type of people, NYSF would not be
nearly as excellent as it is. Within a few days, I formed many friendships
that I know will last a lifetime. Furthermore, the buddies we were allocated
and the interest groups we were divided into allowed us to meet other
like minded students, as well as having ‘floor groups’ where we could meet
people with a much wider variety of aspirations for the future. In addition to
this, the many personal development workshops gave us skills that we can
carry through our education and into a working environment.
Scientist in the making (continued)
Tower at Gingin Gravity Centre
christ iancol lege.vic.edu.auPage 18 : .
The bush dance was something that I’m sure would have been
outside of many people’s comfort zones, but was an outstanding
time for all and a really enjoyable night.
The work done on our public speaking skills was highly valuable, as
we gave three-minute impromptu and prepared speeches, receiving
specific advice for both. In an intense, yet fun, group dynamics
exercise, we learned the importance of electing good leaders to
delegate and oversee and utilise all possible resources in order
to achieve a common goal. We also received talks with the topics
of how to approach Year 12 specific strategies to put in place for
Year 12 and ‘thinking big’ for the future. Other equally beneficial
presentations made by the staff members were on communication,
personalities and body language, which were all put forward in an
engaging and easily comprehensible manner.
The disco was another amazing opportunity for socialisation, as
everyone dressed as science-related people or objects, making for
another great night. In a more formal context, the Rotary dinner
and the science dinner provided students with time to talk with
Rotarians about their experiences with science and the NYSF and
with people working in science and the pathways they took to reach
the point they are at today.
After having completed the NYSF, containing so many avenues to
expand socially, I feel much more confident starting Year 12 and not
nearly as anxious about the consequences of this year, which are
often stressed to the point of invoking trepidation in students. Aside
from these benefits, to all of the friends I have made, I will no doubt
be in contact with them for many years to come.
The NYSF is an experience I will carry with me for a long time to
come. Spending time with people who have a similar mind-set to
you is something really special about the NYSF and has created so
many fond memories. On top of this and the friends I have made, I
benefited from the program in numerous other ways. Before going
on the Forum I knew I wanted to engineer energy production
alternatives, but had not particularly considered the decisions or
pathways I would need to take in order to reach these aspirations.
The lectures offered at the NYSF, as well as a careers supper with the
staff members greatly helped me in determining possible options
for my tertiary education.
I also gained interview techniques in order to maximise my effect
of the interviewers and communication skills in a public speaking
setting. More personally, the NYSF has given me confidence to strive
for school, university and ultimately career goals and the knowledge
that if you know where you want to be, there really is always a way
to achieve it. I would like to thank the Rotary Club of Geelong, as
well as Rotary International for their support of me and the entire
NYSF program. Also, thank you to my school, Christian College
Geelong, which also helped fund my NYSF experience. To the
partners of the NYSF, of whom there are too many to name here, but
can be found on the NYSF website, thank you again, as without your
contributions, the Forum would not involve so many opportunities
as it does. To all of the staff of the NYSF and the director, Mr Damien
Pearce, thank you for your amazing enthusiasm and support, it
really made the Forum.
The NYSF has left me as a different person, now much more assured
about how Year 12 will unfold, where my future could take me,
how I am going to get there and with over 150 new friends. A final
thank you to everyone who contributed to the National Youth
Science Forum, it has given me a great start to the year and a new
motivation for my life to come.
Scientist in the making (continued)
A scene from the Bush Dance
christ iancol lege.vic.edu.auPage 19 : .
Preparing our students for the next level
Christian College is blessed to be able to provide our
children and families with an educational journey that
extends from the pre-kindergarten program, through to Year
12. This journey, for some over a period of 15 years, is made
up of many transitions, each of which carries the student
to the next phase and promotes a sense of real progression
through their educational life. For most, these transitions
take place within a context of ‘flow’ and readiness, but for
some, the change implied by transition can bring personal
challenges. Some of these challenges may be subtle, but
are, none the less, impacting on the individual child. Under
the surface, there may be anxieties about new routines, new
expectations, new teachers, friendship groups and so on.
To this end the procedures for students transitioning
from one environment to the next at Christian College are
designed and managed to maximize the opportunity for
each child to find a real sense of what the next phase of
school will be like, while intentionally planned to minimize
the anxieties that the prospect of transition may bring.
Psychologist, Abraham Maslow, stated that human motivation is based on
people seeking fulfilment and change through personal growth. He described
self-actualised people, self-actualised children, as those who were fulfilled and
doing all they were capable of. He developed a pyramid that focused on how
individuals develop and fulfill their human potential [moving up the pyramid]
as each essential need is met.
(During the 60s and 70s this pyramid was extended to
include cognitive needs [knowledge and meaning etc.] at
number 5, and Aesthetic needs [appreciation and search for
beauty, balance and form etc.] at number 6.)
As Maslow suggests, children must have the basic needs of
physiological, safety, sense of belonging and self esteem
met before they can aspire to achieve at the higher levels.
Acknowledgement of these basic needs, each dependent on
the one before, is why we have a very intentional transition
experience built into each stage of our student’s journey
through the College. This is particularly evident in the early
years as the children move through the pre-kindergarten
and pre-school programs, into their Prep class at Junior
School.
Williams House is a thriving kindergarten offering a rich
and exciting program for 86 pre-kindergarten children and
94 pre-school children. In recognition of the needs of the
children who come into our Centre, our aim is to create a
learning environment that considers these essential needs
and promotes an atmosphere of safety, wellbeing and
shared learning.
Transition
into PrepActivities at Junior School for the Williams House students
christ iancol lege.vic.edu.auPage 20 : .
Transition into
Prep (continued)
In deference to the way children have intuitively learned from infancy,
particularly through exploration and play, linked to their developing
skills, our programs at Williams House are essentially play based and
mirror Maslow’s theory as well as the Victorian Early Years
Learning Framework.
Our goal is to help create happy and capable children, confidently
moving forward to the challenges and transition of, in this instance,
Prep at Junior School.
Our children in Williams House have the significant benefit of sharing
a campus with the Junior School students. Transitioning into Prep at
Junior School is intentionally facilitated through the steady building
of familiarity with the Junior School environment. Not only do they
see the daily coming and going of the Junior School students as they
go about their daily school routines, but children in the 4 year-old
Kindergarten program regularly visit the playground and outdoor
space in the Junior School as well as participating in weekly
lessons of Music, Physical Education and Library delivered
by the Junior School teachers within the teaching space
specifically designed for the subject. This develops, in
the Kindergarten children,not only a strong sense of the
physical spaces of the Junior School but comfortable
familiarity with a range of teachers and possibilities
provided by the next phase of their school life.
Two Orientation sessions, held towards the end of the
preceding year, where incoming Prep students spend
time with their Prep teachers in their Prep classrooms,
along with send home packs of information and helpful
‘preparation’ resources, helps to ensure that our children
move into the next phase of their school life at Junior
School with relative ease.
Bernadette Johnson
Coordinator - Williams House Kindergarten
Marion Nott
Head of Junior School, Belmont
A hallmark of the way we teach at Williams House is to be alert to the learning potential in the
‘every day’... sometimes in the unexpected or ‘unplanned’ for
Mr Smith with Williams House students
christ iancol lege.vic.edu.auPage 21 : .
SEQTAInnovative Learning Management
This year has seen the roll-out of a new Learning Management
System for Christian College, called SEQTA. SEQTA enables
us to manage attendance, student welfare, lesson planning,
curriculum mapping, marking and academic reporting, while
engaging parents and students in an interactive, supportive
community through the portal.
It is clear that learning in the 21st Century is supported with
online opportunities for students and the curriculum is
following suit. Griffith University professor Greer Johnson says
that online learning is the way of the future, enabling students
to take more ownership for their work, be more responsible and
personalise their learning. SEQTA provides a wonderful medium
through which information can be shared and communicated
broadly, enhancing collaboration and opening the door for
parents to be active participants in their own child’s learning.
The staff at Christian College have embraced this new
learning management system and here is what some of them
have already had to say:
“The digital collaboration that SEQTA provides has enabled greater
learning opportunities for students. As a staff we are able to
share our teaching programs digitally and simply add our ideas
and resources together into one pool of information. This can be
transferred to the students through messages and tasks sent to
their individual working spaces. Printed documents that ultimately
end up gathering dust are now workable, relevant, easily accessible,
and user friendly with SEQTA.”
“I have found that SEQTA provides a base for my students to
access information learnt at school in an easy format at home.
The Student Workspaces allow them to view their timetable, send
messages to their teacher and find links or documents that were
used in the classroom. This bridges the gap for the students who
need extra support as their work can be continued in their own
time. It also supports extension for the students who wish to go
further on a project or task. Differentiation and home learning is
enhanced with SEQTA.”
christ iancol lege.vic.edu.auPage 22 : .
SEQTA (continued)
“The pastoral notes facility allows much more efficient communication
between teachers about particular student needs, which means
patterns and problems are identified earlier so that we can better serve
our students and their needs.”
“The WISP lessons, which I have used once or twice so far, allowed a
more interactive and self-directed approach to learning.”
“With the support of my Faculty Directors I have experimentally
explored the use of the Program outline for each individual lesson,
meaning when students are away they can see what they have missed
for the specific lesson and also the homework that was set.”
“I love the mark book functionality, being able to give students marks
and feedback on their work direct to them is fantastic.”
“If most work that the students do (in all subjects) is handed in via
SEQTA and teachers are giving feedback, then we have a powerful tool
for the academic and pastoral care of our students.”
Of course the benefits of SEQTA are not only limited to the teaching
staff, both parents and students will have their educational
opportunities enhanced through a staged roll-out of the following
SEQTA functionality.
Students will be able to use SEQTA to:
• View Timetables and Home Learning
• View dynamic online lessons including web links, documents,
videos, images and other resources
• Access the daily Notices
• Access work requirements and complete assessments online
• Participate in forums and collaborate online under
teacher supervision
• View submitted work (via the e-portfolio)
Parents will be able to use SEQTA to:
• View student timetables
• View ‘unexplained’ absences and attendance history
• See home learning expectations and upcoming assessments
• View Assessments and teacher feedback
• View Student Reports and notices
I really believe that SEQTA is the tool and medium to take the ‘culture of learning’
at Christian College Geelong to a whole new level, where together as teaching
staff, parents and students we can support each other to ensure the very best
learning opportunities are maximised for the benefit of our young people. This
is certainly an exciting time in education and we are privileged to be sharing
this journey together, using our technologies in innovative and creative ways to
prepare our students for the digital world and workforce we now live in.
Scott Elliss
Overseeing the implementation of SEQTA for CCG
ParentPortal
TeacherPortal
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Keep Up-to-Date on College Life
Christian College, Geelong is an extremely vibrant, interactive and busy
educational institution with 4 campuses and over 2,000 students.
Keep up-to-date with your child’s school-life by following our
Christian College Geelong Facebook page.
Our website is also updated weekly with current news articles and new
posts on the Principal’s Blog.
By visiting our website weekly, you can read what the staff and
students have been involved in.
Covering all campuses, the College website and Facebook page
feature different articles and photos that are your window into
everyday life at the College for you to enjoy.
Christian College Facebook page
Website News Updates
Prinicpals Blog on College Website
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