the kilmore international school newsletter€¦ · the kilmore international school newsletter...

The Kilmore International SchoolNewsletter

ISSUE 2, FRIDAY 2ND OF MARCH 2018

Boarders visit Funfields!

A TKIS COMMUNITY PUBLICATION

2 | TKIS Newsletter 12 2017

ContentSchool Messages 2

Student Activities 16

Notice Board 28

Important dates

March 2018

2- 5 Duke of Ed Camp5 Yr 3-6 Division Swimming6 Immunisations6 Year 7-12 Division Swimming7-9 Dental Program12 Labour Day Public Holiday14 Yr3-6 Regional Swimming15 Yr 7-12 Round Robin # 117 Scholarship Day20 Yr 7-12 Regional Swimming21 Open Day/Harmony Day21 House Music23 Newsletter # 3

Editor: Georgia [email protected]

Next edition: March 2W 2018

The Kilmore International School40 White Street KilmoreVIC 3764 AustraliaTel: (03) 5782 2211Fax: (03) 5782 2525Email: [email protected]: www.kilmore.vic.edu.au

Message from the Year 11 Wellbeing Leader

We are now half way through Term 1 and most things are starting to settle into place. The Year 11 students are now feeling a little more at home in the IB Centre, despite still travelling up and down the hill for specialist classes every day. Most students have consolidated their course selection and are working away trying to meet the demands of essays, tests and various other assessments that have already begun, whilst also getting their heads around CAS and other IB requirements. It is vital that those few students that are still considering changes do so as soon as possible as it becomes increasingly difficult to catch up on work that has already been missed.

To help support our senior students we have a Wellbeing Programme with a preliminary curriculum. The Wellbeing curriculum is currently in a constant state of change to meet the demands of our senior students. We have already used the valuable time on Friday mornings for an in-formation session on CAS, a session dedicated to the use of ManageBac for record keeping and this week we will be having a session dedicated to Academic Honesty and the related IB requirements and potential ramifications if and when problems arise. We have also started work on some goal setting and working towards a more productive use of the tutorial programme. In coming weeks we will further consolidate these initiatives with some work on overall time management skills and planning.

In the next week or so, information regarding our Term 1 Camp to Kan-garoobie down on the Great Ocean Road will be forthcoming. This year the camp is only four days and will run from Tuesday 3rd of April through Friday 6th April. Also rapidly approaching is our annual International Day on Wednesday 21st March. This is always a fabulous day for the school and greater community to celebrate the wonderful diversity of culture that we have within the school.

Thank you for a smooth start to the year.

Andrew Pharoah

Year 11 Wellbeing Leader

Email: [email protected]

TKIS Newsletter 9 2017 | 3

From the desk of the IBDP Coordinator

2018 has begun with many changes and new faces in various roles; I am excited to be one of those new faces in this very important role as Diploma Programme Coordinator. My key functions are to support and oversee the implemen-tation of the Diploma Programme in the school, to ensure candidates and staff are working to meet the requirements of the International Baccalaureate Organisation, and to facilitate the students’ completion of a successful IB Diploma. I will be supporting our mission is to support students in their pursuit of academic and life goals.

The Core of the IB, which comprises Theory of Knowledge, CAS and the Extended Essay, is particularly fascinating in the way it targets various thinking skills and behaviours in our students. The IB Learner Profile suggests the epitome of a young adult in today’s world: adults who are knowledgeable, caring, open-minded, balanced, reflective and prin-cipled thinkers, risk-takers and inquirers. One of the most valued attributes is being principled.

Being principled suggests ‘acting in accordance with morality and showing recognition of right and wrong’. We might also use language such as ‘having integrity’ or ‘being honest’ or ‘conscientious’ but in each example, we refer to a person who does the right thing in all situations and can be trusted to behave ethically, guided by a strong understanding of right and wrong. For this reason, the IBO has published many policies and papers on the subject of Academic Honesty, located on our school website to advise and remind students and parents of the commitment to these principles. Teachers dedicate class time in all subjects to the teaching of effective citing and referencing, with the expectation that students behave ethically and honestly when including researched information in their work. Academic Honesty is not only an IB philosophy; ethical behaviour will be expected in all tertiary institutions and workplaces in a young adult’s future.

I’d particularly like to draw your attention to the important section of the school website at http://www.kilmore.vic.edu.au/learning/the-international-baccalaureate/. This page has many links to the following IB policies and necessary documentation that we must all adhere to as we meet the requirements of the IB Diploma Programme:

• IB LEARNER PROFILE

• 10 REASONS WHY THE IB IS IDEAL PREPARATION FOR UNI

• GENERAL REGULATIONS FOR STUDENTS AND GUARDIANS

• IB SUBJECTS AT TKIS

• EFFECTIVE CITING AND REFERENCING

• ACADEMIC HONESTY IN THE DIPLOMA PROGRAMME

It is a requirement that ALL year 11 students and their parents read and understand the General Regulations for Students and Guardians. It has essential information about the Diploma, the rights and responsibilities of students and guardians and of the school. It is your responsibility to be familiar with these regulations, while completing the Diploma.

I also invite you to email me any questions regarding the IBDP at [email protected]. I am very keen to find effective ways to support our students in these crucial final years of secondary school, both through their subjects and the new Wellbeing/Homeroom programme, and to work in partnership with parents, staff and students to achieve success.

I look forward to being in contact with you through the year,

Deanna Krilis

(Acting) IBDP Coordinator



Message from the Year 9 and 10 Wellbeing Leaders

Students are well into their studies with many assignments underway and tests being conducted. It is very important to apply a consistent approach across all subject areas especially in subjects that some may find difficult. New tutorial time slots have been created during the 3:45pm until 4:30pm for local students. Students are encouraged to take ad-vantage of these subject specific sessions and come ready with questions. Students should use the time to complete homework, revise classwork and complete assignments.

Our next event where year 9 and 10 students will be involved is the International Day where students are encouraged to involve themselves in a culture that may be their own or learn about a new culture. The last day of term is the Ath-letics Carnival where students have the chance to represent their Houses and show what Year 9 and 10 students can do on the track and field.

The final event for the term is the Year 9 and 10 Camp which runs from the 3rd to the 6th of April. This will involve being transported down to Angelsea YMCA via Geelong for a range of outdoor activities. This should hopefully help to further develop the connections across year levels and between homerooms. Further information will be sent out as we get closer to the time.

Recently at our Year level assembly, some of the Year 10 girls showed a glimpse of their trip over the January holidays to Cambodia as a part of the Cambodia Kids Foundation. A trip which encourages the supporting and help of local com-munities in the developing world and at the same time, develop life long lasting memories.

It has been a smooth start to the year.

Mr Osborne and Mr Schembri

Year 9 and 10 Wellbeing Leaders

Email: [email protected] (Mr osborne)

[email protected] (Mr Schembri)


The Son of Man is missing a buttonToday the students were asked to describe what they saw in Rene Mag-ritte’s painting ‘The Son of Man’. They were asked, not to summarise what they saw as in “It’s a man with an apple in front of his face”, but to describe the paintings details. They were not to make associations or theorise but to actual say what they literally saw. The discussion started in a stilted fashion but grew in strength as the students became confi-dent with the task….

‘What do you see?’

‘An apple?’

‘What colour apple?’

‘Green and crisp.’

‘Yes, green but what colour green? And no, no to crisp, as we do not know this to be true.’

‘A bright green. With four leaves on top.’

‘What else do you see?’

…And so this conversation went on for some time as the students described the sea and the colour of the sea, and the brick wall and the features of the wall. They described the suit and the red tie and the bowler hat. They mentioned the symmetrical nature of the painting and then debated whether the figure was in the centre of the painting or if the light played a trick.

And yet, not one of them mentioned the man specifically. Not one of them said that there was a man in the centre of the painting who was wearing the suit and the red tie and the bowler hat.

And not one of them mentioned that he had an apple, possibly hovering, in front of his face.

Now, this could come down to the fact that I told the students not to summarise and in so doing they wanted to avoid the obvious figures in the painting, or it may come down to the ideas at the centre of Magritte’s work- the conflict in only be able to see part of the man’s face, the frus-tration at not being able to get at the truth of him.

Or, perhaps, and this is the idea I like the most, the students no longer saw the man at all. That he existed as a series of items but not as a whole. That in some way he existed as negative space (if this is even possible) just as in another of Magritte’s paintings ‘A Friend of Order’.And maybe, just maybe, it is only the third button on his jacket that exists in posi-tive space and he, and we, all exist in the negative.

Sarah Mills

Acting HOL Language A


�e Son of Man by Rene Magritte

A Friend of Order by Rene Magritte


Message from the Primary Wellbeing Leader

What a smooth start to the term it has been!

I would like to thank the many, many families that attended our Primary Information Evening held a couple of weeks ago. The feedback was both positive, constructive and greatly appreciated!

One of the things mentioned at that meeting was our new Wellbeing Program, Play Is The Way (PITW). This program aims to develop children who are reasoned and responsible and who do the right thing because they believe it is the best thing to do. PITW gradually introduces 5 ‘Life Rafts’ that are explored through explicit lessons and consolidated through a variety of ‘games’. It is during these games that conversations and discussions take place around the Life Raft ideas with the hope that as we work together, we can educate children to master their emotions, face their fears and build the optimism that helps them to survive when things go wrong. We will help them to self-evaluate, self-sooth and foster the bravery that permits the full and satisfying exploration of life, school and the unexpected.

The first Life Raft explored was, ‘Treat Others As You Would Like Them To Treat You’, and we compared that to, ‘Treat Others As They Treat You’. Year 5 created some very powerful acrostic poems on this idea, some of which can be found below.

This week, we are exploring the Life Raft, ‘Be Brave – Participate To Progress’, with the under-standing that if you participate, you will progress (even if only a little bit), but if you do nothing, you go nowhere.As Wilson McCaskill states, ‘Games are the way children learn without the consequences of reali-ty’.

Please ask your children what ‘games’ they have been playing and be surprised at how much can be learned while they ‘play’!

Enjoy the rest of the term!

Mrs Julie Daniells

Ph: 57822211



Strive for Excellence, not perfectionby Nicole Melder, TKIS Psychologist

We all want to be successful. We work hard and set goals to reach our dreams and make the commitment necessary to reach our desired destination. A very useful and worthwhile conversation to have with our students is to understand and appreciate the journey and process of success. How does one reach one’s goals? What personal qualities contribute to success and what can hinder this process? Encouraging our students to strive to be their best enhances their self worth, facilitates the process of developing a growth mindset, and encourages them to learn from mistakes and bounce back from disap-pointment. Striving for one’s own very individual level of excellence puts the focus on oneself, rather than comparing oneself with other people. This outward or external “comparisonitis” (the tendency to compare one’s accomplishments to others in order to determine relative importance) often leads to the habit of per-fectionism.

Let’s examine the benefits of striving for excellence:

- Striving for excellence means you are focusing on the effort required for you to be YOUR best.- Striving for excellence is about acknowledging your current ability and pushing yourself to maximise your full potential.- Striving for excellence means that when you do make mistakes, you are open minded and willing and able to learn from the mistake and make improvements accordingly. - When we strive for excellence, we are not afraid to make a mistake, rather we are open to learning and developing through the process.

Tal Ben Shahar in his book, The Pursuit of Perfect (2009) developed a very useful diagram to highlight the pitfalls of perfectionism and compares this to “Optimalists”. “Optimalists” are defined as people who strive for their own level of excellence whilst at the same time are willing to accept failure, accept emotional discomfort and recognise success. Failure is viewed as part of the journey and seen as opportunities for improvement. At home, families can:Talk to your child about the pitfalls of perfection-ism and relate to your own experiences of falling into this trap. Discuss the benefits of striving for excellence focusing on the process of learning and developing one’s character through this process.

If you have concerns about your child possibly falling into the traps of perfectionism, please feel free to con-tact Ms. Melder in the Wellbeing Centre through reception at TKIS.

Also take a look at this extremely thought provoking Blog written by Child and Adolescent Psychologists in South Australia, where they suggest ways parents can support their perfectionistic children. https://developingminds.net.au/5-ways-to-help-perfectionistic/

References: Ben-Shahar, T. (2009). The Pursuit of Perfect: How to stop chasing perfectionism and start living a richer happier life. USA: McGraw Hill.


Meet Ms. Melder

Interview by publication’s captain, Le Thuy Dan Tran

How are you finding TKIS?

I’m enjoying it very much! Meeting and engaging with the young people here is very rewarding. The students I’ve met so far seem very motivated, creative, intelligent and hardworking! The environment here is vibrant because of the diversity of experiences and backgrounds of staff and students.

Where did you work before coming to TKIS?

I’ve been a psychologist and worked in education for 18 years. For the past 10 years I’ve been working in London and have recently returned to Australia with my family. I’m looking forward to a slower pace of life here. London is a busy, crowded and polluted city so I’m enjoying the peace and fresh air of Kilmore.

Why did you decide to come to TKIS?

Because the school is setting up a new wellbeing programme and had a vacancy for a psycholo-gist. I feel excited about the new role and I think it’s very positive that the school is supporting the students’ wellbeing. I think that the new programme will enhance the students’ engagement in this school community and ensure that they achieve their goals and flourish.

How can you help students to create balance in their lives?

With some students, we design study and homework timetables to help them achieve their goals academically. As well as allocating time for study, we include exercise, sleep and healthy eating habits in the individual timetables.

I think IB is a challenging curriculum. How can students cope? Students can speak with me if they want to develop coping strategies. They can come individually or as a group. They will also find these skills will be taught during the new Friday homeroom sessions.


Message from the Careers Counsellor

2019 Tuckwell Scholarship Program (ANU)

This is the most distinctive scholarship in Australia. Offering $21,700 p.a. in 2017 (with inflation increase for 2019) and available for up to 5 years at ANU. The final 75 applicants either receive a Tuckwell Scholarship (25) or another very supportive scholarship.

The Tuckwell Scholarship program offers the most transformational undergraduate scholarship in Australia, but it is not only the financial support that makes it special.

The vision behind the Scholarship is all about helping you make an impact on your community and the world by offering you unique educational opportunities and personal experiences.

The Scholarship is also unique in that it allows you to study a single or double undergraduate program, including Honours and vertical degrees (degrees that combine undergraduate and graduate study, across a range of disciplines, completed in a reduced time-frame), in any discipline offered at ANU for up to five years.

Key dates to apply for the 2019 Tuckwell Scholarships

Stage 1 Applications open: 5 March 2018

Stage 1 Applications due: 3pm (AEDT) 22 March 2018

Teacher Referee form due: 3pm (AEDT) 28 March 2018Interview weekend 6 – 8 July at ANU – (mandatory)

Further details from www.tuckwell.anu.edu.au

PLEASE NOTE WEBINARS (below) HAVE REPLACED THE INFORMATION SESSIONS

Tuckwell Scholarship Webinar - Tues 6 March - 7:00pm AEDT

Note: This webinar will be taking place the day after applications open.

Unable to make either of these events? Don’t worry!

Shortly after each webinar, a recording will be available to stream via your computer.

INTERESTED IN STUDYING IN THE USA – Academics or Sport,

EDUSA Seminar at Firbank Grammar, 15 Middle Crescent Brighton Wednesday 14 March, 6pm – 7.30pm

Ms. Ashley Thornburg, Associate Director, National Collegiate Athletic Association (NCAA) Eligibili-ty Center

Ms. Samantha Jackson, EducationUSA Country Coordinator (VIC, SA, TAS and NT)

Ms. Maureen Spencer-Gardner Career Practitioner from a sports secondary school.


In response to a growing interest in U.S. college sports the U.S. Consulate General Melbourne is pleased to announce that we are hosting Ms. Ashley Thornburg who is the Associate Director from the Eligibility Center, National Collegiate Athletic Association (NCAA).

The free information session that will address core course requirements, amateurism, and how to navigate the process. So who should attend - all interested students in Years 8-12 their family members, coaches, sporting organisations, school career practitioners and other interested school staff wanting to:

1. Learn the processes necessary for students to be eligible for U.S. college sports at a NCAA Division I or II college.

2. Learn more about sport scholarships.

Part 1: Approximately the first 30 minutes of the session will discuss the requirements of applying to U.S. colleges for academic entry including explaining the application process and timeline that is required for all prospective students.

Part 2: Ashley will explain the eligibility requirements and discuss core course requirements, amateurism, and how to navigate the process in general for all aspiring student-athletes in the room.

Part 3: Towards the end of the session a panel will address your questions and be responded to by Ashley and Samantha who is also a former student-athlete and Maureen who as a parent also supported her son in becoming a student-athlete.

By attending this session you will learn from the information presented, that will be a great way to start your college research or to help you continue with the tasks you are currently addressing. We hope to see you there!

Venue: Centre for Creative Arts - CCA

Parking: Please use the entrance, opposite the Firbank Grammar Junior School. The Junior School is situ-ated at 15 Middle Crescent, Brighton.

Event Photography: We will be taking photos and video at this event. The images and video may be pub-lished on our website and social media pages, or those of our partners. If you do not want to be in a photo or videos, please inform a staff member on the night. If an image of you is published online and you would like it removed, please email us at: [email protected]

Registration: Please register by 11:30pm on Tuesday 13 March at: https://goo.gl/VdsFHd

Mrs Elizabeth McCormick

Careers Counsellor

Email:[email protected]

YEAR 12 PARENTS EVENING

THURSDAY 15 MARCHAt 7pm


Individuals and Societies (Humanities and Commerce)

An occasional article from the Individuals and Societies Learning Area:

Winston Churchill British statesman and Prime Minister (1874-1965) once said that ‘History will be kind to me, for I intend to write it’. It is often said that history is a record of the victors. Last October was the centenary of perhaps the most significant event of the 20th Century- the Bolshevik Rev-olution. Whether Russian or not, this popular uprising or coup d’état (depending on your perspec-tive) launched an ideology, space and arms race to challenge capitalism that would last 70 years and led to the Cold War so soon after the end of the Second World War. Despite Vladimir Lenin being most associated with this event, some historians now contend that Leon Trotsky played an even greater role in ensuring the success of the revolution. His actual organisation of the revolu-tion, and control of the Military Revolutionary Committee, saw this aggressive minority group seize power by October 25th 1917. So what does this have to do with Churchill’s quote? Well one of the reasons often given as to why we study history- our past- is the fact that it can act as a defence against propaganda. Those who are victorious may write the past, but that doesn’t make it factual or correct. As time passed Leon Trotsky fell out of favour as Stalin sought to “write” a new Soviet history after the death of Lenin. Not content just to “write” history, Stalin also sought to “airbrush” opponents like Trotsky from the historical record (van de Lagemaat, 2005). History challenges stu-dents to question one-sided interpretations of the past and look at the purposes behind historical sources. Propaganda isn’t unique to past corrupt regimes like Stalinist Russia. In our modern era of “fake news” and jingoism, studying history may be one of the best ways of challenging threats to democracy and free debate.

(Source: http://www.internationalschoolhistory.net/skills/source_types/visu-al-art.htm)

Ian Bennett

Head of Learning (Individuals & Societies)



Economics questions to tackle. Please send your answers to [email protected] 1.

2.


Message from The Head of Learning Mathematics

A few nights ago, I observed my lovely daughter (a Year 10 Student at TKIS) studying hard at her mathematics assignment set by Mr Rupert Lineage. To my surprise I heard Mr Lineage’s voice at my kitchen table…How could this be? It was 9.30pm. Upon further investigation, I noticed that my daughter was playing one of the many videos that both Mr Lineage and Ms Cheung have started to place on “SEQTA” for students to watch, engage, study and learn from. What a great resource! My daughter certainty found the video very useful, especially as she was able to go back over the more tricky questions a number of times until she understood what was required. Well done to both Mr Lineage and Ms Cheung for developing this great learning tool.

And now for the answer to last newletter’s question:

Whole number greater than 1 are arranged in a table in the pattern shown. In which column will the number 501 be found?


Answer: If we look in row D we can see that the numbers are increasing by multiple of 3. As 501 is divisible by 3, that is 501/3+167 . Therefore 501 will appear in column D.

And now for a new question:

Level of difficulty: Medium Hard

A square is drawn in the corner of a right angled triangle with side lengths as shown. Which expression gives the ratio of the unshaded area to the shaded area in all cases?

(A) 1:1 (B) c: (a + B) (C) 2:ab c (D) 2 2( ) : 2a b c+ (E) 2 : 2c ab

Mr Paul Szczur

Head of Learning Mathematics



Lunar New Year – Dumpling-Making

Report by Year 11 Publication’s Captains, Marina Sato and Sophie Lin

The 15th of February, was a special day for many of our students as it was the date of the lunar year this year. This is a day when people from many Asian nations gather and spend the time with their friends and families in. Boarding students from China and other countries such as Vietnam, Cambodia and Indonesia were involved in the dumpling-makings event held in the kitchen at TKIS on the day.

Chinese teachers and the International Captains gathered together to make dumplings, red lucky packs (filled with goodies), and bread (stuffed with pork and cucumbers). Familiar with what they were doing, they all enjoyed the occasion. It was such a great opportunity for students to share their cultures and perspectives across different year levels.


The origin of Lunar New Year

The Lunar New Year, now known as the Spring Festival, has several stories for its origin. All agree, however, that the word “Nian”, which, in modern Chinese means , “year”, was originally named after a monster that preyed on people at nights before New Year.

The legend goes that the monster Nian had a huge mouth that would swallow many people in one bite, leaving them very scared. One day, an old man showed up and subdued the monster with his magic power. Apparently, the old man was a god sent to rescue the people. Prior to his depar-ture, he gave an advice to put up red paper decorations on windows and doors to scare away Nian in case the monster tried to sneak back, for red was the color feared by the monster.

The term “Guo Nian”, which may mean “Survive the Nian” , turned its meaning into “Celebrate the (New) Year”. The custom of putting up red papers and firing fire-crackers to scare away Nian has continued. Although people may have forgotten the stories and rationale behind these rituals, the color and the sound of the crackers certainly add to the excitement of the celebration of New Year.

Red paper (which people put up on the windows and doors)


National Youth Science ForumManeet Hora, Year 12 Debating Captain

Over the summer holidays, I attended the National Youth Science Forum (NYSF) at the University of Queensland in Brisbane. NYSF is an 11-day program focused on empowering young scientists from all over Australia through lab visits, STEM based lectures and a range of diverse activities.

I’ve always wanted to pursue a career in health science, but over the holidays I started to reconsider if this was the pathway I really wanted to take. Through my debating and public speaking experiences in Year 11, I have established a keen interest in social affairs and was wondering if this was where my vocation lay. With these thoughts in mind, I felt quite very nervous about attending the camp, as I wasn’t so sure that sci-ence was my thing anymore. However, during the 11 days I spent with young people who are passionate about science, I came to love science more than ever before!

The lectures and lab visits were based on our individual interest, mine being Biology. The program offered a range of very interesting experiences. For instance, I got first hand research experience at the University of Queensland’s Brain Institute and visited the Transnational Research Institute where I spent a day extracting plasmid DNA from bacteria. I also visited the amazing Marine Centre at Stradbroke Island. Beyond Biolo-gy, all the students had the opportunity to attend an Astrophysics lecture and learn about Black Matter and have a videoconference with CERN where we had the chance to explore matter and anti-matter through discussion as well see their iconic Hadron Collider.

In addition to that, we had lectures, which highlighted the relationship between STEM and other aspects of our society. I attended the STEM and Food as well as the STEM and Parliament lecture, where I learnt how civil engineering can impact the way our food is presented to us and how law-making can guide and affect activity in the science community.

But most important of all, the encouragement and enthusiasm of fellow NYSFers not only helped me redis-cover my passion and abilities as an individual and aspiring health scientist, but the activities and lecturers made me realise the scientific revolution we are currently under-going and the ever growing collaboration needed between physicists, biologists and chemists to ensure that we shape this revolution in a beneficial but most importantly ethical manner.


Meet Ms LonguetInterview by publication’s captain, Tran Thao Ngoc (Alexis) Nguyen

Ms. Longuet is new to TKIS and is teaching ESL and TOK. Previously she taught at Forest Hill College.

Good afternoon Ms Longuet, it has been 4 weeks since you came to TKIS. What are your impressions of the school?

Ms Longuet: I definitely love teaching here. Both students and colleagues are really nice and sup-portive. I love the multi-cultural environment of TKIS. The school is also extremely welcoming and it is really great to be here.

What influenced you to be a teacher?

Ms Longuet: Actually, I wanted to be a teacher since I was little. I think that I am really lucky to be a teacher as it’s such an enjoyable job

As you know, we are an international school so there are international and local students. What do you think about the way that we can improve the connection between them?

Ms Longuet: That is a good question. I think we should encourage our international students to be more out-going and sociable with local students. We should boost the confidence of students by providing numerous activities which encourage local and international students to get to know each other better.

As an English teacher, would you recommend some good English books for everyone to read?

Ms Longuet: I highly recommend the Harry Potter novels. However, because students have differ-ent reading abilities I suggest they read the English class sets in the library suitable for their level. The library staff are also happy to help students choose a book.

What are your goals at school for this year?

Ms Longuet: My goals at school for this year are working enthusiastically with students. I try to help them bring out the best that they can. Beside that, I would like to boost the confidence of my students and develop their communication skills.


Debating NewsReport by Declan Hoare, Year 11 Debater and Publications Captain

Kilmore International burst onto the inter-school debating scene for 2018 this Monday with a strong start of 5 wins from 6 debates. The debates, organised by the Debating Association of Victoria, are hosted in Wat-sonia by Loyola College. Two teams from each year level participated in separate debates, taking opposite sides on the same topic against teams from other schools. ResultsB Grade (Year 11s) debated “That we should limit the number of government-funded university places” against Assumption College, who lost, and Parade College, who won. Best Speaker: Lachlan HeywoodC Grade (Year 10s) debated “That we should ban the sale of all cars powered by fossil fuels by 2025” against Al Siraat College and Reservoir High School, defeating both. Best Speakers: Amy Baimbridge for TKIS Team 1 and Eve Simner for TKIS Team 2D Grade (Years 8s & 9s) debated “That the Olympics should expand to include non-sporting events” against Eltham High School and Parade College, again defeating both. Best Speaker: Edward Plunkett. The next round of debates will take place on the 19th of March

Year 11 Debate: That we should limit the number of government-funded university places

Affirmative arguments for this topic included the drain that university funding puts on government resourc-es, the potential for funded students to drop out, and the devaluation of qualifications from giving them to more people, saturating the job market. Negative arguments included the potential for future tax revenue increases from the higher paying jobs of funded students, and the loop of low income families being unable to pay for university tuition and therefore remaining unable to raise their income.

Deating Report Eve Simner, Year 10 Debater and Publication’s Captain

After school on Monday, 18 students from years 8 – 11 took part in Round 1 of the Debating Association of Victoria’s (DAV) debating competition. The night started with the traditional stop at McDonalds (I’m reasona-bly sure the staff weren’t too happy to see so many students suddenly burst in) before we arrived at Loyola College.Upon arrival, the new debaters were in awe of the beautiful building where the debates are held (compar-isons to Hogwarts were frequently mentioned!). I personally love all the hallways, outdoor walkways and many staircases of their biggest building and discovered the prettiness of the fountain in the gardens, which was a nice surprise, considering this wasn’t my first time visiting the school. In terms of the debates, five out of our six teams won, which involved an amazing effort from everybody and a was brilliant start to the debating season! There are still four rounds of debating to go before the finals and teams have to win all five debates to qualify. A special mention goes to the Year 8s who debated against Year 9s in the D Grade competition and won their debate! Also, a big thank you to Mr Archer for assisting with transport on the night, Ms Gower for her dedicated contributions to us writing our speeches and Miss Longuet for assisting several teams and com-ing to support on the night.

C Grade DebatesMy team consisted of myself as first speaker, Anna Watson as second speaker and Indika Egan as third speaker for the negative team. We had the topic: That we should ban the sale of all cars powered by fossil fuels by 2025. When we started brainstorming ideas a week before the debate, most of our ideas went towards the negative side of the debate, even though we were very uneducated on the topic. So, we were pleased to learn that we were arguing against the motion.As I’m writing this now, I’ve suddenly realised how important it is for us as young people to be participating


in debating. It really opens our eyes to the world and different issues, while helping us to involve ourselves and form our own opinions. These debate topics are tailored to fit real problems and debates in the world, which makes it easier to find information and sources to support our points. On the night, we debated against one of Reservoir High School’s teams. I’ll admit I was reasonably nervous and so were the rest of our team, as they had many supporters of parents, teachers and other students. However, we managed to stay focused and engaged throughout the debate. I try and make as much eye contact as possible with the adjudicator and my audience to interest them in what I am saying. My first role as the first speaker on the negative team was to rebut the opposite team’s points. This is definitely not one of my strengths so I was very surprised when I won best speaker for our debate! Our final speaker, Indika, spoke for over six and half minutes with next to no prepared material, which was extremely impressive! Our team’s second speaker Anna made some extremely valid and in-teresting points which baffled the opposition and impressed the judge. I was very happy with our overall performance in the debate, although Reservoir High School were tough competitors. A special mention to the Year 8s who debated against Year 9s in the D Grade competition and won their debate! Also, a big thank you to Mr Archer for assisting with transport on the night, Ms Gower for her dedi-cated help in and Miss Longuet for her assistance and coming to support us on the night.

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That we should limit the number of government-funded university places

Speech by Ebony Eden, First Affirmative

Good evening everyone. Tonight the affirmative team will be explaining why the government should limit the number of university places it currently subsidises. The affirmative team defines university places as first degree courses offered to Australian citizens.

Before I outline our arguments, let me explain the background to this issue. Government funding of university places has followed a demand-driven system since 2012, when the Labour Government lifted previously imposed limits on the funding of bachelor-degrees at public universities. However, this system has some serious flaws which require the current government to reinstate a supply driven system of funding.

The affirmative team would like to elucidate that we do not wish to entirely remove government funding for universities, we solely wish to reduce the extent in which courses are being supplied and paid for by the tax payer. Our proposal tonight is to cap the government funding for universities places for specified socio-eco-nomic groups and for particular degree courses.

In tonight’s debate I will be making 3 main points in favour of limiting government funded university places. Firstly, I will explain how the current demand driven system is not equitable and how our proposal of limiting funding will make the system fairer. Secondly, I will outline how limiting government funded places will im-prove the quality of students studying in our universities. And thirdly, I will argue that the level of graduate un-employment calls for limiting funding of certain degree courses. Our second speaker will be making 2 points.Firstly, he will explain how the current system is financially unsustainable. And, secondly, he will outline how the system of limiting funding can promote a more efficient way of distributing tax payers’ money.


Equity

Now onto my first point. Currently, government funding is available for all first degree courses and available to everyone. This lack of discrimination and equality for all is theoretically ideal, however, is it really fair that people from wealthy families who can afford to pay for their education themselves get the same support as a person coming from a low socio-economic background? Why should the wealthy get help, when it is not needed? How is it fair that rich people can get a discount on their fees when they would not have an issue paying for it in full? The answer here is blatantly obvious; it is not fair. Equality can only work if everyone starts from the same place, and is in need of the same help. Which is clearly not the case here. The affirmative team would therefore like to propose that we introduce a cap on government funding in relation to income. We believe that high income earners and those from wealthy families should not have access to such high subsidies as government help as it is not necessary for them. We propose that there should be different lev-els of subsidy for people depending on income; those from low socio-economic backgrounds should have access economic help from the government to be able to complete their studies at university, whereas those fully capable of affording study at university should pay for it themselves.

Quality

Next, by limiting government funding of degree course we can improve the quality of our graduates. Due to the demand-driven system of university places, just about anyone and everyone can get into university. This idea is greatly concerning for our country. As a result of this system, universities have lowered entrance scores for many degrees, with figures from the Education Department showing that the offer rate to appli-cants with sub-50 ATARs reached 46 per cent in 2016, from 16 per cent in 2010. Universities have simply printed off as many degrees as they possibly can to try to accumulate Commonwealth government funding. Yes, everyone does deserve the chance to succeed and excel, however there are obvious problems with al-lowing students with mediocre ATARs into university. Isn’t quality more important than quantity? Shouldn’t we try to encourage capable students who will excel to study at a tertiary level, not just everyone who completes high school? Higher education was once a representation of a secure pathway to achieve a high-skill and a high-wage job, however this pathway does not eventuate for over one in five students who now enter uni-versity and fail to complete their degrees. As determined by the Department of Industry, Innovation, Climate Change, Science, Research and Tertiary Education, there is a reasonably strong relationship between ATAR and completion of university. Ninety percent of students who began their degrees in 2005 with ATARs of 95 or more, completed a degree by 2011. In contrast, students with ATARs below 70, completion rates were closer to 60 per cent. Success rates of universities have dropped since this demand-driven system was introduced, and will continue to drop if we don’t do anything about it. Tax payers are paying for all of these students to attend university, simply because it is there and they can, not because they want to excel. Don’t you think it is a waste of your money, to be paying for all these people who cannot even complete their degrees and give back to our economy?

Jobs

Moving onto my final point: why we need to limit funding in certain degree subjects. There should be a limit to the amount of people that can study in specific areas where the supply of graduates is currently exceeding the demand by employers. The demand-driven system has led to a large increase in the overall number of students studying at a tertiary level, which can have a positive effect on the economy of our country, however, is having a negative effect as too many people have been accepted into areas where there is not enough demand for graduates. We believe that the government should decide where they will give loans and support students in university, instead of handing it out to everyone. The government knows what kind of jobs are needed in our country, and therefore can prevent extreme oversupply of students in certain areas by limiting the amount of students who can study particular degrees, such as law where there are currently 90 graduates per available graduate position.

There are so many obvious reasons why we cannot allow everyone to go to university; it is simply unneces-sary, unfair, and a waste of your money.


Celebrating the Korean New Year, Seol

Last Friday 16th of February 2018, all the Koreans celebrated Korean New Year, Seol together as it is a very important event in Korea. Mr. Koo came up with an idea of making Tteokguk (Rice cake soup) and Bul-gogi (Korean traditional seasoned meat) which are Korean traditional dishes. Rice cake soup is a very important food when celebrating Seol because it contains a special meaning. We believe that by finishing the dish, we can be a year older. We had this Luna party after school, from 3:30 to 5:30pm. Aiden, a year 10 student said “Bul-gogi tasted the best. I have never tried this kind of perfect Bul-gogi ever.” This year, we had special guests, Mr. Wittmer and Shannon, a former TKIS student who graduated in 2016 and currently studies at Yeonse University in Korea. We served the Bul-gogi to Mr. Taylor and he also commented that it is sweet and good as well. Even though we could not make the proper Tteokguk, everyone had fun and enjoyed eating Korean foods, since we haven’t had it in a while. We are all wishing to have other events related to Korean holidays in the future. We also appreciate Mr.Koo and Mr. Taylor for giving us an opportu-nity to celebrate Korean New Year. Happy new year to the students in TKIS.

Written by Kelli Kim


Coles Sport for SchoolsYear 3 had lots of fun and used many mathematical concepts to calculate the total number of Coles sports for schools vouchers. We saw much team work and strategies employed. Jett said “I’m pretending we are all bankers working in the bank of Australia”.


Year 9 and 10 St Kilda Trip


Taking the Classroom Outdoors!


Boarders Trip to Funfields!


TKIS SCHOLARSHIPS

The Kilmore International School is pleased to off er a number of Academic Scholarships.

All candidates are required to sit the Australian Council for Educational Research (ACER) aca-demic scholarship which is held at TKIS in March each year.

Scholarships are awarded by the Principal based on performance in the ACER scholarship test and are off ered as a remission on tuition fees. Please note that scholarships will be reviewed an-nually and may be withdrawn if the conditions of acceptance are not met.

An ACER application fee of $95.00 is required when registering for the scholarship.

ACER provides extensive information for parents about scholarships on their website https://www.acer.edu.au/scholarship-parents/Victoria.

Registrations for 2019 Scholarships will take place on Wednesday 14 March 2018.

To apply please go to http://scholarships.acer.edu.au/intro/1382 and register.

Please do not hesitate to contact us on (03) 5782 2211 or email [email protected] if you have any questions about TKIS Academic Scholarships.


TKIS UNIFORM SHOP – OPEN DAYS

Our uniforms are nowlocated at The Kilmore International School primary building.

Entrance in Lumsden Street.Operating hours are:

Tuesday afternoon 3:30 - 4:30pmThursday morning 8:30 – 9:30am

Thursday lunch from 1pmPlease email Gayle Morgan on [email protected]

These times are only by appointment booked the day before, we will still run our uniform days.

Please also note that school bags, size 10 jumpers and size 14 track suit pants have all now arrived.

Coles Sports for SchoolsColes Sports for Schools is back to help Aussie kids stay fit and healthy. When you shop at Coles, you’ll receive Sports for Schools vouchers that your local school can exchange for sports gear. The more vouchers you collect, the more sports gear they’ll receive. Start collecting today because the race is on!

We would be more than happy to receive any of your vouchers

Reception :)

Primary Science need your help!* old cardboard materials such as rolls from glad wrap and paper towels (NOT TOILET ROLLS)

* extra tools that may be useful for taking apart old equipment, such as screwdrivers, needle nose pliers, etc.

Please note these items will not be returned, so please don’t pass on your best tool kit!


Tuning in to Teens"You are NOT alone!"

Six session 'emotion coaching' program for parents and carersof young people aged 12 years and older.

If YES - Program Details:Begins: Tuesday 6th March, 2018

(every Tuesday evening for fourweeks)

and Tuesday 17th & 24th April,2018

Kilmore International School 32-42 White Street,

Kilmore

6.30pm - 8.30pm

FREE program - Open toALL members of thepublic

* Bookings are essential as places are limited.

For further information and registrations contactAbbie @ Primary Care Connect (PCC)

(03) 5823 3200Enquiries & Registration

Parenting Program

Strategies to talk with your teen? To understanding your teen more?

Help with managing their emotions? Help in preventing behaviour problems? Help with your teen to deal with conflict?

Would you like ...

Brought to you by Hume Region ParentEducation Service and Kilmore InternationalSchool

https://www.facebook.com/PrimaryCareConnect


Mitchell Shire Council will once again be initi ati ng our 2018 Immunisati on Program … all Yr 7 Consent forms have been distributed & are due back ASAP. Please fi nd below the dates that Immunisati ons shall be taking place:

2018 Year 7 Immunisati on Program Dates -

Tuesday March 6th Monday May 28th & Wednesday October 24th

2018 Year 10 Immunisati on Program Dates - Monday May 28th

The School Dental Van is a new initi ati ve & will be coming to TKIS on the below specifi ed dates. If you wish for your child to be seen by the School Dental Van please complete, sign & return the distributed Consent form no later than February 21st 2018

School Dental Van Visits (students) -

Initi al Visit: Wednesday 7th Thursday 8th & Friday 9th March

Secondary Visit: Thursday 19th Friday 20th April

Administrati on of Student Medicati on by the School Nurse

A Consent form for Medicati on Administrati on must be completed & signed by the parent prior to any medicati on being dispensed by the School Nurse (forms can be obtained from Recepti on, Student Services or Sickbay)

It is also school policy that all medicati ons must be supplied in the original package with the original pharmacy label att ached indicati ng the students name, Doctor’s name & instructi ons for administrati on.

Asthma Puff ers & Hayfever Medicati ons for Day Students

Could all students requiring Ventolin please bring along their inhaler from home.

All students requiring regular preventati ve medicati ons for Hayfever need to administer it prior to att ending school.


Open Day Program - Wednesday March 21, 2018

Time Activity Location 10.00-10.10am Welcome Ceremony Tennis courts 10.30-11.00am Middle School and IB Info Session Green Room 11.00-11.15am Primary School Info Session Primary Multipurpose 12.00-1.00pm LUNCH Bitumen Area 1.15-1.45pm Middle School and IB Info Session Green Room 1.30-2.00pm Primary School Info Session Primary Multipurpose 2.30-3.30pm Closing Ceremony Tennis Courts

Musical Performances will occur throughout the day on the tennis courts

Location Display Room 11 Science Room 12 Maths Room 17 Cambodia Room 32 Vietnam Room 33 Thailand Room 41 Hindi Room 42 English/EAL Room 44 Africa Room 45 German Room 46 Year 10 Notables Projects & Humanities Room 61 Malaysia & Singapore Room 62 Indonesia Room 63 China Room 72 Korean Room 73 Japanese Library Theory of Knowledge Wellbeing Centre Wellbeing Sport Annex Art Gallery Primary Primary School Tennis Courts Market Place/Busking/Dance performances Sport Annex & Oval Physical Education. Health & Sport

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