in focus - 2014 term 1

IN FOCUS

Te r m 1Links to articlesCover Story . 4 2013 Dux :. 5SEQTA :. 22

From the PrincipalSharing the responsibility of leading our College is

a joy and a privilege for me. I have the wonderful

blessing of working with dedicated colleagues that

bring a diverse range of gifts and talents together

with generous amounts of passion and energy.

Together it is our aim to provide all students with

a high quality education that provides each of our

students with exciting possibilities for the future. A

quality education requires investment in the people

who make a significant difference in the lives of our

students and an impact on their learning.

I want to take this opportunity to briefly outline the

approach that our College is taking to enable us to

provide our students with the best education we

possibly can.

Our strategic educational framework aims to address

3 main focuses:

1. To encourage and nurture Christian Faith.

2. To build capacity to learn.

3. To provide high quality teaching.

We aim to offer provision of high quality teaching

through the following means :

Feedback

Feedback is one of the most powerful influences in

education. Student outcomes are enhanced through

the conversations and interactions that they have

with co-learners, their teachers and reflecting on

their learning. Feedback also plays a vital role for

the teachers.

Assessment Data

Our College seeks to collect data and feedback

regarding our programs and their effectiveness.

We obtain individual data on student progress

through a range of assessment tools. These include

standardised testing, national testing regimes such

as Naplan and other school based assessment

procedures covering a range of formats and forms.

This range of assessment and data allows us

to understand the individual learning needs of

our students, as well as assess and evaluate the

effectiveness of our programs in teaching

and learning.

Teacher Reflection

The academic staff at Christian College undertake

reflective practice to continually improve their

teaching. In recent years we have introduced a

series of ‘Professional Learning Teams’ to undergo

action research to encourage new initiatives.

Through collaboration, teachers share together

when planning units, discussing methodology and

teaching strategies. A formal ‘Teacher Performance

Management’ process allows individual staff to work

alongside other colleagues in establishing goals and

areas to focus upon in their practice. The College has

aligned this process with the ‘National Standards

for Teachers’ outlined by the ‘Australian Institute for

Teaching and School Leadership’.

(AITSL) www.aitsl.edu.au

This short clip gives an overview of the main features

of the standards we are aiming to meet. To view,

please click here

LEAD Survey Data: Listen, Evaluate, Act, Deliver

Each year the College collects feedback via surveys

conducted by Independent Schools Victoria from

our staff, students and parents regarding the

effectiveness of our program.

The data received compares the responses compiled

about our College with benchmark data collected

from 65 other independent schools throughout

the state.

christ iancol lege.vic.edu.au : .

Teachers sharing ideas

http://www.aitsl.edu.au/

http://youtu.be/iuKceiCvMEg

http://www.christiancollege.vic.edu.au

Participants are asked to respond to a range of questions to gain

feedback regarding a broad range of student learning areas and

outcomes, the delivery of programs, pastoral care, discipline and

safety, resources and transition.

We have been tracking this data since 2011 and using the feedback

to improve our practice.

Recent reviews to our programs in transition between campuses,

the introduction of VET and VCAL programs, a revised approach to

spelling and an audit of our Middle School program are examples of

initiatives that have resulted from the feedback of these surveys.

The most pleasing aspect of the analysis of this data is the positive

nature of the responses in all areas compared to the benchmark

of other schools including an upward trend in all areas against our

own data in the past 3 years. (summary data will be published in the

2013 Annual Report).

An area highlighted for us to focus on for the future has been

the data relating to the Christian ethos, the study of Christian

education that was obtained in the school specific questions

included in our College section of the survey.

Whilst results were not negative or alarming, I together with the

Heads of Campus, feel that it is prudent for us to focus on this

aspect of our program as part of our professional development to

ensure the best provision for our students and support for

our staff.

The appointment of Rev. Stephen Brown as our Director of

Teaching and Learning - Christian Education has been a strategic

appointment, as has the decision to focus the annual Staff Retreat

on the notion of teaching Christianly. The College Chaplaincy

Team, each of the Directors of Teaching and Learning and support

from members of the College Board and other guest providers will

all collaborate in engaging and equipping our staff as we aim to

look at meeting the spiritual and pastoral needs of our students.

This is a challenge for all schools. I am assured of one thing

through faith in Christ, the greatest teacher that ever lived, that as

we seek His wisdom, guidance and discernment we can only move

in the right direction. One that aims to provide our students with

a knowledge of the love of God and a purpose for their lives in the

future.

Continual Improvement

There is no such thing as a perfect school or a perfect teacher. As

we aim and strive to address the challenges to be the best we can

for our students I am excited about the future, the direction we are

taking and the people sharing the journey together.

As always we appreciate the support, encouragement and feedback

from the College community to assist us to be our best.

Glen McKeeman

Principal.

from the principal (continued)


Middle School Humanaties Meeting


Mark 10: 42 – 45

And Jesus called them to him and said to them, “You know that those

who are considered rulers of the Gentiles lord it over them, and their

great ones exercise authority over them. But it shall not be so among

you. But whoever would be great among you must be your servant,

and whoever would be first among you must be the slave of all. For

even the Son of Man came not to be served but to serve, and to give

his life as a ransom for many.”

The training for our Year 12 Prefects, held in November last year,

highlighted the words of this bible passage through its emphasis

upon ‘Servant Leadership’. Our student leaders were encouraged to

think of their role differently from the way leadership is viewed by the

world and focus on the leadership that Jesus himself demonstrated.

As a part of their training, the Prefects spent an afternoon in the

Barwon River where together they walked upstream against the

current. They cannot make this journey alone, but must rely upon one

another holding out a helping arm or shoulder. Working against the

strong rapids is not possible without the help of a fellow Prefect. They

learn in a very tangible way the value of teamwork and how helping

each other can lead to a greater outcome than working alone.

Now that their work for the year has begun in earnest, the Prefects

duties are focused on encouraging fellow student participation for

both lunchtime activities and major carnivals. They are also looking at

ways in which they can lead the student body to consider avenues for

assisting those in need in our community and beyond.

Of course, leadership is not just in the hands of those who are

Prefects. So many of our students are working hard to display their

leadership skills and talents in a wide variety of ways. We are so proud

of all who are leading sports teams, offering assistance to our College

and the community and helping make us all aware of social justice

issues and ensuring that others feel valued.

We as a community are proud of all our young people who offer

themselves in leadership and for the many and varied ways in which

it is manifested.

Whilst it is our Prefects who have taken the following oath and did

LEADERSHIP ATSENIOR SCHOOL so in a very public way, I can honestly say that the huge majority of our

students are living out this promise on a daily basis in our community:

With God’s help, I wholeheartedly accept the responsibilities associated with

upholding the standards, ideals and integrity of this my school – Christian

College. I will strive to show understanding, compassion and respect in my

dealings with students and staff. I will endeavour to be fair and consistent

in the decisions I make, whilst being committed to the high ideals of my

College motto – See ye first the Kingdom of God.

It is such a blessing to Senior School to have a body of young people

who are embracing servant leadership and putting the needs of our

community before their own.

Mrs Sue Strong

Head of Senior School, Waurn Ponds


Buckley Falls Prefect ‘river walk’

Head of Senior School, Sue Strong with College Captains Madeline Hodge

and Liam Nankervis and Principal, Glen McKeeman


Tiana Macleod graduated DUX of Christian College in 2013.

On a family holiday in Port Douglas when the ATAR results were

announced, Tiana was ‘pleasantly surprised’ to have received her

incredible score of 98.1 to allow her entry into her course of choice,

a 5 year Bachelor of Arts and Bachelor of Law, double degree.

Tiana was elated and enjoyed a well-earned two week celebration

with her family to relax and let her achievements sink in.

Tiana Macleod attended Christian College since Prep, spending

her first 10 years of education at the Bellarine campus. During her

time at Christian College, Tiana aimed to get involved in as much

as possible’, to give her a break from study and to allow for a good,

healthy balance between school work and other curricular activities.

‘This meant participating in sports such as synchronised swimming

and other house swimming events, athletics, cross country, klop,

house football and netball. It was a great way to get to know and

have fun with others members of Burrows house.’

In Year 12 Tiana studied English, Japanese, Chemistry, Legal

Studies and Psychology. Japanese was her favourite subject as it

was both challenging and rewarding in the sense that she ‘could

communicate effectively with others in another language.’

Although Tiana enjoyed all of her subjects, she did find Chemistry

challenging, as she was ‘more suited to English and writing subjects’.

Keeping positive and learning to ‘manage time’ was the way Tiana

coped with the demand of her Year 12 studies.

‘To be honest, at times I did feel overwhelmed and stressed, however I learnt

to manage my time so that I could study more efficiently. This allowed me to

have time for sport and social interests, so that Year 12 was still an enjoyable

experience!’

Tiana’s score was ‘definitely not expected’ but was the result of hard work and

determination. From her double degree in Arts and Law, Tiana aspires to be

working within the Human Rights sector in the future.

‘In 10 years from now I would hope to be representing someone who could

not defend themselves.’ She would also love to travel, ‘especially to Japan to

continue to develop her language skills’.

Tiana’s advice to the 2014 Year 12 students is to ‘manage your time effectively.

You do not need to study every second of the day, but when you do, make the

most of it, then have some time off and enjoy, knowing you have earned it.’

Dux of 2013


Principal Glen McKeeman congratulating Tiana at Graduation

Tiana with her fellow Year 12 students and Mr McKeeman at Graduation


Year 7 involves a number of changes for students, some of which

may be the subjects studied, the organisation of the daily routine,

the form of contact with teachers, homework, responsibility for

personal belongings and the opportunity to become involved in

many, various extra-curricular activities.

At Christian College we acknowledge that entering Middle School

is both exciting and challenging. A new location, routine and

expectations may be daunting to some of our new Year 7 students.

However, we make every effort to ensure that our Year 7 students

settle in as comfortably and confidently as possible.

Overall, Year 7 students are to be commended on the way they

have been so inclusive of each other and how they have embraced

the school ethos, values and guidelines through the Orientation

Program and on camp.

Geoff Trevaskis

Bellarine Campus Year 7 Co-ordinator

Kerrie Reid

Highton Campus Year 7 Co-ordinator

At the beginning of the school year all Year 7 students at the Highton and

Bellarine campuses take part in a three-day orientation program to give the

students a realistic taste of things to come. This important program allows

students to interact with their new peers, assisting in a smooth transition to

secondary school life. The students enjoy many activities designed to develop

team skills, friendships and positive relationships between both students and

teachers.

The aim of this program is to give all students, whether new to Christian College

or existing, a solid foundation as they embark on their Year 7 studies.

This year during the 3-day program, students were involved in a variety of

activities to raise self-awareness and foster friendships including a multiple

intelligence questionnaire, speed ‘friending’, initiative challenges, a letter to self

and a school wide scavenger hunt. Community activities included a year level

picnic and the creation of ‘The Herd’; a project where each class created a paper

mache elephant that represents our year level as a family unit.

The Year 7 Camp to ‘Cave Hill Creek’ aimed to consolidate the friendships forged

during the Orientation Program as well as push students out of their comfort

zones. Being an adventure based camp, students in platoons learnt to canoe,

build rafts, bushwalk, boulder and abseil. Highlights also included competing in

the ‘Extreme Triathlon’ and a dance night.

Smooth Transition into Year 7


Abseiling encourages trust between students on Year 7 camp

Year 7 students bonding through orientation activities


Tegan Caldwell, 2006 Graduate

Tegan Caldwell graduated Christian College in 2006 having no idea

that she would one day represent Australia and play for the Australian

Netball Diamond squad.

After finishing school, Tegan worked as a school’s programmer

at Camp Wilkin in Anglesea for 3 years. Always interested in

playing netball, she continued to play for teams in the GFL and

in Melbourne. In 2008 and 2009, she was selected to play for the

Victorian State team.

Further into 2009, Tegan’s training and commitment paid off when

she was selected to be a part of the Australian under 21 squad and

played at the Cook Islands in the World Youth Championships where

the team won a gold medal!

This amazing experience continued Tegan’s passion for Netball and

since 2010 has been playing with the Melbourne Vixens, contracted

until 2015. Tegan counts herself very ‘lucky’ to be making a career out

of something she loves.

Tegan acknowledges ‘it was great to attend a Christian school’ which

has influenced her faith over the years. This may have been the reason

she chose to work with the non-profit organisation ‘Ladder’. New to

Geelong, this program works with young people who are homeless or

at risk of homelessness.

Tegan is the Program Coordinator and gets to ‘help engage the young

people with different activities’ in health, wellbeing and skills training.

Where are they now?



Use of Student Photographs

At various times throughout the school year, photographs

of students may be taken in class, in sporting teams or when

involved in a broad range of learning activities. A selection of such

photographs or videos may be used for College publicity and

promotion including class displays, student presentations, media

presentations or for student teacher folios. Often this can be an

effective way of acknowledging student and College achievements.

Our staff are always careful to choose only appropriate photographs

to support our printed publicity, promotional material, social media,

newsletters or news and events reports on the Christian College

website www.christiancollege.vic.edu.au

However, if any parents do NOT wish their son or daughter to be

photographed for these purposes, named in College publications or

on website reports, you are asked to notify your Head of Campus in

writing.

Parents would be aware that we live in a visual society where

images convey more than words. In addition, communications

between our College and families are increasingly being made by

electronic means. Our College ‘In Focus Newsletters’ are published

on the Portal and on the College website for you to access. Please

take the time to read these to fully appreciate the many events,

achievements and celebrations that occur throughout the year.



In describing the innovative Vision Learning initiative, it may be useful

to talk about some of the details that led to its inception. Those part of

the Christian College community, including past and current students,

teachers, parents and the College board, acknowledge Christian

College’s focus on excellence in the area of academia. Stakeholders

also praise the College’s dedication to both students and community

through its highly developed ability to provide support at point of need,

both pastorally and academically, and the outstanding extracurricular

programs that continually enrich the experience of those involved in

them. Of course, these are only some of the many threads that weave

Christian College into a rich tapestry that has and continues to clothe

students for success in further study and indeed, life.

Having acknowledged this rich past and unwavering commitment

to best practice, let us look forward, particularly at the changing

characteristics of our current and future students; they are 21st century

learners. Unpacking that term highlights our need to adapt to the

changing needs of these learners through firstly acknowledging that

Vision Learning: Changing Paradigms

we are a community of learners. Vision Learning was born out of

a recognition that in catering for our students changing needs,

we must change what we deliver and more significantly, how we

deliver. I believe that Christian College is well-poised to embrace this

change because of the teachers’ commitment to our students and the

leadership’s continued dedication to striving for excellence.

Characteristics of 21st Century Learning

In an ACER Occasional Essay – March 2012, p.1, Lonsdale and

Anderson assert:

“Schools are expected to prepare students for a complex and rapidly

changing world. In addition to teaching subject content, schools are

expected to develop young people who are information and media

literate; critical thinkers and problem solvers; communicators and team

players. They are expected to teach environmental awareness and civic

responsibility and various other transferable and lifelong skills.”

The response to this bold statement is that we must move towards

adding a dimension to both what and how we teach at Christian

College. The teaching of content is important, but the complexity of

our world demands teaching students skills, processes and attitudes

that will equip them to face challenges both in the classroom and

beyond.

The Christian College Response

The Vision Learning team, established at the end of 2013, comprised

of six Year 5 teachers at both the Bellarine and Highton campuses, has

implemented a planning approach that facilitates and even insists

upon, the adoption of strategies that cater to the needs of the 21st

century learners whom we teach. The issues of relevance, authenticity

and student voice are addressed through the implementation of

a planning model and thought process that engages students by

working towards rich tasks that compel them to ‘take action’ in their

own communities.


Cooper Geall and Glen McKeeman enjoying the use of the new 1 to 1 devices


The aim of these rich tasks is to create a learning environment in

which students work towards real goals and link what they do in

school, the real world and their lives.

Furthermore, Mr Glen McKeeman and the leadership team here at

Christian College entered into an exciting partnership with Professor

Guy Claxton, Emeritus Professor of the Learning Sciences at the

University of Winchester. Professor Claxton’s Building Learning

Power (BLP) framework will provide for teachers and students the

tools necessary to move the school towards a culture of valuing

stronger student voice, increased student ownership of learning

and students who use what they learn in school to inform how they

participate as citizens in their communities and face life’s challenges.

What does this mean for students at Christian College?

Beginning in Year 5 and eventually moving across other year levels,

students will be encouraged to value a new range of learning skills

and attitudes as well as participating in content-rich programs.

Traditionally, school systems have judged student achievement

Vision Learning (continued)

on some sort of final product or culminating task demonstrating

the learning of specific content. We value teaching content while

recognising that we also need to be teaching and facilitating how

students think, work together and problem solve. Under this new

paradigm, qualities such as collaboration, curiosity, reflection and

creativity will be more highly valued and built into assessment.

Some classroom examples of this include displaying work that is

in progress (rather than only ‘final products’), involving students in

curriculum design and experimenting with classroom strategies

such as a ‘no hands up’ policy that encourages all students to be

active participants in thinking and discussions (not only students

who ‘have the answer’).

Fitting the pieces together

The Christian College motto, ‘Seek ye first the Kingdom of God’

(Matthew 6:33) puts into perspective what we want our students to

value in their lives now and evermore. The Bible verses surrounding

these words teach us to not worry, but to trust God with our present

circumstances and with our future.

This beautiful sentiment, expressed by Jesus, is at the heart of all we

do in teaching and caring for our students. Parents, staff members

and students at this school are privileged to be part of a place that

not only prepares students for their lives in and beyond Christian

College, but also teaches them that the greatest gift is God’s love

and that their future is in His hands.

David Kehler

Year 5 Teacher, Highton/ Vision Learning Co-ordinator


Georgie Fawkner- guest speaker for the Vision Learning Year 5 students


Integrated StudiesHighlight

Junior School, Belmont

The Integrated Studies curriculum at Junior School provides

an exciting and authentic opportunity for students to

explore the subject areas of History, Science, Geography and

Civics and Citizenship in a cross curriculum context.

Current units of work being taught in Integrated Studies

have recently been developed to include alignment with the

Australian Curriculum.

This semester these units of work are ‘All about Me’ in

Year Prep, ‘Minibeasts’ in Years 1 and 2 and ‘My Australian

Identity’ in Years 3 and 4. Students have been able to explore

essential questions about the units; they have engaged

in learning that is creative and interactive to explain

and elaborate on concepts taught and they have had

opportunities to evaluate their learning.

Here are some examples of student learning this semester in

Integrated Studies.

Ann-Marree Weigl

Deputy Head of Junior School, Belmont

christ iancol lege.vic.edu.au

Prep G Evy Nobel and Jayden Chan


Prep B Mikayla Pocklington and Charlotte Biviano-Dean

Prep R Evie Dawson and Riley Williams



Integrated Studies(continued)

1.B Susannah Spowart and Wil Nolan

2.G Ella Leonard and Matthew Maroulis

2.B Sam Coleman and Tylesha Grierson

1.G Josia Collinson and Jake Cooper1.R Jude Dziurhaluk and Sofia Knight



Integrated Studies(continued)

2.R Libby Stavenuiter and Zaiden Rutherford

4.R Luka-Angel Mathe and Mia Walters

3.R Harry Bradbury, Sienna Cambria, Georgia Hall, Caysee Vos,

Molly Cooper and Angelica Lawrence 3.G Lily Duff and Lachlann Anderson

4.G Renee Johnson, Scarlett Kerr and Bethany Dean 4.B Sophie Taylor, Andrew Giofches and Sienna Doig

3.B Amelia Grierson and Jasmine Duse-White



A big new building. New friends. A bag hook or locker. Starting

school can be quite overwhelming for some parents and students

alike. But it doesn’t have to be. Regardless of whether you are

starting school in Prep or joining us in the Middle School or just

making a fresh start, the partnership between home and school is

integral to a smooth start and has shown to benefit the learning

process ongoing! For the purposes of this article, I have used the

word ‘parents’ however it is intended to apply equally to guardians

and grandparents, all of whom play a significant role in the lives of

our students.

By increasing home/school engagement, parents and their children

can become more comfortable with school, fostering student

motivation and performance. Parents often have misconceptions

about getting involved in school and the learning process. However,

research suggests that students with parents who are active in the

learning process achieve better test scores, show greater attention

to schoolwork and assessments, and most importantly, impact

students to have a higher self-esteem and confidence.

Junior School Classroom Visits and Social Picnic

Junior School classroom helper training sessions have already been

conducted with a very keen and enthusiastic group of parents,

who will soon join our staff to support learning in the classroom.

We were also thrilled with the number of parents who attended

our recent Junior School classroom visits and family picnic, as this

is where our partnership between home and school begins. Parent

feedback on this night suggested that families really valued the

opportunity to visit the classroom and meet the teaching staff, who

were able to articulate for parents:

• General classroom routines and procedures

• Expectations for each relevant year level

• Learning approaches to Literacy and Numeracy

• Helpful hints for parents to assist with home-learning

Parents can also contribute to the learning process at school or at

home by labeling new classroom library/reader books, sorting and

bagging sets of math equipment, or assembling learning games for

the classroom.

Middle School Parent Information Evening

The Middle School Parent Information Evening also enjoyed

a positive turn out for this annual event. The first hour in the

Auditorium was spent with the leadership team outlining:

• The strategic plan for teaching and learning at Christian

College

• Development of a ‘Culture of Learning’

• SEQTA Learning Management System and 1:1 Device Program

• Device Use Expectations for students at home and at school

• The varying expectations for student learning from Year 5/6,

Year 7, Year 8/9

The evening concluded with an informal time of fellowship for

parents and staff to interact over a cup of tea. This was also a

valuable time for parents to ask questions and seek clarification

on the material covered and meet new teachers in a relaxed

environment.

Teachers and Parents partnership that truly makes a difference!


Mrs Humphris (Year Prep) outlining the key elements to starting school for the Prep Mums


Research suggests that student motivation and performance goes

up when teachers are explicit about high expectations for students,

and parents who are also clear about expectations can produce the

same positive effects at home. Even though some Middle School

students may ‘roll their eyes’ about parents assisting at school,

parents can be reassured that their involvement has long-lasting

positive effects on their children’s academic motivation

and performance.

Parents can also participate in school life by setting up a h ome-

school routine, which might include: creating and updating

a calendar with due dates for projects and tests; daily home-

learning and study time; balancing extra-curricular and external

commitments.

Parents can stay up to date with all of the weekly school news

through our weekly email, sent out each Thursday afternoon. This

also includes upcoming dates for your planning, special events

for parents to attend and opportunities to delve into the teaching and learning

at Christian College. On Thursday 27th of March, students will receive a Progress

Report and parents and students will have the opportunity to attend student/

teacher/parent-learning conferences before the term break.

In conclusion, recent research from Harvard University’s Family Research Project

shows that the children of involved parents tend to do better in school across a

number of measures, including a higher overall academic result, better scores on

standardised tests, and an increased likelihood of enrolling in University at the

conclusion of secondary school.

To our new families, we welcome you to Christian College and to all families we look

forward with excitement to sharing the educational journey with you as we work

together to offer your children the best ‘culture of learning’ and a bright future ahead.

Scott Elliss

Head of Bellarine Campus, Drysdale

Teachers and Parents (continued)


Mr Jacobi (Year 2) introduces the parents to the foundations of DIPL using his Interactive Whiteboard in the classroom.


Finding Truth

Not Afraid to Ask the Questions.

“If God is real why doesn’t he just stop evil people and their evil actions?”

What a great question! This was Jared’s question on day one of Year 10

Christian Education.

There is something about children and young people that make them bold

questioners. For some reason this inclination to ask and seek answers to big

important questions recedes as we enter adulthood and ‘mature’. We seem to

lose our willingness to delve deeper and become too satisfied with indifference

or contradiction.

The Truth is out There?

Jesus said something astounding as he stood before Pontus Pilot just before his

crucifixion. ‘You say that I am a king. In fact, the reason I was born and came into

the world is to testify to the truth. Everyone on the side of truth listens to me.’

‘What is truth’ retorted Pilate. Pilot scoffed at the idea of real solid truth and

answers to our big questions. He shrugged his shoulders.

Today, our society at large retorts with Pilot, ‘What is truth?’‘Truth’

seems so fluid, undefinable, and individualistic. Yet Jesus asserts

that he was born to bring truth and that there are ‘sides’ no less.

Truth and lies! I find that jarring! Dare I say we find that a little too

definitive and absolute, perhaps disconcerting?

Or maybe, it’s just the way it is! Maybe we have a problem with

accepting definitive answers? In fact, I have found that is exactly

what many young people are looking for…something ‘true’ to

believe in and inspire them.

Our students have inquiring minds and a natural inclination to

explore and find answers. They want to scratch the itch in their

mind. How will we help them seek credible and satisfying answers

to life’s big riddles?

Finding Answers

In semester two we are launching a new subject for Year 10 called

‘Reasons for Faith’ (RFF). This will sit alongside our staple subject

‘Religion in Society’ (RIS) giving parents and students a choice

between the two.

RIS presents a variety of religions and faiths found throughout the

world, whilst RFF asks specific questions about reality and seeks

answers.

My hope is that our students will be encouraged to use their reason

to think philosophically and theologically about the world they live

in. As they say, ‘knowledge is power’ but, ‘knowledge only comes

with truth’.

Stephen Brown

Director of Teaching and Learning, Christian Education



Year 12 student, Alistair Chandler was selected last

year to join 100 of Australia’s most ambitious Science

students at the National Youth Science Forum (NYSF) in

Perth in January 2014.

Alistair gained knowledge and skills at the forum that

he is already using in his Year 12 studies which he wrote

about in his report on the NYSF experience below…

Before attending the National Youth Science Forum

(NYSF), I had formed ideas about wanting to enter

the energy engineering field, helping to design,

create and improve methods of producing electricity

from renewable sources. Among many other things,

NYSF helped to solidify this goal and importantly,

gave me a more definitive pathway to reach this.

I first heard about the NYSF when my Chemistry

teacher invited me along to a meeting with a person

who had attended the previous year’s session. The

Forum sounded like it would be beneficial to attend

if looking for a career in science. After completing

the application forms and being kindly accepted

by the Rotary Club of Geelong, I had got my first

sense of what it was to be a part of the NYSF. On the

selection day in Ararat, the group discussion on numerous

scientific topics immediately grabbed my attention. It was

especially interesting to see that for a large number of the

topics, the group came to a consensus and was then able to

build from that. After the debates and interviews, the day

drew to a close and already I had made several friendships.

Even after having been selected to attend the Forum, I

couldn’t have envisaged any experience that came close

to that which I had on the NYSF, as I boarded the plane on

the 6th of January this year. The Rotary Club of Geelong

donated 80% of fees payable, Christian College contributed

10% and my family covered the remainder. On top of all

these donations, partners of the forum also contributed

a large amount, approximately equaling all fees paid by

Rotary, Christian College and my family. On arrival in Perth,

we were greeted ecstatically by some of the staff members,

who began bringing the group closer together as soon as

the bus departed for the University of Western Australia. For

the majority of our stay, we were based at University Hall, in

the University of Western Australia, although on the middle

weekend, we had the opportunity to stay with Rotary hosts.

The day spent at the home of very welcoming Rotarians was

filled with much needed sleep and delicious home cooked

Scientist in the Making

Conclusion of the Physics at Curtin workshop

Alistair Chandler enjoying his NYSF experience



meals. This day was excellent, as it left me feeling ready for another week

of NYSF activities. However, the session sadly came to an end on the 18th

of January as we departed from Perth, parting ways with new friends/NYSF

students on my return to Melbourne.

The NYSF program had two main emphases, scientific and personal. The

scientific aspect of the program offered a diverse range of presentations,

workshops and lab visits from many areas of science. We visited the Fremantle

Shipwreck Gallery where we had a guided tour of the museum and an

insightful talk on treating items recovered from the ocean so they could be

used as museum pieces. At the Pathology centre of UWA, we were able to

observe a number of diseases and saw a very large collection of preserved

organs that demonstrated a myriad of these and more diseases, which was

very interesting as the effects on the body could easily be identified. In a

Physics workshop at Curtin University we conducted experiments to find the

specific heat capacities of different metals and went on to look at properties

of dry ice and liquid nitrogen, a fun activity.

At the Forensic Sciences unit at UWA, we learned about techniques used

by forensic scientists to determine many pieces of information needed to

solve a crime and had the chance to put some of these into practice. To

hear also of the accuracies and falsifications of representations of forensic

sciences in literature and television was fascinating, as the parallels with real

life cases were amazingly clear. During our visit to the Physics department

of UWA, we were given the task of rediscovering five of the most used

scientific constants in school science, like the speed of light, the charge on

an electron and the gravitational constant.

The cosmology presentation was very interesting, as we delved into

theories that express possible compositions of the universe, the beginning

of the universe as we can observe today and looked at where cosmology

was heading in the future. A presentation on the ‘Shark Attack Mitigation

Systems’ and their products allowed us to learn more about the mind-set of

a shark when it attacks a human and different optical devices that can differ

sharks and save lives as they are implemented in wetsuits.

In a presentation on ‘Nanotechnology’ and the ethics surrounding this field

of science, we were able to express our opinions as part of a live poll, as well

as voice our reasoning behind the choices we made. These experiences have

helped to shape my future aspirations, as well as to be more confident in my

choice of science field as the Physics based activities really stood out to me.

As I mentioned earlier, the personal aspect of the NYSF is initiated in full

when you board the buses to reach UWA. The atmosphere that is created

by the staff members is absolutely amazing in that everyone is able to feel

comfortable and included. I found that while on session, the whole group

was highly compatible, which is a credit to those involved in the selection

process, as without finding the right type of people, NYSF would not be

nearly as excellent as it is. Within a few days, I formed many friendships

that I know will last a lifetime. Furthermore, the buddies we were allocated

and the interest groups we were divided into allowed us to meet other

like minded students, as well as having ‘floor groups’ where we could meet

people with a much wider variety of aspirations for the future. In addition to

this, the many personal development workshops gave us skills that we can

carry through our education and into a working environment.

Scientist in the making (continued)

Tower at Gingin Gravity Centre



The bush dance was something that I’m sure would have been

outside of many people’s comfort zones, but was an outstanding

time for all and a really enjoyable night.

The work done on our public speaking skills was highly valuable, as

we gave three-minute impromptu and prepared speeches, receiving

specific advice for both. In an intense, yet fun, group dynamics

exercise, we learned the importance of electing good leaders to

delegate and oversee and utilise all possible resources in order

to achieve a common goal. We also received talks with the topics

of how to approach Year 12 specific strategies to put in place for

Year 12 and ‘thinking big’ for the future. Other equally beneficial

presentations made by the staff members were on communication,

personalities and body language, which were all put forward in an

engaging and easily comprehensible manner.

The disco was another amazing opportunity for socialisation, as

everyone dressed as science-related people or objects, making for

another great night. In a more formal context, the Rotary dinner

and the science dinner provided students with time to talk with

Rotarians about their experiences with science and the NYSF and

with people working in science and the pathways they took to reach

the point they are at today.

After having completed the NYSF, containing so many avenues to

expand socially, I feel much more confident starting Year 12 and not

nearly as anxious about the consequences of this year, which are

often stressed to the point of invoking trepidation in students. Aside

from these benefits, to all of the friends I have made, I will no doubt

be in contact with them for many years to come.

The NYSF is an experience I will carry with me for a long time to

come. Spending time with people who have a similar mind-set to

you is something really special about the NYSF and has created so

many fond memories. On top of this and the friends I have made, I

benefited from the program in numerous other ways. Before going

on the Forum I knew I wanted to engineer energy production

alternatives, but had not particularly considered the decisions or

pathways I would need to take in order to reach these aspirations.

The lectures offered at the NYSF, as well as a careers supper with the

staff members greatly helped me in determining possible options

for my tertiary education.

I also gained interview techniques in order to maximise my effect

of the interviewers and communication skills in a public speaking

setting. More personally, the NYSF has given me confidence to strive

for school, university and ultimately career goals and the knowledge

that if you know where you want to be, there really is always a way

to achieve it. I would like to thank the Rotary Club of Geelong, as

well as Rotary International for their support of me and the entire

NYSF program. Also, thank you to my school, Christian College

Geelong, which also helped fund my NYSF experience. To the

partners of the NYSF, of whom there are too many to name here, but

can be found on the NYSF website, thank you again, as without your

contributions, the Forum would not involve so many opportunities

as it does. To all of the staff of the NYSF and the director, Mr Damien

Pearce, thank you for your amazing enthusiasm and support, it

really made the Forum.

The NYSF has left me as a different person, now much more assured

about how Year 12 will unfold, where my future could take me,

how I am going to get there and with over 150 new friends. A final

thank you to everyone who contributed to the National Youth

Science Forum, it has given me a great start to the year and a new

motivation for my life to come.

Scientist in the making (continued)

A scene from the Bush Dance



Preparing our students for the next level

Christian College is blessed to be able to provide our

children and families with an educational journey that

extends from the pre-kindergarten program, through to Year

12. This journey, for some over a period of 15 years, is made

up of many transitions, each of which carries the student

to the next phase and promotes a sense of real progression

through their educational life. For most, these transitions

take place within a context of ‘flow’ and readiness, but for

some, the change implied by transition can bring personal

challenges. Some of these challenges may be subtle, but

are, none the less, impacting on the individual child. Under

the surface, there may be anxieties about new routines, new

expectations, new teachers, friendship groups and so on.

To this end the procedures for students transitioning

from one environment to the next at Christian College are

designed and managed to maximize the opportunity for

each child to find a real sense of what the next phase of

school will be like, while intentionally planned to minimize

the anxieties that the prospect of transition may bring.

Psychologist, Abraham Maslow, stated that human motivation is based on

people seeking fulfilment and change through personal growth. He described

self-actualised people, self-actualised children, as those who were fulfilled and

doing all they were capable of. He developed a pyramid that focused on how

individuals develop and fulfill their human potential [moving up the pyramid]

as each essential need is met.

(During the 60s and 70s this pyramid was extended to

include cognitive needs [knowledge and meaning etc.] at

number 5, and Aesthetic needs [appreciation and search for

beauty, balance and form etc.] at number 6.)

As Maslow suggests, children must have the basic needs of

physiological, safety, sense of belonging and self esteem

met before they can aspire to achieve at the higher levels.

Acknowledgement of these basic needs, each dependent on

the one before, is why we have a very intentional transition

experience built into each stage of our student’s journey

through the College. This is particularly evident in the early

years as the children move through the pre-kindergarten

and pre-school programs, into their Prep class at Junior

School.

Williams House is a thriving kindergarten offering a rich

and exciting program for 86 pre-kindergarten children and

94 pre-school children. In recognition of the needs of the

children who come into our Centre, our aim is to create a

learning environment that considers these essential needs

and promotes an atmosphere of safety, wellbeing and

shared learning.

Transition

into PrepActivities at Junior School for the Williams House students



Transition into

Prep (continued)

In deference to the way children have intuitively learned from infancy,

particularly through exploration and play, linked to their developing

skills, our programs at Williams House are essentially play based and

mirror Maslow’s theory as well as the Victorian Early Years

Learning Framework.

Our goal is to help create happy and capable children, confidently

moving forward to the challenges and transition of, in this instance,

Prep at Junior School.

Our children in Williams House have the significant benefit of sharing

a campus with the Junior School students. Transitioning into Prep at

Junior School is intentionally facilitated through the steady building

of familiarity with the Junior School environment. Not only do they

see the daily coming and going of the Junior School students as they

go about their daily school routines, but children in the 4 year-old

Kindergarten program regularly visit the playground and outdoor

space in the Junior School as well as participating in weekly

lessons of Music, Physical Education and Library delivered

by the Junior School teachers within the teaching space

specifically designed for the subject. This develops, in

the Kindergarten children,not only a strong sense of the

physical spaces of the Junior School but comfortable

familiarity with a range of teachers and possibilities

provided by the next phase of their school life.

Two Orientation sessions, held towards the end of the

preceding year, where incoming Prep students spend

time with their Prep teachers in their Prep classrooms,

along with send home packs of information and helpful

‘preparation’ resources, helps to ensure that our children

move into the next phase of their school life at Junior

School with relative ease.

Bernadette Johnson

Coordinator - Williams House Kindergarten

Marion Nott

Head of Junior School, Belmont

A hallmark of the way we teach at Williams House is to be alert to the learning potential in the

‘every day’... sometimes in the unexpected or ‘unplanned’ for

Mr Smith with Williams House students



SEQTAInnovative Learning Management

This year has seen the roll-out of a new Learning Management

System for Christian College, called SEQTA. SEQTA enables

us to manage attendance, student welfare, lesson planning,

curriculum mapping, marking and academic reporting, while

engaging parents and students in an interactive, supportive

community through the portal.

It is clear that learning in the 21st Century is supported with

online opportunities for students and the curriculum is

following suit. Griffith University professor Greer Johnson says

that online learning is the way of the future, enabling students

to take more ownership for their work, be more responsible and

personalise their learning. SEQTA provides a wonderful medium

through which information can be shared and communicated

broadly, enhancing collaboration and opening the door for

parents to be active participants in their own child’s learning.

The staff at Christian College have embraced this new

learning management system and here is what some of them

have already had to say:

“The digital collaboration that SEQTA provides has enabled greater

learning opportunities for students. As a staff we are able to

share our teaching programs digitally and simply add our ideas

and resources together into one pool of information. This can be

transferred to the students through messages and tasks sent to

their individual working spaces. Printed documents that ultimately

end up gathering dust are now workable, relevant, easily accessible,

and user friendly with SEQTA.”

“I have found that SEQTA provides a base for my students to

access information learnt at school in an easy format at home.

The Student Workspaces allow them to view their timetable, send

messages to their teacher and find links or documents that were

used in the classroom. This bridges the gap for the students who

need extra support as their work can be continued in their own

time. It also supports extension for the students who wish to go

further on a project or task. Differentiation and home learning is

enhanced with SEQTA.”



SEQTA (continued)

“The pastoral notes facility allows much more efficient communication

between teachers about particular student needs, which means

patterns and problems are identified earlier so that we can better serve

our students and their needs.”

“The WISP lessons, which I have used once or twice so far, allowed a

more interactive and self-directed approach to learning.”

“With the support of my Faculty Directors I have experimentally

explored the use of the Program outline for each individual lesson,

meaning when students are away they can see what they have missed

for the specific lesson and also the homework that was set.”

“I love the mark book functionality, being able to give students marks

and feedback on their work direct to them is fantastic.”

“If most work that the students do (in all subjects) is handed in via

SEQTA and teachers are giving feedback, then we have a powerful tool

for the academic and pastoral care of our students.”

Of course the benefits of SEQTA are not only limited to the teaching

staff, both parents and students will have their educational

opportunities enhanced through a staged roll-out of the following

SEQTA functionality.

Students will be able to use SEQTA to:

• View Timetables and Home Learning

• View dynamic online lessons including web links, documents,

videos, images and other resources

• Access the daily Notices

• Access work requirements and complete assessments online

• Participate in forums and collaborate online under

teacher supervision

• View submitted work (via the e-portfolio)

Parents will be able to use SEQTA to:

• View student timetables

• View ‘unexplained’ absences and attendance history

• See home learning expectations and upcoming assessments

• View Assessments and teacher feedback

• View Student Reports and notices

I really believe that SEQTA is the tool and medium to take the ‘culture of learning’

at Christian College Geelong to a whole new level, where together as teaching

staff, parents and students we can support each other to ensure the very best

learning opportunities are maximised for the benefit of our young people. This

is certainly an exciting time in education and we are privileged to be sharing

this journey together, using our technologies in innovative and creative ways to

prepare our students for the digital world and workforce we now live in.

Scott Elliss

Overseeing the implementation of SEQTA for CCG

ParentPortal

TeacherPortal



Keep Up-to-Date on College Life

Christian College, Geelong is an extremely vibrant, interactive and busy

educational institution with 4 campuses and over 2,000 students.

Keep up-to-date with your child’s school-life by following our

Christian College Geelong Facebook page.

Our website is also updated weekly with current news articles and new

posts on the Principal’s Blog.

By visiting our website weekly, you can read what the staff and

students have been involved in.

Covering all campuses, the College website and Facebook page

feature different articles and photos that are your window into

everyday life at the College for you to enjoy.

Christian College Facebook page

Website News Updates

Prinicpals Blog on College Website


https://www.facebook.com/ChristianCollege

http://www.christiancollege.vic.edu.au/News_List

http://www.christiancollege.vic.edu.au/About_us_From_the_Principal

http://www.christiancollege.vic.edu.au/

http://www.christiancollege.vic.edu.au/

https://www.facebook.com/ChristianCollege


in focus - 2014 term 1

Documents

individual data

christian college

assessment dataour college

high quality education

teaching strategies

benchmark data

individual staff

range of assessment