Issue 11 ~ December 2011
Language and literacy
preventing generational
disadvantage
Lapping up the love
School companion dogs
The spirit of
the season
Student volunteers
helping the needy
Thinking of resigning or retiring
at the end of this year?
ESSSuper members* – talk to us before you resign or retire.
We know moving on from your school can be confusing when it comes to organising superannuation. So for all your important
questions, speak to the people who run your fund to get all the answers.
Ready to make a move?
Now’s the time to arrange a FREE personal consultation with an ESSSuper Member Education Consultant who can help make
planning for your future easier by:
Explaining your resignation or retirement options
Helping you decide if you need personal financial planning advice
Providing any necessary forms
Providing up-to-date estimates of your benefit.
ESS2959_(12/11)_INSPIRE
Our Consultants are experts in your fund and can simplify even the hardest of super questions. Whether you’re changing employers
or retiring and want to secure a comfortable future – talk to us today.
Call 1300 655 476 to book a free appointment
with a Member Education Consultant.
*Members include State Government employees who commenced employment prior to 1994. If you are not already an ESSSuper member you are not eligible to join.
Issued by Emergency Services Superannuation Board (the Board) ABN 28 161 296 741, the Trustee of the Emergency Services Superannuation Scheme (ESSSuper)
ABN 89 894 637 037. Before making a decision about an ESSSuper product or service please consider our Product Disclosure Statement (PDS) that is available at
www.esssuper.com.au or by calling our Member Contact Centre on 1300 655 476.
Proudly serving our members
first up
Inspire
Last chance to nominate: Victorian
Education Excellence Awards
To ADverTISe |
Contact Wayne maxwell or
Diane mifsud
ph: 9637 2868 or 9637 2862
ed.advertising@edumail.vic.gov.au
Issue 11 ~ December 2011
To SUBScrIBe |
Contact Wayne maxwell
ph: 9637 2868
Email: inspire@edumail.vic.gov.au
Language and literacy
preventing generational
disadvantage
Lapping up the love
School companion dogs
The spirit of
the season
Student volunteers
helping the needy
Inspire 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
cover phoTo | timothy burgess
eDITor | tina Luton
phone: 9637 2914
Email: editor@edumail.vic.gov.au
ArT/DeSIgn | Alan Wright
Any use of this publication is
welcome within the constraints of
the Copyright Act 1968.
neXT ISSUe |
published week beginning
february 6.
inclusion of an advertisement in
Inspire should not be construed
as an endorsement from DEECD.
readers should rely on their own
investigations to determine the
suitability of advertised products
and services. No responsibility
will be taken by DEECD for
the accuracy or otherwise of
representations, statements
and information contained in
advertisements.
some material in Inspire is
opinionative and does not
necessarily reflect the views of
DEECD.
No responsibility will be taken
by DEECD to ensure that
advertisements do not infringe the
intellectual property rights of third
parties.
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.
Friday 20 January, the closing date for applications for the
Victorian Education Excellence Awards, is fast approaching.
Don’t miss your chance to be part of the most prestigious and
exciting awards night on the education calendar.
The Victorian Education Excellence Awards showcase the
outstanding achievements and practice of early childhood and
school teachers, leaders and education support officers. The
awards also strengthen the professionalism and capability of
the school and early childhood workforce.
Turn to pages 50 and 59 to read about the post-Victorian
Education Excellence Awards journey of two of last year’s
winners. Both strongly encourage others to take up the
opportunity to apply in 2012.
Wild School Incursions!
Australian Reptiles
Frogs,lizardsandfiercepredators!
Insects & Minibeasts
Tree-dwellers,burrowersandmore!
Feathers, Fur & Scales
AvarietyofgreatAustralian
wildlife!
Threatened &
Endangered Species
Livingontheedge!
AllshowscomplywithVELS
For more information, call 0419 505 537 or
visit us at www.reptileencounters.com.au
inspire DECEmbEr 2011
3
CONtENts
The spirit of the season
10
Volunteering isn’t just for Christmas, as a number of secondary
school students have discovered through fare share’s schools
in the Kitchen program.
28
Lapping up the love
16
school companion dogs Jack and murphy lap up the students’
love and attention, unaware that they are giving much more than
they receive.
44
Language and literacy life skills
iPads for all
A project in melbourne’s west is focused on language and literacy
skills as a means of preventing generational disadvantage among
families from immigrant or refugee backgrounds.
Warringa park school is well on its way to providing every student
and teacher with ready access to an ipad and the improved learning
outcomes are already evident.
features
pAge 14
Living the language
Content and Language integrated Learning
(CLiL) helps prepare young people for work,
study and life in an increasingly multilingual
and integrated world.
pAge 36
Fraud prevention
principals are central to the accountability process
and there are four fundamental actions they can
take to help prevent fraud and corruption in their
school.
pAge 32
Broadening Bastow’s reach
the launch of the bastow institute of Educational
Leadership’s public website and world-class
learning centre will ensure greater development
opportunities for educational leaders.
pAge 52
extra support for refugee students
As part of the refugee support initiative specialist
coaches have been employed to build the
capacity of teachers to improve outcomes for
refugee learners.
4
inspire DECEmbEr 2011
Mental health pilot for early years
Kidsmatter Early Childhood is a national mental health promotion,
prevention and early intervention initiative specifically developed for
early childhood services.
A catalyst for change
54
bairnsdale secondary College principal Graham blackley has won an
Australian Government minister’s Award for Excellence in teaching or
Leadership in Aboriginal or torres strait islander Education.
regulars
briefcase . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6
Calendar . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8
snapshot . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9
Digital resources. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 42
school sport . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 60
regional roundup . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 62
Appointments . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 66
Curtain Call. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 73
professional Development . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 73
take a break . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 74
Professional Learning Workshop Programme Term 1, 2012
24
Building the Inquiry Learning Toolkit –
capabilities for the 21C learner (P-6)
Kath Murdoch. Tuesday 6 March, 9.30am – 3.30pm
Introducing Positive Education into
your school
Helen McGrath. Friday 16 March, 9.30am – 3.30pm
Getting the most out of 2012 for your
students in maths (P- 6)
Rob Vingerhoets. Friday 16 March, 9.30am – 3.30pm
Leadership Skills for coordinators
Karen Stammers & Yvonne Willich
Monday 19 March, 9.30am – 3.30pm
Brain based learning - setting up
students to surge ahead this year
Andrew Fuller. Monday 19 March, 9.30am – 3.30pm
Reluctant writers – getting them to write:
what works and why
Jeanette Kavanagh. Thursday 22 March, 9.30am – 3.30pm
Skills for beginning teachers
Karen Stammers & Yvonne Willich
Monday 26 March, 9.30am – 3.30pm
Designing and implementing programs
for boys & boys and motivation
Rollo Browne. Monday 26 March, 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
t: (03) 9524 6222 e: seminars@edpd.com.au
J2301
inspire DECEmbEr 2011
5
briEfCAsE
What’s new this month?
Encourage school leavers
to celebrate safely
n After years of nurturing your
students it is now time to say
congratulations and goodbye.
Completing Year 12 is a significant
achievement worth celebrating.
For many young people, schoolleaver celebrations will be their first
opportunity to really experience
commemorating a life event as an adult.
Before your students leave the
schoolyard it’s worth providing them
with information to help them celebrate
safely. This may include equipping them
with advice on the legal consequences of
sexting. It may also involve discussing
their social media footprint: the picture
they post today could be seen by their
future employers tomorrow.
The way the majority of Victorian school
leavers celebrate is a little different
6
inspire DECEmbEr 2011
from other states that have a number of
formal ‘Schoolies’ activities – Victorians
may travel, get a job or even volunteer.
There are, however, a few places in
Victoria where school leavers gather
including:
• Surf Coast Shire (Lorne and Torquay)
• Bass Coast Shire (Phillip Island)
• Mornington Peninsula Shire
(Sorrento and Portsea).
It is important to encourage school
leavers who are heading to any of these
destinations to register online at www.
youthcentral.vic.gov.au/schoolies
The benefits of registration include
access to free community transport,
activities, BBQs, free water, access to
‘chill out’ zones and, in some cases,
discounts and other local business
offers.
Calling all
young
filmmakers
n Trop Jr, the world’s largest short
film festival for kids, by kids, is inviting
young filmmakers to unleash their
creativity on the big screen.
Entries for the junior Tropfest are now
open, giving filmmakers aged 15 years
and under an opportunity to show off
their talents and walk the red carpet for
the first time.
Some great prizes are up for grabs.
Trop Jr finalists will also have their
short films screened at the Domain in
Sydney ahead of the iconic Movie Extra
Tropfest event on Sunday 19 February
2012.
To be eligible, students need to create
a film no longer than seven minutes.
Entries close on 5 January 2012.
For more information or to enter, students
should visit www.tropjr.com
Grand Prix
Skills Forum
Back to Basics
in Visual Arts
Zart Art
offers a “Back to
Basics” program for teachers
new in the artroom. It is an intensive
three-day introductory course designed to
prepare individuals for the demands of teaching
visual art. We back this up with a day for each of
3D Construction, Clay and Textiles. In 2012 Art
Teachers can select the BTB Series and get
Janu
T
six workshop days for the price
ary W uesday 1
7th
ed
Thur
of five. Saving $140
Thur
sday nesday 1
sday
8
19th
2 Feb
Janu th Januar
ary (
ruary
$475 y,
,
)
4th F Friday 3r
d
e
b
F
ruary
The
eb
($475 ruary Sa
BTB 3 day
turda
)
y
course includes free
copies of I Can Draw, P-6
Back to Basics
Skill Development, The Line
Package/Series
and Shape Art Packs by Kate
Program 1 or Program 2
Hart (value $98.95) plus
PLUS
Across the Story Bridge
Construction: Saturday 3rd March ($140)
(Zart Education
Clay:
Saturday 5th May
($140)
$36.85).
Textiles:
Saturday 26th May
($140)
Series Cost: $755.00
n
A new Careers and Skills Forum for school students
promoting the many rewarding jobs within Victoria’s advanced
manufacturing, automotive and defence industries will be held
in Melbourne as part of next year’s Formula One Australian
Grand Prix.
The Formula One Australian Grand Prix Careers and Skills
Forum is being run by the Australian Grand Prix Corporation
in partnership with the Victorian Government and the Defence
Materiel Organisation.
Minister for Higher Education and Skills Peter Hall says the
forum is part of a broader state government effort to inspire
school students to study science and mathematics through to
TAFE and university level.
“To avoid future skills shortages and maintain Victoria’s position
as Australia’s centre for advanced manufacturing, we are
encouraging young people to consider the many exciting and
well-paid careers in the manufacturing industry,” he says.
The forum will showcase careers in fields ranging from design,
engineering and project management to tool making, production
operations, marketing and sales.
It will include a program of industry-based careers seminars for
school students and careers teachers, as well as an exhibition
showcasing innovation in Victorian industry.
The Careers and Skills Forum will be held at the Golf Course
Entertainment Area at the 2012 Formula One Australian Grand
Prix from 15–18 March, with industry-based careers seminars
for students and teachers taking place on Thursday 15 March and
Friday 16 March 2012.
For more information, email schools@grandprix.com.au
To book please ring Mari on 03 98901867
or email mari@zartart.com.au
Integrate
technology.
Improve
learning.
Graduate Certificate in Educational
Technologies at Swinburne.
The increasing use of educational technologies
in the classroom has brought new demands and
challenges for primary and secondary school teachers.
Swinburne’s new Graduate Certificate in Educational
Technologies provides the understanding, confidence
and tools for teachers to incorporate educational
technologies into a variety of teaching contexts.
Apply for Semester 1 intake into our postgraduate
program now.
Call 1300 275 794 or visit
swinburne.edu.au/edtech
CRICOS Provider: 00111D
Minister for Higher Education and Skills Peter Hall says the
Formula One Australian Grand Prix Careers and Skills Forum will
encourage students to study science and mathematics through to
TAFE and university level.
(six workshop days for
the price of five)
inspire DECEmbEr 2011
7
CALENDAr
Your calendar for the month ahead
eR
B
m
e
C
e
D
10
22
25
26
27
To help celebrate International Human Rights Day invite a human rights speaker to your
school during the week, create a noticeboard for human rights activities, news and issues
or create a list of human rights websites and use these to develop a trivia quiz.
For more ideas, visit www.humanrights.gov.au
Term 4 ends for both kindergartens and schools.
Christmas Day
Boxing Day – public holiday
Public holiday in lieu of Christmas Day
Why is epilepsy training important for all schools?
Don’t ignore
epilepsy!
It’s estimated that 1 in 200 school children live with epilepsy. It is one of
the most common and misunderstood neurological conditions in our
community.
Epilepsy is likely to have significant implications in development of cognitive
function, personality, social wellbeing and longer-term outcomes.
Our training is student specific and equips school staff to support students
in achieving improved social and learning outcomes.
Book NOW for training in 2012
Call Peter or Jenny: 03 9805 9111
Email: phoyle@epilepsy.asn.au or jcoussins@epilepsy.asn.au
8
inspire DECEmbEr 2011
3pm – Snowy River, Victoria
n “This photo was taken floating down the snowy river on day 14 of our trip from Mt
Kosciuszko to the ocean. The serenity of the river pool, between the mighty river rapids,
gave us a moment to absorb the beautiful surrounds and wonder what was around the
bend.
The picture has particular significance due to the amount of water in the river. This was
at the peak of the snowy river environmental flow, which allowed the river to run again
after a 30-year dry spell.
six days later we made it to our final destination, the ocean in the east Gippsland sleepy
fishing town of Marlo. it was an amazing opportunity for the Glen Waverley secondary
College students and staff from rubicon Outdoor Centre and Bogong Outdoor education
Centre to get a glimpse of the snowy river restored to its former glory.”
Send uS your
SnAPSHOT!
Got a great pic? Email your high-resolution
photo to editor@edumail.vic.gov.au
Words and photo sent in by philip Watterson, rubicon outdoor centre.
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9
COVEr stOry
The spirit of the season
Volunteering isn’t just for Christmas, as a number of Victorian secondary school students have
discovered through lending a helping hand with fare share, writes caroline reidy.
FOOD rESCuE organisation Fare Share’s
Schools in the Kitchen program is all about
reaching young teens as their sense of
social justice is developing.
“It works because the students come in
and at the end of the day they can actually
see what they’ve done – they’ve made all
this food and it’s going to go out to people
who really need it,” says Fare Share vicepresident Sandy Dudakov.
Since 2001, this not-for-profit charity has
provided more than a million meals each
year for various charities from the Ardoch
Foundation and Salvation Army, to the
Asylum Seekers resource Centre and
community-based groups, including young
mothers programs.
“Fare Share rescues food to fight hunger,”
Ms Dudakov explains. “We collect good
food that would otherwise go to landfill.
It comes from supermarkets as food gets
close to its use-by date and is no longer
sellable or, for example a box of a dozen
eggs where one or two is broken.
10 inspire DECEmbEr 2011
“Food donations might come from
manufacturers where the finished product,
while still perfectly fine, does not adhere
to the recipe, for example it might be too
salty. Or it could be leftover fresh fruits and
vegetables from market growers.
“With the help of 3000 volunteers each
year we turn this food into nutritious
meals. All our food is given away free and
we save charities about $6 million a year
by giving them food they would otherwise
have to buy,” she says.
Groups of between 15 and 25 students
undertake a three-hour session as part
of Schools in the Kitchen program. They
work in a separate kitchen so as not to
interfere with the regular Fare Share food
preparation, but the contribution they
make is as real as the lessons they learn.
“The students complete a short online
OH&S questionnaire before they come in
and upon arrival are instructed about the
use of knives and kitchen safety, because
this is a real workplace,” Ms Dudakov says.
phoTogrAphy By TImoThy BUrgeSS
COVEr stOry
Fare Share vice-president Sandy Dudakov takes a group of Year 9 Viewbank Secondary students through a Schools in the Kitchen session.
“We talk about food waste, food insecurity
and volunteering in general; students learn
that it can be as simple as helping your
elderly neighbour bring in their bins.
“Each student is then set a task; chopping
onions, breaking eggs, making sausage
rolls. They are all very capable when given
the responsibility and as soon as the first
tray comes out of oven they see that they
are really putting into action everything
we have talked about. At the end of one
session a group of 10 or 12 students might
have made up to 700 sausage rolls,” she
adds.
“Our student groups cook a viable amount
of food, while learning lessons along the
way,” Ms Dudakov continues. “I’ve had
some great testimonials from the students
saying ‘I didn’t know how lucky I was’ or
‘I’ve learnt such a lot I want to come back
to do this again’. They’ll often go back to
school and think about fundraising. We
don’t ask them to do this, it’s something
they decide after seeing how much of a
difference they can make.”
A key lesson learnt by Bayside P–12
College’s Year 11 VET Community Services
class during their Fare Share visit in
August was that the needy aren’t just the
homeless; that they don’t always fit the
expected stereotype, explains teacher Chris
Backman.
“The session helped these students
understand that there is that hidden
population of people in Melbourne who
have food insecurity and that there are
organisations out there helping to combat
this,” she says.
Food insecurity is a very real issue in
Victoria, explains Ms Dudakov: “More
than 370,000 Victorian men, women and
children will at some stage this year not
know when or where their next meal is
coming from. Food insecurity can come
about as a result of unexpected bills, an
illness in the family or job loss or someone
who’s become unexpectedly unwell and is
not able to work anymore. A lot of people
on social security or the elderly will at
times find it difficult to manage and make
ends meet.
“We talk about food
waste, food insecurity and
volunteering in general;
students learn that it can
be as simple as helping
your elderly neighbour
bring in their bins.”
“For the working poor even a little blip on
the radar is all it takes for things to start
going wrong. Food is discretionary. If they
don’t pay the rent they know they’ll get
kicked out of their home, if they don’t pay
their electricity it will get cut off, if they
don’t pay the registration on the car they
can’t get to work … but they learn to do
without when it comes to food,” she says.
“Each year in Victoria 700,000 tonnes of
food goes to landfill – that’s the equivalent
of 28,000 fully-stocked supermarkets.
Much of this is still good quality food and
we aim to save what we can in order to help
those who need it,” Ms Dudakov explains.
Since the Schools in the Kitchen pilot was
launched in mid-2011, 15 school groups
have participated. Teachers often work
a visit around subjects including social
studies, home economics, health and the
environment. Ms Backman says the visit
was a perfect fit for her Bayside P–12 VET
students studying community services.
“What Fare Share does fits in with the
philosophy of the VET community services
course. Part of the course is finding out
about these type of organisations and how
they fit into society. Another part is food
service.
“We wanted the students to realise that
there’s a lot of people out there that aren’t
as well off as they may be. The students
loved it, and really felt as if they were doing
something worthwhile.”
Ms Dudakov says teacher response has
been overwhelmingly positive.
“Teachers have said they have found
the program terrific as it gives them an
opportunity to talk with their students,
assess them outside of the classroom,
further discuss what they’re doing in class
and take important messages back to the
school.”
...continued on page 12
inspire DECEmbEr 2011 11
COVEr stOry
...continued from page 11
Viewbank Secondary College teacher Stav
Mouzakis says Schools in the Kitchen was
ideal for Year 9 students completing their
Duke of Edinburgh Award, which instills
lifelong skills to help students prepare for
work and study opportunities after school.
While working towards completion of the
award students participate in physical
recreation, skill, adventurous journey and
volunteering activities.
“The Fare Share visit was part of the
volunteering component,” Ms Mouzakis
says. “I heard about Fare Share from a
friend who’d participated in the corporate
volunteer program and I was impressed
that there was an organisation doing
something positive about excess food and
food wastage,” she says.
“By taking part in this program these
students have become so much more
aware of the needs of the underprivileged,
including students like themselves who go
to school hungry. If I keep them in a bit into
recess they’ll say to me ‘but I’m hungry’
and I’ll remind them what it would be like
to feel hungry like that all day,” she says.
Ms Dudakov is pleased these core messages
are getting across to school students and
hopes the festive season will motivate
people to lend a hand year-round.
“Christmas and the holiday season are
definitely a time of hardship for some
people. It is a time when attention
is given to the needy, but it is also
important to remember that charities need
help throughout the year and, as many
students have learned, it feels great to give
back.” I
In fact, it was the success of Fare Share’s
corporate volunteer program that prompted
Ms Dudakov to develop the school program.
“We have about 2500 corporate people
come through each year. I thought, if we can
get a viable amount of food cooked using
corporates, then why not students?”
Ms Mouzakis says her students got a
lot out of the Schools in the Kitchen
session: “Firstly, through helping out the
community and secondly through finding
out that there are organisations out there
that care about excess food and are doing
something about it.
12 inspire DECEmbEr 2011
For more information on the Schools in the Kitchen program, visit
www.fareshare.net.au
LANGuAGEs
Education Minister Martin
Dixon and Minister for
Multicultural Affairs
and Citizenship nicholas
Kotsiras (right) with
Professor Yong Zhao.
vision for languages education
Offering language teaching scholarships, and encouraging schools to teach subjects such as
science or history in a foreign language, are both part of the plan to create a multilingual Victoria.
EDuCATIOn MInISTEr Martin Dixon
and Minister for Multicultural Affairs and
Citizenship nicholas Kotsiras recently
launched The Victorian Government’s
Vision for Languages Education booklet,
alongside internationally renowned uS
language education expert Professor Yong
Zhao.
“The Victorian Government knows that
when a student learns a foreign language,
they also improve in English, develop
better problem solving skills, and increase
their own awareness and respect of other
people and cultures,” Minister Dixon says.
“The number of government primary
schools offering a foreign language has
declined by almost 30 per cent in the past
10 years, which just isn’t good enough.
“This is why from 2015, every government
school Prep student will begin learning a
language and continue learning a language
for a minimum of 10 years.
“Achieving this ambitious target is going
to take an enormous amount of work,
dedication and a strong commitment from
this government to make sure schools
know that we will be supporting them every
step of the way.
“This vision outlines the steps we are
taking to make sure Victoria will soon be
offering one of the world’s most diverse
and effective languages programs.”
• researched high-performing education
systems with language programs as part
of their core curriculum;
• Established a Ministerial Advisory
Council for a Multilingual and
Multicultural Victoria;
• Provided $16.3 million over for years
to Community Languages Schools to
continue providing after-hours language
education to students.
From 2012, the Victorian Government will:
The Victorian Government has already:
• Provide schools with grants to begin
languages programs;
• Trained 30 languages teachers to teach
other school subjects such as science or
history in a foreign language;
• Start offering scholarships to currently
employed teachers and university
students to become languages teachers;
• Funded 14 clusters of schools (involving
103 schools) to trial new approaches to
languages education;
• Begin offering a Certificate IV in
Community Languages Teaching at
Victoria’s TAFE institutes.
inspire DECEmbEr 2011 13
LANGuAGEs
At Gladstone Park
Secondary College CLIL
lessons have proved
very successful.
Living the language
students walking into a
language class expect
to speak and write in
that language – but
what about learning
history in indonesian or
science in German?
Allison harding
investigates.
IT IS already happening at some Victorian
schools – and will soon be happening at
many more.
Content
and
Language
Integrated
Learning (CLIL) helps prepare young
people for work, study and life in an
increasingly multilingual and integrated
world. And while living in a foreign
country is undoubtedly the best way to
learn a new language, that option is not
always possible – especially for children.
The CLIL model is, therefore, an excellent
alternative.
CLIL is a dual-focused approach – there is
a focus on both teaching of content, such as
science and humanities through the target
language, as well as the language itself. It
is one of the strategies being introduced
by the Department of Education and Early
Childhood Development to improve the
teaching and learning of languages in
Victorian schools.
Gladstone Park Secondary College languages teacher Max Tosi is enthusiastic
14 inspire DECEmbEr 2011
about CLIL programs, as are his students.
He is partly motivated by his own positive
experience as a student in a CLIL class in
Europe.
“When you learn a foreign language
you learn best when you’re in a foreign
country,” he says. “So, essentially, that’s
what we do with CLIL lessons – we
simply teach new content through another
language.
“When I began at Gladstone Park in 2009,
I started talking to my students in Italian
a lot,” he says. “It worked well and the
students enjoyed the experience.”
This year Mr Tosi joined a CLIL training
course run by the university of Melbourne,
for which the Department of Education
and Early Childhood Development
received 117 applications. He was one of
six secondary, one P–12 and 23 primary
teachers who took part. The participating
teachers taught Chinese, French, German,
Greek, Indonesian, Italian, Japanese,
Korean and Spanish.
LANGUAGES
gladstone Park ran a six-week ClIl
trial earlier this year, in which Mr Tosi
and his colleague Annalisa nardi taught
humanities in Italian to a group of Year
8 students. It was such a success that
two classes have already elected to study
humanities in Italian in Year 9.
“It is important to give students the
choice to be part of ClIl, rather than
imposing it. Most of our students liked
it, saw we were supporting and helping
them and were amazed by how much they
were learning and enjoying themselves,”
Mr Tosi says.
“ClIl will be very important in the future
but schools and teachers need to be brave
and take the lead – not wait to see that it
works somewhere else,” he adds.
Dr russell Cross, lecturer in language
and literacy Education at The University
of Melbourne, describes Victoria’s
efforts to introduce ClIl into schools as
“phenomenal”.
“Everybody knows that ClIl is an
exemplary method of teaching another
language but Victoria is the first
Australian state to take it seriously,”
he says. “We recognise that ClIl isn’t
necessarily easy, but it’s absolutely worth
the effort. Victoria is moving it into the
core curriculum and is helping teachers
be able to use ClIl. That’s what will make
the Victorian curriculum stand out.”
Mariko Sato is the teacher of Japanese at
Mount ridley P–12 College in Craigieburn.
The school has only been open for three
years. It plans to implement ClIl in the
middle-school curriculum next year, but
Ms Sato has already started teaching
some short ClIl lessons in her Japanese
class.
“The students have been more attentive
to my Japanese instructions and visual
cues to follow what is happening in the
class and to work with their peers,” she
says.
Ms Sato believes the ClIl approach is
the best way to immerse students in the
target language and learn other subjects
at the same time.
“Implementing ClIl will increase the
contact time that our students can learn
and use the language in meaningful
contexts, whereas other schools find
it very challenging to secure enough
time to teach languages in the crowded
curriculum,” she says.
Ms Sato has already found that ClIl can
contribute to students’ cognitive skills as
well as help them become more flexible
and innovative in solving problems.
“The college has been very supportive of
ClIl and once ‘Mentoring through ClIl’
is timetabled for 2012, the adventure will
start. however, there are few teaching
materials and resources available for
ClIl (Japanese) so a lot of time will
be needed to create and adapt teaching
materials,” she says.
Ms Sato says it will be useful for schools
initiating ClIl programs to share
knowledge, skills and experiences.
Dr Cross says that the best thing about
ClIl is that it gives equal attention to
both content and language.
“It needs to be flexible as the same
approach can’t be used in every
classroom,” he says. “Students aren’t
pressured to use only the target language
all the time, but what is important is
that they begin using language that
demonstrates they understand what is
being taught.” I
For more information, contact Therese Mercader at mercader.therese.t@
edumail.vic.gov.au or call 9637 2197.
INSPIRE DECEMBER 2011
Inspire December 76pp.indd 15
15
25/11/11 11:55 AM
fEAturE
Lapping up the
16 inspire DECEmbEr 2011
fEAturE
love
school companion dogs Jack and murphy lap up the students’
love and attention, unaware that they are giving much more
than they receive, writes caroline reidy.
GrOODLE JACK – a poodle golden
retriever cross – waits excitedly in the
Hume Valley School office, happily greeting
students as they arrive each morning, and
always on his best behaviour.
“If any of our students are anxious when
they arrive at school, the first thing they’ll
do is come in and have a chat to Jack and
give him a pat,” explains principal Diane
Bassett. “That will have a calming effect
and help cheer them up. It’s very beneficial,
Jack’s the first point of call for many of our
students.”
A specially trained therapy and companion
dog, Jack has been with the school for
several months and his routine has been
quickly established. After his morning
greetings he will take part in set programs
or visit classrooms on request, always
accompanied by a staff member.
“If a child is nervous about reading in
front of the class, for example, Jack will sit
with them and they will read to Jack with
confidence,” says Ms Bassett.
“The students are rewarded with ‘Jacktime’ once work has been completed. This
is a motivator, encourages speech and
language and improves self-esteem. He is
a comfort and a loyal friend.
“Jack has been trained to sit quietly in the
junior playground while the children run
around and play and has been taught to
play a game of soccer with the older kids.
The children have been taught how to
ensure he obeys their signals,” she adds.
The therapeutic benefits of animals in
a variety of settings – from companion
animals for the elderly to therapy dogs
for Alzheimer’s sufferers – have long been
documented. Therapy dogs have also been
found to have calming benefits for children
with special needs, learning difficulties or
autism spectrum disorder.
Hume Valley School, a P–12 specialist
school of 250 students, sought out its own
companion dog after seeing the positive
student response to the visiting ‘Pets in
schools’ program. After much research
and liaison with other schools that
had successfully integrated companion
animals, Hume Valley School enlisted
the help of Katie Hunter from Dogs for
Kids with Disabilities (DKD), a non-profit
organisation that selects and trains dogs
to work with children with a variety of
disabilities, in both family and school
environments.
Ms Hunter says “companion dogs can
lower anxiety if children aren’t coping
in a social environment. We use them to
build communication, social skills and
friendships. You can also use dogs as
rewards to encourage kids to sit and focus,
then they get to go outside and play with
the dog.
“Companion dogs
can lower anxiety if
children aren’t coping
in a social environment.
We use them to build
communication, social
skills and friendships.”
“In our one-on-one family placements we
notice improved language and play skills
and all this encourages speech in children.
We aren’t exactly sure why, but this is
especially the case with the little ones
who won’t talk at all, yet around a dog will
suddenly start speaking.”
DKD also likes to involve the children
in the training so they see the cause and
effect. “They say ‘sit’ and see it happen and
they also think ‘maybe things can happen
for me too’,” explains Ms Hunter.
...continued on page 18
inspire DECEmbEr 2011 17
fEAturE
...continued from page 17
Hume Valley School principal Diane Bassett and
one of her students with companion dog Jack.
“It’s vital to get the right match, with
puppies it’s about socialisation and
training. We have both puppies and adult
dogs that have the training and support
and have been socialised for children.”
Victorian schools reaping
the benefits of having
a school dog include
Mansfield Primary School,
Benalla West Primary
School and Broken Creek
Primary School.
Ms Bassett says Jack wasn’t the first dog
they looked at, but turned out to be the
school’s ‘perfect match’.
“We first looked at a labrador, as they are
docile dogs and the breed favoured by
many assistance programs,” explains Ms
18 inspire DECEmbEr 2011
Bassett. “But Katie assessed him as being
too shy for a full-time school environment.
“She then came out to the school and
brought three dogs she thought might be
suitable for us, a groodle puppy, an older
labrador and Jack. Jack just took to us
instantly; he lay down and was right at
home. He had the right temperament and
seemed to choose us.”
After further assessment, eight-month-old
Jack, with six months of DKD obedience
training behind him, commenced a fourweek trial before going on to become a
permanent fixture at the school.
“At first some of the children were a bit
timid around Jack, but we’ve taught him
to sit patiently and wait until the student is
ready,” says Ms Bassett.
“Thanks to Jack we’ve seen improved
student attendance and positive and
enjoyable interactions with him for
students and staff.
“Students who are shy and don’t
communicate well will chat to Jack and
happily chat about Jack and this has
helped with their confidence levels. He has
a calming effect on students.”
Jack is also a low-allergy dog, as he doesn’t
shed hair, though he does require regular
grooming, which the students love to assist
with. Jack’s first visit from a mobile dogwash service proved a particular hit with
the students.
Jack’s foster mum works in the school
office and brings him in to school each
day. His DKD training is ongoing and Ms
Hunter visits the school at intervals and
regularly liaises with staff to provide tips
on training techniques.
“Having a companion dog is certainly
working out well for us,” says Ms Bassett. “I
do think it’s very important to go through
all the processes to make sure you have the
right dog.”
fEAturE
Ms Hunter says while the benefits
for specialist schools are evident, in
a mainstream school environment a
companion dog can help shy or hyperactive
students relax and feel more comfortable.
“Students
with
attention
deficit
hyperactivity disorder (ADHD), for
example, can be calmed down by a dog. It
does of course depend how you structure
your lessons. Dogs are also used a lot
around the world to help children who are
ill or have suffered a trauma.”
In the mainstream school environment
dogs are becoming increasingly popular
with integration aides, Ms Hunter adds.
Other Victorian schools reaping the
benefits of having a school dog include
Mansfield Primary School, Benalla West
Primary School and Broken Creek Primary
School where Murphy, a cavalier King
Charles spaniel maltese cross has become
“part of the woodwork”, having come to the
school when he was just eight weeks of age.
He is now 18 months old.
Principal Wayne Anderson says “he’s
only a little dog, but we wanted a dog of
that size so the kids could safely pick him
up and cuddle him. He has a wonderful
temperament and because being in out of
the classroom is all he’s know, he’s very
well behaved.
At tiny rural school Broken Creek Primary,
companion dog Murphy is one of the kids.
“His purpose is as a companion dog, but his
role is really student welfare. He wanders
in and out of the classrooms, and if the
kids are feeling a bit down they know he’ll
always be up for a cuddle, and that cheers
them up.”
At this little rural school with only 17
students Murphy’s care truly is a ‘team’
effort, with the two teachers and Mr
Anderson sharing his outside-hours care.
“He bounds out of the car and into the
office, he sits in on music time and he was
even front and centre of our school photo,”
says Mr Anderson.
“Murphy belongs to everyone, he will go to
anyone and give them a cuddle, and each of
the kids feel he’s their dog too.” I
For more information on Dogs for Kids with Disabilities, visit www.
dogsforkidswithdisabilities.com
inspire DECEmbEr 2011 19
A
royal week in
sCHOOL NEWs
Crown princess mary of Denmark was happy to show her support for two
important Victorian education initiatives during her recent visit to melbourne.
CrOWn PrInCESS Mary of Denmark joined
DEECD Secretary richard Bolt at Pakenham
Springs Primary School in late november at the
opening of the envї Sustainable Education Space.
A DEECD initiative, envї demonstrates the
latest in environmentally sustainable design
and technology to inspire the next generation of
school buildings.
Envї aims to reduce energy consumption by
90 per cent, compared to that used by current
relocatable buildings and reduce lifecycle CO2
emissions by 50 per cent.
The department will monitor envї over the next
12 months, collecting data on energy use and
comparing efficiency with two existing relocatable buildings also at the school.
During their recent visit to Melbourne, Crown Prince Frederik and Crown
Princess Mary of Denmark also joined Prime Minister of Australia Julia Gillard
and Premier of Victoria Ted Baillieu at The Alannah and Madeline Foundation
(AMF) private luncheon at the Hume Global Learning Centre, Broadmeadows,
to celebrate the next phase of eSmart – eSmart libraries and community centres.
Earlier this year the Victorian Government announced its Stamp Out
Bullying plan, identifying the action needed to protect students from bullying
and cyberbullying. under the plan $10.5 million has been allocated to the
foundation’s eSmart system, which will enable all Victorian Government
schools and 300 Catholic and independent schools classified as disadvantaged,
to become eSmart.
The eSmart system takes a whole-school approach to wellbeing, improving
cybersafety and reducing bullying and cyberbullying. It guides schools to
implement strategies to embrace the benefits of technology and reduce risk.
Crown Princess Mary, AMF’s International Patron, said: “The Alannah and
Madeline Foundation’s eSmart system is a considerable step forward in keeping
children safe online.”
For more information on envї, visit: www.education.vic.gov.au/management/sustainability/envi.htm
For more information on eSmart, visit: www.esmartschools.org.au
20 inspire DECEmbEr 2011
PHOTOGRAPHY BY TOnY MOTT
At the heart of envї is a state-of-the-art Danish
automatic ventilation system that controls
airflow, air-conditioning and heating helping
the building to run as efficiently as possible. The
walls, ceiling and even the windows are highly
insulated, ensuring that the building stays cool in
summer and warm in winter.
education
sCHOOL NEWs
inspire DECEmbEr
r 2011 21
EArLy CHiLDHOOD
Children’s Facilities
Capital Program
Licensed children’s services can look forward to new and improved infrastructure thanks to the
opening of the 2011–12 Children’s facilities Capital program grants round, in which $26 million is
available to services wishing to establish and expand childcare and kindergarten facilities.
SErVICES DELIVErInG a funded kindergarten program can share in $15.55 million
in grants by applying for an Early Learning
Facility upgrade grant of up to $300,000.
The grant will enable services to increase
their license capacity to meet the provision of
universal Access to 15 hours of kindergarten,
and ensure they can continue to deliver other
early childhood services such as three-yearold kindergarten programs.
In addition, $10.45 million has been allocated
to establish integrated children’s centres in
areas where there is growing demand for early
education and care services.
The grants are a part of the Victorian
Government’s 2011–12 commitment for
capital funding to build new children’s services
and upgrade or extend existing services.
Early planning and strong partnerships are
essential in achieving a successful integrated
children’s centre. Partnerships that encourage
families, schools, local government, nongovernment organisations and communities
to connect with each other are key to
supporting individuals to move seamlessly
between and within early childhood, school,
higher education, VET and adult education.
Integrated children’s centres are one of the
enablers for this, with the emphasis being on
providing locally relevant quality services to
families.
“Before designing an integrated centre it
is essential to form partnerships with the
community and develop a strong vision,”
says Mary Agostino, Family Services manager
with the City of Whittlesea, where the new
Laurimar Community and Activity Centre was
officially opened last month by Minister for
Children and Early Childhood Development
Wendy Lovell and City of Whittlesea Mayor
rex Griffin.
22 inspire DECEmbEr 2011
The Victorian Government contributed
$1.95 million towards the $6.53 million
centre as part of the 2006–07 Children’s
Capital Program. The centre is located
within walking distance of a primary
school, Wallaby Child Care Early Learning
Centre, a shopping centre and medical
centre. It features three and four-yearold kindergarten programs, occasional
care and integrated early intervention
programs, two maternal and child health
consulting rooms and a program room for
visiting services such as family support
and parenting programs.
“The vision for the centre was the result of
the estate developers and the local council
wanting to create an integrated hub model,
focusing on walkability and easy access to
resources for community activities and the
local shopping centre,” Ms Agostino says.
‘The partnerships and vision were
established well before we started
designing and building the precinct.”
The centre is a part of a successful and
innovative approach to governance of
community facilities and collaboration
between the City of Whittlesea, other
agencies and the local community.
The partnership also includes estate
developers, Wallaby Child Care Early
Learning Centre, Laurimar Primary
School, community members and the
northern Metropolitan Institute of TAFE.
The 2011–12 Children’s Facilities Capital Program grants round is now open. For
more information, visit www.education.vic.gov.au/ecsmanagement/capitalprogram
EArLy CHiLDHOOD
child health record
gets a facelift
THE nEW My Health and Development
Record has been distributed to maternity
hospitals across the state.
The child health record is the key document
used by parents, Maternal and Child Health
nurses and other health professionals to
record health, development and immunisation
information about each child.
Minister for Children and Early Childhood
Development Wendy Lovell says the new format
is the result of a detailed review conducted
by the Department of Education and Early
Childhood Development, which resulted in the
development of a record that better meets the
needs of parents and service providers.
“Victoria’s Maternal and Child Health service
provides universal health care for children from
birth to school age as well as valued support
and advice for parents.
“The new My Health and Development
Record will help parents keep tabs on their
child’s progress, and it’s also a beautiful way
of documenting the very early stages of their
lives.”
Parents who participated in market research
said the new green ring-binder, which offers
more scope for personalisation, space for photos
and zip-lock plastic sleeves for important
documents, was a huge improvement on the
old ‘blue book’.
Minister for Children and Early Childhood Development Wendy Lovell presented the first
new My Health and Development Record to proud parents Anita and Devi Beniwal of
Maribyrnong.
A closer look
the My Health and Development Record provides parents
with a place to record their child’s birth, health, growth and
development. it boasts 16 sections including: birth details,
immunisations, the maternal and Child Health 10 key visits,
and growth charts. the growth charts cover birth to 18
years and include the World Health Organisation growth
charts for children under 2 years. pEDs (parents Evaluation
of Developmental status) is also included. this is a primary
developmental screening tool that acknowledges the
important role parents have in identifying developmental and
behavioural problems in their children. A list of important
contact details for families is also included.
inspire DECEmbEr 2011 23
EArLy CHiLDHOOD
mental health pilot
for early years
Kidsmatter Early Childhood (KmEC) is a national mental health promotion, prevention and early
intervention initiative specifically developed for early childhood services.
KMEC HAS been developed in collaboration with beyondblue, the Australian
Psychological Society, and Early Childhood
Australia, with funding from beyondblue
and
the
Australian
Government
Department of Health and Ageing. It
involves the people who have a significant
influence on young children’s lives –
parents, families, caregivers, childcare
professionals, teachers and community
agencies – in making a positive difference
to mental health during this important
developmental period.
The four components of the KMEC
framework are: creating a sense of
community; developing children’s social
and emotional skills; working with parents
and carers; and helping children who are
experiencing mental health difficulties.
KMEC is presently in pilot stage (the
pilot ends in December 2011) in over 100
preschools and long day care services
across Australia, including Creative Play
Early Learning Centre in Bulleen.
This long day care centre with integrated
kindergarten program offers quality care
for up to 120 children aged three months
to five years.
“Good mental health in early childhood
has a positive impact on children’s
overall development, assisting children
throughout their lives. For these reasons,
we became involved in this important
KMEC initiative, so we could continue
supporting the families currently using
the service,” director Georgina Dimitrakis
says.
“KMEC has assisted with our implementation of the Early Years Learning
Framework (EYLF), which works hand-inhand with our strategies to support mental
24 inspire DECEmbEr 2011
health. Implementation of the EYLF also
encompasses the development of a safe,
secure community in which members feel
that they belong, which supports what we
are trying to achieve through KMEC,” she
says.
Ms Dimitrakis says involvement with
KMEC has helped to increase partnerships
and engagement of attending families and
the community. Staff have also devised
and implemented new strategies under the
KMEC framework.
“One of our strategies included the
development of a ‘parent and educator
directory’, which outlines individual skills,
talents and knowledge. This directory
guides both families and educators to
utilise and network with other families and
encourages stronger parent involvement
within our program,” she explains.
“For example, a parent who is an opera
singer was invited to contribute to the
children’s daily music sessions. She felt a
connection with the centre not felt before.
Parent involvement is also part of the
EYLF principle of ‘becoming’, as children
form positive relationships and play-based
learning with parents and educators. The
parent and educator directory also assists
us to achieve EYLF outcome three: ‘children
are connected with and contribute to their
world’.”
Ms Dimitrakis says the centre now actively
collaborates with families on a range of
activities, including where to take the
children on excursions.
“Previously, we made some decisions
without consulting parents. now we
involve both children and families. As
a result, our families display a sense of
EArLy CHiLDHOOD
belonging and connectedness, as parents
initiate their own ideas.
partnerships with organisations in the
community,” Ms Dimitrakis adds.
“For example, one parent initiated and
approached another 10 families and
booked a venue close to the centre for
a family dinner with children. Due to
popular interest, the invitation was
extended to all families. This provided an
opportunity for families to connect and
network, which nurtures an appropriate
environment for the development of
positive mental health for children and
parents. Another three mothers devised
a Sunday liturgy session for children
at the local primary school, therefore
extending the social network into the local
community.
“Karen Lovell from Manningham Community Health devised a mapping tool
and guide containing a complete list of
appropriate children and family services
within the local community, which we
now display in our centre. We’ve also had
many opportunities to assist families to
access appropriate services and navigate
through referral processes.
“As a result of our involvement with
KMEC, we have also developed close
“Before, we were unsure of what services
were available and the appropriate
referral pathways associated with each
service. However, in conjunction with
Karen Lovell and our KMEC state
facilitator, we are now very knowledgeable
about services available within our
community.” I
For more information, visit www.kidsmatter.edu.au
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initiative Kidsmatter primary continues
to grow, with an additional investment
of $18.4 million from the Australian
Department of Health and Ageing,
which will enable 1700 more schools
to participate by 2014. Almost 150
Victorian schools are already involved
with the initiative.
independent research has found that
Kidsmatter significantly improved mental
health and wellbeing outcomes and can
improve NApLAN scores – equivalent to
up to six months extra schooling.
For more information, visit
www.kidsmatterprimary.edu.au or call
Paul Shelton on 9657 9711.
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inspire DECEmbEr 2011 25
LitErACy AND NumErACy
Strategy making a difference in classrooms
the Literacy and Numeracy 6 –18 month strategy: p–10 improvement schedule for school
Leaders is designed to provide principals and school leaders with a foundation for a whole-school
approach to literacy and numeracy improvement.
THE STrATEGY enables primary and secondary schools to reflect
on their current whole-school practices in literacy and numeracy
teaching and learning to determine which activities and programs
should be implemented to support improved student outcomes.
It provides a six-term schedule that includes a minimum expected
literacy and numeracy assessment for all students from Prep to
Year 10, and advice on data analysis at a school, year, cohort and
individual level.
The strategy assists schools in the implementation of an assessment
and analysis schedule to inform their approach to high-quality
literacy and numeracy learning and teaching. In turn, student
intervention programs, advice on staff progessional learning, and
strategies to strengthen key partnerships with families can be
incorporated.
At East Doncaster Secondary College the leadership team uses the
school’s annual implementation plan in the context of the school’s
strategic plan to tie together the elements of student learning,
engagement and wellbeing.
“In secondary schools this is a challenge and the strategy really
encourages you to stay on task and shows you how to pull these
elements together with strong commitment from the teachers,”
principal John Handley says.
East Doncaster Secondary College principal John Handley runs
through the Literacy and numeracy 6 –18 Month Strategy: P–10
Improvement Schedule for School Leaders.
“The strategy allows our teachers to identify the data, collaborate
and share what that data means and to plan what they are going
to do about it so they can take collective responsibility for each
child,” he adds.
updated Literacy and Numeracy
6–18 month strategy is online
The strategy brings together a range of resources from across the
Department of Education and Early Childhood Development and
provides principals and school leaders with a single access point
to the resources including assessment tools, support for data
analysis, school accountability documentation, and material to
support professional learning.
the updated Literacy and Numeracy 6 –18 month
strategy: p–10 improvement schedule for school Leaders,
is now available online.
“When we look at the Effective Schools Model it is often very
different for the classroom teacher to see how it fits together. The
strategy enables teachers to see where the different elements work
and assists them in making a difference to each student in the
class.
“Another challenge for school leaders is to make key department
documents available and accessible to teachers in a way that they
want to engage with them,” Mr Handley says.
this online tool is designed to support principals and
school leadership teams in primary and secondary schools
to develop a school-wide focus on literacy and numeracy
improvement.
resources to support the use of the Literacy and
Numeracy 6 –18 month strategy have been developed
by the Victorian Literacy and Numeracy secretariat and
include a powerpoint presentation with speakers’ notes,
templates and videos from primary and secondary school
principals.
To access the Literacy and numeracy 6 –18 Month Strategy and the Professional Learning Resource, go to the Victorian
Literacy and numeracy Secretariat website at www.education.vic.gov.au/vlns or the Ultranet design space ID 113239151.
26 inspire DECEmbEr 2011
spotlight on
literacy &
numeracy
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Help us provide clothing and footwear to
Victorian students in need.
Advice from the Victorian Literacy and numeracy Secretariat
Fostering engagement in mathematics classrooms
Engagement in mathematics is vital
to students’ success and continuing
participation in mathematics.
has demonstrated. Welcome invented
strategies and connect them to what
students have already learned.
research recommends three distinct
forms of scaffolding supporting the
principles of engagement and motivation
in mathematics:
• Expect students to make sense
of mathematics themselves and
avoid using external rewards and
inducements.
• Analytic scaffolding
• Ask students what was important for
them and what did they learn.
• social scaffolding
• scaffolding to promote autonomy and
self-regulation
scaffolding to foster students’ personal
sense of autonomy and self-regulation
as learners implies giving enough
support to enable them to grow in
self-confidence but not too much as
to inhibit mathematics risk taking and
independence.
to promote positive thoughts and
behaviours about mathematics:
• make learning intentions clear and
communicate their importance to
students.
• model what it is to self-monitor and
encourage students to adopt practices
such as self-questioning and checking.
Encourage students to evaluate their
own learning and provide constructive
feedback to teachers and peers.
• Explain to students how tasks are
connected to what they may have
already learned before and not to
assume that this happens automatically.
• Establish a framework where students
can exercise choices in the strategies
and approaches they can use, rather
than simply accept that mathematics
consists of replicating what the teacher
• provide personalised feedback and use
formative assessment to help students
move in directions that are meaningful
for them. Help students to self-correct
their work and to monitor their own
progress.
Engagement varies greatly between
schools and between classrooms.
Disengagement occurs in mathematics
more often than in other school subjects
when students fail to see maths as
relevant to their lives.
Assist “your charity” as we
continue to support the urgent
need of families struggling to keep
their children in school.
Join the workplace giving program and
make a regular pre-tax donation from
your pay.
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2. Click on this button
For more information on mathematics in
Years 5 to 9 visit:
Spotlight: Research into Practice research
monograph; ‘Engagement in mathematics:
defining the challenge and promoting
good practices’ at www.education.
vic.gov.au/studentlearning/litnum/
secretariat/research.htm
Key Characteristics of Effective Numeracy
Teaching at www.education.vic.gov.au/
student learning/litnum/default.htm#6
Victorian Essential Learning Standards;
Mathematics at http://vels.vcaa.vic.edu.
au/maths/index.html
Victorian Literacy and Numeracy
Secretariat website at www.education.
vic.gov.au/vlns
3. Click on this button again, once
logged in edugate and fill out the
authorisation form.
Don’t forget to nominate your Bus. Manager or
Principal in the payroll processing section.
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benefits without needing to keep receipts.
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in our draw for your chance to win prizes
every term.
Visit www.ssr.net.au for more details.
inspire DECEmbEr 2011 27
fAmiLy suppOrt
Language and literacy life skills
An important project in melbourne’s west is focused on language and literacy skills as a means
of preventing generational disadvantage, writes caroline reidy.
A WHOLE-of-family approach to engagement with literacy, learning and the
school system is the central focus of the
Maribyrnong Moonee Valley Local Learning
and Employment network’s (MMVLLEn)
Braybrook Family Inclusive Language and
Learning Support Program (FILLS).
improve young children’s school readiness
and older children’s literacy capabilities.
“Language is the basis for all learning, and
it’s also the key to being empowered within
our cultural context,” explains natalie
Thomas, MMVLLEn partnerships broker
specialising in the middle years program.
“The more English language and literacy
skills we have, the more we are able flourish
and do well within our society.”
“Providing parents
programs in the same
area as the early years
programs allows parents
to participate while
their children are also
engaged in learning.”
It was formed as a partnership between the
Maribyrnong and Moonee Valley LLEn,
Maribyrnong City Council and Dinjerra
Primary School.
The Braybrook area has a high proportion
of families from immigrant or refugee
backgrounds, for whom English is a second
language. Around 30 per cent of students
in Braybrook are considered at risk of a
a diminished quality of life, with many
parents having low levels of education and
income, poor Internet access and little
knowledge of academic or training options.
“The program is based on two years of solid
research and consultation with families at
Dinjerra Primary School around how to
best engage those families in the school
environment,” explains Ms Thomas.
The Braybrook FILLS program supports
families to develop English language skills
and access children’s services. The program
links services such as playgroups, Maternal
and Child Health, the Public Access
Internet program, Bilingual Story Time,
and language and library programs to
“From discussions with these families we
found that there were three main barriers.
The first was socio-economic, with many
families noting that they couldn’t afford to
get around the learning support programs
that operate in the area. Literacy was
noted as a second major barrier for the
28 inspire DECEmbEr 2011
demographic in the area. And thirdly,
because a large section of the community
have large families, it was logistically
impossible for many of them to get around
to various services and engage in learning
support across their children’s age groups.”
Co-location is therefore a vital feature
of the FILLS program, with the range of
health and learning services located in the
same vicinity.
Significant in the program is an AMES adult
English course tailored to the Victorian
education system. It provides information
on how students transition through the
system and outlines literacy standards,
enabling parents to better understand
what will be required of their children and
how to help them.
“Providing parents programs in the same
area as the early years programs allows
parents to participate while their children
are also engaged in learning,” explains Ms
Thomas.
“Processes around school transition, into
primary, onto secondary and beyond
are heavily literacy-based. For parents,
literacy skills are vital in helping their child
transition through these education levels.
The AMES program engages parents in
reading school newsletters and school
reports, writing absence notes and learning
fAmiLy suppOrt
about ultranet, for example. It’s literacy
that you need as a parent to be able to
support your child through school.”
The FILLS program has been running
since early this year, and response to it has
been overwhelmingly positive, Ms Thomas
adds.
“The families of Dinjerra Primary School
feel quite empowered that their needs have
been recognised and their suggestions
supported.”
The initiative has led to community
engagement on many fronts. Caroline
Chisholm’s Year 12 students volunteer with
the service, help ing the young children
engage in various activities, from rhyme
time to readers.
VCAL students from across the area,
many at risk of disengagement, have also
volunteered with the program.
“This works really well, teenagers really
like to make an impact and are positive
about helping to make a difference,” says
Ms Thomas.
“It’s also been a great opportunity
for student teachers and students of
community development and youth
work, social work to come and engage
in the program as part of their studies
and placement obligations,” Ms Thomas
explains, adding that this will be a
continuing part of the program.
In fact, the program has been so successful
that it received the Minister’s Award at the
recent Department of Education and Early
Childhood Development’s Early Years
Awards, which recognise the outstanding
achievements of those in the early
childhood sector.
Minister for Children and Early Childhood
Development Wendy Lovell presented the
award, stating: “I am happy to hear about
the results these services are achieving, as
they build strong links between services,
help parents to improve their skills and
create partnerships that promote child and
family-friendly communities.”
Ms Thomas says the award means a lot
to the service. “It’s fantastic that this
particular model has been recognised
for how well it works as we feel there are
opportunities for this model to work in
other locations across Victoria.” I
For more information, visit www.mmvllen.org.au
inspire DECEmbEr 2011 29
buiLDiNG tHE EDuCAtiON rEVOLutiON
Sharing the benefits
With the majority of
building the Education
revolution (bEr)
projects now complete,
schools across
Victoria are enjoying
the benefits of their
new facilities. Here,
three schools share
how they are making
the most of their bEr
buildings.
30 inspire DECEmbEr 2011
Ocean Grove leads the way
Ocean Grove Primary School principal
Darryl Diment says the school is using
innovative teaching and learning methods
made possible by its new learning spaces.
“Learning is being personalised to meet the
needs of our students. Teachers develop
learning intentions that match up with the
needs of the individual. The students are
tested before each unit of work and allocated
to a group that will match their specific
learning needs. At the end of the unit they
are then post-tested to see what progress
they have made,” he says.
Students review their learning progress with
their teachers each week. They discuss how
they are meeting their goals and objectives
and what they need to do to achieve them.
“The weekly conferences have shown that
all our students are making great progress.
They are achieving their goals and being
more accountable for their learning,” Mr
Diment says.
Mr Diment believes the new spaces are
having a strong impact on student learning.
“With the openness of the building we are
able to use explicit instruction and group
learning in the spaces. We use the flexible
spaces and furniture in the middle area for
students to do their independent learning,
and also as a student breakout space.”
He adds that maths results have improved
10 to 40 per cent across the board when
compared with previous results, and that in
reading some students have increased two
and three grades over the course of the year.
buiLDiNG tHE EDuCAtiON rEVOLutiON
Art and craft exhibition a hit
For the past 36 years the Derinya Arts
and Crafts Exhibition has been a vibrant
event that attracts thousands of Victorians
to view artwork from established and
emerging artists.
This year the exhibition found a new home
at Derinya Primary School’s multipurpose
centre. Principal Jenny roth says the new
centre has not only provided an impressive
venue for community events such as the
exhibition, it has also provided the school
with an excellent facility for everyday use.
“We use the centre for sport, dance
practice, assemblies, performing arts,
music practice, coffee mornings, special
functions, parent gatherings, and of course
the Derinya Arts and Crafts Exhibition.
“The centre is strongly focused on
community use and includes a canteen that
can be used for community functions and
out of school hours activities. Parents and
the school community love the building.
It’s a beautiful space to work in and it adds
another dimension to our school, and we
will constantly be inventing new ways of
using it,” Ms roth says.
She adds that community interest in the
multipurpose centre is running high.
“It’s already being used for basketball
training, dance lessons, kickboxing classes
and community coffee mornings. The
school has even had an inquiry about using
the multipurpose centre for a wedding.”
“A big plus is that now a wider group of
students and community members can
work with the Edi upper students, and our
students have the opportunity to engage in
planning and organising activities around
our kitchen and garden.” I
Edi upper cooks up a storm
Students at Edi upper Primary School have
been cooking up a storm in their newly
refurbished kitchen. The school is also
using the kitchen as a tool to strengthen its
links with the community.
“We run a kitchen garden program for
three other local primary schools, the
kitchen is used for adult cooking classes
for single people in the community and we
are planning to run a program where the
children prepare and share a meal each
month with the senior citizens in our local
area,” says principal Michael Cross.
Mr Cross says the new kitchen ties in
perfectly with the school’s participation in
the Stephanie Alexander Kitchen Garden
Program. “It has enabled more children to
be involved and allows students to expand
their cooking experiences and gain other
valuable skills.
“The children also run programs for
students at other schools. This develops
their interpersonal skills and oral language
as well as their confidence,” he says.
For more information on Building the Education Revolution, visit www.education.vic.gov.au/buildingrevolution or call 1800 679 938.
inspire DECEmbEr 2011 31
EDuCAtiONAL LEADErsHip
Broadening Bastow’s reach
the
t
he launch of the b
bastow
astow iinstitute
nstitute of Educational Leadership’s public website and world-class
learning centre will ensure greater access to learning opportunities for leaders in education.
BASTOW IS the cornerstone of the
continued and substantial investment
in building the knowledge and skill of
all professionals in the Department
of Education and Early Childhood
Development.
Since 2009 the institute has been providing
a range of powerful learning experiences
for school and early childhood leaders.
This year Bastow successfully piloted a
range of leadership development courses,
the feedback to which has led to the
development of the 2012 learning program.
“The pilots helped us to determine what
worked effectively and where there were
opportunities for improvement,” says
Bastow director Bruce Armstrong.
“The content of our courses has been
developed
by
leading
academics,
researchers and practitioners. Together,
they have identified the key ideas,
theories and concepts that underpin the
professional practice of school leaders.
This intellectually challenging content will
set high expectations for the learning of all
participants.”
The 2011 pilots were assessed by an
independent evaluator, which found that
more than 90 per cent of participants
agreed or strongly agreed that they
experienced courses with high-quality
content, design and delivery, that they
acquired new knowledge and skills, and that
the course improved their understanding
32 inspire DECEmbEr 2011
of Department frameworks and increased
their confidence and motivation to lead.
“Bastow courses are designed on the
basis of evidence about the best ways
for educators to engage with course
content,” says Mr Armstrong. “Courses
include opportunities for the practical
application of knowledge and skills, the
provision of multiple sources of feedback
and ongoing support through mentoring
and coaching, peer learning groups and
online communication and collaboration.
All courses are designed and delivered by
quality assured experts in leadership.”
This year Bastow has celebrated two
milestones, the first being the launch the
Bastow public website, which will transform
the way the institute communicates with
the workforce and wider community.
“It is an important means of communicating
our vision and mission, course offering and
upcoming workshops and seminars,” says
Mr Armstrong.
The website also provides easy access to
information about the full range of Bastow
courses and to numerous high-quality
educational resources.
“In time the website will become more
interactive,”
Mr
Armstrong
adds.
“Educators will be able to engage in online
conversations about leadership and school
improvement through the use of blogs
and other Web 2.0 tools. They will be
able to establish their own personalised
online space to collect resources, post
reflections and develop a professional
learning portfolio, and will also be able
to undertake blended and fully online
leadership development courses through
the website. This will change the way
educators from rural and country Victoria
access leadership development in the
future.”
Bastow’s second significant milestone
will be the completion of the restoration
of its 138-year old heritage building and
the modern extension and fit out that will
provide a world-class learning centre.
“The facility will provide opportunities
for leaders to connect, converse and
collaborate to build their leadership
capabilities,” explains Mr Armstrong.
upon completion, the facility will be
equipped with a 100-seat lecture theatre,
a multipurpose room for large group work,
an observational classroom, breakout
rooms and an area for quiet reflection.
“All spaces will be enabled with the latest
learning technologies,” Mr Armstrong
says.
For more information, visit www.bastow.vic.edu.au
To receive alerts to events subscribe to the Bastow RSS feed.
EDuCAtiONAL LEADErsHip
Bastow case studies
As part of a 2011
evaluation more than
90 per cent of course
participants agreed they
would remain advocates
for bastow courses.
some of their experiences
are outlined below.
Emerging Leaders
Bella Davis
Teacher, Skye Primary School
Bastow’s Emerging Leaders program
had a huge impact on me. It gave me
the confidence to make informed and
purposeful decisions. Significantly, it
provided me with the resources to take up
the task of creating a personal definition
of leadership and begin to create a vision
about the type of leader I want to be.
I now understand that leadership is a
journey, full of challenges. I came to
recognise that both the ‘highs’ and the
‘lows’, if reflected upon, can have a positive
impact on each leader’s journey.
Bastow’s Emerging Leaders program
provides a toolkit to begin the leadership
journey. The program supported me to
create my personal definition of leadership
through a combination of new experiences,
established frameworks, and guidance
from mentors, role models and experienced
leaders. This rich set of connections and
supports meant I could establish a context
and framework in which to place, evaluate
and reflect on leadership experiences and
challenges.
By the end of the program, I was reflecting
on situations and challenges from a new
perspective – as a leader.
Participants in the Principal
Facilitator for Emerging
Leaders Program 2011.
...continued on page 34
inspire DECEmbEr 2011 33
EDuCAtiONAL LEADErsHip
...continued from page 33
north Melbourne Primary School assistant principal Jennifer Douglas (centre) says the
Developing Relationships module confirmed that teaching is all about building positive
relationships with students, staff and the community.
know if I was implementing the Victorian
Early Years Learning and Development
Framework effectively. I was curious about
what I could learn from other leaders.
These were all factors in deciding to
participate in this program.
The program was packed with stimulating
discussion and exercises, such as
the fish bowl, which was brilliant. It
involved reflective practice, learning
how to effectively communicate your
understandings among fellow educators,
and learning how to gauge their
understandings by delving deeper.
Developing Relationships
Jennifer Douglas
Assistant principal, north Melbourne
Primary School
Teaching is all about building positive
relationships with students, staff and the
community. In environments where there
are strong and positive relationships,
people are more motivated, creative and
willing to take risks. Participating in
the Developing relationships module
confirmed this for me.
A great bonus of the Developing
relationships module is forming collegiate
support groups outside the sessions.
These groups are informal and encourage
further discussion of concerns and possible
solutions.
An important part of the module is a schoolbased project. My project was about moving
staff, emotionally, to a flexible learning
space. This involved open discussions with
staff, listening to their concerns, respecting
their opinions, understanding their fears,
supporting them and developing mutual
trust.
Learning sessions during the Developing
relationships module have helped
enormously, giving me courage and
confidence to support my staff in the move.
34 inspire DECEmbEr 2011
Educational Leadership in Early
Childhood Settings
Radha narasimhan
Quality support officer, GoodStart
Childcare
Before taking on directorship of a centre I
wanted to learn whether I was on the right
path as an educational leader. I wanted to
I work in a team of six quality support
officers, and my leadership practice
has changed greatly. The exceptional
presentations and support of my mentor
have thrown open the windows. I have
brought a wealth of knowledge back to
my team, making a huge difference to the
way we operate. We are redesigning tools
and strategies to empower educators,
equipping them with the resources they
need to get positive results.
I highly recommend the program. It’s so
rich, so full of discussion and reflection.
The inquiry-based approach is such a
useful framework for thinking, learning
and leading. This kind of learning stays
with you for life.
EDuCAtiONAL LEADErsHip
Leading Ethically
Scott Dellar
executive principal, Ballarat South Community
Learning Precinct
When our collegiate group of principals learned about
the Leading Ethically module, we applied as a group.
We knew it was exactly what we needed to stimulate
important conversation and learning.
I found the module’s pre-readings enormously
stimulating. I think in many ways the strength of the
module was around the high level conversations of
the participants, as we related our own stories and
dilemmas about the ethical circumstances that we
face as school leaders and as we become increasingly
involved in high level community partnerships.
Better understanding and better knowledge of leading
in an ethical manner is an important piece of the puzzle
in school leadership. The module will be a foundation
we can all leverage off for a number of years. I
Ballarat South Community Learning Precinct executive principal Scott Dellar
applied for the Leading Ethically module as part of his collegiate group of
principals because “it was exactly what we needed to stimulate important
conversation and learning.”
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inspire DECEmbEr 2011 35
risK mANAGEmENt
Fraud prevention
principals are central to the accountability process and there are four fundamental actions they can
take to help prevent fraud and corruption in their school, writes Dr Bandara Bandaranayake.
fraud and corruption
activities are criminal
offences. to safeguard
public funds and properties
in schools an environment
of sound governance,
robust internal controls and
a strong ethical culture is
necessary.
be proactive
under the Education and Training Reform
Act 2006 the school council has the duty
to ensure that all monies coming into the
hands of the council are expended for
proper purposes.
The main sources of funds for school
councils are government provided funds
(departmental, Commonwealth and state
grants), locally raised funds (parent
payments, donations and trading operations)
and other funds such as bank interest and
proceeds from sale.
The school council, on behalf of the Minister
for Education and the public, entrusts
school employees to utilise public monies
and resources for educational purposes
and to carry out their tasks honestly and
ethically. As principals are the executive
officers of school councils, they have a
specific governance role to manage school
resources effectively and efficiently on
36 inspire DECEmbEr 2011
behalf of the school council and in line with
the council decisions.
Principals can demonstrate their accountability to the council by creating an effective
internal control environment and reducing
the opportunities for fraud by developing
and encouraging capable guardians of
public funds.
Effective principals lead and set the example
by being ethical leaders. They demonstrate
a high level of personal integrity, and
not only manage fraud risks proactively
but also educate school employees about
the responsibility and accountability for
safeguarding public monies.
Observe compliance
One of the most vulnerable areas for fraud
is cash handling. School councils raise funds
locally and also conduct trading operations
including
canteens,
uniform
shops,
risK mANAGEmENt
Outside School Hours Care (OSHC) and
school facility hire. A lack of continuous
attention to cash control could result in
misappropriation of funds.
Procedures are clearly defined for capital
investments in schools but compliance
is not always observed. Quotation
requirements and tendering thresholds
are expected to be strictly adhered to.
Assurance of the value for money principle
and maintenance of the fairness in the
procurement process are also important.
Another potential pitfall is managing
matters relating to conflict of interest.
Electronic banking is an emerging area
of fraud risk. There are a number of
advantages to electronic banking, which
include fast access to accounts and
financial information, paperless processing
and permanent records. Technology is,
however, never 100 per cent reliable. Online
banking can compromise schools’ financial
security if someone can access the security
details. Therefore, school account numbers
and passwords should be well secured from
cyber fraud or internal misuse.
School councils have the power to purchase
goods and services directly from any
source when it is to the best advantage
to the school but within government
policies. The purchase function must be
strictly controlled with separating the
authorisation, recording and custody
functions so that a crosscheck can occur.
A stocktake of all assets is to be conducted,
at a minimum, once per year. The school
principal should appoint a stocktaking
officer who is not involved in the handling
or custody of stores, to conduct and
supervise the stocktake. Any adjustment to
the School Asset Management System and
inventory requires proper authorisation by
the school council.
School employees and school councillors
are expected not to accept gifts, benefits
or hospitality from people seeking to
influence their decisions unfairly. They
must always act fairly and objectively and
maintain public trust by being honest,
open and transparent.
accounts must comprise the principal
as a mandatory signatory, and a second
co-signatory who must be a member of
school council and approved by council as
a signatory. The business manager must
never be a signatory for school accounts.
Establish controls and
procedures
Ensure staff awareness
To safeguard against potential risks in
fundraising activities, there should be
a clear statement of purpose approved
by the school council, appointment of a
small supervisory committee to oversee
the activity, a delegation of authority to a
subcommittee to engage in the fundraising
activity, and a statement of how the profits
and losses are distributed.
Carefully
selecting,
training
and
supervising money handlers, instituting
a recording system at point of sale and
receipted cash collection and banking
system, can further improve cash control.
At each cash collection point, where
applicable, there must be at least two
specified persons appointed for collection,
record keeping and safe keeping of cash.
The involvement of more people for cash
handling works as a natural deterrent for
potential misappropriations.
Segregation of duties is an important
strategy to minimise potential fraud
or misappropriations. This is achieved
by ensuring that no one person has the
complete responsibility for the entire
transaction. Functions that should be
separated include authorisation, payment,
custody and recording.
Departmental policies require that all
school council bank accounts, except the
High Yield Investment Account (HYIA),
must be in the name of the school council.
registered signatories at the bank for these
All staff are bound by the Code of Conduct
for the Victorian Public Sector Employees.
The Department of Education and Early
Childhood Development’s Fraud and
Corruption Control Framework provides
a clear statement to employees that
fraudulent, corrupt or improper conduct
is not acceptable and will not be tolerated.
The framework also ensures that employees
are aware of their responsibilities for
establishing controls and procedures
for the prevention of fraud, reporting
suspicions of fraud and how such reports
could be made.
Principals are responsible for the
implementation of the framework and they
must be aware of relevant internal control
guidelines, including the Internal Control
for Victorian Government Schools.
An annual planning process can also be
used to identify fraud risks at early stages
to develop strategies to mitigate them.
Systematic measures, such as reviews,
checks and balances, and methods and
procedures, will help safeguard assets
and resources, deter and detect errors,
fraud and theft, and ensure adherence to
Departmental policies and plans.
Dr Bandara Bandaranayake is the
fraud control officer with the Portfolio
Governance and Improvement Division of
the Department of Education and Early
Childhood Development. I
For more information visit https://edugate.eduweb.vic.gov.au/Services/Policies/Pages/Fraud.aspx
inspire DECEmbEr 2011 37
AustrALiAN trAiNiNG AWArDs
victorian winners are grinners
VICTOrIA’S COLIn Wilson, an apprentice
chef from Holmesglen TAFE who works
at the Yarra Valley’s Chateau Yering, has
taken out the major award of Australian
Apprentice of the Year at the Australian
Training Awards.
the Industry Collaboration Award; Jessica
Pendlebury who was named Australian
School-based Apprentice of the Year;
and Amanda Divola, runner-up for the
Australian Apprentice (Trainee) of the Year
award.
Held in Brisbane in late november, the
Australian Training Awards are the peak
national awards for the vocational education
and training (VET) sector, recognising and
rewarding organisations and individuals for
their outstanding contribution to skilling
Australia.
Minister for Higher Education and Skills
Peter Hall congratulated all Victorian
winners.
Melbourne-based Stella Axarlis AM received
a Lifetime Achievement Award for her
vital work in the vocational education and
training sector over many years. Ms Axarlis’
commitment and contribution to the VET
sector has been recognised in her many
appointments to a number of peak training
and education bodies. These include chair
of the national Training Quality Council,
the Modern Australian Apprenticeships
and Traineeships Scheme, the national
Industry Skills Council and deputy chair of
the Australian national Training Authority.
Other Victorian winners included SPC
Ardmona in collaboration with the
Australian Manufacturing Workers union
and the national Food Institute, taking out
38 inspire DECEmbEr 2011
“These individuals and organisations have
already demonstrated excellence in their
field of vocational education and training by
being named the winner in their category as
part of the Victorian Training Awards and
now they have been recognised as the best
in the nation in their field.
“To win an award at the Australian Training
Awards is the icing on the cake for these
outstanding Victorians. They have done
themselves and their state proud.”
Aspiring chef Colin Wilson has already
worked with culinary masters Gordon
ramsay and neil Perry and, after winning
a coveted prize, travelled to France to
work with Michelin star chef Thierry
Marx. Currently working at award-winning
Eleanor’s restaurant and Sweetwater Café
at Chateau Yering, his future goal is to own
and run his own restaurant.
Other Victorian finalists included
Lisette Mill, Vocational Student of the
Year; Stephanie Dalton, Aboriginal and
Torres Strait Islander of the Year; Scott
robinson, VET Teacher/Trainer of the
Year; Flexible Training Solutions, Small
Training Provider of the Year; South
West Institute of TAFE, Large Training
Provider of the Year; Bendigo Senior
Secondary College Applied Learning
Program, School Pathways to VET; and
Sandybeach Centre, Community Pathways
to VET.
“Victoria is blessed with an outstanding
natural resource, the talent and
capabilities of its people, and this is why
the Victorian Government is committed
to ensuring that our training system is
flexible and responsive to the changing
needs of business, industry and all
Victorians,” said Mr Hall.
“Skills are vital to Victoria’s future and
supporting the development of skills is
essential to the ongoing prosperity of the
state.”
For more information about the Australian Training Awards, visit:
www.australiantrainingawards.gov.au
News bites
Sandringham Primary wins
short film award
This year the KWn competition invited 64 primary and
secondary schools from across the country to script, produce,
direct, star in and edit their very own short film. The judges
critiqued the films, looking at the originality of the concept and
the quality of the script, sound, videography and editing.
The awards were hosted by TV personality and KWn
ambassador Toni pearen and attended by guest judges,
including Tim Farriss, founding member and lead guitarist of
inXs.
For a full list of 2011 KWn winners, visit www.panasonic.
com.au/kwn
Schools’ State Convention
education Minister Martin Dixon joined 100 students
as they debated and discussed climate change and
environmental issues at the annual schools’ state
Convention at parliament House.
sandringham primary school scooped top prize for Victoria
at the annual panasonic Kid Witness news (KWn) new Vision
Awards.
The school received the Victorian state primary Award for
its short film entitled SOS, about two young students who
set off to investigate an old natural history museum. They
learn a valuable lesson when the exhibits suddenly come to
life to teach them about conservation. Containing a strong
environmental message, the short film comes with a stern
warning for the audience not to ignore the plight of Australia’s
endangered species.
The students from 37 government, Catholic and independent
schools from across Victoria spent the day discussing key
energy themes including sustainability, clean energy, climate
change, population growth, natural resources and pollution.
students participating in the convention had already been
involved in recent student leadership activities, including
regional schools’ state Conventions, Model United nations
Conferences and the YMCA Youth parliament or Victorian
student representative Council discussions.
From the convention, 25 students will be selected to
represent Victoria at the national Constitutional Convention
in Canberra in March 2012.
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inspire DECEmbEr 2011 39
rEfLECtiVE prACtiCE
The power
of three
Ceres Primary School principal Lissa
Campbell, Forrest Primary School
principal Ann Buchanan and Birregurra
Primary School principal Mary Hutchison.
birregurra primary school principal mary hutchison reveals how a practitioner-led research
Grant enabled three schools to combine for a reflective-practice project that is now having a
ripple effect across two networks.
In 2010, the Department of Education and
Early Childhood Development’s (DEECD)
Innovation and next Practice Division
identified that students at Birregurra Primary
School had achieved learning outcomes
at secondary school level in the 2009
Government School Performance Summary.
They invited our school to be part of a field
trial to understand our practice and share
it with others. We chose not to participate,
as we did not fully understand why our
students were getting such good results.
We were not systematically nor consciously
using data to inform any of our curriculum
decisions, nor did we have a whole-school
approach to any curriculum areas.
This inquiry into our practice highlighted
the need for us to have greater awareness
about how and why we were teaching
the way we were and the importance of
developing a clearly documented wholeschool curriculum.
I first heard about the Practitioner-led
research Grant offered by DEECD in 2010,
and realised that access to such a grant would
allow us to shed some light on our current
practice and provide the monetary support
to develop a whole-school curriculum.
The aims of the grant were to:
• Encourage and support practitioner-led
engagement with research into priority
issues.
40 inspire DECEmbEr 2011
• Build research knowledge and skills
through collaborative practices and
learning between various members and
groups.
• Share outcomes and outputs results of
practitioner-led research to monitor
and inform departmental objectives and
priorities and inform policy development
and practice.
• Foster partnerships as a way of building
on and contributing to high-quality
research.
I could also see how this grant may be
beneficial to other schools in our region,
so I approached Forrest Primary School
principal Ann Buchanan and Ceres Primary
School principal Lissa Campbell to discuss
the possibility of our schools working
together. We quickly realised that we had
some common issues that we wished to
address, and these became the starting
point for our application.
The transient nature of teachers in our
small rural schools meant that it had been
difficult to develop a consistent wholeschool approach to curriculum design and
delivery.
Together, our three schools have a
combined teaching staff of 12. Having only
one teacher per year level has led to limited
collaborative planning time and a lack of
opportunity for rigorous collegiate debate
around practice with regard to specific
learning needs of students in specific levels
within each school.
Once we had agreed on our purpose, we made
contact with educational consultant Karen
Green to assist us with our work. We were
aware that Karen had been working on the
development of an online curriculum that
each school could deliver simultaneously.
Having a curriculum that has already been
mapped was seen as an asset. There was
also the added bonus that teachers could
have professional conversations about what
students were doing in classrooms across
the three schools.
Karen came on board and provided support
to all teachers in the form of professional
learning sessions around best practice.
Teachers were introduced to Inter@ct,
an online curriculum developed by Karen
and her colleague Amanda Dressing.
Through the adoption of this program,
teachers from all three schools have been
able to ‘learn while they teach’ a common
curriculum, regardless of their number of
years of experience or level of curriculum
knowledge.
Common planning and professional
learning days were scheduled. Teachers
were given opportunities to visit each
other’s classrooms. They were provided
with professional readings and encouraged
to use the e5 Instructional Model Journal in
rEfLECtiVE prACtiCE
which to record their own learning journeys.
This provided a great opportunity for them
to see themselves as lifelong learners who
can model appropriate learning behaviours
to their students. The ultranet was used as
a vehicle for teachers to collaborate online
and to stay connected.
Referring to the
Blooms ladder
attached to the
desk to reflect
on thinking.
Using ‘question
cubes’ to generate
good questions.
One of the most notable outcomes of this
interaction between staff from the three
schools has been the increased awareness
of the importance of higher-order thinking
for leaders, teachers and students, as well as
the extent to which the educators are now
putting their practice under a microscope.
As teachers from each of the three schools
began delivering the Inter@ct units, they
found a common language and purpose
around which to share their practice. The
interactive nature of the online program
meant that teachers were able to customise
learning for students in the three settings.
At meetings, they would step immediately
into conversations about their own and
their student’s capabilities, as they were
all working from the same template with
clearly identified outcomes.
Professional
conversations
between
teachers from each school have provided
opportunities to debate and challenge
intentions of tasks. Beginning teachers
in each school have commented on the
emotional and practical support provided
throughout the project.
The grant ran from July 2010 to July 2011.
Lissa, Ann and I agreed that we felt an
Collaborating
online with a group
reflection tool.
increased sense of satisfaction in knowing
that our teachers were spending quality
time in discussions around individual
student’s requirements and reflecting on
their teacher practice.
Another notable benefit has been students’
perceptions of themselves as learners.
When asked to reflect on the work that he
was doing at school, one student wrote:
“We notice when we think now; we didn’t
before.”
The ripple effect of this project is reaching
beyond the three schools and is extending
across two networks. Learning walks
are prompting discussions about the
importance of higher-order thinking. When
applied as a whole-school approach all
students are enabled to reach their potential
as learners.
As principals, Lissa, Ann and I feel that we
have been able to mirror the importance
of reflective practice and empower our
teachers to look into the same mirror to
develop their metacognitive ability as they
deliver an inquiry-based curriculum.
The importance of leaders as exemplars to
their staff has been highlighted throughout
this project. John F. Kennedy’s speech
“Leadership and learning are indispensable
to each other” highlights the importance of
leaders ‘walking the talk’ as lifelong
learners. I
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inspire DECEmbEr 2011 41
DiGitAL rEsOurCEs
great digital learning resources on
physical education
and Sports
School Sport victoria
www.ssv.vic.edu.au
The schools sport Victoria website provides strategic
leadership and resources across a wide range of school
sports. it also provides online forms, policies, eBulletins
and advocacy, as well as information on conferences and
comprehensive sporting calendars for regional and state
competitions.
victorian Institute of Sport
www.vis.org.au
Featuring more than 40 sports and sports-related careers,
this website includes information on motivational guest
speakers and athlete role model programs tailored for
schools, covering topics such as goal setting and motivation,
leadership and dedication.
42 inspire DECEmbEr 2011
Australian Institute of Sport: Sports
profiles
resource ID: XS5hrh
www.ausport.gov.au/ais/sports
This handy website provides a comprehensive overview of
most sports and key Australian institute of sport players along
with valuable resources for sports medicine, technology and
nutrition.
Department of education and early
childhood Development school sport
www.education.vic.gov.au/studentlearning/programs/
schoolsportvic.htm
A wealth of information on sports programs for schools, with
links to statewide and national sports organisations. includes
opportunities for principals and teachers wishing to become sport
sub-committee members in their region, and details on Victorian
school sports Awards and Victorian Teachers Games.
DiGitAL rEsOurCEs
here are six physical education
and sports websites and resources
recommended by the Ultranet team.
The latest release of newly developed
innovative digital learning resources includes
Travelbugs and Act Wild. These can be found
through the Ultranet and FUse using the
resource iD code provided.
Travelbugs
Audience: Students Years 5 to 8
resource ID: DQ28Bm
Sport and recreation
www.dpcd.vic.gov.au/sport
resource ID: Q5y3ZA
This Department of planning and Community Development
site makes it easy to find a sporting group and locate facilities
including sports camps. it features information on major events,
sport news and sport management issues.
travelbugs is a social
learning network that
enables students to
virtually travel the world
to investigate other
cultures and participate in
collaborative activities with
peers across the globe.
students have opportunities
to engage with others in
China, indonesia, india,
Japan, Korea, malaysia and
singapore, with more countries available over the next
12 months.
travelbugs was developed in partnership with the Asia
Education foundation. students already familiar with
superClubspLus (www.scplus.com) will be able to
extend their online skills in a new secure and moderated
environment.
Achper
www.achper.vic.edu.au
resource ID: n9crK3
The Australian Council for Health, physical education and
recreation (ACHper) site provides resources for teachers of
health, physical education, sport and recreation. it includes
news, research, conference information and ways to activate
school programs.
Search Ultranet endorsed content to find
quality digital resources to support your
learning program. Resources include
interactives, videos, images and websites.
https://ultranet.vic.edu.au
Act Wild
Audience: Students Years Prep to 8
resource ID: J2FrpL
Act Wild has been created
in partnership with Zoos
Victoria and features
exclusive images, videos,
fun facts, a zookeeper blog,
student forum, and an events
calendar to help students
get grubby by joining local
conservation events.
it provides insight into the unique animals at melbourne
Zoo, Werribee Open range Zoo, Healesville sanctuary
and beyond, promoting how everyday behaviours can
impact on animals in the wild.
inspire DECEmbEr 2011 43
DiGitAL rEsOurCEs
iPads for all
44 inspire DECEmbEr 2011
DiGitAL rEsOurCEs
Warringa park school is well
on the way to providing every
student and teacher with ready
access to an ipad and the
improved learning outcomes
are already evident.
WITH ALMOST 300 iPads in the hands
of Waringa Park’s teaching staff and 304
students, the school is close to achieving
its goal of a one-to-one program with the
device.
Principal Colin Schot says the iPads have
been integrated across all areas of the
curriculum, with impressive results.
“It is invigorating and exciting to see
students who could never engage with a
computer or an interactive whiteboard to
attempt to open and use an app in a way
that you can see they are learning.
“I am excited as a principal of a specialist
school for the opportunities the iPads
present to personalise learning through
the amount of apps that are available. This
enables all learners to become successful,
to communicate and more importantly to
grow as citizens that ‘can do’ where often
they are viewed as citizens that ‘can’t’,” he
says.
Warringa Park is part of the Department
of Education and Early Childhood
...continued on page 46
TANVIC
The Teacher Agency Network of Victoria
…. is the only association for teacher agencies in Victoria.
It’s agencies are….. without exception:
1. highly competent, informed and ethical.
2. locally owned and operated.
3. regularly meeting with DEET, AEU, WorkCover and VIT.
4. fully insured and abide by all workplace and taxation laws.
5. attentive to the wishes and needs of their schools.
6. scrutinised by TANVIC to ensure your schools are safe.
Your school would be wise to only use only registered
TANVIC agencies. For your nearest TANVIC agency go
to tanvic.com.au or ring 97662777.
inspire DECEmbEr 2011 45
DiGitAL rEsOurCEs
Early intervention
using ipads
...continued from page 45
Development’s iPads for Learning trial. As
part of the trial, more than 700 iPads were
distributed to students at nine selected
schools and the royal Children’s Hospital
Education Institute.
weekly tutorials for staff dedicated to the
use of iPads and the ultranet. Teachers
get together to share their tips and tricks,
discuss favorite apps and boast about
success stories.
The trial examines the impact iPads have
on students’ learning at home and at
school, as well as how iPads can benefit
and transform teaching practice. The
iPads for Learning trial builds on evidence
that engaging and innovative learning
environments are needed to connect
with today’s students and equip them
for tomorrow’s world. It helps to bridge
the gap between the technology used by
students in day-to-day life and that used
in schools.
“iPads have opened doors for many of
our students,” she says. “We have many
students working below the Victorian
Essential Learning Standards (VELS)
who are learning to reach out and make
contact with an object on the iPad.
Through engaging apps such as Pocket
Pond, Bloom HD and SoundPrism some
students are now experimenting with
moving their hands around the screen as
a result of the exciting effects that occur.”
Warringa Park is a dual-mode school
catering for children with an intellectual
disability. The Western Metropolitan
region (WMr) school now has a fulltime iPad coach. Dawn Hallett organises
46 inspire DECEmbEr 2011
Information technology manager Blake
roberts says while 300 iPads might sound
like a technical nightmare, they have
proved anything but.
“The devices will do me out of a job because
they are so self-efficient,” he jokes. I
Allied Health Workers in the Western
metropolitan region (Wmr) are using
ipads to assist with early intervention
therapy, and Wmr assistant regional
director simon milligan says the region
has already seen the benefits of funding
this initiative.
“the flexibility of the device, coupled
with children’s natural propensity to
grasp technology quickly, has lead to
the ipad emerging as a very useful tool
in this area,” he says.
“the Wmr immediately saw
tremendous potential for the devices in
our work with children and families. it
was decided from the start that our early
intervention workers should view them
as tools, and as part of their professional
practice be up-to-date with the tools
available to them.”
DiGitAL rEsOurCEs
music spanning classrooms
boneo primary school teacher sally Walsh has created a virtual orchestra of students from across
the country, connectable at any time.
MuSIC TEACHEr Sally Walsh has
won the 2011 Microsoft Partners in
Learning Teacher Award for Victoria for
her innovative use of technology in the
classroom.
Having no other music teachers to
collaborate with at her small Mornington
Peninsula school prompted Ms Walsh
to create the Music Matters – reaching
Out platform for music teachers to share
best practice. She used virtual conference
centre technology to share PowerPoint
presentation slides with music teachers
at other schools and encourage music
technology experts to present online.
Her web conference featured on the
Department of Education and Early
Childhood
Development’s
Virtual
Conference Centre, a facility that allows
Victorian educators to participate in
web conferences for online teaching and
learning, professional development and
meetings.
“This was so easy, it gave me an idea: How
about using live conferencing technology
to connect students; not to swap ideas – to
perform music,” says Ms Walsh.
It wasn’t long before her Year 4, 5 and 6
students were playing with others from
across the world.
“Although I teach music in isolation in my
classroom, my students and I can reach
out to the world,” says Ms Walsh. “I now
have colleagues from around the world to
connect with and experts around the world
to learn from. I am consistently challenged
to try new ideas.”
In May this year Ms Walsh invited students
in other schools to join her music lessons
through audio and video linkups in
real time. She rehearsed each group of
students in instrumental sections, using
music scores embedded in PowerPoint
presentation slides. Then she turned
virtual conductor, and was able to get all
the students to perform together.
“My students were amazed they could
create a virtual orchestra with students in
other schools,” she adds.
“The idea of making music together without
distance being a barrier is very powerful.”
The Microsoft Partners in Learning
Teacher of the Year Award recognises
innovation in classroom teaching using
ICT across Australian schools. It is part of
Microsoft Australia’s Partners in Learning,
a global initiative that is dedicated to
enabling access to technology, supporting
leadership and building community in
Australian schools.
Ms Walsh will go on to represent Victoria
at the Microsoft Asia Pacific Partners in
Learning Forum taking place in March
2012 where she’ll have the chance to
be selected as the national winner, who
will represent Australia at the Microsoft
Partners in Learning Global Forum later
that year.
With web conferencing seen as a powerful
way to connect, communicate and
collaborate with others in real-time from
anywhere with an internet connection,
many Victorian educators are now
undertaking web conference training
and registering to run their own web
conferences on the Virtual Conference
Centre.
Ms Walsh is also a Department-trained
web conference coach, offering support for
those teachers preparing to run their own
conferences. All coaching occurs online,
via online discussion forums, email and
web conferences.
For more information on the Virtual Conference Centre, visit www.education.
vic.gov.au/researchinnovation/virtualconferencecentre/training.htm
For more information on the Microsoft Partners in Learning Teacher Awards,
visit www.microsoft.com.au/innovativeteacher
inspire DECEmbEr 2011 47
uLtrANEt
Engaging content
lands on the Ultranet
A new entry point to the ultranet makes finding and sharing content even easier.
FInDInG AnD sharing content on the
ultranet is now easier due to the new
Endorsed Landing Page. From videos to
interactive learning objects, students and
teachers can now easily engage with the
visually appealing content.
When users select Content from the Global
navigation menu they are taken to the
Endorsed Landing Page. This is a new
entry point made up of content acquired by
the Department and other quality-assured
content developed by teachers.
The Content page has a slider to showcase
content for teachers and students. The
Landing Page contains links to the most
popular content, and content by provider
and by subject area. There is also a video
player showcasing the latest video content.
An additional feature enables users to
group, save and share their favourite
content. This makes it more convenient
48 inspire DECEmbEr 2011
for a class or group to research a common
topic. Separate interfaces for primary
and secondary students will soon be
introduced.
A number of teachers from schools in
Keilor, St Albans and Melton recently
attended a workshop with ultranet coaches
Deb Hicks and Alf Galea to focus on the use
of quality digital content in collaborative
spaces and learning tasks for students. A
design space was set up to provide ongoing
resources for teachers who want to include
powerful interactives and digital content
in their learning spaces for students. The
space, open to all teachers, is called using
Quality Digital Content in Collaborative
Spaces (resource ID: 116643261).
Teachers at St Albans north Primary
School are particularly keen to embed
digital content in their curriculum
spaces. Prep teachers Sharon Zammit
and Katherine Attwood said they could
readily see the way interactive, multimedia
resources could develop their students’
understandings and actively engage them
in a collaborative learning process.
“We developed collaborative spaces for
our classes to support literacy, numeracy
and inquiry learning. Students quickly
became engaged in reading online stories,
negotiating number activities and adding
their own ideas to the page comments
application in the inquiry space,” Ms
Zammit explains.
“using the Content page allows our
students to further develop their
knowledge of a topic interactively. Placing
content into a collaborative space gives
students the opportunity to put forward
their own opinions and thoughts by adding
comments and responding to classmates’
comments. They get such a buzz seeing
some content
to consider
readwritethink
their picture next to something they’ve
written, and the quality digital content
allows us, as teachers, to ensure the
children get a deeper understanding of the
topic,” she says.
Ms Zammit says her students are impressed
with their inquiry-based collaborative
space about farming life in Victoria. “The
space provides pages linking to informative
interactives and engaging online storybooks
about farms, as well as videos about farming.
A page has been created that asks them to
answer key unit questions using the simple
comments tool. A popular page in the space
also links to an online drawing program that
students use to create a visual record of their
learning.” I
DAVID
ATTENBOROUGH
WILDLIFE
COLLECTION
Engage your students in
online literacy learning with
these interactive tools. search
‘readwritethink’ in Content.
Conversation Mash Up
students can create their own
‘mashup’ video to tell politicians,
food manufacturers and a global
audience how they feel about the
palm oil issue and what they’d
like them to do to address it.
VCE Mathematical
Methods eBookbox
Only
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Teaching resource for
Year 3 to 10 students
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To log into the Ultranet, visit
www.ultranet.vic.edu.au
Access high-quality digital
resources by joining the
Department of education and
early Childhood Development’s
VCE ebookbox Design space –
resource iD: 108535810.
Orders close December 22
Details
heraldsun.com.au/learn
or call 1800 680 640
inspire DECEmbEr 2011 49
first pErsON
Thinking skills lead the way
2010 Lindsay thompson fellowship winner Leonie Anstey shares her post-Victorian Education
Excellence Award journey.
A QuESTIOn echoing through my mind,
while I was working with a number of
schools in South Gippsland was “How do
we create students that are curious about
learning?” Instructional leaders and
teachers alike want to develop content
knowledge and also the skills and attitudes
to allow students to be able to critically
analyse their learning.
Leonie Anstey
with students at
West Jesmond
Primary School in
newcastle, UK.
When students are motivated to learn, we
are able to raise outcomes for all members of
the learning community. Through the latest
stage of my Lindsay Thompson Fellowship
I have been investigating this question with
educators, school leaders and teachers in
England, norway and Finland.
I embarked on this study tour with
support and design by Martin renton
from Sustained Success in England. He
has worked closely with a number of
schools in Victoria to raise the challenge
in the classroom through critical thinking,
philosophy for children and leadership
development.
In my new role as a principal of Poowong
Consolidated School, I was particularly
interested in the development of
community-designed schools. Some of
the schools that I visited in England and
norway were at various stages of a threeyear process that focuses on the wholeschool community designing the school
vision, enacting and reviewing. During
the first year, once a vision has been
determined, staff of the school undertake
action research and report back formally in
the second year.
The role of the leader is to support the
staff to refine and reflect on their learning.
using the results of the action research,
the vision is further refined to ensure
that it continues to meet the needs of the
school. However, more importantly, the
school vision was observable in all aspects
of the school community behaviours. For
example, many schools were aiming for
their students to be curious learners; this
was observable by student participation
in goal setting and engaging students in
discourse about their learning process.
When asked, children were often able to
clearly explain what they were learning and
the improvement that they would be able
to make in the next task. For example, Year
3 children at Penny Bridge Primary School
in ulverston, Cumbria, had co-designed
the rubric for their narrative assessment
and they explained to me the importance
of self-assessing their work and the work of
their peers as a vehicle for improving their
writing.
The children at this school also design
and run a healthy canteen to raise
money for a local charity. The children
in Years 5 and 6 were actively involved
in Enterprise Education, where they had
designed, marketed and sold candles in
their community. Continual reflection on
the learning process was a clear belief in all
classrooms at this school.
At Ousten Primary School head teacher
Damian Groark uses thinking maps as a
Presenting to a group of students at Hognes
Primary School in norway.
whole-school design to develop consistent
mental models for students to define,
compare and contrast, sequence, sort and
classify, and consider analogies. Again, a
consistent vision for developing students’
ability to think and reason underpinned all
aspects of the school directions.
I have been very fortunate to participate
in such a wonderful study tour as a result
of the Victorian Education Excellence
Awards. It has been a dream year and I am
indeed humbled by the generosity of all the
educators and schools that have inspired
me to continue learning and leading.
nominations are now open for the 2012 Victorian Education Excellence Awards. For more information visit
www.education.vic.gov.au/about/events/veea
50 inspire DECEmbEr
OCtObEr 2011
2011
pArtNErsHips
Lessons on and off the field
the professional footballers Australia’s Heroes program aims to increase skills in leadership
and teamwork. it’s also a great opportunity for students to meet their sporting idols.
FOr 40 students from Altona P–9 College and Keysborough
College a visit to AAMI Stadium to catch up with Melbourne
Victory players and see their idols in action was just one of
the highlights of taking part in the Professional Footballers
Australia’s (PFA) Heroes program.
The eight-lesson curriculum-based program aims to instil
important values in Year 9 and 10 students such as selfconfidence, fair play, respect, leadership and teamwork, as well
as giving them a taste of a professional footballer’s working life.
In addition to seven in-class lessons with PFA members
from clubs Melbourne Victory and Melbourne Heart acting
as classroom mentors to facilitate learning, the program sees
participating students attend an A-League club to view first
hand the commitment that it takes to succeed as a professional
footballer and gain insight into what goes on behind the scenes.
“The players approached us to do something with real meaning
with kids in the community. If you just do things like shopping
centre appearances, you don’t get to learn about the fans and
build a relationship, but this program gives them a face-toface connection,” explains Will Hastie, PFA manager of player
services and community.
“It includes education on healthy eating, computer skills and
the key financial items that are integral to the operation of a
football club. Students are given a tour of the stadium, access
to watch Melbourne Victory train and, of course, time with the
players to get their memorabilia signed,” he says.
Olyroos and Melbourne Victory player Leigh Broxham says it’s
encouraging to see the students build confidence as the program
progresses.
“Often they are quite hesitant at the start but you see them build
in self confidence and I hope there are things that they learn
here that they take into day-to-day life.”
Altona P–9 College Year 9 student Kacie Cook says that the
program was not only fun but has helped her in class. “My
attitude has changed. Before this, I think I was probably a bit
immature in the way I approached things, but now I think I can
be a good leader.”
now in its third year, the program is run in partnership with
four Victorian schools: Hume Central Secondary College, John
Fawkner College, Altona P–9 College and Keysborough College.
It has also been expanded to include five schools in new South
Wales. The program also partners with local businesses to
provide funding and further community links for the students.
Melbourne Heart player Wayne Srhoj has worked with students
at John Fawkner Secondary College and says he is looking
forward to working with the school in the future.
Keysborough College students met Melbourne Victory player
Matthew Foschini as part of the Professional Footballers
Australia’s Heroes program.
“To be able to take the time to work with the kids at John
Fawkner was fantastic. The students had the chance to ask me
some difficult questions about respect, teamwork, fair play and
leadership and I was impressed at their understanding of the
similarities that exist between the school yard and a football
club,” he says.
The eight-week program culminates with a school football
gala day organised by students who have attended the Heroes
program.
“The day gets families and the community involved and helps
students learn valuable skills about how to organise and
run events while using the skills they have learnt throughout
the eight weeks,” Mr Hastie says, adding that it’s not just the
students who benefit from the program: “The players say they
learn just as much from the kids.”
Altona P–9 College PE teacher Sarah Curtain says teachers
also benefit, and she has seen her students grow as a result of
participating in the program.
“The students have increased in confidence. Many of them don’t
have much of an opportunity to interact with adults other than
family and teachers, so being able to spend quality time with
mentors has been very valuable. I believe they are more mature
now and they are not afraid to ask questions. They are also more
attentive in class and have become closer as a group,” she says.
For more information, visit www.pfa.net.au
inspire DECEmbEr 2011 51
rEfuGEE suppOrt iNitiAtiVEs
Extra support for refugee students
As part of the refugee support initiative specialist coaches have been employed to build the
capacity of teachers to improve outcomes for refugee learners.
THE rEFuGEE Support Initiative provides
funding to regions to establish programs to
support recently arrived refugee students
in their first three years at an Australian
school.
The majority of schools with refugee
students receive English as a Second
Language (ESL) support through the
allocation of ESL index and equity funding.
The focus of the refugee Support Initiative
is to enhance additional literacy and
numeracy learning, pathway planning
and school settlement needs of refugee
or refugee-like students with disrupted
schooling.
In 2011 key refugee Support Initiatives
included establishment of bridging
programs for primary and secondary
students, employment of ESL specialist
coaches, and VCAL for refugee learners.
Eight ESL specialist coaches have
been employed across Victoria to work
collaboratively to build the capacity of
teachers to improve outcomes for refugee
learners, particularly in literacy and
numeracy.
ESL Coaches were placed in schools with
large numbers of refugee students and
across a cluster of schools where small
numbers of students are scattered across a
network.
They provide support for the development
of culturally inclusive programs for all
learners, and information and support
for the implementation of approaches
and strategies that create a deeper
understanding
of
second
language
acquisition, along with curriculum and
pedagogy that are particularly effective for
ESL learners.
During the course of the year, the coaches
attended an eight-day training program
presented by Dr Pauline Gibbons from
university of Technology, Sydney, who
focused on ESL, and Esther Weichert from
Education Partnerships who focused on
coaching principles to build strong regional
52 inspire DECEmbEr 2011
Specialist coaches, regional program officers and transition officers participated in
an eight-day training program focused on ESL and coaching principles to build strong
regional networks.
ESL networks. ESL regional program
officers and transition officers based in
new arrivals programs in English language
schools and centres across Victoria also
attended the training.
Bendigo-based ESL specialist coach Mardi
Holland is working with four secondary
schools and one primary, supporting about
80 students from refugee backgrounds and
25 staff.
“ESL is fairly new in Bendigo so most of
my time is spent working with teachers
and leadership teams to set up programs to
support the refugee-background students
who have made Bendigo their new home,”
she says.
“The role I play in each school differs, but
each week I usually team-teach to share ESL
strategies, plan with mainstream teachers
to modify work to make it accessible for
refugee-background students, work with
ESL teachers to plan units and assessment
tasks linked in with the ESL Developmental
Continuum, and work with leadership teams
to implement whole-school strategies to
provide further support to these students.
“A large component of my role is sharing
the refugee experience with teachers so
they are aware of the backgrounds of our
students, the challenges they have faced
and continue to face, and the best ways to
support their learning.”
Bendigo South East Secondary College
ESL teacher Jenni Shelton says having a
specialist ESL coach on hand at the school
has been invaluable and insightful.
“Mardi has been able to change hats often,
from inspiring team teacher, supporter,
advocate and mentor to sounding board,
resource supplier, camera person to link
between schools, colleagues and friends.
She has listened, clarified, challenged,
supported, connected, helped and above all
else, she has kept on coming back.”
Michael Lennon, new arrivals student
coordinator at Bendigo Senior Secondary
College, agrees that Ms Holland’s assistance
has been a tremendous benefit to both
students and staff.
“not only has Mardi been working in
our classes providing extra support to
students who really need it, she has also
been involved in planning our program
and working with us and our feeder schools
on providing accurate and up-to-date
assessment,” he says.
WANNiK
Stronger smarter
leadership
THE BASTOW Institute of Educational
Leadership and the Wannik Education
Strategy have collaborated to sponsor the
Stronger Smarter Leadership Program
in Victoria as part of the Department
of Education and Early Childhood
Development’s commitment to improving
educational outcomes for Indigenous
students.
The Stronger Smarter Leadership Program
aims to challenge and support school and
community leaders in their pursuit of
educational excellence through enhancing
their leadership capacity, challenging their
assumptions about school culture and
contributing to transformational change in
educational outcomes.
“This program turns the spotlight on
solid teaching and good practice,” says
Mildura Primary School principal Dennis
Mitchell, who was one of 20 school leaders
with Indigenous students who chose to
participate in the program.
“As an Indigenous principal with
Indigenous students I saw the program
as essential for my school and for my own
personal development. One of the most
beneficial parts of the program was to get
together with like-minded principals with
high expectations for Koorie students. It
was a reaffirmation that it doesn’t matter
where kids come from; they still have the
ability to achieve great things,” he says.
Participants make a minimum 12-month
commitment to the program, which
consists of three major components:
forums, challenges and dissemination.
The forums run for a minimum two days
and give participants the tools to bring
about transformational change in their
workplace. The challenges give them the
opportunity to implement these practices
in their school and the dissemination allows
participants to reflect and share their story
with the broader education community.
“There has been a focus on closing the
gap for Indigenous kids,” says Swan Hill
The Stronger Smarter Leadership Program is helping principals and school leaders
close the gap between Indigenous and non-Indigenous students.
College principal Tim McMahon. “All our
data shows that they are not doing as well
as non-Indigenous kids and that what we
were doing hasn’t been as effective as it
could be. This is about implementing best
practice in other learning settings to get the
best outcomes.
Established in Queensland the Stronger
Smarter mission is to create a “high
expectation era for Indigenous education
– where we move beyond hope through
high expectations to positive outcomes
and great achievements for Indigenous
children.”
“I found Stronger Smarter very different
from other leadership courses in that there
was a lot more time to listen and digest
the information, to reflect on what we
were doing that was positive and tinkering
around with things that weren’t working,”
he says.
Bastow Institute of Educational Leadership
director Bruce Armstrong says he found
the collaboration between Bastow, Wannik
and Stronger Smarter to be cohesive to this
mission.
Stronger Smarter Leadership Program
manager Sharon Grose says that the pace
is intentional and an essential part of the
process: “The pace of the program is to
allow people time to reflect and think
deeply about what needs to change in their
school. It is also about acknowledging that
this is challenging work and people need
time to distil the learning,” she says.
“It is a privilege to work with dedicated
and passionate members of the Stronger
Smarter team and witness the learning
and growth of school leaders through
the program enabling them to build their
leadership capacity to facilitate change,
engage the Indigenous community and
transform learning context.”
The Stronger Smarter Leadership Program
will run throughout 2012.
For more information, visit www.strongersmarter.qut.edu.au
inspire DECEmbEr 2011 53
AWArDs
A catalyst
for change
bairnsdale secondary College principal Graham blackley’s work on a Koorie Education plan
shows that slow and steady wins the race. caroline reidy reports.
GrAHAM BLACKLEY is principal of the
junior campus of Bairnsdale Secondary
College. His work on a Koorie Education
Plan has seen him presented with an
Australian Government Minister’s Award
for Excellence in Teaching or Leadership
in Aboriginal or Torres Strait Islander
Education.
The awards are run by the Australian
Institute for Teaching and School
Leadership and recognise outstanding
teachers and principals across the country;
the Department of Education and Early
Childhood Development nominated Mr
Blackley for his award.
Bairnsdale Secondary College is one of
the largest providers of education for
Indigenous youth in Victoria, and Mr
Blackley’s commitment has seen the
educational outcomes of Indigenous
students reach a level comparable to other
students at the school.
disturbing pattern of attendance levels
falling during Year 8. This was also the point
at which some students began dropping out
of school.
“There were 15 Koorie students enrolled
in Years 9 and 10 and I got to know these
students very well as I was their physical
education teacher. Average attendance of
this group of students was less than 20 per
cent.
“I have yet to meet a
Koorie family that does
not want an education
for their children, and
expect the school to
deliver it.”
“Twelve years ago, when I arrived here as an
assistant principal, the outlook for Koorie
students was bleak,” he says.
“These students were segregated from
the others in their year levels and formed
the middle school Koorie class. They also
refused to wear school uniform. It was
unusual for any Koorie student to access
education at Years 11 or 12.
“Students seemed to transition well from
local primary schools but there was a
“Koorie students did not mix in the yard
with other students but rather congregated
54 inspire DECEmbEr 2011
in a ‘safe’ area. A culture of low expectations
for Koorie students was firmly embedded
in the school. The students identified being
Koorie as meaning that you did not attend
school and if you did, it was expected that
you would cause some form of trouble.
Suspensions were being given to Koorie
students at six times the rate of non-Koorie
students.”
Mr Blackley’s Koorie Education Plan was
officially launched in 2008, requiring all
staff to take responsibility for Indigenous
student outcomes. It was developed with the
assistance of the Stronger Smarter Institute,
Dare to Lead and the local community. The
plan was many years in the making.
“I initially set about visiting all families, and
was met with a high level of frustration,” he
explains. “I have yet to meet a Koorie family
that does not want an education for their
children, and expect the school to deliver
it. I kept visiting the families and I kept
listening.”
The students began to respond to simple
steps such as making school uniform
compulsory for Indigenous students. The
staff response was also vital to the school’s
overall success in this area.
AWArDs
“The Koorie Education Plan clearly stated that
responsibility for success of Koorie students
rested with every member of staff at the school.
It pointed out that high-quality relationships
and high expectations of students had to
underpin all of our work with Koorie students
and school mantras were developed to remind
everyone of this. There was also a strong focus
on literacy and a strong focus on all students in
the college being taught about local Indigenous
history and culture, especially in the period
following European settlement.”
As a result, Indigenous students at the school
have a more positive sense of their identity,
and fewer students are disengaged.
“There are numerous future leaders and the
school has its first Indigenous school captain,”
Mr Blackley says.
“The more that staff believed in the students,
the more they dared to believe in themselves,”
he concludes, adding that the support of
external agencies and members of the local
community have been vital to the school’s
success. I
www.wildaction.com.au
AUSTRALIAN
ANIMALS
INSECT-AMANIA & MINI
BEASTS
ROCKPOOL
DISCOVERY
AITSL 2011 Australian Government Minister’s Award winner, Bairnsdale Secondary
College principal Graham Blackley with Federal Minister for School Education, Early
Childhood and Youth, Peter Garrett.
‘HANDS-ON’
EDUCATIONAL
SHOWS
TO CHOOSE
FROM!
ENDANGERED
SPECIES
BACKYARD
BIODIVERSITY
Commonwealth Special
Education Program
Home-Based Educational Support for Students with Severe
Disabilities – 2012 Applications
The Home-Based Educational Support Program enables students with
severe disabilities to access an educational program where they are unable
to attend school due to the severity of their disability.
Funding is available to assist with the delivery of a tailored educational
program for the student and may include assistance with:
• Salaries of support staff, therapists and teachers
• Essential, specialised equipment
Detailed information about the Home-Based Educational Support Program
and how to make an application can be found in the Home-Based
Educational Support Program 2011 Guidelines, available from:
http://www.education.vic.gov.au/healthwellbeing/wellbeing/disability/
homebased.htm
Applications close on 16 December 2011.
S
AL R
NIMO YOU M!
E A CT T SROO
LIV DIRE CLAS
COMPLEMENTING
VELS
ELS
E
LS STAGES O
OF LEARN
LEARNING
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Booking hotline: 0419 385 245
inspire DECEmbEr 2011 55
XXXXXXXXXXXXXXXXXXXXXXXXX
sCHOOLs’ GArDEN AWArDs
for 2011 Victorian schools’ Garden Awards winner bentleigh secondary College the green
accolades just keep coming.
the Victorian schools’ Garden Awards
encourage school communities to utilise their
gardens and grounds effectively and provide an
opportunity for students to explore ideas about
climate change. Open to all state Government,
Catholic and independent schools, the program
has also proved an important vehicle for school
rejuvenation in areas affected by bushfire and
flood. All Victorian schools’ Garden Awards
entrants receive a participation certificate.
Congratulations to the 2011 winners.
THIS YEAr has been a big one for Bentleigh Secondary College.
As well as being recognised as a state and regional winner in
the Victorian Schools’ Garden Awards, the school’s head of
sustainable practices, Bill Thomas, was named Prime Minister’s
Environmentalist of the Year at the Banksia Environmental
Awards. “These are the premier environmental awards in
Australia,” Mr Thomas says.
The school was a finalist in the Water – Our Most Precious
resource category at the Banksia Environmental Awards.
This category recognises leadership and innovation in assuring
continued environment and community access, both today and
by future generations, to quality freshwater resources and vibrant
marine environments.
Bentleigh Secondary College boasts a wetland and an urban forest.
“Both the wetland and forest double as outdoor classrooms and
provide a habitat for flora and fauna,” Mr Thomas says.
Perhaps most impressive is the school’s commitment to water
management, having cut its water use by 93 per cent over four
years.
“We use multiple tanks to harvest rainwater for toilet flushing,”
explains Mr Thomas. “At any one time we have 175,0 00 litres
in storage for this purpose. This makes the college largely
independent of drinking water for toilet flushing.”
Bentleigh Secondary College’s Bill Thomas (left) with
judges of the Victorian Schools’ Garden Awards.
56 inspire DECEmbEr 2011
The wetland captures excess stormwater that can’t be harvested by
these tanks. Once treated, this water is stored in an underground
tank, which is connected to a sub-surface system that irrigates one
of the school’s playing fields. The college also uses harvested water
stored in a 30,000-litre tank to maintain a large vegetable garden.
sCHOOLs’ GArDEN AWArDs
Bentleigh Secondary beat Coca Cola to take out the Excellence
in Sustainable Water Management Award at the united nations
Association of Australia World Environment Day Awards early
this year. In 2010 the school won a savewater! Award.
Mr Thomas was earlier this year awarded Queen’s Birthday
Honours for ‘outstanding public service and exceptional
contribution as a leader in sustainable education’.
“It’s a great thing for the school, none of these outcomes are
possible without a dedicated team and it is a reflection on how
committed everyone is here,” he says. I
Victorian schools’ Garden Awards results
Turf producers of
victoria Award
Awards of merit
yates Award of merit – Orbost secondary College
maxicrop Award of merit – Cann river p–12
College
Fat Fruit greenhouse Award of merit –
Stella Maris Catholic Primary
Churchill primary school
School
nursery and garden Industry of victoria Award
of merit – Wandiligong primary school
Kubota School of
plantsplus Award of merit – penbank school
the month Award
Turf producers of victoria Award of merit –
(Kubota Ride on Mower –
toolernvale and District primary school
value $5770)
catholic education office Award of merit –
Lancefield Primary School
Whitefriars College
horticulture media Association of Australia
Fat Fruit
Award of merit – Wedge park primary school
greenhouse Award Kubota Award of merit –
(Greenhouse to the value of $3900) trinity Lutheran College mildura
royal Botanic gardens Award of merit –
St Mary’s Primary School
Lancefield primary school
Greensborough
(Makeover of school oval to the
value of $45,000)
Department of education and early childhood
Development Award of merit
– Collingwood College
State Awards
Category 1 – strathewan primary school
Category 2 – benalla primary school
Category 3 – st thomas primary school Drysdale
Category 4 – bentleigh secondary College
Special Award
Ararat North primary school
pink heath Awards
Croxton school
brunswick south West primary school
Kevin heinze perpetual Award
Croxton school
School Garden of the Month Competition
LANCEFIELD PRIMARY SCHOOL WINNER OF KUBOTA RIDE-ON MOWER
Thank you to all the schools for sending their ‘garden tips’ throughout 2011.
Last month’s winner of a Debbie Daks framed and signed Schools’ Garden Awards
print – to the value of $200 – is Alphington Primary School.
Last month’s Garden Tips winner:
Alphington Primary School
debbiedak
w.
om
s.c
Congatulations go out to Lancefield Primary School, which was announced
as winner on December 1st at the Royal Botanic Gardens at the
School’s Garden Awards Presentation Day.
ww
ALL entries received throughout the year were also eligible for the major prize of
the Kubota T1880 Ride-On Mower, valued at $5770.
Inspire
inspire DECEmbEr 2011 57
rEGiONAL CArEEr DEVELOpmENt OffiCErs
Building career pathways
rEGIOnAL CArEEr Development Officers
(rCDOs) are employed in all nine
Department of Education and Early
Childhood Development regions to assist
schools in developing career pathways for
students.
Their role is to focus on system
improvement of career development
programs and activities provided to
young people, capacity building of careers
practitioners, and stakeholder engagement
in the career development process,
including with parents and Local Learning
and Employment networks (LLEn).
rCDOs work with all schools, Learn Local
and TAFE providers.
The initiative is funded under the
national Partnership on Youth Attainment
and Transitions, a joint initiative of
Commonwealth, state and territory
governments running from 2010 to 2013.
Since mid-2010, rCDOs have been working
closely with careers practitioners and
staff in schools, TAFEs and Learn Local
providers assisting with benchmarking
current practice, implementation of the
Victorian Careers Curriculum Framework,
facilitating professional learning, and
supporting regional careers networks.
rCDOs have also been encouraging the
customisation of career development to
specific groups of young people, including
those from Indigenous, English as a
Second Language, and low socio-economic
status backgrounds as well as students
with disabilities.
Alan Davies, rCDO in the Loddon Mallee
region, has been working with Swan
Hill Specialist Development School to
align their secondary school learning
and teaching activities with career
development learning outcomes from the
Victorian Careers Curriculum Framework.
This online resource provides a scaffold
for career development programs and
activities for all young people in secondary
school, Learn Local and TAFE settings.
Mr Davies is assisting the school to
examine how the three stages of career
development – self-development, career
exploration and career management –
can be integrated into the delivery of the
Certificate I in Transition Education and
58 inspire DECEmbEr 2011
VCAL Work related Skills to improve postschool outcomes for students.
“I met with the school to discuss how they
were planning to implement the framework
and we decided the best approach was
to integrate learning outcomes from
the framework across the curriculum to
meet the needs of individual learners.
This supported a whole-school approach
with teachers working together to embed
career development into their day-to-day
classroom activities,” he says.
Mr Davies says that through engagement
with the framework, students at Swan
Hill Specialist Development School are
developing the skills, knowledge and
capabilities to plan for future pathways and
transitions, including education, training
and employment.
All rCDOs are trained to deliver Lasting
Gifts workshops, which support parents,
family members, carers, guardians and
advocates to become career development
allies and aim to develop career
conversation skills with students beyond
simply ‘What do you want to do when you
finish school?’
Practical exercises help them to assist
young people in developing their preferred
career choices, feeling less worried about
the future, and building a ‘circle-ofstrength’ – a network of resource people to
support them on their journey.
Eastern Metropolitan region rCDO
Helen reeves has been working with
schools, Learn Local, TAFE providers
and community stakeholders including
LLEns, to organise a series of Lasting Gifts
workshops for parents in the area.
“Key messages parents receive when
attending a workshop include change
being a constant, following your heart,
focusing on the journey, accessing your
allies and being your own ally, and learning
as ongoing process.
“Lasting Gifts reflects the contemporary
approach of career development being a
lifelong process of managing changes in life,
learning and work. Parents are encouraged
to reflect on their own journeys, values and
aspirations,” she says.
rCDOs and can work with schools to
organise and promote Lasting Gifts
workshops to parents in their community.
They also arrange for school staff to be
trained in delivering of the program.
For more information on Regional Career Development Officers, visit
www.education.vic.gov.au/sensecyouth/nationalpartnerships/rcdo.htm
EDuCAtiON EXCELLENCE AWArDs
The 2011 Victorian Education Excellence Awards
mecu Outstanding Business Manager, Bromwyn Minihan,
encourages others in similar roles to apply.
An incentive to excel
Nominations are now invited for the 2012 Victorian Education Excellence Awards across
12 categories, including the mecu Outstanding business manager.
WInnEr OF the 2011 mecu Outstanding
Business Manager Award, Bromwyn
Minihan from Hampton Park Primary
School, would encourage others in similar
roles to apply.
“I strongly encourage all business managers
to apply for the 2012 award. I have had
the opportunity to meet new people, to
go to new places and try new ideas. Since
receiving this award I have been invited to
speak on several occasions at staff meetings,
conferences and professional learning
sessions,” she says.
“I appreciate being given the opportunity to
meet new people and enhance the value of
the school support staff through the use of
the framework that I led the development
of, and to professionalise all school support
staff.
“In July, I was invited by Professor Karen
Starr to be a guest speaker at the Bastow
Institute of Educational Leadership’s
program for business managers. This
program has given Victorian school business
managers the opportunity to develop as
leaders within their school community.
“Projects being led by business managers
include staff training and development,
system changes, non-teaching duties
previously completed by principals and
teachers now being performed by support
staff, and new networks being formed to
support smaller schools with less access to
facilities and expertise,” she says.
Officials in Florida uSA in February 2012,”
says Ms Minihan.
Ms Miniham says the business manager’s
role in a school is an autonomous one,
which has led to very strong networks being
formed within regions, clusters and states.
“This forum will bring together leaders
in the school business management
community to exchange information,
engage in quality professional development
and build relationships that will enhance
their school. I will use this opportunity
to focus on leadership development and
higher-level learning and thinking skills.
“Teamwork and collaboration can make
the most challenging tasks real and
effective. When business managers create
a plan for change and manage it they have
achieved amazing results. Change is never
easy but when strong supportive leadership
develops effective change it is a positive
outcome for all.”
“I will be looking for innovation and new
ideas for developing leadership skills
and opportunities for all the outstanding
business managers in Victoria.
The Victorian Education Excellence Awards
showcase the outstanding achievements
and practices of early childhood educators,
primary and secondary teachers, leaders
and education support officers in Victorian
government schools. nominations are
invited across 12 categories, covering
school leadership, primary, secondary
and early years education, partnerships
and additional needs education. Winners
receive a monetary prize to help them
further their professional development.
“The leadership of schools requires
diverse skills that are not all related to
teaching and curriculum. The managing
of school budgets, facilities, resources,
administration and systems can be led by
the school’s business manager allowing
the principal to be an instructional leader.
With the support of the Association of
Business Managers In Victorian State
Schools and my colleagues I will continue
to promote business managers as leaders
in schools,” she says.
“The Business Manager Award has given
me the opportunity to attend an Executive
Leadership Forum for School Business
Applications for the Victorian Education
Excellence Awards close on Friday 20
January 2012.
For information, visit www.education.vic.gov.au/about/events/veea
inspire DECEmbEr 2011 59
spOrt
School sport
Western suburbs schools lead the way
Rhys Rigoni – Heidelberg primary school – Boys 9/10 years discus
with a throw of 36.11m.
Daniel Mourach – Malvern primary school – Boys 9/10 years 100m.
Reza Haidari – Dandenong south primary – Boys 11 years 1500m.
Nicole Reynolds – Anderson’s Creek primary school – Girls 12/13
years 80m hurdles.
Jennifer Mendes – Altona primary school – Girls 11 years 1500m.
Spring Gully Primary School – Girls 12/13 years 4 x 100m relay.
Montpellier Primary School – Girls 11 yrs 4 x 100m relay.
Woodlands Primary School – Girls 9/10yrs 4 x 100m relay.
The school sport Victoria state secondary school Track and Field
Championships were also conducted at Lakeside stadium, with
outstanding performances recorded by:
schools in the Western Metropolitan region have participated in a
ground-breaking pilot project to enable students in Years 9 and 10 to
train as leaders and work with local primary schools to deliver quality
sport and physical education activities.
Launched in October, the Quality school sport pilot project provides
the opportunity for primary and secondary schools, together
with tertiary institutions and community organisations, to form a
collaborative partnership to improve student outcomes through sport.
Twenty-nine students from Victoria University secondary College,
Keilor Downs secondary College and Copperfield College are the
first to successfully complete 16 weeks of training in basic sports
leadership, where they have developed skills in coaching, fair play,
organisation, planning and communication.
During Term 4, the students have been assisting as referees and
officials for local inter-school sports events, as well has conducting
before and after school sports programs at local primary schools.
in addition, more than 60 Year 5 and 6 students have also been
trained and are responsible for implementing lunchtime sport
activities at their schools.
Jacqui Mall – Frankston High school –
Girls 17 years javelin – 41.55m new record.
Taishi Nakase – Mount Waverley secondary College –
Boys 12/13 years triple jump – 12.07m new record.
Hamish Robertson – Cheltenham secondary College –
Boys 15 years long jump 6.42m – new record.
Maree Muscara – Maribyrnong secondary College –
Girls 12/13 years javelin 41.58m – new record.
Ryan Osborne – Buckley park secondary College –
Boys 15 years 400m – 51.40 new record.
Maribyrnong College – Girls 12/13 years 4 x 100m relay –
first place.
Ringwood Secondary College – Girls 14 years 4 x 100m relay –
first place.
Kyabram P–12 College – Girls 15 years 4 x 100m relay – first place.
Balwyn High School – Boys 18 to 20 years – 4 x 100m relay –
first place.
Sebastopol College – Boys 17 years 4 x 100m relay – first place.
Frankston High School – Boys 16 years 4 x 100m relay –
first place.
The project has received support from the Victorian institute of sport,
AFL Victoria, Western Bulldogs, Melbourne Victory and netball
Victoria. participants have had the opportunity to work with former
Matildas’ captain Melissa Barbieri and Olympic gold medallist aerial
skier Jacqui Cooper.
The Quality school sport pilot project will be introduced across more
networks in 2012.
For more information, contact Robyn Miller at School Sport Victoria
at miller.robyn.rn@edumail.vic.gov.au or call 9488 9466.
Track and field championships
More than 1000 primary school students competed in the school
sport Victoria state primary Track and Field Championships at
the new Lakeside stadium in Albert park last month. schools
from Mildura to Mallacoota and Warrnambool to Wodonga were
represented with some outstanding winning performances achieved,
including:
60 inspire DECEmbEr 2011
For more information about School Sport Victoria,
visit www.ssv.vic.gov.au
News bites
ABLES resource
The Abilities Based Learning and education support
(ABLes) is a new teaching, learning and support approach
for students with disabilities. it aims to improve the learning
outcomes of all Victorian students with disabilities and
additional learning needs.
ABLes allows students to be assessed on the basis of their
abilities and will provide teachers with explicit guidance
material and resources that will enable them to effectively
plan and teach for students based on their individual learning
needs.
For more information, email ables@edumail.vic.gov.au or
visit www.education.vic.gov.au/healthwellbeing/wellbeing/
ables.htm
David Brown’s
school days
You may have noticed Seven News meteorologist
and weather presenter David Brown making special
appearances in classrooms around Victoria recently.
It’s part of Channel Seven’s new quest to discover
the exciting range of special programs on offer in
government schools right across greater Melbourne.
Here’s a snapshot from one of the schools he’s
visited recently.
nAIDOC medal winner
Her entry, entitled
‘Harmony’, was based
on this year’s nAiDOC
theme and was selected
from more than 116,000
entries adjudicated by
panel that included
television personality
Casey Donovan. Chloe was presented with her medal and
an Mp3 player at a special whole-school assembly, where
principal Carole Mayes congratulated her and all the other
participants for their excellent entries.
“The ultimate aim of these nAiDOC initiatives is to provide
children with a greater understanding of the importance
of friendship and cultural diversity. Chloe’s poem certainly
illustrates and embraces the importance of friendship and
the uniting of people from different cultures,” Ms Mayes
says.
harmony is...
Harmony is the colour orange,
Harmony is being able to say sorry,
Harmony is learning from the past,
Harmony is having peace in life,
Harmony is bubbles floating in the air,
Harmony is being able to have disagreements with others,
Harmony is leaving the evil and starting the love.
PHOTOGRAPH BY MICHELLE DUnn
Tyabb railway station
primary school Year
6 student Chloe John
has been awarded the
prime Minister’s nAiDOC
medal for nAiDOC
week’s short story
writing competition.
Lilydale Heights College
David Brown dropped into the Valleydale Café at Lilydale Heights College
for a perfectly brewed coffee and bite to eat. The student-run café is
open twice a week and gives Year 10 students a wide range of handson hospitality experience, including coffee making, food preparation
and cleaning, as well giving them valuable skills in customer service,
budgeting and finance, and menu planning. The fully operational café is
open to staff, students, parents and the local community.
invite seven News to your school!
Catch David Brown’s School Days
on Saturdays at 6pm during Seven
News. For a chance to be featured
on the program, email a brief
description of your school’s project to
schooldays@edumail.vic.gov.au
inspire DECEmbEr 2011 61
rEGiONAL rOuNDup
good news
from around
the state
Loddon Mallee
n riddells Creek Primary
School has been learning
about William Shakespeare,
with all year levels looking
at the English poet and
playwright’s
work
and
learning all about his life and
what life was like for people
500 years ago.
“After more than a term’s
work the whole school,
consisting of 300 students,
delivered a fantastic matinee
and evening performance
of A Kid’s Summer Night’s
Dream,” says Year 1–2 teacher
Gary Perrott.
“Over 600 people attended the
evening’s performance, and
parents, families, teachers and
children were all enthralled
with
the
entertainment.
The students were amazing,
confidently singing, dancing,
acting and having a wonderful
time,” he says.
Barwon South Western
n Prep and Year 1 students at Clifton Springs
Primary School have been discovering how things
work this term, and have focused on two separate
robot-themed activities.
Visual arts teacher Corinne Bentley says the students
constructed robots from food boxes, tubes and
cardboard, spray painted them gold and silver, and
then decorated the finished product with wire and
specialty papers.
“They also spent some time exploring printmaking
techniques using a range of implements, including
boxes, tubes, sponges and cardboard, and then
selected their favourite techniques to print designs
onto a bubble-printed background,” Ms Bentley says.
62 inspire DECEmbEr 2011
rEGiONAL rOuNDup
Gippsland
n Classrooms in the Latrobe Valley network were
treated to a magical storytelling session by teaching
and learning coach Carol Hodgson and her cloak
of many tales, which took more than two years to
make.
“The cloak provides a vehicle to engage students
and creates teaching episodes that can be planned
and spontaneous, intentional and unintentional,
fun and purposeful,” says Ms Hodgson, whose
fictional characters including Word Wizard, Vango
the Vowel Owl, Polly the Parrot of Purpose, and
Beatrice the Behaviour Bee have created countless
classroom opportunities to problem solve and
learn. She also uses the ‘Hack and Help’ process for
students to give and receive feedback to each other.
“There is great learning and fun to be had by
all when passion and purpose ignite,” she says.
“Once children are hooked they will remain
interested learners of language, literature and
literacy forever after.”
Grampians
n Stawell West Primary School has celebrated its seventh
annual Twilight Pushcart Challenge and teacher Garry
Wood says it was one of the best-ever turnouts.
“This year we had six pushcart teams competing and the
two winning teams then went on to compete in the rACV
Energy Breakthrough Challenge in nearby Maryborough
with a support crew of eight students and three teachers.”
The challenge is the culmination of units of work that have
spanned the year in various areas of the curriculum. The
aim of the program is to engage students in their learning,
encourage teamwork and give them practical skills in design
and construction, as well as foster community involvement.
Design briefs were completed in consultation with students
at Stawell Secondary College. The college students also
assisted with construction.
“During the construction stage the Year 5–6 students
worked industriously to raise money to help fund the
pushcart challenge. They secured sponsorship from local
businesses and ran a car boot sale. They also undertook a
physical fitness campaign to boost endurance and strength,”
Mr Wood says.
inspire DECEmbEr 2011 63
rEGiONAL rOuNDup
Western Metropolitan
n The Bike Ed Engagement Program
(BEE) at The Grange P–12 College was
set up by student wellbeing coordinator
Julie McCahon at the end of last year,
and came from her participation in the
Bastow Emerging Leaders Program 2010.
“All participants were required to
implement and lead a school-based
project, and a partnership opportunity
with Wyndham City Council enabled me
to organise training for several teachers
in Bike Education – at no cost to our
school,” she explains.
Ms McCahon says the school was given
access to 12 mountain bikes, enabling
delivery of the pilot program for students
in Years 7–10. The idea of having a crossage sample of students was to promote
mentoring and the unique opportunity
for students to experience the benefits of
supportive ‘familial type’ bonds.
“This year, we ran a modified program
involving Year 8 boys. Many of these
students are involved as part of our
Flexible Learning Option: Junior
Connections program and several have
demonstrated leadership capacity as
positive peer role models,” she says.
northern Metropolitan
n Watsonia Primary School recently performed The
Message of the Jungle Drum, a musical created by
the students and supported by an Extended Schools
residency grant from Arts Victoria, and artists Karen
Kyriakou and James richmond from Musica Viva.
Visual and performing arts teacher Collette Dane says
students from Prep to Year 6 spent two terms working
with the artists to write song lyrics and scripts, create
movements, costumes, instruments, animations and the
storyline for their production which centred around the
theme of interdependence. To gain information for the
story and collect meaningful data Year 5 and 6 students
visited the local Watsonia rSL and interviewed the elders
to discover how life had changed and document the
stories of lessons learnt in their lives.
“This production was integrated into many aspects of
classroom learning and gave students the chance to work
in multi-aged ‘tribes’ leading to improved interpersonal
skills. Among numerous advantages in learning within
the arts, students engaged in meaningful and purposeful
literacy based learning in the areas of speaking, reading
and listening,” Ms Dane says.
64 inspire DECEmbEr 2011
rEGiONAL rOuNDup
Hume
Southern Metropolitan
n Caulfield Primary School’s end-of-year play, Monkey, was a huge success
and a great reflection of the school’s Japanese bilingual program, with the
production performed entirely in Japanese. The play was based on the early
1970s Japanese TV show Monkey Magic.
“We are only a small school of 120 students but as a bilingual school, our
students do 7.5 hours per week of Japanese,” says principal Peter Gray. “All
our students were involved in the performance. Apart from our staff, there was
great involvement by parents and the volunteers who support our Japanese
program,” he says.
n Yarrawonga College P–12 recently held
an exhibition of work created by primary
students participating in the school’s activities
program targeted at children who need
extra engagement at school. run by student
support officer Michelle Klowse with a team
of community volunteers, the program also
provides increased emotional support and
resilience strategies.
Activities include drawing, painting, chess,
knitting, model building, kite making, wood
building and other crafts. Links are made to
the curriculum through literacy programs and
projects built around the objects and artworks
the students create. At the end of the year
everything is put on show.
“The exhibit showcases the amazing work done
by the students through this program and
gives a chance for students to be recognised for
their achievements,” Ms Klowse says.
Eastern Metropolitan
n It was lights, camera, and
action for Year 2 students at
Glendal Primary School who
recently brought to life the
much-loved children’s story
There’s a Hippopotamus on a
Hospital Roof Eating Cake.
The school’s music coordinator
Jenny Merrit says hours of
rehearsing lines, songs and
dances in the lead up to the
performance paid off, with the
children having a wonderful
time on stage and receiving a
hearty round of applause from
the
enthusiastic
audience,
which included a very special
guest.
“The show finished on a high
as the stage was graced with
the presence of author Hazel
Edwards who is recognised
worldwide for her hippo series.
Hazel was celebrating her
birthday and the children sang
happy birthday to her on stage
and presented her with flowers
and a cupcake.”
inspire DECEmbEr 2011 65
AppOiNtmENts
The appointments listed below are as a result of vacancies advertised online. All data, including spelling of names and schools, is as
provided by schools through the recruitment Online system. This information is published for the purpose of general interest only.
nAme
SchooL
cLASSIFIcATIon
Barwon South Western
Adams, Amber Lee
Ocean Grove ps
Bartholomew, Vanessa Kate Matthew Flinders Girls’ sC
Bateman, Francine Jane
Colac south West ps
Baulch, erin Jayne
Colac south West ps
Beith Jr., nicole emma
Bellbrae ps
Benci, Allyse
Grovedale West ps
Blazewski, rachel nicole
Whittington ps
Boyle, susan May
Colac south West ps
Clifford, nicholas
Grovedale West ps
Colbron, Jennifer Claire
Colac south West ps
Cook, Monique Louise
Colac south West ps
Cunningham, Geoffrey William surfside ps
d’Offay, Jason Godfroy
Geelong Hs
Daws, emily Jayne
Barwon Heads ps
Dawson, paul Andrew
north Geelong sC
Dowling, Anthony J
portland north ps
esh, samantha
Camperdown College
Fagan, Christine Molly
Matthew Flinders Girls’ sC
Geraghty, Veronica Agnes
Dartmoor ps
Gilbey, Karen elizabeth
Geelong south ps
Graham, Alyce ellen
Ocean Grove ps
Greskie, Kate
Ocean Grove ps
Hansen, Jessica
Bellaire ps
Heazlewood, pennie
Timboon p–12 school
Hollick, Wesley s
Colac south West ps
Hunter, Lisa
Wallington ps
Hustwaite, nicole Liv
Colac south West ps
iro, William
Lorne-Aireys inlet p–12 College
Kaiser, emily
Ocean Grove ps
Kelberg, Chloe elise
Montpellier ps
Mahoney, Hannah
Bellaire ps
Marin, susan
north Geelong sC
Matheson, Lia
Highton ps
May, Jodi Leeanne
portland sC
McConnell, Lee
northern Bay p–12 College
McKelvie, Lucy
Barwon Heads ps
McKinnis, Jarrod William
newtown ps
Millar, Kylee Amy
Lorne-Aireys inlet p–12 College
O’Bree, Kathryn Jane
Grovedale West ps
Osley, rebecca Lynette
Grovedale College
pacifique, Marie Delphine
Matthew Flinders Girls’ sC
pratt, Lauren Jade
Matthew Flinders Girls’ sC
riches, Brock simon
Montpellier ps
scarlett, emma Kristen
Barwon Valley school
scott, ian samuel
Lorne-Aireys inlet p–12 College
Bellbrae ps
semianiw, David Arlington
spence, Joanne Linda
Belmont Hs
Thacker, Louise Mary
Highton ps
Turrell, Virginia Gaye
Belmont Hs
Uebergang, Brooke Louise
Oberon ps
Vanderson, Diana
Derrinallum p–12 College
Walker, Katherine
northern Bay p–12 College
Waller, John Gough
Lorne-Aireys inlet p–12 College
Walsh, Melissa
Colac south West ps
ACpT
CLAss
CLAss
LeAD
GrD
GrD
es2-3
CLAss
GrD
CLAss
GrD
ACpT
LeAD
GrD
Ap1-2
Ap1-1
es1-1
CLAss
CLAss
GrD
GrD
GrD
GrD
CLAss
CLAss
GrD
CLAss
CLAss
GrD
GrD
GrD
es2-4
GrD
Ap1-2
GrD
GrD
GrD
CLAss
GrD
GrD
CLAss
CLAss
GrD
LeAD
CLAss
GrD
es2-3
GrD
es1-2
GrD
CLAss
GrD
CLAss
GrD
eastern metropolitan
Alexander, Melinda
Anderson, Tennille Kate
Atkinson, Lara
es2-4
CLAss
CLAss
Aurora school
rowville ps
Ferntree Gully north ps
nAme
Attard, Laura Marie
Bader, Michael
Bares, Karen
Barnes, ross Gregory
Barnett, Fiona
Bashford, Fiona
Bastin, irene
Beanland, Lisa
Belle, Catherine isabel
Bennett, Karen Jane
Berry, Briony
Blythe, Oliver
Bond, ebony Jane
Brown, sarah
Browne, Melinda Kay
Burns, robert
Cabble, Linda Christene
Campagna, Cristina
Campbell, sally Ann
Carbonel, Lionel Jean-Francois
Carne, rachel Anne
Chakrabarty, eva
Chen, nina Wei
Cifra, Michael
Clark, rebekah elizabeth Jo
Cottle, Laura ruth
Crebbin, Belinda
Croyden, Danielle
Cunningham, Joanne Maree
D’andrea, Cynthia
D’souza, Andrea Olivia
da silva iii, Ana paula
Damjanoska, Ana
De Brincat, rebecca
Degetto, Carolyn
Dessent, Melissa Kate
Di stefano, Luca
Dines, stacey
Dovaston, Lauren
Dow, Ashlee
Dridan, Jeremy
Duband, Fleur
Dumbrell, Alexandra Louise
Duyal, Yasar
eastwood, Tegan
elliott, Kaz Jenna
ellis, Lachlan
escurat, Julien
esnouf, Glenn David
Farnan, Jane
Farr, Wendy elizabeth
Fernando, Karl Adrian
Findlay, rosemary
Fishburn, emma B
Flanagan, Libby Anne
Fouras, Helen
Fraser, Anna
Gamble, Thomas
Gardner, Adric
Gardner, Kate
SchooL
cLASSIFIcATIon
Lilydale Hs
Birralee ps
Ashwood sC
Mooroolbark east ps
parkwood sC
Milgate ps
Bulleen Heights school
Bulleen Heights school
Glenallen school
Kent park ps
pembroke ps
Wellington sC
Mt. pleasant rd. nunawading ps
Milgate ps
roberts McCubbin ps
Balwyn Hs
Vermont sC
Kew east ps
Heatherwood school
Balwyn Hs
ringwood sC
Bulleen Heights school
Mount View ps
Ashwood sC
Croydon Hills ps
Boronia ps
Kew east ps
Birralee ps
Bulleen Heights school
Wattle park ps
Heany park ps
Bulleen Heights school
Milgate ps
Bulleen Heights school
Birralee ps
ringwood sC
Warrandyte Hs
Camberwell south ps
rowville ps
Auburn ps
Bulleen Heights school
Monash sDs
Balwyn Hs
Highvale sC
Mount Waverley ps
Glenallen school
Balwyn Hs
Balwyn Hs
Mooroolbark College
Canterbury Girls’ sC
Warrandyte ps
Templeton ps
Glenferrie ps
Heatherwood school
Kent park ps
Bulleen Heights school
Wattle park ps
Birmingham ps
Ashwood sC
regency park ps
CLAss
es1-1
LeAD
CLAss
es1-1
CLAss
es1-1
CLAss
es1-1
es1-1
GrD
CLAss
GrD
CLAss
CLAss
CLAss
LeAD
GrD
CLAss
GrD
GrD
CLAss
GrD
CLAss
GrD
GrD
eXrT
es1-1
CLAss
CLAss
es1-1
es1-1
CLAss
CLAss
es1-1
CLAss
GrD
CLAss
CLAss
GrD
es1-1
es2-3
CLAss
LeAD
CLAss
es2-3
es1-2
CLAss
CLAss
CLAss
es2-3
GrD
es1-2
GrD
es1-1
CLAss
CLAss
LeAD
LeAD
GrD
nAme
Giffard, ruth Mary
Gilbert, nathan
Giurietto, sacha Melanie
Godfrey, Christopher Luke
Goold, Joanna Margaret
Gowland, robyn D
Gunn, Kirk
Hallas, Hannah M
Harmes, Meaghan
Harris, stacey
Harvey-beavis, Claire
Heinrich, sonia
Hermence, nico
Hibble, Gemma Anne
Hill, David
Hopkins, suzanne Jane
Hughes, Kim Anthony
Humphreys, ewan D
Hurlestone, Alice elizabeth
indralingam, indika sivajini
James, Meriden Janette
Jin, shuo
Johnson, Andrew Cameron
Johnston, shana
Jolly, Joanne
Jowett, Theresa Christine
Joyce, Marnie Louise
Judkins, simon Bruce Colin
Kasie, Lenisha Crystal
Kent, Hannah
Kentler, edmund Valentin
Kidd, emma Victoria
Kiew, suet Miang
Kirubakaran, priya
Kolovos, penelope Angelina
Kontos, evangelia
Kropp, Jeanette
Kwong, samantha Callery
La Combre, Kelly Michelle
Laby, emma Maree
Larke, Cassandra nicole
Lawrie, Lyndal Kate
Lim, Victor Bee Teck
Lindsay, Katie Beverley
Lingard, Katherine emily
Lipscombe, Jessica
Logan, Thomas Guy Brooks
Longstaff, Brian r
Loren, Kerry Josephine
Lovell, Veronica Linda
Mackay, Lachlan Alexander
Mackinnon, Jeremy Leigh
MacKinnon, sara elise
Maclean, suzanne Lisa
Magrath, Caroline
Males, Jennifer Lorraine
Mark, Andrew edwin
Marshall, Tania nicole
Martin, Melville Carnegie
Maskell, nastasha A
SchooL
cLASSIFIcATIon
Blackburn eLs
Bulleen Heights school
Ashburton ps
Mooroolbark College
Boronia ps
Balwyn Hs
Heatherwood school
Glen Waverley ps
Lilydale Hs
Kerrimuir ps
Milgate ps
Bulleen Heights school
Kew Hs
Boronia Heights ps
Ashburton ps
Mt. Waverley north ps
ringwood sC
Lilydale Hs
Wantirna Heights school
Camberwell south ps
Croydon West ps
Glenallen school
Templestowe park ps
Boronia ps
Kerrimuir ps
Bulleen Heights school
Blackburn Lake ps
rowville ps
Bulleen Heights school
Mount Waverley sC
Glenallen school
Bulleen Heights school
Bulleen Heights school
Bulleen Heights school
Milgate ps
Blackburn eLs
Blackburn eLs
Orchard Grove ps
Bulleen Heights school
Camberwell south ps
Oakleigh ps
regency park ps
Bulleen Heights school
Mooroolbark College
Box Hill Hs
Balwyn ps
Bulleen Heights school
Lilydale Hs
Bulleen Heights school
Lilydale Hs
ringwood sC
John Monash science school
regency park ps
Glenallen school
Bulleen Heights school
Orchard Grove ps
Balwyn Hs
Kent park ps
Old Orchard ps
Hartwell ps
Ap1-2
CLAss
CLAss
es1-2
GrD
CLAss
GrD
CLAss
CLAss
GrD
CLAss
CLAss
CLAss
GrD
CLAss
es2-3
CLAss
CLAss
es2-3
CLAss
ACpT
es1-1
CLAss
CLAss
GrD
es1-1
GrD
CLAss
CLAss
GrD
es1-1
es1-1
es1-1
es1-1
CLAss
CLAss
CLAss
GrD
LeAD
CLAss
GrD
GrD
CLAss
CLAss
GrD
GrD
CLAss
CLAss
CLAss
CLAss
GrD
CLAss
GrD
es1-1
es1-1
GrD
CLAss
es1-1
es2-3
ACpT
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.
INSPIRE
publication date
Online Job
Posting date
Monday 05 December Friday 2 December
www.education.vic.gov.au/schooljobs
66 inspire DECEmbEr 2011
AppOiNtmENts
nAme
SchooL
Mathew, Joel Joseph
McCallum, robyn Jean
McClelland, Cassandra Jane
Mcintosh, Kiandra
Mckenna, Monique nicole
Meares, Keisha nicola rehana
Metcalfe, Halley
Morling, Megan
Mortley, Alicia
Murrihy, Jacinta Kate
neale, John Lawrence
neale, Mylie Vi
nemec, Holly Lee
nevins, elizabeth Alice
newton, penelope
neylon, Kirstin Julie
nicholls, Amanda
noordhoff, Andrew
norman, Kirsten elizabeth
norton, Jenny
O’neill, Geoffrey Michael
Ord, Catherine
Overs, Lauren patricia
papo, romy
papo, romy
parkes, Janet elma
paxton, rachael Louise
pearson, susan
pentland, Luisa Christina
petch, Amanda Jayne
peters, Timothy
pietersz, Karin
pitt, David steven
poulton, Julia Louise
purdy, Liam
rabl, Leanne
retallick, Kristen Lea
robbins, Jane elissa
rofe, Maxine
ross, Marilyn
roy, phillip Alan
runnalls, Julia Clare
ryan, eric Jason
ryan, Megan Jane
sacks, Kim Tracey
saliba, Zoe Katerina
same, natalie ruth
scane, Megan elizabeth
scuderi, Angela
seabrook, Christopher Brian
serle, Lara Marie
serra, rosetta
sgarbossa, Giulia
shakespeare, Andrew
shaw, erica
silalahi, Jennifer
simon, Courtney
slater, shea elizabeth
small, Lynn pimpar
smith, Cassandra
smith, Laurie ralph
stephens, robyn Ann
strauch, Louise
cLASSIFIcATIon
Templestowe park ps
Camberwell south ps
Oakleigh ps
Bulleen Heights school
Heany park ps
Blackburn eLs
Lilydale Hs
Monash sDs
Lilydale Hs
Heatherwood school
Bulleen Heights school
Bulleen Heights school
Hartwell ps
Lilydale Hs
Blackburn eLs
rowville ps
Orchard Grove ps
Jells park ps
Doncaster sC
Camberwell south ps
Glen Waverley sC
Bulleen Heights school
Croydon sDs
Mount View ps
Mount Waverley ps
Camberwell south ps
Bulleen Heights school
Birralee ps
John Monash science school
Mount View ps
Mount Waverley sC
Glenallen school
Camberwell Hs
Monash sDs
Ashburton ps
surrey Hills ps
Wheelers Hill sC
Lilydale Hs
John Monash science school
Kew Hs
ringwood sC
Camberwell south ps
rowville sC
Hoddles Creek ps
Belmore school
Blackburn eLs
Ashwood sC
Mount Waverley ps
Camberwell south ps
Mooroolbark College
Lilydale Hs
Wheelers Hill sC
Mount Waverley ps
Bulleen Heights school
Hughesdale ps
Wantirna College
Ashburton ps
Doncaster sC
Monash sDs
rowville ps
Lilydale Hs
roberts McCubbin ps
Ferntree Gully north ps
CLAss
CLAss
GrD
es1-1
es1-2
GrD
CLAss
CLAss
CLAss
GrD
CLAss
es1-1
GrD
CLAss
CLAss
CLAss
GrD
ACpT
GrD
CLAss
CLAss
CLAss
GrD
CLAss
CLAss
CLAss
CLAss
es1-1
es1-2
CLAss
GrD
es1-1
CLAss
es2-3
CLAss
CLAss
GrD
CLAss
es2-3
es1-1
CLAss
GrD
LeAD
GrD
CLAss
CLAss
LeAD
GrD
GrD
CLAss
CLAss
es1-1
GrD
CLAss
GrD
es1-1
CLAss
CLAss
es2-3
GrD
CLAss
CLAss
CLAss
nAme
SchooL
cLASSIFIcATIon
street, Melanie
sun, Jade Genevive
szkuta, patricia Lesley
Tavrou, patricia
Thompson, Caterina
Toma, Daniel Victor
Tran, Huu That
Trollope, steven James
Turner, Melissa stella
Turner, Melissa stella
Turney, Kerrin
Twigg, Vivianne Caroline
Unland, Lucas
Vanbeck, nyssa
Verdonck, Ashley Jane
Vimpani, Kelly ellaine
Voogt, Latoya Jayne
Walker, polly Victoria
Walsh, Chloe Candice
Wang, esther
Warykowska, Kasia
Wert, Amy
Whiting, sue
Whiting, Thomas
Wickham, Anastasia
Wood, Alice Louise
Wood, Jodie Louise
Wood, Lynette Marie
Woods, Leigh Ann
Wren, William Christopher
Wright, Jarrad Gray
Yeung, Man sze Christina
Yoos, Christopher nicholas
Zhu, Lei
Zutenis, Christine ilidiko
rolling Hills ps
John Monash science school
Bulleen Heights school
Auburn ps
Glenallen school
Lilydale Hs
Kew Hs
Box Hill Hs
Milgate ps
Milgate ps
Upper Yarra sC
Monash sDs
Mooroolbark College
Balwyn ps
regency park ps
roberts McCubbin ps
Lilydale Hs
ringwood sC
Kallista ps
Knox park ps
Mount View ps
Glen Waverley sC
Bulleen Heights school
Camberwell Hs
Balwyn Hs
Mount Waverley ps
rowville ps
Jells park ps
Mount Waverley ps
Bulleen Heights school
Camberwell Hs
Monash sDs
Jells park ps
Balwyn ps
Glenallen school
gippsland
Abbott, sharon
Bentley, sally Anne
Benton, sheree Anne
Blundy, rebecca nicole
Campion, Briony
Chatwood, Lisa simone
Dean, Keshia-Lee
Dows, Mark
Duncan, Alexia Frances
easter, Kezia
Field, pamela Lesley
Goodfellow, natalie
Goodfellow, natalie sheree
Granger, Chelsea
Hardy, Bruce Arnold
Harrison, sarah Louise
Hurley, rhonda Julie
Magnuson, ross
Marsden, Kelli Loueen
Morand, Tracey
O’neill, elizabeth
O’neill, John Joseph
pendergast, Catherine Anne
richardson, samantha
scott, Dorothy May
Tratford, Lisa
Moe ps
Omeo ps
Bruthen ps
Wonthaggi sC
sale ps
Willow Grove ps
Toorloo Arm ps
Yarram sC
Yarram ps
Traralgon College
neerim District sC
Wonthaggi sC
Wonthaggi sC
Trafalgar ps
Briagolong ps
Lakes entrance sC
Tyers ps
Lowanna College
Bruthen ps
Loch sport ps
Wonthaggi sC
swifts Creek school
Bruthen ps
Longwarry ps
Lakes entrance sC
Commercial road ps - Morwell
GrD
CLAss
es1-1
GrD
es2-3
CLAss
es1-2
GrD
CLAss
CLAss
es1-2
CLAss
CLAss
GrD
CLAss
CLAss
CLAss
GrD
GrD
CLAss
GrD
LeAD
es1-1
GrD
CLAss
CLAss
es1-1
ACpT
CLAss
CLAss
CLAss
es2-3
GrD
ACpT
es1-1
es2-3
GrD
GrD
CLAss
GrD
CLAss
GrD
eXrT
GrD
LeAD
CLAss
CLAss
CLAss
ACpT
eXrT
LeAD
es1-1
es1-1
ACpT
pr1-1
CLAss
LeAD
GrD
GrD
LeAD
ACpT
nAme
SchooL
cLASSIFIcATIon
Wearne, susan ruth
Webb, Dianne
Withington, Ashleigh
Mirboo nth. sC
narracan ps
Yarram ps
grampians
Aikman, paul Anthony
Bahr, Louise Maree
Bailey, Kathleen Mary
Bellinger, nicole M
Bilson, Helen elizabeth
Bodey, sarah
Bogers, Donna Leanne
Bond, Christopher
Borchers, paul James
Bowles, Kevin Victor
Bowman, sam Alexander
Brick, Gerard F
Brown, Adele Lee
Choto, Tambudzai
Cook, Lisa
Cornock, simon peter rees
Day, Lachlan John
Doolan, Janine
Farquhar, reginald David
Fatone, renae
Fisher, Kerrie Lynne
Fithall, Timothy
Gardiner, Troy
Garrod, Leeanne nicole
Gladman, Bronwyn Anne
Grahame, Verity Janine
Granland, rosemary Kate
Hamm, stephen John
Hatherell, selwyn peter
Heslop, Garry richard
Hutchinson, Debra Ann
ivett, Timothy robert
John, Darren
Johnson, Jayde
Kelly, nicole
Kennedy, Michele
Kennedy, sandie
Kennedy, Timothy
Koene, suzi rennice
Lawler, natalie Joy
Mannes, nicole
Marra, Amy
Mercer, edward robert
Mirabella, Tony William
nevill, Carly elisa
penney, David Joseph John
peterson, Megan Anne
purtle, susan Michele
robinson, Loretta
schultz, Gabrielle
segger, Bernd George
sherwell, Andrew
sherwell, Andrew
simmons, Kristy Lee
smith, Diane
solomano, Malcolm Leslie
suchit, Alice M
Tehan, sophie
Hopetoun p–12 College
Ballarat specialist school
Ballarat specialist school
Hopetoun sC
Alfredton ps
Ballarat specialist school
Mount Clear College
Ballarat specialist school
invermay ps
Ararat Community College - sec
Bacchus Marsh ps
Forest street ps
Balmoral K-12 Community College
Mount Clear College
Ballarat specialist school
Darley ps
pleasant street ps
Ballarat specialist school
Windermere ps
Teesdale ps
Alfredton ps
Ballarat specialist school
Ballarat specialist school
Ballarat specialist school
Forest street ps
Ballarat specialist school
Horsham special school
Mount Clear College
Horsham College
Ballarat specialist school
Ballarat Hs
Dimboola Memorial sC
Hopetoun sC
Horsham special school
Ballarat specialist school
Ballarat Hs
Mount Clear College
Ballarat specialist school
Ballarat specialist school
Daylesford sC
Ballarat specialist school
Horsham special school
Canadian Lead ps
Black Hill ps
Horsham West ps
Bacchus Marsh ps
Horsham special school
Horsham special school
Ballarat specialist school
Goroke p–12 College
Donald Hs
Ararat Community College - sec
Ararat Community College - sec
Ballarat specialist school
Ballarat specialist school
Horsham special school
Ballarat specialist school
st Arnaud sC
CLAss
es1-1
GrD
pr2-3
es1-1
es1-1
es1-2
CLAss
es1-1
CLAss
es1-1
GrD
es1-2
GrD
GrD
es2-4
CLAss
es1-1
Ap1-1
LeAD
es1-1
pr1-1
es1-2
es1-1
es1-1
CLAss
es1-1
GrD
es1-1
CLAss
CLAss
es1-2
es1-1
LeAD
es2-3
eXrT
es1-1
CLAss
Ap2-3
GrD
es1-1
es1-1
GrD
es2-3
es1-1
GrD
GrD
GrD
GrD
es1-2
CLAss
es1-1
CLAss
ACpT
es1-2
es1-1
CLAss
es1-1
CLAss
es1-1
CLAss
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inspire DECEmbEr 2011 67
AppOiNtmENts
nAme
Trengove, Kristie Louise
Turnbull, shannon Kate
Walker, Deanne
Webb, Kaye Lynette
Womersley, Birgit Lucy
hume
SchooL
cLASSIFIcATIon
Lake Bolac College
Ballarat sC
Canadian Lead ps
Dimboola Memorial sC
Forest street ps
Alderawy, eatab
Alkemade, Barbara A
Arnold, sarah Kaye
Attard, Jennifer
Beatty, Cyra Lee
Begley, B’ashae elizabeth
Blackburn, nicole
Bonson, Tracey
Bullers-Knight, Briony
Burgemeister, Colette Marie
Burnett, isaac
Carroll, phillip James
Cash, Finn Mcphee
Connors, rick Andrew
Constantinou, Loukia
Cooney, Jake Joseph
Cossens, Melissa Louise
Damm, Ailsa Anne
de Boer, Madelyne Grace
Dekkers, Alice Marilyn
Dewar, Deanne Barbara
Drury, nicole Lynne
edwards, Jessica Kate
Forrest, scott William
Foster, Kirsten
Gallagher, elizabeth rebecca
George, simone Lisa
Gibson, Greg
Glass, Bridget Louise
Harris, James William
Hayward, ross Andrew
Hicks, Grant
Hicks, robyn
Holden, Monica Yolanthe
Hucker, Laurence Graeme
Joy, Belinda
Karolidis, stacey ellen
Keenan, Timothy Francis
Kellahan, Jessica Catherine
Kelly, Jamie phillip
Kenny, Hannah
Knight, Matthew Geoffrey
Kovacs, sue elizabeth
Lawless, Marc
Limbrick, Felicity Jane
Lowe, rob
Macrae, Jessica
McCarthy, Jennifer Ann
Mcneil, ryan
Mir-Herbert, Hanifa (Hani) nuhra
Misiti, Abby
Mossman, emily
neilson, Jody rebecca
nelson, Carol Anne
patterson, Jennie Maree
perry, Heidi Lee
pleydell, ian D
power, nicholas
Quinn, sarah Cathryn
reid, Tania Michelle
renfrey, peter D
rowe, Tanya ruth
russell, Murray Keith
salem, Afrah Abaid
sampson, Linda
schier, Julie Maree
scouler, ebony
sibley, Luke C
smith, Miranda Kim
smith, shona Jaye
stefanos, Travis
stevens, reginald spacey
storey, rachel
Taylor, Janice Muriel
Thomas, Kara Jai
Wachter, Mark
Watson, Cherie
White, Jessica
Wigley, Derek Geoffrey
Williams, Kevin Christopher
Wright, Melissa
Younger, paul
Ziebell, Jocelyn
Wilmot road ps shepparton
Flowerdale ps
Wanganui park sC
seymour College
Wodonga south ps
Ardmona ps
Wodonga south ps
seymour College
Mount Beauty ps
Verney road school
seymour College
Gowrie street ps shepparton
seymour College
Wanganui park sC
Beveridge ps
Mooroopna north ps
Ardmona ps
Tallangatta sC
Wodonga senior sC
Grahamvale ps
nathalia sC
Wodonga south ps
Wangaratta Hs
Wodonga ps
seymour College
euroa sC
Grahamvale ps
seymour College
Wodonga West ps
Wodonga ps
Wangaratta Hs
Mooroopna north ps
Cobram sDs
Mooroopna north ps
st Georges road ps shepparton
Upper plenty ps
Orrvale ps
Grahamvale ps
Wodonga Middle Years College
Wanganui park sC
Upper plenty ps
Tungamah ps
Tawonga ps
Mooroopna north ps
Wodonga south ps
seymour College
Mooroopna sC
Wodonga Middle Years College
Wodonga south ps
Wodonga ps
seymour College
Wodonga West ps
Wangaratta Hs
Mooroopna north ps
st Georges road ps shepparton
Hume region
Mooroopna north ps
seymour College
Gowrie street ps shepparton
Tallangatta ps
seymour College
Osborne’s Flat ps
Corryong College
Wilmot road ps shepparton
Mansfield sC
seymour College
Merrigum ps
Grahamvale ps
Wandiligong ps
Wanganui park sC
Orrvale ps
seymour College
Wodonga senior sC
Wilmot road ps shepparton
shepparton east ps
Tallangatta sC
seymour College
Cobram sC
rubicon Outdoor Centre school
Wodonga south ps
Cobram sDs
seymour College
Wodonga Middle Years College
Loddon mallee
Adams, Krysten Louise
Aghan, Cara Marie
Anstee, Dehne Christopher
Armstrong, Helen M
Bale, Jason
Beasy, Jaimee nicole
Best, Fiona
Blue, James Dunleavy
echuca College
The Lake ps
Kalianna special school
Kyabram p–12 College
Castlemaine sC
swan Hill ps
Tyrrell College
Mildura senior College
68 inspire DECEmbEr 2011
CLAss
LeAD
GrD
es2-3
GrD
es1-1
CLAss
CLAss
LeAD
GrD
es1-1
GrD
es1-1
pr1-2
CLAss
CLAss
GrD
CLAss
CLAss
CLAss
es1-1
GrD
es1-1
CLAss
ACpT
LeAD
CLAss
GrD
CLAss
es1-1
eXrT
GrD
es1-1
GrD
CLAss
GrD
CLAss
CLAss
es1-1
eXrT
GrD
CLAss
GrD
LeAD
CLAss
GrD
pr1-1
eXrT
CLAss
CLAss
CLAss
CLAss
CLAss
CLAss
CLAss
CLAss
GrD
CLAss
es1-1
eXrT
LeAD
es1-1
GrD
GrD
GrD
es1-1
GrD
es1-1
es1-1
CLAss
CLAss
GrD
ACpT
es1-1
CLAss
CLAss
CLAss
CLAss
eXrT
GrD
es2-3
es1-1
CLAss
Ap1-1
GrD
eXrT
CLAss
LeAD
CLAss
GrD
GrD
es1-1
es1-2
GrD
LeAD
LeAD
nAme
Bothe, shiralee
Boys, Laurel e
Burgess, Annemarie
Byrne, reginald
Byrne, sarah Maree
Byron, roger Geoffrey
Carroll, Anthony David
Carter, Leonie ruth
Clapham, Jill
Cody, sharon Anne
Colley, Travis Cameron
Cua, Felice
Draper, Marion
Dwyer, Daniel
ellison, Amanda Jay
Fenton, nicole Joanne
Gowlett, emma Kate
Hall, Fiona Beth
Harbourd, petra
Hardy, rachael Anne
Henderson, ingrid elizabeth
Hiller, peter robert
Hiscock, sandra Michelle
Hogg, Bronwyn
Holland, samantha Maree
Hughes, Kathryn ellen
Jackson, Lauren Gail
Janssen, suzanne Therese
Johnson, elisha Maree
Johnson, sean
Jones, Mathew James
Kashyap, padmaja
Kelb, Gloria M
Kelly, Barbara Mary
Kirk, Hayley J
Kurzke, renae Lee
Lennon, Michael John
Leslie, Maryanne
Leung, narissa
Lillie, Chelsea Jade
Loy, Laura
Marr, Deanne Maree
Marshall, paul William
Martin, Dzintra
McKenzie, Karina Melissa
McMillin, Kerrie Jean
Morrison, Christine J
Moulds, Amanda
nash, Mary Anne
noblet, Jodie
O’Brien, Teresa Mary
O’Connor, stephen M
O’Donnell, Angela Margaret
O’Mara, Tracey
O’Meara, Belinda
Owers, Andrew
panagiotaros, Joanna
potter, Katherine Lauren
purcell, rhonda Myrlwin
richards, Kirstin Michelle
rolinson, Daryl
round, Kenneth
ryan, Adam James
sartori, Alison Faye
savvinos, Gregory
scott, Joanne Louise
smart, emma Jean
smyth, Graeme John
strange, sarah Louise
sutton, Warren
Tatchell, Andrew
Tate, Christine Margaret
Thorpe, Mary Angela
Threlfall, Jenine Mary
Tutundjian, nadia
Tzaros, Maria Jane
Usher, Melissa nicole
Vandenberg, Dianne elizabeth
Vaughan, Trina Joy
Waldron, Jennifer Mary
Walsh, Wendy Anne
Warne, Jane Mary
Westrope, Kim richard
Willersdorf, Joshua Kevin
Wilson, Margaret J
Wong, Celestine
northern metropolitan
Aire, Anja nicole
Alvarez, Louise
Appleford, Ben Campbell
Ballagh, John Joseph
Barichievich, Teresa
Barnett, Kelly emma
Bausch, Wendy Joy
Bell, Cameron p
Beltramello, Diane
Benjamin, Derek
Bennet, peter J
Biglin, Debra Ann
SchooL
cLASSIFIcATIon
Charlton College
swan Hill ps
Bendigo senior sC
Mildura senior College
east Loddon p–12 College
White Hills ps
Bendigo senior sC
Werrimull p–12 school
Crusoe 7-10 sC
Boort District p–12 College
pyramid Hill College
Maryborough education Centre
Bendigo sDs
Bendigo senior sC
Bendigo senior sC
Maryborough education Centre
Maryborough education Centre
Wedderburn College
Kyneton ps
Charlton College
swan Hill north ps
Murrayville Community College
Mildura senior College
ranfurly ps
Crusoe 7-10 sC
swan Hill ps
Gisborne sC
Bendigo senior sC
echuca College
echuca College
robinvale p–12 College
Wedderburn College
Merbein p–10 College
Mildura senior College
White Hills ps
Maryborough education Centre
Bendigo senior sC
robinvale p–12 College
Campbell’s Creek ps
Maryborough education Centre
Kalianna special school
Mildura senior College
echuca specialist school
Lightning reef ps
swan Hill ps
eaglehawk ps
Camp Hill ps
The Lake ps
Bendigo senior sC
Chaffey sC
robinvale p–12 College
Crusoe 7-10 sC
Tyrrell College
echuca specialist school
Gisborne sC
Lancaster ps
Mildura senior College
White Hills ps
echuca College
Maryborough education Centre
Charlton College
Charlton College
White Hills ps
White Hills ps
Gisborne sC
Mildura ps
Crusoe 7-10 sC
Mildura senior College
Kalianna special school
Bendigo senior sC
Maryborough education Centre
Gisborne sC
Camp Hill ps
Kalianna special school
Marong ps
Quarry Hill ps
Campbell’s Creek ps
robinvale p–12 College
Wedderburn College
swan Hill College
Campbell’s Creek ps
Bendigo senior sC
Kerang Tech Hs
Murrayville Community College
Mildura senior College
Murrayville Community College
Thornbury ps
Diamond Creek east ps
Hume Central sC
st Helena sC
northern Metropolitan region
richmond ps
Dallas Brooks ps
Charles LaTrobe p–12 College
roxburgh Homestead ps
Wales street ps
Fitzroy Hs
Waratah sDs
CLAss
CLAss
LeAD
LeAD
LeAD
GrD
LeAD
es1-1
LeAD
GrD
CLAss
CLAss
CLAss
LeAD
LeAD
CLAss
LeAD
CLAss
ACpT
GrD
GrD
CLAss
LeAD
CLAss
CLAss
GrD
LeAD
LeAD
CLAss
CLAss
LeAD
GrD
es1-1
LeAD
GrD
es1-2
LeAD
LeAD
eXrT
CLAss
GrD
LeAD
Ap1-1
pr2-3
GrD
pr1-2
ACpT
GrD
LeAD
eXrT
eXrT
LeAD
LeAD
es2-3
LeAD
es1-1
LeAD
GrD
es1-2
CLAss
CLAss
LeAD
ACpT
GrD
LeAD
LeAD
CLAss
LeAD
CLAss
LeAD
LeAD
LeAD
GrD
CLAss
CLAss
LeAD
eXrT
LeAD
es1-1
CLAss
LeAD
LeAD
Ap1-1
CLAss
LeAD
CLAss
CLAss
es1-1
CLAss
Ap2-3
eXrT
GrD
es1-1
CLAss
CLAss
GrD
LeAD
es1-1
nAme
Blackham, robert William
Blake, Christopher
Blakeley, Kylie narelle
Boundy, Kate
Broadbent, Margaret
Brodrick, Cassandra elizabeth
Bunn, eleanor Jane
Burt, Benjamin
Campbell, Christine Louise
Campbell, raelene Victoria
Carlon, emma Jaye
Carter, sarah Louise
Cartledge, Donna
Cartwright, robyn elizabeth
Cauchi, Teresa-Anne
Charlesworth, Claire Janine
Chisholm, Jessica Tait
Christopher, Jayne
Clemson, peter A
Collins, John Vincent
Collins, Mark edward
Conrick, Anne Claire
Cooper, erin
Copsey, Deidre
Crowhurst, Katherine elizabeth
Cummaudo, Jacqueline
D’Aprano, ivana
d’silva, Michael Alan
Da silva, Madeline
Daley, Jordan Wentworth Kerr
Dalla riva, Bertilla
Dang, Thi Ha
Daskalou, Maria
Dawson, Amanda J
Dean, Mathew Thomas
Densley, Margaret Anne
Di Donato, Louisa
Doyle, Orlagh Maria
Driscoll, Casey
Drowley, Christopher russell
Dubberlin, Alix Jorja
Fattibene, richard
Fitzgerald, sebastian Joseph
Ford, Kerry elizabeth
Fourniotis, rosalie
Grant, imogen
Gray, Warren
Greenhill, Tiffany Ann
Grieve, Carlin Jay
Harris, Andrea
Hayman, Daniel
Heath, rachelle Leanne
Heath, rachelle Leanne
Heathcote, Jennifer Joan
Herring, Luke Herbert
Hess, Darren
Higgins, rhonda Joy
Hollis, rachel ellen
Hubka, Vera A
inglis, Fiona
Jackson-Haub, David
Katsis, nick
Kerby, Matthew richard
Kilgour, Liam
King, Vicki Margaret
Kolta, Christine
Laffy, Jessica Anne
Lagier, Claudine elise
Lamers, Katrina
Langford, Anton
Langton, Courtney
Lania, Justin Anthony
Lees, Judith
Leiner, Ute
List, Julia
Loorham, Jennifer Anne
Loterzo, Melissa
Mannella, Catherine Carmela
McGrath, Lee Jane
McArthur Jr., Claudia Jane
McClare, Terri
McDonald, Jamie
McGettigan, Fiona F
Merry, serena Lorraine
Mitchell, Linda Jane
Monardo, Angela
Morck Arnold, rachael Ann
Morgan, Katrina Jane
Muir, Geoffrey James
Mullan, Marguerite
Murdoch, Jessica ellen
Murphy, Michelle A
nelson, sara Louise
newton, Julie Anne
nixon, Moira Majella
O’Leary, Anita
Orfanos, sofie
papadopoulos, Mareeka
park, Clare Ann
patterson, Darren
SchooL
cLASSIFIcATIon
Montmorency sC
Greensborough ps
Greensborough sC
Dallas Brooks ps
Mount ridley p–12 College
Kismet park ps
Thornbury Hs
Moreland ps
Watsonia north ps
Diamond Creek east ps
Mill park ps
Concord school
Diamond Valley sDs
Gladstone park sC
Kismet park ps
Concord school
roxburgh Homestead ps
ivanhoe east ps
richmond ps
Mill park sC
Mill park sC
Thornbury Hs
roxburgh Homestead ps
Charles LaTrobe p–12 College
Hume Central sC
Greenhills ps
Brunswick south ps
roxburgh Homestead ps
roxburgh park ps
Greenhills ps
The Lakes south Morang p–9
Waratah sDs
Mount ridley p–12 College
Lalor Gardens ps
Montmorency sC
Brunswick south West ps
Craigieburn sC
Greenvale ps
Mount ridley p–12 College
epping Views ps
Concord school
Lalor Gardens ps
Coburg north ps
Moreland ps
Brunswick sC
Broadmeadows sDs
epping Views ps
epping sC
epping sC
roxburgh park ps
epping sC
Hume Central sC
Hume Central sC
st Helena sC
eltham Hs
sunbury & Macedon specialist
northern Metropolitan region
Craigieburn south ps
Glenroy specialist school
Findon ps
roxburgh Homestead ps
ivanhoe east ps
Greenvale ps
Dallas Brooks ps
Dallas Brooks ps
roxburgh rise ps
epping Views ps
roxburgh Homestead ps
epping Views ps
roxburgh rise ps
Gladstone park sC
Dallas Brooks ps
Thomastown ps
eltham Hs
eltham Hs
epping Views ps
Craigieburn sC
Coburg senior Hs
sunbury Downs sC
Brunswick south West ps
eltham ps
Bundoora ps
Broadmeadows sDs
Oak park ps
Fitzroy Hs
Wales street ps
Willmott park ps
Alphington ps
roxburgh Homestead ps
Glenroy specialist school
roxburgh Homestead ps
Craigieburn south ps
Greenvale ps
sunbury College
Clifton Hill ps
preston West ps
northcote Hs
Greenvale ps
Concord school
Mill park sC
GrD
CLAss
es1-1
es1-1
CLAss
GrD
CLAss
CLAss
LeAD
es1-1
CLAss
LeAD
es1-1
es1-2
GrD
CLAss
CLAss
GrD
CLAss
CLAss
LeAD
CLAss
CLAss
es1-1
GrD
GrD
CLAss
CLAss
es1-1
GrD
CLAss
es1-1
CLAss
GrD
GrD
CLAss
LeAD
CLAss
CLAss
GrD
CLAss
GrD
GrD
GrD
CLAss
es2-3
GrD
CLAss
CLAss
es1-1
CLAss
CLAss
GrD
Ap2-3
CLAss
CLAss
eXrT
GrD
CLAss
CLAss
CLAss
ACpT
CLAss
CLAss
LeAD
CLAss
GrD
GrD
ACpT
CLAss
GrD
LeAD
es2-3
CLAss
CLAss
LeAD
LeAD
es2-4
es1-2
CLAss
CLAss
CLAss
CLAss
CLAss
Ap1-2
GrD
eXrT
ACpT
CLAss
CLAss
CLAss
es1-1
GrD
LeAD
es1-1
LeAD
es1-2
GrD
GrD
CLAss
AppOiNtmENts
SchooL
cLASSIFIcATIon
Laurimar ps
Laurimar ps
Westgarth ps
Kingsbury ps
Mill park ps
Concord school
Coburg West ps
Macleod College
Gladstone park sC
Craigieburn sC
sunbury Downs sC
Dallas Brooks ps
sunbury Downs sC
reservoir Hs
Fitzroy Hs
richmond ps
Glenroy specialist school
ivanhoe east ps
The Lakes south Morang p–9
nthn Collge of Arts & Technology
Waratah sDs
Bundoora ps
Greenvale ps
Lalor Gardens ps
The Lakes south Morang p–9
Mount ridley p–12 College
Montmorency sC
Laurimar ps
Brunswick south ps
Concord school
Hume Central sC
roxburgh park ps
Craigieburn sC
princes Hill sC
Brunswick south ps
Waratah sDs
reservoir Hs
epping sC
roxburgh park ps
Broadmeadows sDs
epping Views ps
Mill park sC
Glenroy specialist school
reservoir Hs
Craigieburn sC
epping Views ps
“I get to exercise
my passion
for our unique
environment.”
Laura Dunstan
Master of Education
(Sustainability)
ACpT
ACpT
es1-2
CLAss
CLAss
es2-3
GrD
CLAss
CLAss
LeAD
es1-1
LeAD
es1-1
es1-1
GrD
CLAss
es2-3
GrD
GrD
CLAss
CLAss
GrD
CLAss
GrD
CLAss
CLAss
CLAss
es1-2
CLAss
es1-1
GrD
es1-1
LeAD
CLAss
CLAss
es1-1
es1-1
CLAss
es1-1
es1-1
es1-1
CLAss
LeAD
es1-1
sCH
GrD
nAme
Southern metropolitan
Anderson, Tarryn
Anstee, Kirk James
Armstrong, Jessica Aileen
Baillie, Kerryn
Bastow, rebecca Doleen
Batty, Amy Leanne
Berger, Aylie
Bertsch, Devon
Bhatia, Kirti
Binzer, Donna
Birkill, rhiannon peta
Black, Hayley
Blackson, Laura Anne
Boreham, Megan Louise
boveiry, mahtash
Bregazzi, emma Kathleen
Briggs, elizabeth
Brown, Ashley norman
Bryant, sam
Burden, Lynette Joanne
Byrne, Kelly Denise
Callanan, ebony Lee
Cantwell, Terence Joseph
Catford, elizabeth (Liz) Anne
Chapman, Lisa-Jane
Chiodo, simon
Chludzinski, Mark
Clark, Joshua paul
Clarke, Anne
Colville, Katherine Jean
Cook, Matthew
Cope, James robert
Cope, Jessie Alyce
Corkeron, Barbara
Costanzo, Lauren Anne
Coward, philippa Jill
Cox, Kimberly June
Cozens, rachel peta
Curnow, elise naomi
Darlington, Jason
Deery, Claire Marika
Dempster, Brett William
Dickinson, nicole Kate
Ding, emily
Doherty, Olivia
SchooL
cLASSIFIcATIon
Beaumaris ps
Beaumaris ps
Mornington ps
Koo-Wee-rup sC
Tyabb railway station ps
elwood ps
elsternwick ps
rosebud sC
Beaumaris ps
Oatlands ps
Benton Junior College
Brighton sC
Cranbourne east sC
Cheltenham east ps
Cranbourne sC
Benton Junior College
Melbourne Hs
Mornington ps
Melbourne Hs
narre Warren south p–12 College
Berwick ps
Lynbrook ps
Mornington sC
Benton Junior College
noble park sDs
Frankston Hs
Dandenong Valley school
Chandler park ps
Oatlands ps
Brighton ps
st Kilda park ps
Lynbrook ps
Mentone ps
narre Warren south p–12 College
Frankston Hs
Cheltenham east ps
Tyabb ps
rowellyn park ps
Chandler park ps
Mount eliza sC
Brighton ps
Hampton ps
Frankston Hs
Caulfield Junior College
Melbourne Hs
GrD
GrD
GrD
CLAss
GrD
CLAss
LeAD
es1-2
GrD
es1-1
GrD
ACpT
CLAss
GrD
es1-1
GrD
GrD
es1-1
CLAss
CLAss
GrD
GrD
CLAss
GrD
CLAss
CLAss
CLAss
CLAss
es1-1
CLAss
CLAss
GrD
GrD
LeAD
GrD
LeAD
es1-1
CLAss
GrD
GrD
CLAss
CLAss
GrD
GrD
GrD
nAme
SchooL
edmends, Bronwyn A
Fallon, stacey
Fasham, Yvette Maree
Fifer, Angela rose
Fildes, Jennifer Ann
Filippou, nicole
Flanagan, Julian David
Fleming, Kerry Lorraine
Flockhart, sarah Anne
Fogarty, Donna Louise
Follett, Lyndal
Gange, steven
Gardiner, Joseph
Gardner, scott
Garlick, Anne Judith
Gazzo, Jessica
Georgios, Karyn
Gleadall, Leslie Geoffrey
Goddard, susan
Golden, Angela Lynne
Gomo, stephanie
Gow, Mark
Greengrass, rachel Winifred
Greening, David
Halse, Claire
Hansen, Jaye
Haripersad, Anitha
Harland, shane Michael
Harrap, susan Jayne
Harwood, Chloe June
Hayes, Alexander
Hazzledine, Belinda
Hewitt, Anthony John
Hopson, Billie
Horne, evelyn
Hower, shae
iles, Jacinda ellice
Jay, Megan Jessie
Jende, Jarrod Michael
Jenkins, Heather Anne
Johnson, narelle Kaye
Johnstone, rosie
Jones, Anna-Maria
Jordan, Alison Jane
Jose, Chantel L
Kandasamy, Veenu
cLASSIFIcATIon
Yarrabah school
Caulfield south ps
Mornington ps
Brighton ps
Beaumaris ps
Frankston Hs
Aspendale ps
Tyabb ps
st Kilda park ps
Kingsley park ps
Berwick Chase ps
Mordialloc College
st Kilda park ps
Kingsley park ps
Mornington ps
Hampton ps
Berwick ps
Monterey sC
elsternwick ps
st Kilda park ps
Aspendale Gardens ps
Dandenong Hs
Berwick Chase ps
Boneo ps
Caulfield Junior College
Tyabb ps
Lyndale sC
Mornington ps
nossal Hs
Berwick Chase ps
Kunyung ps
Frankston east ps
Hastings ps
Mornington ps
Yarrabah school
Brighton sC
Moorooduc ps
Kunyung ps
pakenham Consolidated school
Brighton ps
Tyabb railway station ps
Brighton ps
Brighton ps
elwood ps
st Kilda park ps
Westall sC
CLAss
GrD
GrD
CLAss
GrD
GrD
CLAss
es1-1
CLAss
CLAss
CLAss
CLAss
CLAss
CLAss
es1-1
GrD
GrD
es1-2
eXrT
CLAss
GrD
Ap1-1
CLAss
CLAss
GrD
es1-1
LeAD
CLAss
LeAD
CLAss
GrD
CLAss
CLAss
es1-1
CLAss
CLAss
GrD
GrD
GrD
CLAss
CLAss
CLAss
CLAss
CLAss
CLAss
es1-2
Professional
development
for a brighter future
Graduate Certificate of Education for Sustainability
Master of Education (Sustainability)
Study Education for Sustainability with the university that
leads Australia in Environmental Science & Management.
Explore global challenges and gain the skills to teach the
next generation the importance of a sustainable future.
These courses are available on campus or by distance
education online.
Apply now to start in 2012.
1800 246 446
study@jcu.edu.au
www.jcu.edu.au/education
CRICOS 00117J_36169_JCU1548_MAK_I
nAme
pearce, stephanie
phillips, Anna rochelle
pickard, Michael
pieprzyk, Katherine
porcaro, Corrado Claudio
poulton, Julia Louise
preston, shay nicole
reed, sarah
richards, Anne J
ritchie, Karen
ryan, Deborah June
saheed, ramon
salton, Malcolm
scheller, Veronica
schroeder, erin
scott, Joanne elizabeth
shaw, sharon Joy
smith, Larissa
solakidis, Amanda
sonneveld, peter Andrew
stavros, Joanne elizabeth
sterich, Antonio
stevenson, Heather Christine
stuart, Veronica Fiona
sultan, nancy
sumner, narelle Macha
swan, ryan Christopher
Taylor, susan
Taylor, Wendy e
Telford, Brooke renee
Terzakis, Christopher
Thompson, Jordan
Thomson, rosalia
Thouron, Marjorie
Torcasio, Daniel
Vassallo, Amanda Louise
Vellios, Faye
Vogdanis, elefterios
Walker, Kim
Watson, Alexander ned
Webster, Tracey Lee
Weston, Katie
White, Lesley Anne
Wood, Judith Mary
Woodward, James ronald
Yates, Kimberly
inspire DECEmbEr 2011 69
AppOiNtmENts
nAme
Kelly, Ashlea Louise
King, Lorraine
Knight, eliza
Kyval, Jeni
Lawrence, elizabeth nancy
Leighton, Bonnie Lee
Li Xin
Liapis, Constance Maree
Livings, Brooke
Longland, Joanne evelyn
Love, Abigail
Luff, rita
Mahoney, sarah
Mahoney, sarah
Manning, Freya Caroline
Markham, Jessica elise
Marks, Marion elizabeth
Marson, nicole
Martin, Melanie
Mayhew-sharp, Jamie
McBride, Jennifer
McDonald, susan Gaye
McGrath, ryan
Mears, Wendy
Mikelsons, Wilmars Marts
Miles, Vicki Lea
Mori, Hiroko
Mulholland, rachael
Murphy, Catherine ellen
Murray, nicola Jane
nardino, Donna
newell, robert Charles
noonan, Kevin Thomas J
O’shannessy, Jade
Okey, natalie Helen
Ostrognay, Angela Kathleen
palethorpe, Michael edward
parsons, Beverley Doris
patane, Adrian
pattison, Geoff robert
penny, Andrea J
perkins, Alicia Joy
piecyk, susan M
riley, Karen Lisa
ross, Beverly
rouette, Lindsey
rowley, Tristan James
ryan, elisa
scott, neil
secombe, Lara
seevers, Christopher richard
sheridan, Cathlin Maree
sherlock, simon John
shmerling, Tammy rebecca
simmonds, sarah Kate
sloan, Andrew James
smith, Lynette isobel
smith, Melanie
smith, Michelle
smith, Wayne
soward, Deborah elizabeth
stallard, Bede
stoneman, sharlene Michelle
sullivan, stacey Glenda Anne
Taylor, Janita B
Taylor, rowan shan
Tickell, simone
Tokely, Kathryn Jane
Tomsic, Fiona reeve
Topham, Lisa
Troja, Cassandra Mary
urrutia garmendia, iurgi
Wall, Kate Louise
Ward, Grant J
Wardle, George
Waterman, Laura Jean
Watmough, Katie
Weiler, naomi
White, emma Jane
White, emma Jane
White, Mark edmond
Whittaker, rachel
SchooL
cLASSIFIcATIon
Lynbrook ps
port Melbourne ps
Aspendale Gardens ps
Koo-Wee-rup sC
Beaumaris north ps
st Kilda park ps
Mount eliza sC
Chalcot Lodge ps
Berwick Fields ps
Berwick Chase ps
Yarrabah school
pakenham springs ps
Kunyung ps
Kunyung ps
Kingswood ps
Lynbrook ps
Hampton ps
Yarrabah school
Yarrabah school
Osborne ps
Brighton sC
Doveton College
Mordialloc College
sandringham east ps
Caulfield park Community school
Doveton College
Macrobertson Girls Hs
st Kilda ps
Oatlands ps
Kingsley park ps
Mornington ps
Yarraman Oaks ps
Brighton sC
pakenham Consolidated school
Cranbourne east ps
Brighton ps
Melbourne Hs
Courtenay Gardens ps
Aspendale Gardens ps
rosebud sC
Yarrabah school
Tootgarook ps
Mornington ps
Hampton ps
Mentone ps
Yarrabah school
Hampton park sC
Macrobertson Girls Hs
st Kilda park ps
elwood ps
Hampton ps
Mornington ps
Doveton College
Mordialloc College
Ormond ps
Melbourne Hs
Gardenvale ps
Chandler park ps
sandringham east ps
Lyndale sC
Chalcot Lodge ps
st Kilda park ps
Lynbrook ps
Mount eliza sC
st Kilda park ps
Brighton ps
Hampton ps
Yarrabah school
narre Warren south p–12 College
Mornington ps
Brighton ps
Mordialloc College
Westall sC
Brighton ps
Mornington sC
Mornington ps
Dandenong Hs
Brighton sC
Kunyung ps
Kunyung ps
Yarrabah school
Brighton ps
QUIZ & PUZZLE AnSWERS
GrD
es1-1
GrD
LeAD
es1-1
CLAss
GrD
ACpT
CLAss
es1-1
CLAss
LeAD
GrD
GrD
CLAss
GrD
CLAss
CLAss
CLAss
LeAD
CLAss
Ap1-1
GrD
GrD
eXrT
Ap2-3
CLAss
GrD
GrD
CLAss
es1-1
es1-1
CLAss
GrD
es1-1
CLAss
GrD
ssO1-1
GrD
Ap2-3
CLAss
GrD
es1-1
CLAss
GrD
es2-4
CLAss
CLAss
CLAss
GrD
CLAss
es1-1
Ap1-1
CLAss
GrD
Ap2-3
CLAss
CLAss
LeAD
LeAD
es1-1
CLAss
GrD
CLAss
CLAss
CLAss
CLAss
CLAss
CLAss
GrD
CLAss
GrD
GrD
CLAss
CLAss
GrD
Ap1-1
CLAss
GrD
GrD
CLAss
CLAss
nAme
SchooL
Gardenvale ps
sandringham east ps
Tyabb ps
Hampton ps
CLAss
GrD
es1-1
es1-1
Western metropolitan
Abdo, iman
Ainalis, Dimitra
Anastasiadis, Angelique
Atkins, Helen Olivia
Ball, Katherine
Barns, Jemma rae
Barrett, Cheryl
Baumgarten, Bryce Aaron
Bernardi, Lynne
Bewley, robyn Wynette
Blair, Cheryl
Blake, rosemarie Christine
Boyson, Marie Teresa
Brown, Judith Frances
Brown, Kim Maree
Brownrigg, susan
Brunnbauer, Holly
Burton, Cathryn Louise
Carpenzano, Loretta
Carter, Kylie-ann
Chapman, Josette
Choul, Margaret
Climas, deneal
Cole, Karen Maree
Coletta, Kerrie emma
Connolly, Aileen Mary
Cowie, Donna Marie
Craven, Ashley Lauren
Credlin, erica Lorraine
Cronin, Bernadette Louise
Cuthbertson, nathan
Dawkins, Zoe simone
Day, emily Jane
Day, stefanie
Demeca, Angela Lauren
Dempster, Tammy-lee
Deroon, Jessica
Devine, Mark
Dunlop, rowena
Falvey, Tiffany elizabeth
Flynn, Melanie May
Freeman, Claire elizabeth
Gammon, Lisa ellen
Gardner, sarah
Garner, David scott
Gray, steven
Greer, Joanne
Hamilton, Katrina Jane
Hampton, emma Jane
Hasan, seral
Haussegger, Kate Louise
Healy, emma patricia
Hobbs, John Andrew
Holness, Margaret
Hudson, simone
iannunzio, Argentina Angela
ivanda, Ante nediljko
ivanovic, Anja
Jenkins, Timothy
Jones, Grant
Jones, Luke
Kalnis, Kristina
Kamberi, Tina
Kelly, Anna Louise
Kemeridis, elisha n
Kiek-Callan, sela
Kretiuk, Lianna
Kristof, Thomas Andrew
Kumar, Arun
Kyikin, pawlerwah
Lane, Tanya
Lanza, Angela
Laurie, penelope Anne
Lewer, Jenna
Leyland, Kim
Likos, Christina robyn
Ardeer south ps
Deer park north ps
Taylors Lakes ps
Williamstown north ps
Altona Green ps
point Cook p–9 College
Altona Meadows ps
Manor Lakes p–12 College
Altona Green ps
Melton sC
Mackellar ps
Wembley ps
Mackellar ps
Deer park West ps
Altona p–9 College
iramoo ps
Manor Lakes p–12 College
Kurunjang ps
Cairnlea park ps
The Grange p–12 College
Altona Meadows ps
st Albans Heights ps
Warringa park school
Cambridge ps
Mackellar ps
point Cook p–9 College
Altona Meadows ps
Manor Lakes p–12 College
Warringa park school
point Cook p–9 College
Footscray ps
Williamstown ps
Deer park West ps
Altona Green ps
Baden powell p–9 College
iramoo ps
Bellbridge ps
Maribyrnong sC
Baden powell p–9 College
iramoo ps
Cairnlea park ps
Moonee ponds Central school
Williamstown north ps
Victorian College of the Arts
Caroline springs College
Altona Green ps
point Cook p–9 College
point Cook p–9 College
Coburn ps
Bellbridge ps
Cambridge ps
Williamstown north ps
Wyndham park ps
point Cook p–9 College
Footscray north ps
Mackellar ps
Melton specialist school
Maribyrnong sC
parkwood Green ps
The Grange p–12 College
Cambridge ps
Taylors Lakes ps
parkwood Green ps
Baden powell p–9 College
Cairnlea park ps
Victorian College of the Arts
Cairnlea park ps
parkwood Green ps
Hoppers Crossing sC
Wyndham park ps
Maribyrnong sC
Coburn ps
Baden powell p–9 College
Truganina south ps
Cairnlea park ps
Melton West ps
GrD
LeAD
GrD
CLAss
es1-1
GrD
es1-1
CLAss
es1-1
LeAD
es1-1
es1-1
es1-1
CLAss
es1-2
CLAss
CLAss
GrD
GrD
es2-3
es1-1
es1-1
es1-1
CLAss
es1-1
CLAss
es1-1
CLAss
es2-3
Ap1-1
CLAss
GrD
CLAss
ACpT
CLAss
CLAss
GrD
CLAss
CLAss
CLAss
CLAss
GrD
GrD
GrD
LeAD
GrD
CLAss
CLAss
LeAD
CLAss
GrD
GrD
es1-1
Ap1-1
CLAss
es1-1
CLAss
GrD
GrD
es1-1
CLAss
GrD
CLAss
CLAss
CLAss
CLAss
GrD
CLAss
es1-2
es1-1
CLAss
LeAD
CLAss
CLAss
CLAss
GrD
nAme
SchooL
Lilly, sarah
Liston, Cassandra Jane
Lloyd, samantha Jane
Lo nigro, Damiano
Lu, David
Lucak, Christine nicole
Lyle, Mark
Marcu, Michele Louise
Martin, paul Anthony
McCall, Bradley
McCarter, Lauren
Merat, Hayley Victoria
Metcher, Tamsin Judith
Mewburn, Michael Anthony
Micallef, Mary
Michael, Deanne Marie
Milnes, Ana priscilla
Mizzi, Monica L
Mizzi, samantha
Moore, Joy Lynette
Morgan, Bryce
Mullen, Maree Therese
Muscat, Angela
nadjidai, Melanie Johanna
newman, Brendan David
newton, susanne Mary
ngo, Trinh
nicholas, Darren
nixon, Alice Frances
noorullah, Benazir
O’Connell, sueanne Joy
O’Dowd, Amy
Osborn, Kathryn Alice
palmer, Kathryn M
parker, rebecca
pavey, Catherine eleanor
pereira, Tracy Ann
petkovski, elizabeth
pickles, Lauren ellen
presa, Cristina Mary
preston, Jacinta Jane
radford, Janine Marree
rae, Belinda
refuerzo, Helene Grace
risk, Kerrie Anne
roberts, Karyn M
sayce, elisabeth Joy
sayce, elisabeth Joy
scalora, Amanda
scerri, Laura
singh, petra sabina
siranidis, John
smith, Andrew Jonathon
smith, Brian Anthony
smith, Laurel Ann
smyth, Anita
stamatopoulos, Angela Jane
sterjovski, Anne-Marie Louise
strati, eugenia
Taylor, Juliet emily
Tompkins, elaine
Tran, Thi phuc
Trickey, Kirsten
Valeri, Maree Angela
Veale, steven
Vegter, rebecca Janine
Verity, Lyn
Vidmajer-Zibert, Genevieve
Walton, Jane Belinda
Warner, stephen robert
Weisfelt, ingrid Kathryn
White, Laura
Whitten, Kate Ashlea
Wigg, Oliver rumney
Wight, Carly-Lee
Williams, Michelle Ann
Willson, Heather Mary
Winfield, Hollie sarah
Woods, nicole pamela
Young, natalie
Zipevski, Anna
Zuniga, Daniela nicole
cLASSIFIcATIon
iramoo ps
Melton specialist school
Coburn ps
Baden powell p–9 College
Werribee sC
Coburn ps
Manor Lakes p–12 College
Manor Lakes p–12 College
Buckley park College
Maribyrnong sC
Taylors Lakes ps
Kingsville ps
The Grange p–12 College
essendon/east Keilor Dist Coll
Deer park West ps
The Grange p–12 College
Williamstown north ps
Ardeer south ps
parkwood Green ps
Maribyrnong sC
Maribyrnong sC
Footscray City ps
Hoppers Crossing sC
Melton specialist school
Flemington ps
essendon ps
Cairnlea park ps
suzanne Cory Hs
Kurunjang sC
The Grange p–12 College
Truganina south ps
newport Lakes ps
Baden powell p–9 College
Melton south ps
Bellbridge ps
Mossfiel ps
Albion ps
Deer park West ps
Cambridge ps
Manor Lakes p–12 College
Melton West ps
Jackson school
Cairnlea park ps
Maribyrnong sC
Altona Meadows ps
Mackellar ps
Mossfiel ps
Mossfiel ps
Melton sC
Kororoit Creek ps
Altona Meadows ps
Melton specialist school
Maribyrnong sC
Warringa park school
Thomas Chirnside ps
Maribyrnong sC
Mackellar ps
Wembley ps
Galvin park sC
Wembley ps
Altona Meadows ps
st Albans Heights ps
Wembley ps
Taylors Lakes ps
Carlton Gardens ps
Caroline springs College
The Grange p–12 College
Monmia ps
Cambridge ps
Western Metropolitan region
Warringa park school
Thomas Chirnside ps
Galvin park sC
Victorian College of the Arts
essendon ps
Altona Green ps
Baden powell p–9 College
Carlton Gardens ps
Baden powell p–9 College
Deer park West ps
Altona Green ps
Melton West ps
CLAss
es2-3
LeAD
CLAss
CLAss
CLAss
CLAss
CLAss
GrD
LeAD
GrD
CLAss
LeAD
GrD
CLAss
es2-4
GrD
GrD
CLAss
Ap2-3
GrD
CLAss
LeAD
es1-1
CLAss
eXrT
GrD
CLAss
LeAD
es1-2
es1-1
GrD
CLAss
LeAD
GrD
CLAss
GrD
CLAss
GrD
CLAss
GrD
es2-3
GrD
LeAD
es1-2
es1-1
CLAss
CLAss
LeAD
GrD
es1-2
CLAss
CLAss
CLAss
LeAD
LeAD
es1-1
CLAss
CLAss
CLAss
es1-1
es1-1
CLAss
GrD
CLAss
CLAss
LeAD
CLAss
CLAss
eXeCLs
es2-3
GrD
CLAss
GrD
eXrT
GrD
CLAss
CLAss
CLAss
CLAss
ACpT
GrD
© 2011. Melbourne Trivia Company.
QUIZ AnSWERS 1. dolphin. 2. California. 3. 16. 4. Madonna. 5. new Zealand All Blacks.
6. Cheese (strong blue-veined from France). 7. Medal of Honor (sometimes erroneously
called the Congressional Medal of Honor). 8. The Iditarod (officially ‘The Iditarod Trail
Sled dog race’ from Anchorage to nome held each March). 9. a. A breed of cat. 10. ric
Charlesworth, Hockeyroos (women’s hockey team). 11. Haggis. 12. Anne Hathaway.
13. A star. 14. Internet Service Provider. 15. Michael Phelps (14), Larisa Latynina (9).
16. Canada (in the Bay of Fundy, at some times of the year, the difference between high
and low tide is 16.3m). 17. Red Dog. 18. ribbing. 19. Mistletoe. 20. Female (most males
have shed their antlers by Christmas, females have theirs until spring. Also, only women
would be expected to drag a fat man in a red suit all around the world in just one night).
70 inspire DECEmbEr 2011
cLASSIFIcATIon
Williams, Amy Jane
Williams, natasha simone
Yaghmoor, Lianne
Young, Mary Jo
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CLAssifiEDs
Retirements
Employment
BOORt DistRiCt sChOOl REtiREmENts
The Boort District School community would like
to recognise the retirements of Vikki Lanyon, a
teacher at Boort Primary School for many years
and Malcolm Goldsworthy, current Principal
of Boort District School, with a function at the
Boort Sports Club on Tuesday 13th December.
The night will begin at 6.00PM with finger food
served. We invite past and present colleagues
to this night. Please RSVP via email toboort.
district.P12@edumail.vic.gov.au or by phone
54552201 by December 1st. There will be
a $10.00 cost for the evening. Drinks at bar
prices.
REtiRiNG sOON?
Volunteers for Isolated Students’ Education
recruits retired teachers to assist families with
their Distance Education Program. Travel and
accommodation provided in return for six
weeks teaching. Register at vise.org.au or
George Murdoch 03 9017 5439 Ken Weeks
03 9876 2680
Reunions
ENGRAVED GlAssEs
Have your reunion or commemorative message
permanently laser engraved on glassware.
Contact Ian Newman, telephone/fax 9645 8699,
or PO Box 5164, Middle Park Vic 3206.
FAWKNER PRimARY sChOOl
Is turning 50! You are invited to attend our
50th year celebration & the grand opening of our
Ber building on Friday 9th December
2.30P.M. - 7.30P.M. At fawkner primary school
(40 lorne st fawkner)
Incursions for Primary Schools
•Science&Technologyteaching
specialistsforallPrimarySchools
•Overeighteenyearsexperience
•Individual‘handson’sessions
-90minutesofeducationalfunforchildren
-PDexperienceforteachers
•ManyTopics/Themes(VELS)
•IncorporatesthefiveE’s
Family Science Nights
OSHC Incursion Programs
•Afterschoolhours
•SchoolHolidays
Contact Us:
Phone: (03) 9729 9679 or (03) 9855 1191
Email: enquiries@handsonscience.com.au
www.handsonscience.com.au
www.adloheat.com.au
See main
ad on
page 37
Financial Planning
This course aims to provide
participants with the appropriate
knowledge, skills and attitudes
required to support, guide and
understand young people and
the issues that confront them.
Commencing: March 15
(Thursday evenings for ten weeks)
Duration: 5.30–8.30 pm
Venue: Clayton campus
Contact: 9905 2700
Carrington Financial
Services
We offer
n
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SalarySacrifice
NovatedLease
54.11Resignation
RetirementPlanning
WealthCreation
Taxation
EstatePlanning
12 points credit at postgraduate level
www.education.monash.edu/
shortcourses
John Doyle, Fabio Ferro or
Timothy Veal on (03) 9820 8688
CRICOS Provider: Monash University 00008C
Salary
package any
car you like!
Integration Aide/
Teacher Aide
Certificate of Education Support
Amanda Mickelson
03 5940 0281
Adolescent
Counselling
For a no obligation assessment
of your situation contact
Building Services
Phone us on
Professional
Development
APPlYiNG FOR JOBs?
Teachers, principals, support staff: Others
succeed – why not you? Discover
secrets of criteria responses. Anywhere in
Victoria. Experienced in schools, staff
selection. Contact Geoff: 03 5998 4932 or
geoff@sagacityservices.com.au
Designed for people who want to
work with special needs students,
this course provides the skills and
knowledge to give emotional and
academic support.
...turn to page 23 for
more information
03 5629 1123
0402 483 654
www.polliwogpuppets.com.au
Live Reptiles at your place
Miscellaneous
Shine September_2011 - classified.indd 16/11/2011
1
10:41:22 AM
Registered Celebrant
Weddings / funerals
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.
Educational
Materials/Services
EDUCATIONAL•INTERACTIVE •FUN
WE BRING: Snakes, Lizards,
Turtles, Frogs & a Croc!
Yes we ROAM but GEELONG is HOME!
We cover all of Victoria. We have
presenters in Melbourne
and Geelong
We also
have
insects,
spiders &
scorpions!
Call Tracey
0418 227 083
snakes@roamingreptiles.com.au
www.roamingreptiles.com.au
82 inSpire OCTOBER 2011
Commencing:
February at all Monash campuses
and suburban venues.
Duration: 48 hours (8 x weekday,
weekend or evening classes)
Contact: 9905 2700
www.education.monash.edu/
shortcourses
Dr Geoff Haw 5998 4932
Dignified, energetic, skilled
Personalised ceremonies;
all cultures.
CRICOS Provider: Monash University 00008C
www.celebratetoremember.com
Holiday
Accommodation
GiPPslAND lAKEs, PAYNEsVillE
Two bedroom units three minutes walk to beach,
three bedroom house with lake frontage.
Fully self contained for a comfortable holiday
or short break. Phone 5156 6395, email
info@lakewoodpark.com.au
mEtuNG
Akora flats; 4 two bedroom self contained flats.
Outdoor bbq, off street parking for cars and
boats. Well behaved dogs are welcome. Phone
03 5156 2320 or email: info@akoraflats.com or
visit www.akoraflats.com
OCEAN GROVE
Modern 2 story, Sea views, 2 living areas, 2
bathrooms, 3 bedrooms; sleeps 9.
Secure double garage. Ph; 9439 1258 Mob:
0419 536 608
See our advert in
the PD section or
book online at
www.edpd.com.au
Advertising
Inspire
C L A S S I F I E D S
E: ed.advertising@edumail.vic.gov.au
T: Diane Mifsud: (03) 9637 2862
inspire DECEmbEr 2011 71
CLASSIFIEDS
CLAssifiEDs
Lakewood Park Paynesville
Working with Primary
School Aged Students
with Autism
Understanding and
Managing Challenging
Behaviour
Making memories for life
ACA Accredited Camp
n
n
Designed to help participants
understand the underlying issues
and aims to provide strategies for
dealing with students exhibiting
challenging behaviours.
Dates: March 19, 26; April 17, 24;
May 1, 8 (total 6 evenings)
Designed for teacher aides,
this practical three-day course
outlines the features of autism
that impact on student learning
and provides skills and
strategies to successfully
support the students.
Dates: March 7, 14, 21
Duration: 5.30–8 pm
Duration: 5.30–8.30 pm
Venue: Clayton campus
Venue: Clayton campus
Contact: 9905 2700
Contact: 9905 2700
www.education.monash.edu/
shortcourses
www.education.monash.edu/
shortcourses
CRICOS Provider: Monash University 00008C
CRICOS Provider: Monash University 00008C
Advertising
Inspire
C L A S S I F I E D S
Line ads:
$1.00 per word
Min charge: $30
(all prices excluding GST)
School Camps
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
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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 2011
www.lakewoodpark.com.au
Phone 5156 6395 or 0427 516 050
email info@lakewoodpark.com.au
Travel
BAli
Bali to Bandung 8 days September 2012,
$1600 land content. Vanilla plantation tour,
coffee and cinnamon growing, old Dutch capital
Bandung and the coolness of surrounding hills,
hot springs, Indonesian music, kite flying,
traditional puppet maker, villages and the wine
area of Bali.Traditional dancing and cooking
classes. Small group. Clean three star
accommodation pre inspected for you. Twin
share. Single supplement possible. Contact
Julia- deliciousvanilla@live.com.au
FRANCE - sOuth WEst
17C.2B/R apart. in elegant Figeac or cottage in
hilltop Lauzerte.Low cost, brochure, teacher
owner 03 9877 7513.
www.flickr.com/photos/clermont-figeac/
www.flickr.com/photos/les-chouettes/
FRANCE – BuRGuNDY
Relax in a renovated stone farmhouse, fully
equipped including all linen. Sleeps 6. Near
Cluny Abbey, Macon, Beaujolais wineries, local
markets, walking and bike trails. Within 1 to 2
hour drives of Lyon, Beaune, Dijon, Geneva.
Phone Melbourne owner 9545 0505. Website:
aFarmhouseInFrance.com
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.
itAlY, luCCA
Lovely 2 BR medieval apt in historic centre of
this walled city. Perfect base for Tuscan holiday.
v. good weekly rates. Email Aust owner:
luccaapartment@optusnet.com.au
VAlENtiNE tRAVEl
Walking Holidays Especially for Women invites
you to come to Tuscany or Lake Como in Italy
with us in 2012! Perfect for solo travellers. Small,
friendly groups. Contact Biddy: 0409011233.
www.valentinetravel.com
Wanted
WANtED–PhOtOCOPiERs
Photocopiers all brands and many models.
Working, faulty, obsolete or surplus. Also
telephone systems, IT/computer items. Contact
David on 0402 469 111, and fax 9388 9810.
Email bbs_copy@westnet.com.au Call all hours
and collection arranged.
E: ed.advertising@edumail.vic.gov.au
T: Diane Mifsud: (03) 9637 2862
Salary
package
any car
you like!
Watch the video here. Scan
this QR code with your
smartphone to find out how
novated car leasing can
benefit you.
Great news - employees of the Victorian
Department of Education and Early
Childhood Development now have the
option to salary package any car on the
market!*
To find out how much you could save by
salary packaging a car simply use the
online calculator on our website.
Already have a car?
You can still benefit from salary
packaging your car through a Sale and
Lease Back agreement.
Call us on 1300 117 165
for an obligation free quote.
Or visit our site for a free quote.
www.teachersleasing.com.au
*The car can not exceed the Luxury Car value of $57,466. Salary packaging with Smartsalary and Smartleasing is only available to teachers employed by the
Department of Education & Early Childhood Development.
NEW_lease_Inspire_September_2011.indd 1
72 inspire DECEmbEr 2011
19/09/2011 3:21:08 PM
inSpire OCTOBER 2011 85
Curtain Call
Attention teachers! Nothing brings words to life for students like seeing them performed on stage.
feast your eyes on this month’s educational stage productions and incursions.
Regional Arts Victoria – Education
and Families presents:
Bookings: www.rav.net.au/arts-in-education
The Squeaky Window – Pocketfool
Productions
Incursions through 2011
The Green Crusaders – Drama Works
Incursions through 2011
Drama and Impro Workshops – Impro
Melbourne
Incursions through 2011
Brass Bedlam
Incursions through 2011
Brainstorm Productions presents:
Bookings: www.brainstormproductions.com.au
The Human Race (Years P–6)
Incursions through 2011
The Hurting Game (Years 7–10)
Incursions through 2011 and 2012
Verbal Combat (Years 7–10)
Incursions through 2011 and 2012
The Protectors (Years P–6)
Incursions through 2011 and 2012
Being Brave (Years P–6)
Regional incursions through 2011
Microscope Drawing Workshop –
Scale Free network
Cheap Thrills (Years 9–12)
Incursions through 2011
Cyberia (Years 8–11)
Complete Works Theatre Company
presents:
Incursions through 2011 and 2012
Incursions through 2011 and 2012
Wired (Years 10 – 12)
Bookings: www.completeworks.com.au
Incursions through 2012
Romeo & Juliet, Macbeth
The Magic Words (Years P-6)
Incursions Term 4
Incursions through 2012
Australian Shakespeare Company
presents:
Bookings: www.shakespeareaustralia.com.au
Play On Shakespeare
Incursions through 2011
Shakespeare Intensive
Incursions through 2011
Shakespeare Characterisation
Incursions through 2011
Shakespeare Unit Development
Incursions through 2011
Eagle’s nest Theatre Company
presents:
Bookings: http://eaglesnesttheatre.com
Romeo & Juliet
Incursions through 2011
Macbeth
Incursions through 2011
Cosi
Incursions through 2011
A Christmas Carol
Incursions through 2011
Phatpoetry – Poetry for Years 7–8
Incursions Term 4
professional Development
Deakin University
Gowrie Victoria
Bookings: www.deakin.edu.au/arts-ed/
cppe/professional/turning-behav.php
Bookings: www.gowrievictoria.org.au/
bookings
Turning Behaviour Around:
classroom management and
student interaction skills – with
Jenny mackay
outside School hours care
Forum
Sea of Dreams: the lure of port
phillip Bay 1830–1914
Wednesday 8 February 2012, Sunshine
monday 13 Februrary 2012, geelong
Friday 17 February 2012, Broadmeadows
Wednesday 22 February 2012, Bendigo
monday 27 February 2012, Traralgon
Thursday 8 December 2011
Friday 9 and monday 26 march 2012,
Burwood
Mornington Peninsula Regional
Gallery
Bookings: 5975 4395
Email your PD listings to editor@edumail.vic.gov.au
inspire DECEmbEr 2011 73
tAKE A brEAK
Puzzles
Staffroom Quiz
Put your general knowledge to the
test with this month’s 20 questions.
1
1
Bottle-nosed, river and common are all types of which animal?
7
2
3
Death Valley is mainly within which US state?
4
5
Who recorded the album Like a Prayer in 1989?
6
7
8
In the world of food, what is Roquefort?
9
What is an American Curl: (a) a breed of cat (b) a seagull (c) a
surfing term (d) a hairstyle?
10
How many times has Queen Elizabeth visited Australia?
2
3
4
5
6
8
9
10
11
12
13
14
Who won this year’s Rugby Union World Cup?
15
16
17
18
19
20
What is the United States’ highest military decoration?
Which is the world’s most famous sled dog race?
21
22
23
Which former Sheffield Shield player and federal MP began
coaching which Australian national women’s team in 1993?
11
What did Robbie Burns describe as ‘Great chieftain o’ the puddin’
race’?
12
Which Hollywood actress has the same name as Shakespeare’s
wife?
13
What is a White Dwarf?
14
In the computer world, what does ISP stand for?
15
Name the male and the female athletes who have won the most
Olympic gold medals respectively.
16
Which northern hemisphere country records the highest tides in the
world?
17
Koko is the star of which Australian film?
18
What distinctive pattern do you make
if you knit one, purl one, knit
INSPIRE
one, purl one?
Handy 13A Blank Grid
© Lovatts Publications 2011
19
At Christmas in the northern hemisphere, it is traditional to
exchange kisses beneath a sprig of which plant?
20
Are Santa’s reindeer male or female?
Quiz by Melbourne Trivia Company
www.melbournetrivia.com.au
See page 70 for answers.
24
Across
1. Muslim facecoverings
5. Surprise attack
7. Vegetable, .... bean
8. Wanders
9. Shirked
12. Book users
15. Long in the tooth
19. Took on board
21. Whips severely
22. Authentic
23. Car trip
24. Flushed
Down
1. Howled shrilly
2. Store secretly
3. Intended
4. Deprive of food
5. Ribbed
6. Hurling plate
10. Parched
11. Jug
12. Chink (of light)
13. Cosmetics gel, ....
vera
14. Looked at
sudoku
Difficulty level: Moderate
15. Pencil-mark
remover
16. Make allowances
for
17. Accounts record
18. Confused
19. Watered with tube
20. Eagle’s nest
See page 70 for answers.
1. Fill in the numbers (1-4) without repeating a number in
The
Puzzle(1-4)
That without
Makes repeating
1. fill in theany
numbers
row
or
column.
Yourow
Smarter!
a number in any
or column.
2. The numbers
in eachin heavily
outlined
set
of squares
2. in
the
each
heavily
1. Fill
thenumbers
numbers without
repeating
a outlined
number in set
any
of squares
(cages)
must combine
to equalin the top
combine
equal
the number
7 (cages)
4 must
row to
or column.
theusing
number
in the
top cornersign
usingindicated.
the
corner
the
arithmetic
2. For a 4x4sign
puzzle
use the numbers 1-4.
arithmetic
indicated.
Cages3.with
just
one
cancan
bebefilled
Cages
with
justsquare
one square
filled in
in straight
2 3. 3
3. The
numbers
in
each
heavily
of squares
straight
away
with
theoutlined
targetinset
number
the
away
with
the
target
number
the
topin
corner.
(cages)
must
combine
to
equal
the
number
in
the
top
top
corner.
may
be repeated
a indicated.
cage but not in a row
corner
using
the arithmeticin
sign
4. A number may be repeated in a cage but
6 4. A8number
orcolumn.
column.
not in a row or
9
5
2
8
6
3
1
6
7
8
5
4
1
9
4
3
1
2
7
9
5
7
4
5
9
1
2
8
3
6
8
6
9
3
5
4
2
1
7
1
2
3
6
8
7
4
9
5
3
8
7
1
9
5
6
4
2
2
9
6
4
3
8
7
5
1
5
1
4
7
2
6
3
8
9
4. Cages with just one square can be filled in straight
away with the target number in the top corner.
MEDIUM + ÷ x -
5. A number may be repeated in a cage but not in a row
or column.
7+
9+
3÷
3
8x
24x
2112x
EASY
+÷x-
2- 5+
1
4÷
5+
8x
See page 70 for answers.
SOLUTION:
74 inspire DECEmbEr 2011
4 2 3 1
2 3 1 4
3 1 4 2
Helping you
help your
students
in 2012
The SPELD Teacher Training Course in Specific Learning Difficulties
In this 4 day course you will become skilled in testing, understanding, and implementing practical
teaching strategies to help primary and secondary aged students who are experiencing learning
difficulties. Presented by Michelle hutchison and dr daryl Greaves. Cost: $990 (inc GST).
“a great experience with a
wealth of strategies to try in
the classroom.”
2012 schedule
January
March
sPeld Teacher Training course
in specific learning dificulties
Melbourne:
Mon 16th, Tue 17th, sat 21st & sun 22nd
9.30am – 3.30pm each day
Melbourne:
sat 17th, Mon 19th, sat 24th & Mon 26th
9.30am – 3.30pm each day
Special event
Advance Notice!
Neil Mackay Tour
2012!
Jan, Feb & marcH eventS
Neil Mackay is an internationally renowned educator and author of Removing Dyslexia as a
Barrier to Achievement and Taking the Hell out of Homework. As an educational consultant
and trainer who created the concept of Dyslexia Friendly Schools in the UK, he has
extensive teaching experience with all age groups and abilities and brings the classroom
alive in his innovative and entertaining workshops for teachers and allied professionals.
Neil Mackay tours Australia in June 2012.
For details on this great Professional Development opportunity and more in 2012 or to
register your interest please visit our website www.speldvic.org.au or phone 03 9489 4344.
courses
Just the strategies ... to help struggling students
9.30am – 3.30pm
Melbourne: 25 Jan
Melbourne: 21 Feb
Melbourne: 21 March
The sounds of language Ruth will begin with a theoretical component followed by a
workshop where we will put the theory into practice. These activities will demonstrate how to
include phonemic awareness and phonics into the classroom or home environment.
Presenters: ruth Fielding Barnes and Tom nicholson. Cost: $250 (inc GST).
9.30am – 3.30pm
Melbourne: 24 Feb
10.00am – 3.30pm
Melbourne: 19 Jan
Presenter: Michelle hutchison
Cost: $250 (inc GST).
TechnoloGy
Wordshark & Textease Presenters: computer learning support Team
Cost: $30 (inc GST) Members, $45 (inc GST) Non-members
Technology Taster session Presenters: computer learning support Team
Cost: $20 (inc GST) Members, $30 (inc GST) Non-members
register Today! Bookings are essential and space is limited. For more details of
each event or to register visit www.speldvic.org.au or phone 03 9489 4344
Membership discounts apply. certificates given for Pd attendance.
10.00am – 12.30pm
Melbourne: 20 Jan
Melbourne: 10 Feb
Melbourne: 9 March