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School Council &

Finance Meeting

West Gippsland
Cross Country

Queen's Birthday
- Public Holiday

Report Writing Day Student Free Day

Wednesday 21st May - 6:30pm

Tuesday 3rd June

Monday 9th June

Friday 13th June


1 6 th m a Y 2 0 1 4

worth reading

Year 9 Graffiti
Street Art Tour PAGE 2
A Proud History, a Bright Future

Year 9 Project 9

Graffiti Street Art Tour

Year nine Project 9 media students headed to Melbourne for
a graffiti street art tour. Our tour guides were local artists from
Blender Studios who were able to give us insights into who
the artists were and how they created the work.
Starting in Hosier Lane, they traveled the back alleys of
Melbourne CBD to find works by Banksy, HaHa, Rone,
DrewFunk, and Heesco. We saw all different types of
street art ranging from tags, paste ups, stencils, gigantic
collaborative murals, and throw ups.
Students also learnt about the legal areas and ethical
unwritten rules surrounding street art. Hundreds and
hundreds of photos and video footage were taken by the
students to be used in an exhibition for later in the year.
All students had a fantastic day and were inspired by the art
works that Melbourne is famous for.

Principal's Report
Semester Reports

We believe this greater focus on feedback throughout the

year will have far greater impact on student learning than
a huge report at the end of a semester. I am interested on
your thoughts on this topic. Please feel free to email me on if you have some
thoughts you may like to contribute. If you are really keen,
you may even want to come along to the College Curriculum
Committee to help us with our work on improving our process of
reporting to parents.

The College is currently reviewing

the way it reports to parents through
discussion and work through the
College Curriculum Committee. New
policy changes by the Department of
Education allow greater flexibility in how
schools report to their communities.
Based on anecdotal feedback, as
well as feedback from the Parent
Opinion Survey, we are of the views that most parents really
like Progress Reports and the regular feedback on learning
behaviours they get through the year, however, they are less
taken with the Semester Reports. Feedback from parents
includes comments such as the reports are confusing, overly
detailed, inconsistent or even irrelevant as they come at the end
of a unit that the student will potentially never study again.

Professional Learning
The first day of Term 2 saw nearly 500 teachers from across
West Gippsland involved in professional learning with the team
from Melbourne University led by Professor John Hattie. Hatties
work has been a sensation in education circles around the
world as he has been able to provide solid evidence about what
works best in helping students learn. We call this idea Evidence
Based Practice. For teachers, evidence based practice is the
idea that teachers measure their impact on student learning.
Small changes in certain strategies can have a big impact on
helping students learn. Obviously, learning is a complex process
and no one strategy suits all learners. Our challenge as a school
(and, indeed, for all schools around the world) is to be constantly
seeking feedback from students about how well they are learning
and what works best in moving student learning forward. As a
school, this year, our learning focus is evidence based practice
and supporting teachers to look more closely at the evidence
they have about how well students are learning and what
strategies can be demonstrated to grow student learning. We
will continue our own learning as a school about this fascinating
subject over the course of the year with the key outcome being
an instructional model, a document that collects and explains
our findings about teaching practices that are demonstrated to
be most effective for improving student learning.

Research shows that the best type of feedback to students and

parents is on-going feedback throughout the year that allows
changes and improvements to be made in response to the
information received from the teacher in a timely fashion. Of
less value are end of unit/semester reports which describe what
has happened this is described as a rear-view mirror type of
feedback, that is looking backwards not forwards.
Some options we are working on in the Curriculum Committee are:
Maintaining current Progress Reports and GPA system
Possibly increase the number of Parent-Student-Teacher
interviews from 2 per year to 3-4 per year
Increase the amount of information going to Compass
about student achievement on CATs/SACs throughout the
year as they are completed
An end of semester report which includes only VELS levels
and /or VCE Unit Completion

Rob Juratowitch

Jessica Snape Nominated For

Young Achievers Award

Jessica is currently pursuing a pathway within the equine

industry and is employed as a school-based apprentice with
local thoroughbred trainer Kasey Wilson. Jess is undertaking a
Certificate III in Advanced Stable Hand with GOTAFE, while also
completing on the job training at Kaseys training stables. Jess
dedication, commitment and professional attitude prompted her
employer to nominate her for the award.

Congratulations to Year 11 VCAL

student Jessica Snape who has
been nominated for the 2014 Baw
Baw Young Achiever's Award. This
award is associated with the Baw
Baw Shires Business Excellence
Awards and recognises the
achievements of a young people aged
16 to 21, who are employed locally and
are undertaking accredited training
associated with that employment.

The winner of the award which is sponsored by the Baw Baw

Latrobe Local Learning and Employment Network will be
announced in June.

Assistant Principal Report

Cyber Bullying

and these people are professionals. Sometimes we forget just

how much experience of children our quality teachers have
they have a history of hundreds of children. Where parents
see the world of their child, teachers see the world of 'their'
children. I also feel that parents are much more focused on
'success', which can be based on how my kid is doing against
other kids in the same class. You hear some parents say "he
has to catch up, he is slipping behind". This makes learning out
to be a race, but it isn't. A plant that grows quicker doesn't have
a better flower.

We have recently had a few cases

of cyber bullying reported by
students and parents. It can happen
to anyone, anytime, anywhere and
leave you feeling unsafe and alone. It
can include abusive texts and emails,
posting unkind messages and images,
imitating others online, excluding others
online, inappropriate image tagging and
inappropriate discussions. Remember to treat others as you
would like to be treated when socialising online.

What are the personal qualities that can help a

child succeed at school?

How can you deal with it?

This is really entering into the world of emotional intelligence

the personal growth and development of an effective and happy
learner. These qualities are not just for school they are for life;
after all that is what we are really trying to develop in school.
This is the domain of social emotional well-being. We find that
the real qualities are the new 3Rs:

Dont retaliate or respond, no matter how tempting

Block the person doing the bullying
Report it, click the report abuse button
Collect the evidence, keep mobile phone messages, print
the emails or social networking conversations

Respect - Everyone has the right to be respected. Respect

Talk to someone you trust like a family member or friend

If you son/daughter is going to be absent could you please

notify the Year Level Administrator via telephone or online
through COMPASS as early as possible on the day.

comes from appreciating something for what it is not what

it can do for us. Respect means having regard for others by
accepting that other people are different but just as important
as you are. Respecting yourself means that you stand up for
yourself and don't let yourself be talked into doing things that
you know are wrong or make you feel uncomfortable.

Helping your kids thrive at school

Responsibilities - We must take responsibility for our actions

Most parents want their kids to thrive at school. But thriving is

not just about academic performance or whether or not a child
is good at sport or can make friends easily. According to the
authors of Thriving at School, Dr John Irvine and John Stewart,
current research shows that our children's success in life will
depend less on their 'traditional' IQ and more on their emotional
intelligence. "Ideally", say Irvine and Stewart, "children need
to develop attitudes, values and good habits in their early
school years which help them to become happy and effective
learners." "While highly important for a child's intellectual
development, the original 3Rs of reading, 'riting and 'rithmetic
are not enough on their own to ensure children will thrive as
learners. In addition, they need to learn the values of respect,
responsibility and relationships the new 3Rs."

- for our learning, for possessions, for following rules, and for
being kind. We become responsible by gaining satisfaction
in knowing that what we do is appreciated. Parents must
respect that schools have to assert rules to ensure all kids act

Student Absences

Relationships - Once respect and responsibilities are

understood, good relationships follow easily. This is probably
the most important element for happiness in a life. The most
important relationship we should strengthen is the one with
ourselves. How we relate to 'us' is fundamental for social and
emotional well-being. For it is this relationship that offers us
the greatest platform on which to build success, to increase our
confidence, to tackle change.
Excerpts taken from Thriving at School: A practical guide to
help your child enjoy the crucial school years (2nd Edn), by Dr
John Irvine and John Stewart.

What are some of the main issues that children

face at school, which parents may not be
aware of or consider?


I think we forget just how social and emotional school is.

Children are placed in age-cages, where one day can determine
which 'year' you are in, who you mix with and what you will
learn. Children need to mix and feel connected. This isn't
always going to be a smooth and happy journey. Learning can
be difficult learning social skills and emotional intelligence
means there can be upset. But they are just as important in the
development of kids as learning the traditional 3Rs Reading,
'Riting and 'Rithmetic. These new 3Rs Respect, Responsibility
and Relationships - are important for our kids' futures. In
classes, parents sometimes forget that their kids are being
cared for by adults who are neither family nor close friends

The College has a strict uniform policy in place and it is

expected that all students follow this policy. I seek parent
support in this issue to ensure that your son/daughter wears the
appropriate uniform to and from school. In the future, students
who continually attend school out of uniform may be sent
home to change into the correct uniform.

Les Ponton
Assistant Principal

Snooze or Lose!
overscheduled kids
are getting at least an
hours less sleep than
they need, a deficiency
that, new research
reveals, has the power to set their
cognitive abilities back years.

The raw numbers more than back them up. Half of

all adolescents get less than seven hours of sleep on
weeknights. By the time they are seniors in high school,
according to studies by various universities, they average
only slightly more than 6.5 hours of sleep a night. Only 5
percent of high-school seniors average eight hours. Sure, we
remember being tired when we went to school. But not like
todays kids.
It has been documented in a handful of major studies that
children, from primary school through high school, get about
an hour less sleep each night than they did 30 years ago.
While parents obsess over babies sleep, this concern falls off
the priority list after preschool. Even kindergartners get 30
minutes less a night than they used to.

Morgan is a typical student, shes fair-skinned, petite, with

freckles across her nose and wavy, light-brown hair. Her
father is a police sergeant on duty until 3 a.m. Her mother,
Heather, works part time, devoting herself to shuffling
Morgan and her brother to their many activities. Morgan
plays soccer, but her first love is competitive swimming, with
year-round workouts that have broadened her shoulders.
Shes also a violinist in the school orchestra, with practices
and lessons each week. Every night, Morgan sits down to
homework before watching her favourite TV program with her
mother. Morgan has always appeared to be an enthusiastic,
well-balanced child.

There are many causes for this lost hour of sleep.

Overscheduling of activities, burdensome homework, lax
bedtimes, televisions and cell phones in the bedroom all
contribute. So does guilt; home from work after dark, parents
want time with their children and are reluctant to play the
disciplinary who orders them to bed. All these reasons
converge on one simple twist of convenient ignorance: Until
now, we could overlook the lost hour because we never really
knew its true cost to children.

But once Morgan spent a year in the classroom of a

demanding teacher, she could no longer unwind at night.
Despite a reasonable bedtime of 9:30 p.m., she would
lay awake in frustration until 11:30, sometimes midnight,
clutching her leopard-fur pillow. On her fairy-dust purple
bedroom walls were taped index cards, each with a
vocabulary word Morgan was having trouble with. Unable
to sleep, she turned back to her studies, determined not
to let her grades suffer. Instead, she saw herself fall apart
emotionally. During the day, she was noticeably crabby
and prone to crying easily. Occasionally, Morgan nearly fell
asleep in class.

Using newly developed technological and statistical tools,

sleep scientists have recently been able to isolate and
measure the impact of this single lost hour. Because
childrens brains are a work-in-progress until the age of 21,
and because much of that work is done while a child is
asleep, this lost hour appears to have an exponential impact
on children that it simply doesnt have on adults.
The surprise is how much sleep affects academic
performance and emotional stability, as well as phenomena
that we assumed to be entirely unrelated, such as the
international obesity epidemic and the rise of Attention
Deficit Hyperactivity Disorder. A few scientists theorize that
sleep problems during formative years can cause permanent
changes in a childs brain structure: damage that one cant
sleep off like a hangover. Its even possible that many of
the hallmark characteristics of being a tweener and teen
moodiness, depression, and even binge eatingare actually
symptoms of chronic sleep deprivation.

Concerned about her daughters well-being, Heather asked

the familys paediatrician about Morgans sleep. He kind of
blew me off and didnt seem interested in it, she recalls. He
said, So she gets tired once in a while. Shell outgrow it.
The paediatricians opinion is typical. According to surveys
by a National Sleep Foundation, 90 percent of parents think
their child is getting enough sleep. The kids themselves
say otherwise. In those same surveys, 60 percent of high
schoolers report extreme daytime sleepiness. In another
study, a quarter admits their grades have dropped because of
it. Over 25 percent fall asleep in class at least once a week.

Iain Luck
Assistant Principal - Student Services

Laptops For Sale

The School has a limited number of new Lenovo x131 laptops
that are excess to the requirements of the 2014 Year 7 and 10
Laptop program. They are a robust high quality device and are
suitable for students at all year levels.
This is a unique opportunity for students at all year levels to
upgrade to a new laptop at the exceptional price of $549
(down from $599).
The devices will come with all the usual software, network
connection and support provided by the college as well as:
Upgraded Memory (4 GB rather than standard 2GB)
Extensive On site warranty up to the end of 2016 (rather
than the standard 1 year return to factory warranty)
All this would normally cost $788 from Lenovo direct.

Lenovo X131 - Specifications

Intel Celeron processor 1007U
11.6 Screen with 720p HD Camera
Spill resistant Keyboard
6 cell Lithium battery (up to 8.5 hour life)

If you interested please contact our office on

5623 9900. Hurry though numbers are limited.

320GB Hard drive

Secondary School Nursing

As well as providing students with information and support,
the school nurse can also help them find and get in touch
with other health services that might include:

The secondary school nurse works as a member of the student

health and wellbeing team to improve the health and wellbeing
of students. The role involves facilitating health promotion and
health education activities/programs within the school.

Local doctors

The information below is a reminder of some of the extended

supports offered within the school nursing program at
Warragul regional College.

Medical specialists
Community Health Centres
Alcohol and drug counsellors

The nurse can help individual students with information,

guidance and support about a range of issues that may

Psychologist or Youth counsellors

Student Support Service Officers


Culturally specific services

Loss and grief

Problems at home

Adolescent health concerns

Culture or racism issues

Coping with illness

The secondary school nurse at your school is: Laura Kent

Safe sex

Laura has an 11 year background in Emergency and

Intensive care and has taught teaching Paediatric first aid
and CPR courses throughout the community. Laura is
looking forward to meeting you all as she makes her way
around the school. Laura welcomes everyone to make
themselves known to her by popping in to say hi.

Smoking, alcohol and drug use

Managing stress and anxiety
Feeling anxious, stressed or unhappy
Healthy weight

She is available on: Monday, Tuesday and every second


Mid Year 10-12 Exam Timetable 2014

Friday 6 June

12.00pm 1.45pm

Unit 1 English

Year 10 English

9.00am 10.40am

11.15am 12.55pm

1.30pm 3.10pm

Unit 3 Chemistry
Unit 3 Drama
Unit 3 Food Tech
Unit 3 Physical Ed
Unit 3 Specialist Maths
Unit 1 Drama
Unit 1 Specialist Maths
Unit 1 Legal Studies
Unit 1 Physical Education

Wednesday 11 June

9.00am 11.15am

Unit 3 English
Tuesday 10 June

9.00am 12.15pm

Unit 3 Agriculture
Unit 3 PDT (wood/text)
Unit 3 Literature
Unit 1 Agriculture
Unit 1 Biology
Unit 1 PDT(wood/textiles)
Unit 1 Info Tech
Unit 1 Literature
Year 10 Human Bio & Beh
Year 10 Textiles
Year 10 Visual Art

Year 10 General Maths

Year 10 Math Methods
Unit 3 Studio Art
Unit 3 Business Man

10.00am 1.15pm HALL

GAT: All Students studying a Unit Sequence or 2nd Year Scored VET

Wednesday 11 June

1.45pm 3.00pm

Unit 1 Music Performance

Unit 1 Art
Year 10 Global Pops
Year 10 Photography

Unit 1 Math Methods 2

Year 10 Math Methods 2
(tech free)

9.00am 10.40am

11.15am 12.55pm

1.30pm 3.10pm

Unit 3 Biology
Unit 3 Legal Studies
Unit 3 Music Investigation
Unit 3 Art
Unit 1 Chemistry
Year 10 Guns & Germs
Year 10 Japanese

Unit 1 General Maths

Unit 1 Math Methods (tech)
Year 10 Drama
Year 10 Heroes & Villains
Year 10 Money & Me

Unit 3 Health & HD

Unit 3 Physics
Unit 3 VCD
Unit 1 Business Man
Unit 1 History
Unit 1 Studio Art
Year 10 Automotive
Year 10 CAD H5

9.00am 10.40am

11.15am 12.55pm

1.30pm 3.10pm

Unit 3 History
Unit 3 Math Methods
Unit 1 Accounting
Unit 1 Health & HD
Unit 1 Physics

Friday 13 June

11.15am 12.55pm

Unit 1 Psychology
Year 10 America
Year 10 Chemistry
Thursday 12 June

9.00am 10.40am

Unit 3 Accounting
Unit 3 Psychology
Unit 1 Food Tech
Year 10 Agriculture

Unit 3 Further Maths

Unit 1 Outdoor & Enviro

All students are expected to attend their exams. Exams will not be rescheduled unless a medical certificate is provided
or a student has a clash in their exam timetable. Students with clashes are expected to arrange an alternative time
within the exam period with Mrs Ridsdale prior to exams starting.

Library News
Last newsletter we discussed ways to encourage children to
read but what about

Children Who Can Read, But Don't...

The more kids read, the better they read and the more
pleasure they get out of reading.
Unfortunately, the reverse also holds true: children who
read very little usually have poor reading skills. Reading is a
struggle for them, and they avoid it whenever possible.

It's too hard. For some children, reading is a slow,

difficult process. If your child is having a hard time
reading, talk with his or her English teacher. Ask about
how you can find interesting books and materials written
at a level that matches your child's reading ability.

When trying to encourage your child to read, firstly it's helpful

to know your child's reasons for not liking or wanting to read.
These reasons can help you decide what will work best in
motivating your child to discover or rediscover how much fun
reading can be.

It's not important. Often children don't appreciate how

reading can be purposeful or relevant to their lives.
Parents can take it upon themselves to find reading
materials on subjects that do matter to their kids.

Why Some Kids Don't Like to Read

Do any of these statements have a familiar ring? They are the
reasons children frequently give for not reading:

It's not fun. For some children, especially those who

have difficulty reading, books cause anxiety. Even for
children with strong reading skills, pressure from school
and home that emphasise reading for performance can
make reading seem like a chore.

It's boring. Don't despair if your children have this

response to reading that is assigned at school. You can
expose them to another kind of reading at home that is
related to their interests.

Our advice: take the pressure off reading so that

your children can enjoy it.

I don't have the time. Kids are busy. School, friends,

sports, homework, television, and chores all compete for
their time. Some children need your help in rearranging
their schedules to make time for reading.

Inspirational leader of corporate

social responsibility visits WRC
Named by The Times newspaper as one of the 50 most influential women in
Britain, Dame Julia Cleverdon DCVO, CBE, is a renowned business leader and
expert on corporate social responsibility.
On the 29th April, Dame Julia visited Warragul Regional College as part of
the Schools Connect Partnership between Warragul Regional College and
KPMG. Dame Julia is in Australia for a series of guest lectures speaking
to business and government leaders about why business must take a
bigger, more active role to help improve schools.
During the visit to the College Dame Julia spoke with the College
Leadership Team and School Captains about the developing partnership
between KPMG and Warragul Regional College. Also discussed were
curriculum and learning program, the leadership and governance
structures of Victorian schools and the local educational needs of the
Students at Warragul Regional College. Dame Julia participated in a
tour of the school, visiting a number of classrooms to observe teachers and students at work. After the visit to the College, Warragul
Regional Colleges Leadership Team attended a meeting with Dame Julia with approximately 25-30 school leaders from the
Gippsland and Frankston Clusters, DEECD staff, business leaders and local MPs as well as members from KPMG working directly
with the College.

Year 11 News

Student Support Services

Team Member Profile
5 minutes
with Donna

To succeed and do well students need to be revising. This
does not mean completing work you didnt complete in
class or homework given to you by your teacher.

What is it like to be a Chaplain?

Being a chaplain is a very
rewarding experience and a
privileged position. A chaplain has
the unique opportunity to instil hope and love into young
people and their families who may be experiencing difficult
situations. At the same time being able to create a positive
environment where all people can flourish. I love working
as a chaplain and believe the experience has helped me to
grow more personally.

Revision means the time you spend after you have

completed all your work to understand and make sense of
what you have done in each subject.
It is a bit like when you get an assessment result back you are thinking about the mark and how well you did or
didnt go and why. Revision is the same type of reflecting:

What have I learned?

What dont I understand?

Where did you work before starting at WRC?

I worked at Berwick Fields Primary School and Fleetwood
Primary School.

Have I made some notes, concept map or used

some other way to record what is important for the
SAC or exam about this topic?

What is the best thing you have done/experienced in your role?

Building relationships with the school community and
being helpful with the needs of others.

Why is it important for me to learn this?

Remember, you must complete your homework but that is

only half the job done you then need to think about what
it all means and do you really know and understand what
you have done.

What do you think is the most important function of your job?

Building relationships between staff, students and families.
What are some of the services you provide to students in
your role?
Working on State School Relief, providing food to our
students and making sure I create a safe and caring place
for students to come and talk.


Week 1 - 24/4
Weeks 2 to 7

Semester Two begins

Week 10 23/6 Reports/End of Term/N for students

What star sign are you?

Born under the sign constellation of Leo.

whose attendance is below %75

Special Notice for Year 11 Students for Term Two

How would someone describe you?

Soft and Caring.

Your teachers have been asked to monitor Homework

completion for your GPA scores as you will not be able to
complete work and achieve well in your exams without
doing some work and revision at home. This semester will
require increased effort from students. Your GPA will drop
if you dont complete your homework.

Do you have any pets?

My puppy dog Charlie and my cat Puddles.
Things you love/inspire you?
Being the best me I can be! Loving others.
What do you do when youre not at work? (hobbies etc)
Gardening, walking, church, Meeting with friends, coffee,
reading, the beach, swimming.
What is it like working in the Student Services department?
Its hectic and crazy some days but its fulfilling and
rewarding. I have a wonderful team and support with a
great boss.

Exams begin (6/6)

Week 9 16/6

Who do you barrack for?

The Underdog.

Work and SACs in all your subjects/

revision for exams

Week 7 to 8

What might someone be surprised to know about you?

That I left school at 14 years of age and that I used to own
an Organic Food Shop and Vegetarian Caf.

Ends today!

Graeme Miller


Music Technology
Day - 'Soundhouse'

If everyone is thinking alike, then

somebody isn't thinking.
George S. Patton

diary dates

21 May

School Council & Finance Meeting

@ 6:30pm
Uniform Meeting @ 5pm


27 May

Yr 9/10 & Yr 11/12 Round Robin



28 May

Chaplaincy Meeting @ 5:30pm


29 May

Whole School Assembly

Senior & Intermediate Boys AFL
Reports mailed to parents


3 Jun

West Gippsland Cross Country


9 Jun

Queen's Birthday - Public Holiday


13 Jun

Report Writing Day - Student Free Day




0 11




Students attended a music technology day at the

'Soundhouse' in Melbourne where they had the oppurtunity
to play with an electronic circuit board called 'Makey Makey'
to create instruments with forks, knives, carrots and pencil
drawings. They also worked with ACID to create a remix for a
rap competition.

Quote of the week




- 201



P.O. Box 213

55 Burke Street Warragul 3820
Ph: (03) 5623 9900 | Fax: (03) 5623 4473
A.B.N. 19 320 417 831
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