Inspire Feb 2012

February 2012 | Issue 1
Virtual visit to China

Earthwatch expedition online
Early childhood mentors

The new initiative helping to build knowledge, skills and practice
Keeping it real
Media literacy and body image
ESSSuper members Dont miss out book your free seminar today!
ESSSuper offers members free seminars and one-on-one personal appointments for you and your partner with our Member Education Consultants who are specialists in your fund and can help provide you with all the information you need to make the right decisions for your situation. When you attend a free seminar, well provide you with the latest information about your defined benefit fund and answer all your questions. Heres our list of seminars available from February through to April 2012. Places are filling fast! Bookings are essential as places are limited. Call our Member Contact Centre on 1300 732 977 to reserve your place or make an appointment with a Member Education Consultant. All seminars are held at Level 16, 140 William Street Melbourne, except where stated.
DAY February Wed Tue Wed Tue Wed March Tue Thur Mon Wed Wed Thurs April Tue Wed Thurs Wed Thurs Fri Tue Fri 3 4 5 11 12 13 24 27 5.30pm New Scheme Planning for retirement Planning for retirement Planning for retirement ESSSuper Wangaratta Gateway, 29-37 Ryley Street, Wangaratta Wangaratta Gateway, 29-37 Ryley Street, Wangaratta The Bentleigh Club, 33 Yawla Street, Bentleigh The Bentleigh Club, 33 Yawla Street, Bentleigh ESSSuper ESSSuper 10.00am New Scheme 10.00am New Scheme 2.00pm 6 8 19 21 21 22 10.00am Revised Scheme 54/11 2.00pm 5.30pm 6.30pm 6.30pm New Scheme New Scheme ESSSuper 10.00am Revised Scheme Boosting your super savings ESSSuper Boosting your super savings ESSSuper ESSSuper Buckleys Entertainment Centre, 54 Fellmongers Road, Breakwater, Geelong Buckleys Entertainment Centre, 54 Fellmongers Road, Breakwater, Geelong Planning for retirement Revised Scheme 54/11 Revised Scheme Planning for retirement 15 21 22 28 29 10.00am Revised Scheme 54/11 6.30pm 6.30pm 2.00pm New Scheme New Scheme Planning for retirement Planning for retirement Revised Scheme Planning for retirement ESSSuper Ballarat Golf Club, 1800 Sturt Street, Ballarat Ballarat Golf Club, 1800 Sturt Street, Ballarat ESSSuper ESSSuper DATE TIME FUND SEMINAR TYPE (refer to description below) LOCATION
10.00am Revised Scheme Planning for retirement
10.00am Revised Scheme Planning for retirement 10.00am Revised Scheme Planning for retirement Revised Scheme 54/11
10.00am Revised Scheme Boosting your super savings ESSSuper 10.00am Revised Scheme Planning for retirement
Which seminar should you attend?

SEMINAR TYPE 54/11 and beyond Boosting your super savings DESCRIPTION for Revised Scheme members under age 55 who are eligible for, and approaching, the 54/11 resignation option for members that want to know more about their super and the options available to boost their super savings specific seminars for Revised Scheme and New Scheme members as the details and options vary for each fund for members not planning to retire in the next two years for members who may want to know more about planning for retirement and their retirement options specific seminars for Revised Scheme and New Scheme members as the details and options vary for each fund for members planning to retire in the next two years
Planning for retirement
ESS3062_(02/12)_INSPIRE
Talk to the people who run your fund.

Bookings are essential as places are limited. To book call our Member Contact Centre on 1300 732 977.
Issued by Emergency Services Superannuation Board ABN 28 161 296 741 the Trustee of the Emergency Services Superannuation Scheme ABN 89 894 637 037 (ESSSuper). The information contained in this advertisement is of a general nature only. It should not be considered as a substitute for reading the relevant ESSSuper Product Disclosure Statement (PDS) that contains detailed information about the product, services and features available at www.esssuper.com.au or by calling our Member Contact Centre on 1300 655 476. Before making a decision about an ESSSuperproduct, you should consider the appropriateness of the product to your personal objectives, financial situation and needs. It may also be beneficial to seek professional advice from a licensed financial planner or adviser.
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first up
Inspire
To suBsCrIBE | Contact Wayne Maxwell ph: 9637 2868 e: inspire@edumail.vic.gov.au inclusion of an advertisement in Inspire should not be construed as an endorsement from DeeCD. readers should rely on their own investigations to determine the suitability of advertised products and services. No responsibility will be taken by DeeCD for the accuracy or otherwise of representations, statements and information contained in advertisements. some material in Inspire is opinionative and does not necessarily reflect the views of DeeCD. No responsibility will be taken by DeeCD to ensure that advertisements do not infringe the intellectual property rights of third parties. Inspire is published monthly by the Communications Division for the Department of education and early Childhood Development, GpO box 4367, Melbourne 3001 abN 52 705 101 522 www.education.vic.gov.au use of this publication is welcome within the constraints of the Copyright act 1968. EdITor | tina Luton ph: 9637 2914 e: editor@edumail.vic.gov.au ArT/dEsIgn | alan Wright nExT IssuE | published week beginning March 5. To AdvErTIsE | Contact Wayne Maxwell or Diane Mifsud ph: 9637 2868 or 9637 2862 ed.advertising@edumail.vic.gov.au proudly printed by Hannanprint Victoria under isO 14001 environmental Certification. the paper used to create this magazine comes from certified and sustainable forests. please recycle.
Inspire in 2012
Welcome to a new school year and the first edition of Inspire for 2012. We have taken on board the feedback from readers and from stakeholder surveys conducted during 2011, and as a result you will see some changes over the next few months. these include the addition of fast facts to give you quick access to key story points, greater emphasis on hands-on examples of successful programs and initiatives from across the education sector, and the placing of some content such as appointments online (see page 63 for details). We appreciate your comments and suggestions, so please continue to send them to editor@edumail.vic.gov.au along with your story ideas.
Editorial deadlines
Edition due out 5 March 16 april 7 May 4 June 16 July 6 august 3 september 8 October 5 November 3 December Editorial copy submission due 1 february 1 March (due to school holidays) 30 March (due to school holidays) 1 May 1 June (due to school holidays) 29 June (due to school holidays) 1 august 31 august (due to school holidays) 21 september (due to school holidays) 1 November 2012
Please note that the Calendar for the month ahead will no longer be published as part of Inspire but can be found online at www.education.vic.gov.au/about/keydates
inspire february 2012
CONteNts
Early childhood mentors
12
Keeping it real
16
the professional Mentoring for early Childhood teachers program offers a coordinated statewide series of professional development and support.
the seeMe Media Literacy project is helping teenagers to understand that when it comes to the media what you see isnt necessarily real.
A virtual visit to China
42
Health and physical education
52
students from five Victorian schools have taken a virtual earthwatch expedition online, observing and communicating with their teachers on the ground in China.
New innovative and validated health and physical assessment tasks have been developed for use with students in years 34, 78 and 910.
features
pAgE 20 Bahraini delegates
as part of their countrys school reform agenda, a group of bahraini education specialists visited Melbourne to tour schools and meet with teachers and academics.
pAgE 32 oldies but goldies

parkdale secondary College students were amazed to learn how different times were back in the day and that some things never change.
pAgE 30 Celebrating diversity

students at Dandenong High school have been encouraged to walk in the shoes of their peers in a journey towards cultural comprehension.
4 inspire february 2012
pAgE 50 Intercultural understanding with the ukraine

Multicultural education unit senior project officer Gary shaw paid a recent visit to schools in the ukraine that are keen to connect with schools in Victoria.
Professional Learning Workshop Programme Term 1, 2012
Building the Inquiry Learning Toolkit capabilities for the 21C learner (P-6)
Kath Murdoch. Tuesday 6 March, 9.30am 3.30pm
Community links to learning
22
Introducing Positive Education into your school

Helen McGrath. Friday 16 March, 9.30am 3.30pm
Noble park primary schools program for disengaged students is an australian-first initiative partnering university and community volunteers with schools.
Getting the most out of 2012 for your students in maths (P- 6)
Rob Vingerhoets. Friday 16 March, 9.30am 3.30pm
Leadership Skills for coordinators

Karen Stammers & Yvonne Willich Monday 19 March, 9.30am 3.30pm
Royal Flying Doctors Service
54
6
Brain based learning - setting up students to surge ahead this year
Andrew Fuller. Monday 19 March, 9.30am 3.30pm
the royal flying Doctors service has travelled more than 5000km to 45 Victorian schools to raise awareness and with an aero-medical simulator in tow.
Reluctant writers getting them to write: what works and why

Jeanette Kavanagh. Thursday 22 March, 9.30am 3.30pm
regulars
briefcase
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Skills for beginning teachers

Karen Stammers & Yvonne Willich Monday 26 March, 9.30am 3.30pm
Digital resources. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35 regional roundup . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 58 professional Development . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 64 Curtain Call. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 65 take a break . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 66
Designing and implementing programs for boys & boys and motivation
Rollo Browne. Monday 26 March, 9.30am 3.30pm
All workshops are held at the Australian Institute of Management, 181 Fitzroy Street, St Kilda For further information or to book online visit: www.edpd.com.au t: (03) 9524 6222 e: seminars@edpd.com.au
J2301
briefCase
Whats new this month?

Join Zoos Victoria in fighting extinction
n The Return of Phasmid program gives schools the opportunity to raise the critically endangered flightless Lord Howe Island stick insect in their classroom and add their observations to those of researchers at Melbourne Zoo. Big enough to cover the human hand, the Lord Howe Island stick insect has been given a number of common names, including the land lobster. The insect was found in large numbers on Lord Howe Island but the population seriously declined after a shipwreck in 1918 introduced black rats, which devastated the islands biodiversity. By 1935, the Lord Howe Island stick insect was considered very rare and possibly extinct. In the 1960s, rockclimbers found a few dead specimens on Balls Pyramid, 23km offshore from the island. It wasnt until 2001 that a dedicated survey team climbed 100 metres up a cliff face in search of the mysterious species and found live insects on the inhospitable sea stack. Two years after discovery, staff from Melbourne Zoo travelled to Balls Pyramid and brought two pairs of Lord Howe Island stick insects back to mainland Australia. One pair was sent to a captive breeding program in Sydney, the other remained at Melbourne Zoo. The entire captive population is descended from these four individuals. Expressions of interest should contain: School name and contact details. Name and contact details of the teacher responsible for coordinating the project. This teacher must be available to attend a professional learning morning at Melbourne Zoo on Saturday 24 March 2012. A commitment to weekly reporting on the progress of the insects. All equipment, including two potted plants and a 45cm x 45cm x 60cm enclosure will be supplied along with 20 Lord Howe Island stick insect eggs. Expressions of interest should be submitted to Melbourne Zoo education officer Andrew Eadon at aeadon@zoo.org.au by Friday 2 March 2012. Successful schools will be notified by email on Friday 9 March 2012.
Melbourne Zoo now has around 500 Lord Howe Island stick insects in captivity and What attracted you to this opportunity, is giving 25 schools the chance to help and how the study of the insects will be save the species by breeding the insects incorporated into the curriculum. in the classroom for 12 months. The Why your school is best able to care for stick insects will be reintroduced to Lord the stick insects. This includes an outline Howe Island once the rats have been of care for weekends and school holidays. eradicated.
For more information on the Lord Howe Island stick insect, visit www.zoo.org.au/ lord-howe-island-stick-insect
Whooping cough immunisation

n Whooping cough is on the rise across Victoria and people who work with children are being asked to do their bit to prevent the spread of the disease. Staying up-to-date with immunisations is the most effective way to protect you and the children and babies you work with from vaccinepreventable diseases. In addition to vaccination in infancy, whooping cough vaccine is provided free for children at their fourth birthday, adolescents in Year 10 and parents of newborn babies. A recent spike in whooping cough occurring in children aged 514 years is of particular concern to health authorities, with 7431 cases reported to the Department of Health prior October 2011, compared to 1052 in total for 2007. Coverage rates among Year 10 students receiving the booster at school are also slowly declining from 76 per cent in 2008 to 72 per cent in 2010. Protection provided by childhood whooping cough vaccinations wanes, so a booster dose is recommended for adults caring for or working with young children, including school teachers and all health care workers. Other immunisations that may be recommended by the Department of Health include vaccines for measles, mumps, rubella (MMR); chickenpox (varicella); hepatitis A; and seasonal influenza. For more information, visit www.health.vic.gov.au/immunisation/ factsheets/immunisation-for-people-who-work-with-children.htm
Music Teachers Project

n First-year music teachers are invited to participate in an online community with peers from around Australia, aimed at creating a support network to assist them in their first year of teaching. The project will run throughout 2012 and it is hoped that by participating new music teachers will make the transition into the classroom with more support and success. For more information or to register, email research assistant Claire Petherick, School of Music, University of Queensland at c.petherick1@uq.edu.au or visit www.musicteachersproject.net
briefCase
Closing the gap

n Schools are encouraged to register their National Close the Gap Day event now and start planning celebrations. National Close the Gap Day on Thursday 22 March is a show of support for closing the gap in life expectancy between Indigenous and non-Indigenous Australians. The life expectancy of Aboriginal and Torres Strait Islander peoples is 1017 years less than other Australians. While governments around the country have committed to closing the gap there is still a long way to go. Last year, more than 7000 teachers and more than 85,000 students from 371 schools across Australia demonstrated their support making it the biggest National Close the Gap Day in history. More than 150,000 people have signed on as active supporters of the campaign. Once registered, schools will receive an action kit packed with ideas and activities, a step-by-step event guide and tools for students to take the lead and run the activities. They will also receive classroom and assembly resources including video stories, photos, factsheets and a copy of the National Close the Gap Day DVD. For more information, visit www.oxfam.org. au/nctgd
Auditions open for State Schools Spectacular

n Students from Prep to Year 12 are encouraged to join one of the states biggest annual casting calls for dancers, singers, musicians and performers to be part of this years State Schools Spectacular. The extravaganza will feature more than 2500 students from metropolitan and regional primary and secondary schools across Victoria. Months of rehearsals will culminate in a performance at Hisense Arena on 8 September in front of 18,000 people, which will also be screened on Channel Seven. The annual Spectacular provides students from beginners to veterans with a top quality performing arts experience and the chance to be trained by a group of respected industry professionals. Students perform onstage as musicians, singers, dancers, acrobats, puppeteers, and backstage in lighting and production. The training is linked to educational outcomes, VCE and VET. Auditions will be held at the following locations:
Dance auditions
Geelong Monday 13 February from 5pm GPAC Alcoa Studio, 50 Little Malop Street, Geelong Warragul Wednesday 15 February from 5pm Standing Ovation Studios, 69 Sutton Street, Warragul Melbourne Thursday 16 February from 6pm Performing Arts Unit studios, 102 Rupert Street, Collingwood
Musician auditions
Sunday 12 February DEECD Performing Arts Unit, 102 Rupert Street, Collingwood
Vocal auditions
Via video audition only by Sunday 12 February For more information and audition appointments, contact the Department of Education and Early Childhood Developments Performing Arts Unit at performing.arts@ edumail.vic.gov.au or call 9415 1700.
sCHOOL NeWs
Vision for education reform

EDUCATION MINISTER Martin Dixon laid out the governments vision for education reform in a landmark lecture at the University of Melbourne on 29 November 2011, entitled Victoria as a Learning Community. Mr Dixon outlined his plan to empower principals, teachers and parents as the key decision-makers in their schools through a new focus on professional trust. As part of an increased emphasis on professional trust and autonomy for schools, the Victorian Coalition Government will develop a compact with schools. The compact will detail the responsibilities and expectations of the Department of Education and Early Childhood Development and schools as part of a move to refocus the Department as a support agency. In addition to a focus on professional trust, I want all members of the community to participate in strengthening Victorias education system in order to lift student outcomes. This is what I mean by Victoria as a learning community, Mr Dixon said. greater involvement between schools and parents, business and the community. Mr Dixon also outlined key reform areas the government will focus on: student outcomes; order and inclusion; innovation partnerships; and internationalising education. Mr Dixon described the achievements of the past year, including the announcement of funding for 100 science and mathematics specialists to work in Victorian primary schools, the largest single investment in special and autistic schools in the last decade, choice for schools in the level of responsibility they take for leading capital projects and the release of the governments vision statement for languages education. The government has also given principals greater power to create safe and orderly environments. The three non-negotiable principles that will underpin the governments approach to educational reform are: Choice: The government will pursue high standards for all schools. It will also support parent choice by fostering diversity across the government school system, including support for specialist schools, selective entry schools and innovative programs such as the International Baccalaureate. Local decision making: The government will give principals, in partnership with their parent community, the freedom to make decisions that best suit their school communities. School community integration: The government will promote partnerships and
For a full version of the speech, visit www.education.vic.gov.au/about/ directions/learningcomm.htm
earLy CHiLDHOOD
English as an additional language in the early years
Minister for Multicultural Affairs and Citizenship Nicholas Kotsiras, Minister for Children and Early Childhood Development Wendy Lovell and Dr Priscilla Clarke (centre) at the launch.
AS PART of the implementation of the Victorian Early Years Learning and Development Framework (VEYLDF) a set of materials has been developed comprising a resource booklet and three training modules. These materials provide comprehensive information to support early childhood professionals in their work with young children from culturally and linguistically diverse communities focusing on: Learning English as an Additional Language children under three years Learning English as an Additional Language in the preschool years Achieving outcomes in English as an Additional Language in the preschool years. In November, Minister for Children and Early Childhood Development Wendy Lovell and Minister for Multicultural Affairs and
Citizenship Nicholas Kotsiras launched the Learning English as an Additional Language in the Early Years resource booklet at Kensington Community Childrens Co-operative. Developed in partnership with early childhood academic Dr Priscilla Clarke OAM, Victorian Curriculum and Assessment Authority (VCAA), and FKA Childrens Services, the booklet details how to create culturally inclusive environments and offers practical suggestions to help children learn English while preserving and developing their home languages. The ability to communicate fluently in two or more languages is an enormous asset for young people, promoting intercultural understanding and making sure we can
meet the demands of an increasingly globalised economy, Ms Lovell said. This initiative is part of the Victorian Coalition Governments $23.6 million funding commitment to languages education. It has committed to ensuring all government school students from Prep to Year 10 will learn another language by 2025. Prep students in government schools will be learning a language by 2015. New languages scholarships will be available to government school teachers and teacher trainees. The Learning English as an Additional Language in the Early Years booklet will be included on a resource DVD to be circulated to all early childhood services by the Department of Education and Early Childhood Development in March.
To download a copy of the booklet, visit www.vcaa.vic.edu.au/earlyyears
David Browns
Take part in 2012
school days
You may have noticed Seven News meteorologist and weather presenter David Brown making special appearances in classrooms around Victoria. His visits were a great success throughout 2011 and will be back on air this year as part of Channel Sevens quest to discover the exciting range of special programs on offer in government schools right across greater Melbourne.
PHOTOGRAPH BY MICHELLE DUNN
Berwick Fields Primary School runs a weekly environmental education program for students in Prep to Year 2 and a kitchen garden program for students in Years 36. To see the video of Davids visit to Berwick Fields and other schools, go to www.education.vic.gov.au/about/news/dbschooldays
invite seven News to your school!

Catch David Browns School Days on Saturdays at 6pm during Seven News. For a chance to be featured on the program, email a brief description of your schools project to schooldays@edumail.vic.gov.au
inspire february 2012 11
earLy CHiLDHOOD
Mentoring for early childhood teachers

THE PROFESSIONAL Mentoring for Early Childhood Teachers Program is a new $1.3 million Department of Education and Early Childhood Development initiative that offers beginning or professionally isolated early childhood teachers the opportunity to be mentored by an experienced teacher to help build their knowledge, skills and practice. The program comprises professional development activities delivered by Deakin University and Victoria University including: mentor training, three shared learning days, four workplace visits, and additional telephone, email and online support. This is the first time that early childhood teachers have had access to a coordinated statewide program of professional mentoring. At its conclusion, 360 teacher mentees and up to 70 teacher mentors will have participated in the program. Their experiences of developing reciprocal professional learning relationships will also be documented in a research report, which will look at the capacity of the early childhood sector to sustain mentoring for new teachers into the future. Current mentee Rose Torre (pictured) commenced as part of the first cohort in September 2011 and will complete the program in June. She works as a kindergarten teacher with the YMCA, looking after children aged four to five years old, and has been in the job for seven months. I am fresh out of university and have found plenty of benefits to having a mentor, she says. My mentor, Berni Dunne, is studying her fourth year at Victoria University and its great having support from someone in the industry who you can share knowledge with and gain new ideas from in terms of how to deliver the program in different ways. 12 inspire february 2012
The program supports early childhood educators to improve their practice consistent with quality area one of the National Quality Framework (NQF) standards, Educational program and practice. Ms Torre says the mentoring program has also given her a better understanding of the NQF, which took effect on 1 January 2012. Almost 4100 Victorian kindergartens, long day care, family day care and outside school hours care services are now required to operate under the NQF. The framework will help providers improve their services in the areas that impact on a childs development and empower families to make informed choices about which service is best for their child. Key requirements, such as a new minimum qualification, improved educator-to-child
ratios and other key staffing arrangements, will be phased in by 2020. There has been a lot of discussion around the NQF, Ms Torre says. The first learning day of the mentoring program was about the standards and the new quality assessment. We had guest speakers who came and told us what they did in their work place it made it feel less daunting, and gave us some tips and strategies. It was also very interactive, we worked in a group to discuss what we do in our work place and what we can change. It gave us a good opportunity to reflect on our practice. She adds that one of the greatest benefits of the program is the online forum: Its a great way to share ideas, ask questions and brainstorm, and it enables us, as mentees, to talk about our progress and help each other. For instance, a few weeks ago I
earLy CHiLDHOOD
National Quality framework at a glance

posted a question on how to document and analyse childrens learning and we bounced ideas off each other about strategies and tools and it was a great help. The forum enables participants to build a network of peers, which has been a huge benefit to me. It helps me feel less isolated and gives me more support. Im really glad I applied to the program and I would encourage others to do so as it has been so helpful. I would even consider reapplying to be a mentor when I am qualified, Ms Torre says. Applications are now open for the second cohort of new or professionally isolated early childhood teachers and experienced teacher mentors. The program commences in February/March for mentors and March/April for mentees and will conclude in December 2012. Participation is free for mentees, and their services can claim up to $360 per day to cover backfill. Mentors will receive a generous stipend to deliver the program to up to five mentees. Applications close on Wednesday 22 February. I
The nQF includes:

a national legislative framework that consists of the Education and Care Services National Law Act 2010 and Education and Care Services National Regulations 2011 a National Quality standard an assessment and rating system a regulatory authority in each state and territory that will have primary responsibility for the approval, monitoring and quality assessment of services in their jurisdiction in accordance with the national legislative framework and in relation to the National Quality standard * in Victoria, this regulatory authority is the Departments new Quality Assessment and Regulation Division establishment of the australian Childrens education and Care Quality authority (aCeCQa), a new national body to oversee the new system. the National Quality standard was informed by research about best practice and the way in which highquality education and care contributes to positive outcomes for children. it comprises quality areas, standards and elements. the seven quality areas are:
educational program and practice childrens health and safety physical environment staffing arrangements relationships with children collaborative partnerships with families and communities leadership and service management. the National Quality standard is linked to approved national learning frameworks that recognise children learn from birth and outline practices to support and promote childrens learning. these are: belonging, being and becoming: the early years Learning framework for australia (early years Learning framework) My time, Our place: framework for school age Care in australia (framework for school age Care) the Victorian early years Learning and Development framework. For more information on the national Quality Framework, visit www.education.vic.gov.au/ earlylearning/nqa.htm
For more information and application forms, visit www.earlychildhoodmentoring. edu.au or call Jenni Beahan on 9919 7511.
LaNGuaGes
Boost to languages education

EDUCATION MINISTER Martin Dixon welcomed the Year of the Dragon by celebrating five newly accredited Community Languages Schools as part of the Victorian Governments $16.3 million extension of grassroots languages education in the community. About 34,000 Victorian students currently learn Mandarin in Victorian government and Community Languages Schools. Last year Minister Dixon signed a Memorandum of Understanding with Chinas Vice Minister of Education Du Yubo to further improve the teaching and learning of Chinese in Victorian schools. Support for Community Languages Schools is part of the governments long-term commitment to improve the quality of languages education so that all Victorian government school students from Prep to Year 10 are learning a language by 2025, commencing with Prep in 2015. Newly accredited schools include Formosa Chinese Kids Class Inc. in Doncaster; the Association of Hazaras in Victoria the Dari Language School in Cranbourne; Payam Dari School in Narre Warren South; Al Mustaqbel Arabic Language School in Springvale; and the Vietnamese Buddhist Congregations of South East Melbourne in Springvale. These schools are among more than 180 Community Languages Schools currently teaching more than 45 languages to about 36,000 school-aged students across Victoria. The schools usually run fourhour classes once a week on weekends or weeknights during the school year, and are often located at local primary or secondary schools. The Victorian Government has stepped up support for Community Languages Schools with a $16.3 million boost to lift perstudent funding by $70 to $190 to ensure students are receiving high-quality lessons in a range of languages. The Victorian Government has also: established a Ministerial Advisory Council for a Multilingual and Multicultural Victoria provided $280,000 to enhance the Departments sister-school program, linking Victorian schools with schools across Australia and overseas funded 14 school clusters involving 103 schools to trial new approaches to languages education trained 30 languages teachers to teach other subjects such as science or history in another language.
A practical professional development day with
DAVID HORNSBY and DEB SUKARNA

TERM 1 PROGRAM
FOR ALL PRIMARY TEACHERS
Sat 18 Febuary
New Presentation
WRITING AND GRAMMAR
P-2 The Joy of Writing with Deb Sukarna 3-6 Grammar with David Hornsby P-6 with David Hornsby
Full d e in FAX tails s to Sch ent ool
NATIONAL SCHOOL CHAPLAINCY AND STUDENT WELFARE PROGRAM:

Lewis & Lewis has been accepted as a potential Funding Recipient for the National School Chaplaincy and Student Welfare Program. Chaplaincy/student welfare is a service that complements the care offered by other helping disciplines in schools. Schools can now apply for a maximum of $60 000 over three years to establish chaplaincy or student welfare services in their school community. School communities will be able to choose to employ either a chaplain or a secular student welfare worker from 1 January 2012. The final day for schools to lodge Applications is Friday 2 March 2012, 8.00 pm AEST. For more information go to: http://www.deewr.gov.au/Schooling/NSCSWP/Pages/NSCSWP.aspx Contact Lewis & Lewis on 9380 5742 to assist you in implementing this program in your school for 2012. www.lewisandlewis.com.au
Fri 24 February
New Presentation
THE AUSTRALIAN CURRICULUM: ENGLISH THE AUSTRALIAN CURRICULUM: ENLISH

Meaning-centred and Literature-Based ** After School Session 4.30pm to 6.30pm
Tue 28 February
New Presentation
Sat 3 March
SPELLING
P-2 Phonics and Spelling with David Hornsby 3-6. Introduction to Spelling with Deb Sukarna
Sat 17 March
WRITING
P-2 Components of a Comprehensive Program with David Hornsby 3-6 Writers Workshop with Deb Sukarna
Sat 24 March
READING ORGANISATION
P-2 Alternative forms of Organisation with David Hornsby 3-6 Readers Workshop with Deb Sukarna
Venue: Time: Cost:
Darebin Arts and Entertainment Centre (Cnr Bell St and St Georges Rd, Preston) 9.30 am Registration, 10.00 am Start, 3.15 pm Finish $190 inc gst (or $170 per person for two or more teachers from the one school). Includes registration, morning tea, lunch, hand-outs. $75 inc gst for afterschool session
Contact: Paula Welham 9499 2065 or 0402 421 864 Email: pwelham@bigpond.net.au
Careers
Kitchen to the classroom

a successful restaurateur is hanging up his chefs apron and trading his 20-year career in the hospitality industry for a career in teaching.
MOOROODUC PRIMARY School graduate teacher Max Stern (pictured) has joined around 2500 new graduate teachers taking up posts in Victorian government schools this year. A qualified chef and seasoned businessman, Mr Stern recently completed a Graduate Diploma of Teaching at Monash University and will work closely with his mentor at Moorooduc Primary, Years 12 teacher Adam Ritchie. He is excited about bringing everything from metrics and maths to life skills and team building to the classroom. I found myself falling in love with school all over again through my involvement in my childrens schooling, Mr Stern said of his foray into teaching at the school that his two children currently attend. Children really are like sponges and I am hoping to be a good role model to my students and bring the experience I have gained through travel and running my own business to the classroom, he says. Minister Responsible for the Teaching Profession Peter Hall welcomed Mr Stern to his new role and the thousands of new
teachers taking up their positions in 2012, including nearly 1000 teachers employed through the State Governments Teacher Graduate Recruitment Program and 22 new teacher trainees, including a former policeman and a hairdresser, under the Career Change program.
Mr Hall said the Victorian Government was investing heavily in a range of programs to recruit the very best teachers, including the Career Change program, the Teaching Scholarship Scheme, Special Education Scholarships, Indigenous Scholarships and Science Graduate Scholarships.
For more information, visit www.education.vic.gov.au/careers/teaching/ incentives
feature
Helping young people understand how the media works is a step towards combating body image issues and improving self-esteem, Caroline reidy reports.
Fast Facts
Who: Queen Victoria Womens Centre, Department of education and early Childhood Development, Department of business and innovation What: seeMe Media Literacy project Why: help young people understand how the media works to combat body image issues and improve self-esteem
YOUNG WOMEN and men are exposed to more images of idealised women in one day than their parents saw through their entire adolescence, says Sarah Morris from the Queen Victoria Womens Centre (QVWC). This startling statistic and ongoing concern over the impact of the media on the body image of young people has led the QVWC to develop the SeeMe Media Literacy Project, to help teenagers understand that when it comes to the media what you see isnt necessarily real. Body image is a key issue of personal concern for Australian teenagers. QVWC has drawn on research by Mission Australia in their National Survey of Young Australians 2010, which found that more than 75 per cent of teenage girls aged 15 19 years and 50 per cent of teenage boys in the same age bracket report dissatisfaction with their bodies. More than 70 per cent of Australian girls in secondary school identify a figure thinner than themselves 16 inspire february 2012
as the ideal. Half of Australian girls and a third of boys who are in a healthy weight range think that they are overweight. Unrealistic, Photoshopped and stereotyped images used by the media, advertising and fashion industries is a pervasive social factor shaping young peoples body image and has a significant impact on the development of body satisfaction and confidence, explains Ms Morris, who heads up the SeeMe project. SeeMe is a partnership between the QVWC a not-for-profit organisation working with women and women-focused organisations to build their ability to reach their full potential, the Department of Education and Early Childhood Development and the Department of Business and Innovation. Its core aim is to help young people become more media savvy as a means of overcoming media internalisation. Ms Morris explains: The pressure to look like the idealised images portrayed in the
media contributes to alarmingly high levels of body dissatisfaction, a risk factor for developing low self-esteem, depression and unhealthy weight loss and control behaviours. Research tells us that media literacy has proved to be an effective universal intervention in reducing media internalisation. Media literacy provides young women and men, as media consumers and producers, with the knowledge and skills they need to unpack media messages and resist media internalisation. Central to the program is the SeeMe The media, my world and me online space, developed as a resource for schools across the state. The site was created over many months in consultation with 10 male and female Year 8 student leaders from Melbourne Girls College, Doncaster Secondary College (pictured) and East Preston Islamic
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College. Four teacher champions from the schools provided support. The site is found to be raising awareness of the prevalence of digital image manipulation and use of narrow gender stereotypes across the media and unrealistic notions of the body ideal and beauty in the young women and men participating in the pilot, says Ms Morris. Ella, a student leader from Melbourne Girls College, says the site has been a huge success at the school. It is expanding everyones knowledge and their self-esteem is already growing. It is helping shape how teenagers feel about themselves and could really help thousands of people. In helping to develop the site the student leaders participated in five workshops with the QVWC, the projects ICT partner Education Services Australia, web content partner Victorian Association of the Teaching of English, and evaluation partner Foundation for Young Australians. In between workshops, student leaders, teacher champions and our partners stayed connected through a password-protected safe online collaborative space, which enabled the group to upload workshop
outcomes, post draft designs and content and provide input through moderated online discussions, explains Ms Morris. The three schools then piloted the site across four classrooms in sessions led by the student leaders. Aligned to Year 8 Victorian Essential Learning Standards, the site boasts five interactive modules: gender stereotypes; healthy lifestyle choices; body image; fashion and cosmetics; and SeeMe/invisible me. It also has a range of interactive tools and dedicated resource pages for both student leaders and teacher champions. Doncaster Secondary College teacher champion Kirk Dunn says his students have responded very well to the site.
Being involved with the SeeMe project has been a fantastic experience. It has given my students an opportunity to develop their leadership qualities, as well as strengthen their understanding of the medias impact on body image. Furthermore, the program has provided me with an opportunity to develop and implement a number of resources that have proven advantageous within the classroom. The QVWC will soon be conducting statewide orientation sessions with new student leaders and teacher champions to support the roll out of the resource across Victorian schools.
I
For more information or to register your interest, visit www.seeme.org.au or contact Sarah Morris at s.morris@qvwc.org.au or call 8668 8106.
traNsitiON
Advice for prep parents

PARENTS OF children entering Prep have an increased desire for information relating to their childs education. This information includes facts about the day-to-day experiences their child will encounter in the classroom to how and what they learn. To help meet this need of parents, the Department of Education and Early Childhood Development has developed a new subscription-based weekly email service called Prep for Parents that will provide parents with hints, tips and advice about their childs first year of school, with additional links to further information within the Departments website. Topics will include what to expect during the first weeks of school, what Preps learn, how children learn, numeracy, healthy eating, the importance of play, and tips for dealing with the school holidays. Prep for Parents will be distributed each Wednesday. In the first term of 2012 there will be eight editions sent out, beginning on 8 February.
For more information or to view a copy of Prep for Parents, visit www.education.vic.gov.au/prepforparents
spotlight on
literacy & numeracy

children have a strong sense of identity children are connected with and contribute to their world children have a strong sense of wellbeing children are confident and involved learners children are effective communicators. the statement also links to other initiatives that support transitions, such as the sharing Our Journey process for children with additional needs, to provide a cohesive approach to transition for all children moving into the first year of school. While it provides valuable information for children and their families, a childs transition Learning and Development statement is ultimately for their prep teacher. it helps teachers in getting to know the children entering their classes. Most importantly, it enables teachers to support childrens continuity of learning and development as they transition into school. for more information, visit: Transition: A Positive Start to School. A guide for families, early childhood services, outside school hours care services and schools, at www.eduweb.vic.gov.au/ edulibrary/public/earlychildhood/ learning/transitionguide.pdf Transition: A Positive Start to School, at www.education.vic.gov.au/ earlychildhood/transition/default.htm Victorian Literacy and Numeracy secretariat, at www.education.vic.gov. au/vlns
Advice from the Victorian Literacy and Numeracy Secretariat
Transition to school
starting school is a major life transition for children and their families. its a time of change that can be both challenging and exciting, in which children and families adjust to new roles, identities and expectations, new interactions and new relationships. successful transitions rely on partnerships between schools and early childhood educators and families to establish positive, supportive relationships. educators from different settings have a lot to contribute to a childs positive start to school and bring professional knowledge and experience about childrens learning and development. Collaboration between the child, family, early childhood educator and other people working with the child to complete the transition Learning and Development statement is a central component of sharing valuable information and knowledge. the information in a statement: summarises the strengths of a childs learning and development as they enter school identifies their individual approaches to learning and interests indicates how the child can be supported to continue learning. the transition Learning and Development statement reflects the five learning outcomes identified for children in the Victorian early years Learning and Development framework:
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Bahraini delegates impressed with victorian schools

AS PART of Bahrains school reform agenda, a group of Bahraini education specialists paid a visit to Melbourne in November to meet with teachers and academics and tour some of our schools. The visit was facilitated by the Department of Education and Early Childhood Developments International Education Division and the Victorian Literacy and Numeracy Secretariat. International Education Division first established a relationship with the Economic Development Board of Bahrain in 2007. Additionally, in 2009 the Victorian Literacy and Numeracy Secretariat acting executive director Judi Hanke was seconded to Bahrain as a school improvement consultant, sharing ideas on leadership. This relationship has provided support for school improvement, an enhanced vocational education system and a mentoring program for school principals in Bahrain. The recent visit by the Bahraini delegates provided a great opportunity to renew friendships and learn about the progress of the reform agenda. Visitors included undersecretary for Resources and Services Shaikh Hisham Bin Abdul Aziz Al Khalifa, and assistant undersecretary for Curricula and Education Supervision Sheikha Lulwa Bint Khalifa al Khalifa. Also visiting were representatives from the Quality Assurance Authority for Education and Training, and chief executive officer of the Economic Development Board Dr Martyn Forrest, who has been instrumental in setting up and continuing the collaboration between Victoria and Bahrain. During the five-day stay in Melbourne, the undersecretary for Resources and Services met with Department secretary Richard Bolt to discuss Victorias approach to devolved school decision-making within a strong accountability framework. Other meetings with departmental representatives focused 20 inspire february 2012
Donburn Primary School principal Kevin Sertori shared his schools approaches to maths teaching in Years 2 and 3 where rotation maths lessons were in progress.
on topics including Victorias school improvement agenda and mathematics teaching and learning. The delegates also met with members of the Victorian Curriculum and Assessment Authority to discuss curriculum development. The opportunities provided by the Departments partnerships with Melbourne universities allowed the delegates to review mathematics education with academics Dr Max Stephens from Melbourne Graduate School of Education, The University of Melbourne, Monash University Professor Mike Askew, and Australian Catholic University associate professor Vince Wright. Dr Stephens drew on his research on the effects of student engagement on performance and discussed how Years 6 and 7 are critical stages when students can become discouraged and disengaged from mathematics. He referred to Engagement in mathematics: defining the challenge and promoting good practices, a paper he recently prepared for the Victorian Literacy and Numeracy Secretariats Spotlight: Research into Practice monograph series. School visits to the John Monash Science School, Donburn and Laburnum primary schools allowed the Bahraini delegates to see first-hand how curriculum is implemented in Victorian schools. Donburn Primary School principal Kevin Sertori shared his schools approaches to maths teaching in Years 2 and 3 where rotation maths lessons were in progress. The visit included a discussion with teachers on topics such as planning and assessment, intervention programs and how they are implementing their whole-school priority to build student confidence, cooperation and socialisation skills. At Laburnum Primary School, principal Gavin Gamble and members of his leadership team made presentations on leadership, curriculum, the planning and implementation of mathematics, and the role of information and computer technology in maths teaching and learning. During the visit to the John Monash Science School, principal Peter Corkhill outlined his vision of science teaching and learning in the context of the Victorian education system. In 2003, Bahrain participated for the first time in the Trends in International Mathematics and Science Study (TIMSS),
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an international exam run every four years, which assesses students in countries around the world in maths and science. The test is widely regarded as one of the best global benchmarks of student ability in these subjects. Bahrain participated in the Year 8 assessments. The results showed that while Bahrain was one of the top performers in the Middle East, its students performed poorly relative to many of their international peers. The TIMSS data has informed a number of the proposed actions of Bahrains school reform agenda including changes to teaching and learning, and greater emphasis to be placed on core subjects in the curriculum. Bahrains school improvement strategy commenced three years ago and draws upon the reform experience of many other countries. Much work has already been done with profound changes in schools. I
For more information on the Victorian Literacy and Numeracy research monograph Engagement in mathematics: defining the challenge and promoting good practices, visit www.education.vic.gov.au/studentlearning/litnum/secretariat/research.htm
partNersHips
Community links to
partNersHips
learning
it takes a village to raise and educate a child, so believe the schools behind an innovative e-LiNCs project and their community partner.
NON-ACADEMIC barriers to learning, such as poor peer relations, family conflict and instability and negative community norms can all impact a childs education in the same way as a learning difficulty. Noble Park Primary School is helping to combat this; raising engagement and enhancing learning through an afterschool program for identified disengaged students. The club is based around Enhanced Learning Improvement in Networked Communities (E-LINCs), an innovative Australian-first project that partners university and community volunteers with schools. Noble Park Primary School principal David Rothstadt explains: The program is for those students who are perhaps not doing as well as they could. Its not just for under performance, its for students who perhaps could have the bar raised for them. I call it vicarious learning, because school for a lot of these kids is a bit of a pain. We dont want to replicate school again. Located on the outskirts of eastern Melbourne, most Noble Park Primary School families come from low socio-economic backgrounds. Three quarters of the schools 260 pupils are from non-English speaking backgrounds, including refugees. There are 40 nationalities and 36 different languages spoken at the school. Coming from the belief that it takes a village to raise a child the project provides a space where young people can learn new skills and grow their own self worth, and community members can share expertise building on the collective community knowledge of the young people by improving their experiential base, explains Mr Rothstadt.
... continued on page 24
Fast Facts
Who: Noble park primary school, elwood primary school, Monash university What: enhanced Learning improvement in Networked Communities (e-LiNCs) Why: raise engagement and enhance learning through afterschool programs for disengaged students Watch: www.youtube.com/watch?v=MLrd_f tr0Q&feature=youtube
partNersHips
... continued from page 23
During the eight week, twice-weekly program, a typical afternoon session starts with volunteers mostly education students from Monash University playing organised games with the students, before the entire group sits together for a communal afternoon tea. The students then have the option to either complete set homework or work towards their chosen learning goals. The majority, in choosing the latter, are excused from homework completion, opting for learning goals including story writing, project work, spelling, handwriting, numeracy activities like times-tables or computer skills. Sessions conclude with enhanced learning as diverse as claymation movies, music, dance and drama, science, cooking, digital photography and movie making, and art and mural development. The project engages disadvantaged youth in authentic learning, explains Mr Rothstadt. Our aim is to have as many children who want to be involved, as well as those who need to be involved because theres no reason why children who arent already doing well, cant do even better. The key importance is for young people to have access to social capital and a network of social support that connects them to shared values, information, guidance and contacts so important for all children but in particular those children who may not have been exposed to this in their homes due to circumstances of poverty, language or immigration, he says. Noble Park Primary is the lead school on the project, which operates in each of a number of cluster primary schools involved in the partnership. In planning the program, Mr Rothstadt joined Elwood Primary School principal Rob Csoti in travelling to America last year to work with Dr George Otero, director of the Centre for Relational Learning in New Mexico, home of the Citizen Schools enhanced learning program. Dr Otero explains the premise behind the research: The Enhanced Learning Program is one of the most effective ways of bringing families, communities and schools together to raise the achievement levels of students as well as ownership of the community and its involvement in the engagement in the learning of children. This program combines what we know works best. It is unique and powerful because it connects adults and young people to learn together to build community capacity. Its success is in its simplicity to deliver success, motivation and engagement. On their return to Melbourne, the principals joined with Dr David Zyngier of Monash Universitys Education Faculty the key industry partner on the program, to develop E-LINCs, which was recognised by the Schools First NAB Program in 2010 and 2011, receiving a National Impact Award of $50,000. Dr Zyngier calls E-LINCs transformative approach pedagogical reciprocity where the teachers and students can learn together and from each other. Using theories of community strengths the program supports teachers meeting and partnering with community members and 24 inspire february 2012
Noble Park Primarys afterschool program for identified disengaged students is based around Enhanced Learning Improvement in Networked Communities (E-LINCs), an innovative Australian-first project that partners university and community volunteers with schools.
agencies, to learn about the important community strengths that can be utilised in a more culturally relevant education. Such an intervention has the potential to have an impact on engagement levels and the learning and social outcomes of students from refugee, migrant and working class families. All the participants were empowered to enhance outcomes because students felt connected to and involved in their community. Elwood Primary School principal Rob Csoti says one of the fundamentals of the program is that at the end theres a public celebration. Its very, very important, so that the children can show their parents and other siblings and their peers, as well as their other teachers, what we have achieved. Theres a public acknowledgement of it. Feedack from the university volunteers is also very positive. They report an increased rapport with the children, and a noticeable confidence boost in the students, many making the shift from shy underachievers often seemingly ashamed of their cultural backgrounds to having much higher aspirations for themselves. Mr Rothstadt says as a result of the program many children now attend school regularly for the first time because they dont want to miss the twice-weekly sessions with the university students. We knew we were succeeding when we heard one child tell us that we can go home and show our parents what we do at school and how we do it. I
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partNersHips
Family engagement workshops

PRINCIPALS STEVE Crockford from St Albans Meadows Primary School and John OMeara from Yea High School shared their passion for creating innovative ways to engage families in learning at the first of a series of family engagement workshops being held around Victoria targeting low socioeconomic status schools. For Mr Crockford, family engagement begins by building a positive school culture that puts the whole child at the centre of everything. Mr OMeara says: Its like breaking the four-minute mile you have to keep on trying lots of different techniques and eventually you will succeed. The principals shared their experiences at a workshop designed to raise awareness about the benefits of increasing family engagement in learning. The workshop also introduced a new range of online tools, which will support schools to strengthen family engagement practices. Research over the last 30 years has shown that when families are involved in their childs education and learning, students achieve better educational outcomes, says family engagement expert and the workshop facilitator Danielle Cronin. Ms Cronin guided the 150 workshop participants through the Victorian Governments Families as Partners in Learning website and introduced the new, nationally developed, Parental Engagement Resource, which showcases family engagement tips and strategies. The key message from the workshops is that schools need to engage with families more deeply and move beyond traditional
understanding of parental involvement such as volunteering in the canteen or library. Real engagement acknowledges that families are an essential part of the learning process and schools need to provide a diverse range of opportunities for families to become partners in learning. Mr Crockford shared his plans to develop a new community centre at St Albans Meadows Primary that will encourage families to engage more with the school. The centre will include gym equipment, a caf area and eventually a kitchen garden where families can grow and cook food together, he says. Feedback from initial workshop participants was positive, with many taking away new strategies and information. Mr Crockford and Mr OMeara agreed that the day provided a good opportunity to reflect on current practises and explore ideas for the future.
For more information on Families as Partners in Learning, visit www.education.vic.gov.au/about/directions/familiesaspartners
partNersHips
national win for Tyrrell College

TYRRELL COLLEGE, in the remote Victorian town of Sea Lake (population 500), was announced as the 2011 NAB Schools First National Impact Award winner and awarded $500,000 for the impressive student outcomes achieved in partnership with its local agricultural industry. The school was recognised for its three-year partnership, a student-business mentor program, with Grainflow Sea Lake, two leading agricultural businesses within the rural Sea Lake district. In a hands-on environment, students in Years 10, 11 and 12 learn about the agricultural industry upon which their local economy is reliant. Interaction with agricultural specialists and vocational experience extends across a range of activities such as cropping, researching and marketing, and the program continues to expand as more students enrol in it. Some key achievements resulting from Tyrrell Colleges schoolcommunity partnership include: a substantial increase in student engagement in one students case, attendance has risen from 16 to 90 per cent increased student interest in the agricultural industry, which has led to the school offering Agriculture as a VCE subject increased confidence levels from participating students development of tangible career pathways for students. NAB Schools First chair Andrew Hagger said that the 2011 NAB Schools First National Impact Award winner is an outstanding example of how young people can benefit when schools, communities and businesses work together and pool their resources. Tyrrell College is a deserved national award winner because of the outstanding impact its program is having on students, the local agriculture industry and the community at large, but also for
Tyrrell College VET agriculture coordinator John Wright with members of the award-winning student-business mentor program.
its potential to grow further with this award funding and impact more positively on more young people. The school plans to use its $500,000 award to purchase a frontwheel assist tractor and a direct-drill seeding system. This equipment will help to minimise student reliance on farmers who cannot always accommodate requests for the borrowing of machinery. It will use the remaining money to develop a succession plan to safeguard the future of the program.
For more information on NAB Schools First, visit www.schoolsfirst.edu.au
VCe aWarDs
VCE Leadership Awards

THE VCE Achiever Awards have now been rebadged as the VCE Leadership Awards a new name with the same purpose; to recognise and publicly acknowledge the efforts of VCE students in promoting community involvement in their local school and wider community and teachers are encouraged to nominate worthy students. Of the eight senior students selected as VCE Achievers by the Victorian Curriculum and Assessment Authority (VCAA) in 2011, six attended government schools. The overall winner was Patrick Clark (pictured front row centre) from Bendigo Senior Secondary College who not only kept up with his VCE studies but also used his leadership skills to advocate for social justice within the community. As president of his student representative council, Patrick helped raise money for a Ugandan school and organised donations of surplus school supplies to be sent to an Eritrean refugee camp. Six of the finalists live in regional Victoria, most in small towns. The environment was high on the list of issues that concerned these passionate young achievers. Jacob Chacko from FCJ College in Benalla, Jordan Brown from Belmont High School in Geelong, and Sienna Harris from Timboon were all commended for their efforts to raise awareness in their school and local communities about environmental issues, while Mikaela Christie encouraged the young people of Birchip to get involved in sport. The three metropolitan-based VCE Achievers were Angus Pritchard from Plenty Valley Christian College who worked with young Afghan boys in a detention centre; James Smoley from Melbourne High School who was committed to improving the sexual and mental health of young people; and Kimberley Pellosis from Frankston High School who was another environmentalist.
Front row: Jacob Chacko, Patrick Clark and Mikaela Christie. Centre row: Kimberly Pellosis, Department of Education and Early Childhood Development secretary Richard Bolt, Education Minister Martin Dixon, VCAA chair Prof. Adam Shoemaker and James Smoley. Back row: Jordan Brown, Angus Pritchard, Mike Perry (Lenovo Australia) and Sienna Harris.
Lenovo Australia, long-time sponsor of the awards, generously donated computer tablets to the eight students and an X220 ThinkPad to Patrick Clark. The Herald Sun newspaper gave students three-month subscriptions to the paper and the VCAA provided trophies and certificates.
For more information and nomination forms, visit www.vcaa.vic.edu.au/excellenceawards/vceleadership
February
10 Cued Articulation: Handful of Sounds 24 Cued Articulation: Vowels
March
01 The Quirks and Perks of Differentiation: Strategies that work (Primary) 02 Moving the Hard to Move: Catering for students at risk 06 Magic Words (2 HRS) 06 Understanding NAPLAN Numeracy: Finding and fixing student reasoning errors in large scale tests 07 Gifted Education: Identifying and Catering for Gifted Students 08 Teaching Literacy: Phonemic awareness, phonics and fluency 08 Philosophy for Physics Teachers 09 Teaching Problem Solving in Mathematics 14 Engaging all Students in Maths and Numeracy 14 English as a Second Language: Guiding ESL learners to deeper levels of comprehension 15 Maximising Learning Outcomes for Students with Special Needs 16 Making Sense of the Behaviour that We See: Understanding the behaviour and learning style of students with ASD 20 Reading Comprehension: Instruction that works 20 Embedding Formative Assessment Strategies into the Learning Process 21 Smarter Reading Assessment for Guided Reading 22 The Quirks and Perks of Differentiation: Strategies that work (Secondary) 22 Literacy Success in the Early Years: Phonological Awareness (2HRS) 26 Phonemic Awareness and Phonics: Are they the same? (2.5HRS) 27 Writing Effective Mathematical Problems 27 Excelling in Your First Years of Teaching 28 Improving Student Literacy in Mathematics 28 English as a Second Language: Assisting the ESL learner to make sense of complex text (2HRS)
ACER Institute
The ACER Institute is committed to providing research-based professional learning that is relevant to educators across a range of contexts. ACER Institute professional learning is designed to improve learning of practitioners and students at all levels of educational endeavour.
April
20 Engagement to Learn in the Secondary Literacy Classroom 23 Saying No to Underachievement 27 Gifted Education: Implementing School-wide Change 30 athematical Experiences: Make them engaging, authentic, M meaningful and challenging!
May
02 Identifying Students Mathematically at risk 04 Cued Articulation: Handful of Sounds 08 Magic Words (2HRS) 08 Moving the Hard to Move: Catering for students at risk 09 Teaching Literacy: Phonemic awareness, phonics and fluency 11 Positive Behaviour Strategies to use with Students with ASD or ADHD 14 Excelling in Your First Years of Teaching 16 athematical Experiences: Make them engaging, authentic, M meaningful and challenging! 28 athematical Experiences: Make them engaging, authentic, M meaningful and challenging! 30 Improving Student Literacy in Mathematics
Contact | Margaret Taylor | (03) 9277 5403 | taylor@acer.edu.au
www.acerinstitute.edu.au
CuLturaL DiVersity
Comprehension the key to celebrating diversity

students at Dandenong High school have been encouraged to walk in the shoes of their peers in a journey towards cultural comprehension.
CULTURAL COMPREHENSION is a 10-session, school curriculum-based program that aims to help young people explore different ideas and perspectives around culture. The beauty of this program is that it speaks of culture in general, not just race and ethnicity, says Dandenong High School assistant principal Vicky Argyropoulos. Any school in any part of Australia can use the program to explore their culture and the culture of the community. The program helps to promote harmony, diversity, empathy, acceptance and tolerance within both the school and wider communities; it achieves this by encouraging students to walk in the shoes of their peers and other community members. Cultural Comprehension is a joint initiative of Dandenong High School, the South Eastern Region Migrant Resource Centre, City of Greater Dandenong and the Department of Education and Early Childhood Developments School Nursing Program. Department health and wellbeing team leader John OShaughnessy says the school took the lead in the development of the program, which is attracting interest from across the country. Keen to address student and community concerns along with recent media reports about cultural tension in and around Dandenong, the Department and Dandenong High School took the lead in developing a program that boldly and proudly acknowledges that were all different, but thats ok in fact, its brilliant! Mr OShaughnessy adds that Cultural Comprehension was developed by a working party after extensive consultation with 30 inspire february 2012 students. Conversations with students found that they had some clear ideas about what they wanted the program to look like. Student consultation, surveys and forums found that young people wanted something more than talk and chalk sessions, it became apparent that students wanted something meaningful for them, yet something different, fun and engaging, he explains. The resulting program is largely youth led. Complimentary to the current Victorian Essential Learning Standards curriculum, it is suitable for both primary and secondary students. Some of the research utilised in the development of the program identifies similar programs that have been linked to a significant reduction in anti-social behaviors among young people, Mr OShaughnessy adds. The American-based research recommended longer interventions rather than dedicating an afternoon or a day to addressing these issues. With this in mind, the working party structured Cultural Comprehension so that the delivery of the program was completely flexible and so that the program can be run over one or two school terms or in shorter blocks if required. The program boasts three key exploration areas: understanding culture, peace building and voice. Each of these areas is explored from the perspective of the individual, the family and the community. The structure also allows the program to be expanded to explore other areas of diversity such as disability, gender, sexuality and mental illness. Ensuring its relevance and ability to engage young people, the program can easily be adapted for differing ages, abilities and
CuLturaL DiVersity
interests, as the most important component of the activities and sessions within the program are the ensuing conversations that explore differing the perspectives people hold about culture, Mr OShaughnessy explains. The program is already being utilised in several local and interstate schools, alternative educational settings and community groups. Early evaluation and feedback has been very positive with some young people noting the improvements in their own and the attitudes of their peers, Mr OShaughnessy says. Some students were pleased to identify lots of cultural similarities, while many young people commented on the improved atmosphere within the classroom. One teacher highly recommends the program stating that it was powerful, as it plants an empathetic seed to show students the numerous perspectives of one topic. One independent school in Tasmania is planning to use the program to assist with and facilitate transition from primary school into secondary school, using the program to demonstrate and instill the supportive and empathetic ethos of the school into its new enrolments. Cultural Comprehension is available to all Victorian schools through School Focused Youth Services Funding. I
Fast Facts
Who: Dandenong High school, south eastern region Migrant resource Centre, City of Greater Dandenong, Department of education and early Childhood Developments school Nursing program What: 10-session curriculum-based Cultural Comprehension program Why: to help young people explore different ideas and perspectives around culture
For more information and to request copies of the program, contact John OShaughnessy on 8585 6308 or email oshaughnessy.john.p@edumail.vic.gov.au
COMMuNity
Oldies but goldies

students at parkdale secondary College were amazed to hear just how different times were back in my day and to learn that some things never change.
Fast Facts
Who: parkdale secondary College, local community members What: Connect program interdisciplinary topics covered in six-week student-directed units Why: to promote empathy, understanding and communication skills and expose students to the opinions of those other than their parents, teachers or peers
AT 102, Muriel Birtwhistle was among a group of the local communitys older residents to visit Parkdale Secondary College for the When I was 15 Oldies but Goldies discussion with the schools Year 9 students. On hand to compare times of adolescence, the group hailed from the University of the Third Age (an online university targeted at older members of the community) and from a local aged care facility. They spoke to the attentive Year 9s about their lives when they were aged 15, with students asking a range of questions covering what types technology were popular, when people could leave school, and what people did for fun. Students learnt that times back in the day were a lot stricter, that teens had fun with a lot less, and without Facebook! All were thrilled to have an insight into the past. Oldies but Goldies was a highlight of Parkdale Secondary Colleges Connect program, in which the 240-strong Year 9 level used resources of the present to discuss the past. The students took a day out of each week during 2011 to look
at interdisciplinary topics such as city, country, community and self. Each topic was covered in a six-week block, with students directing how each unit would evolve. Each subject concluded with a seminar day, in which special guests from the local community were invited to explore real life issues. Year 9 coordinator Brooke Douglas explains: Weve had local police, church representatives, members of local and state government, local business owners, Rotary members and people from all sorts of other organisations, such as University of the Third Age, come to work with the students and show examples of different opinions, lifestyles and approaches to reallife issues. The program aims to promote empathy, understanding and communication skills and exposes students to the opinions of those other than their parents, teachers or peers, explains Ms Douglas. Students have seen people express ideas that are quite different to each other, arguing their point and explaining the reasoning behind their opinions. Its
COMMuNity
been great to see people expressing their opinions, how they express them, and see that people dont always agree. Ms Douglas had previously worked in a number of other schools running similar programs and continues to maintain contact with these schools sharing and bouncing ideas off each other. Oldies but Goldies formed part of the Big Day In finale to the Connect program. This saw a panel session of local community members involved in a Can of Worms Q&A style debate on a number of ethical issues including whether it is okay to re-gift a gift you dont like, whether it is okay for parents to give teenagers alcohol, and if it is okay to call someone a bogan. It was a whole year of work and this final day brought everything together, says Ms Douglas, adding that the Connect program is now in its third year and will continue to
run throughout 2012.
As part of the Connect program local community members debated a number of ethical issues, including whether it is okay to re-gift a gift you dont like.
For more information, contact Parkdale Secondary College on 9580 6311 or visit www.parkdalesc.vic.edu.au
Cybersafety
Be smart online
esmart is an easy-to-use, evidence-based and tested system, providing a framework approach to help schools manage cybersafety and deal with bullying and cyberbullying.
THE eSmart system provides a framework for schools to implement whole-school culture and behaviour change relevant to the smart, safe and responsible use of digital technologies. The Alannah and Madeline Foundation developed the initiative with RMIT School of Education and many cybersafety and education experts. So far in Victoria, more than 500 government schools and 200 Catholic and independent schools have signed up to participate in eSmart. The Victorian Government allocated $10.5 million to the cyberbullying program, which is being rolled out to every Victorian government school and 300 Catholic and independent schools classified as disadvantaged over the next three years, following the successful national pilot in 2010. The Edith Cowan Universitys Child Health Promotion Research Centre independently evaluated the pilot, finding 96 per cent of pilot schools would recommend eSmart to other schools. Participating schools reported that eSmart prompted cybersafety action they would otherwise not have undertaken. Victorian schools enrolled in eSmart are already making great progress. As teachers and staff help students move through the frameworks domains, they are finding ways to adapt it into their classrooms and develop opportunities for students to apply their new knowledge when participating in fun and engaging activities. Laverton College P12 teacher and eSmart coordinator Simon Pocervina (pictured) says the school got off to a flying start in the eSmart planning phase, establishing its eSmart committee before getting its log-on for the website. I personally believe eSmart will provide our school and wider community with a better basis to understand, and safely and 34 inspire february 2012
positively use, the amazing technology we have at our fingertips. Technology will only continue to grow and have a greater impact on our students lives and we, as educators, need to also understand it so we can create safer learning environments for them. By the end of last term we had all 600 students discussing and engaging in cybersafety talks, he says. Berwick Lodge Primary School enrolled in eSmart in July 2011 and students have used film to demonstrate how technology can be used in a positive way to educate their school community about bullying. The Year 6 students produced a short film called The Boy Who Runs. The films message is that its not okay to bully and
if students stand together they can stop ongoing bullying at the school, says teacher Jodie Norton. Ms Norton says that since the film was shown behaviours have improved the school community. Where one incidence of bullying occurred, students stood together to show their support against this behaviour, she says. All Victorian government schools and 300 Catholic and independent schools classified as disadvantaged, are able to apply for a $2000 grant when they enrol in eSmart. The Victorian Government has also provided $4 million over four years to review and update bullying policies and programs for Victorian government schools.
To register your school for eSmart, visit www.esmartschools.org.au
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New eduSTAR software

80 exciting applications now available for schools
Latest version now available
Updated primary and secondary versions of eduSTAR software are now available to Department of Education and Early Childhood schools. Available in both PC and Macintosh versions this software collection provides more than 80 software applications and utilities (v4 secondary Win) as an integrated package. eduSTAR provides great teaching and learning opportunities. Schools can also add applications and drivers to suit their teaching and learning programs. When schools purchase notebooks, netbooks and desktops from Department-preferred suppliers, they come directly from the vendors, with the entire eduSTAR image pre loaded. eduSTAR can be downloaded from Department servers by school-based technicians. All Department-owned hardware can be reimaged as part of a simple installation process by school technicians. eduSTAR creates a common menu structure and functionality. It enables teachers and students to move from a notebook to a school computer lab and/ or staff computer maintaining every link and resource. This common platform also makes reimaging a simpler process for technical staff.
Key elements
eduSTAR is built around Microsoft Office 2010 and an extensive range of freeware applications. In addition to the great new features, such as video editing available directly within PowerPoint and backstage preview that enhances everyday use of MS Word, the Department has been able to license additional Microsoft applications. These now include Mouse Mischief, Auto Collage and Mathematics. Other Microsoft tools that have been incorporated and provide industry standard experience include website building tool Expression Web, and Pivot, which is a great way to visualise data. Freeware makes up the third part of eduSTAR and includes applications such as Google Sketchup (3D drawing), Scratch (programming and logic), Stellarium (Planetarium) and Debut (screen video capture). Being freeware, these applications can be additionally installed on other computers allowing the learning to go beyond the school environment. To complete the current eduSTAR package all essential software drivers are incorporated and a collection of useful utilities are included such as Handbrake, Format Factory and DVD Flick.
For secondary schools

The National Secondary Science Computer Fund, and Department funding, has supported the licensing of an additional package of applications for secondary schools, many of which have long been on school wish lists. Adobe Photoshop Elements, Adobe Premiere Elements and Adobe Acrobat X Pro are now included in the eduSTAR v4 Secondary image, as are Inspiration, Inspire Data, Comic Life and World Book Encyclopedia. Science and maths have been addressed with the incorporation of Yenka Science and Physics (formerly Crocodile Clips) and Mathematica (full current version), which opens a new world of maths learning and teaching for government schools.
Professional learning and teaching resources

The eLearning ICT Showcase (http:// epotential.education.vic.gov.au/showcase) hosts a large collection of resources supporting eduSTAR. These resources include more than 20 video tutorials, ideas for classroom use and case studies from schools. The showcase is continually being updated.
For additional resources and to collaborate with other teachers and share ideas on using the software applications in the classroom, visit the eduSTAR Ultranet Design space: 107088452. For more information on eduSTAR, ask your school technician, ICT/eLearning coordinator or principal or contact the eLearning unit at epotential@edumail.vic.gov.au For careers in ICT, visit Youth Central guide at http://goo.gl/b2r4B
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Great new software for

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secondary schools
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great digital learning resources on
Health and the human body
About Kids Health: just for kids

FusE Id: YFLJ6E
Games, animations and information to help kids learn about their bodies, nutrition, stages of life and much more within an encyclopaedic data base of resources.
CYH Kids Health

FusE Id: ATd443
Great topic-based health resources for middle years. Many of the topics have been developed in response to a survey around the social issues kids want to learn about.
BBC Human Body and Mind

FusE Id: 2p2rdA
explore virtual representations of each part of the body including muscles, organs and the nervous system. Delve into psychological functions and take online challenges.
Human Body and Mind: interactive body

FusE Id: Qv93TQ
Take a 3D journey through the main functions of the body including the muscles, skeleton, nervous system and organs.
Search Ultranet endorsed content to find quality digital resources to support your learning program. Resources include interactives, videos, images and websites. https://ultranet.vic.edu.au
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Here are some fantastic resources recommended by the ultranet team.
Latest releases
Cultural Infusion
Audience: middle years and upper resource Id: snCWn7
KidsHealth for Teens

FusE Id: Enr553
KidsHealth provides health information for and about teenagers including sleep, body image, drugs and alcohol, mind, body, infections, sexual health, food and fitness.
Cultural infusion is a unique learning tool that incorporates music and culture from all over the world. it is a free online interactive learning experience that blends music making and cultural awareness. students can create their own songs from hundreds of different samples, save, share and discuss their work online with their classmates as well as students from other schools.
Posti Network
Body parts Interactive: respiratory system
FusE Id: 86EBAB (Qr Code not available)
explore the journey of air as it is breathed in through human airways to the lungs. Test your knowledge by placing body parts onto a diagram of the respiratory system. This learning object is one in a series of 14.
Audience: middle years resource Id: d9WsB8
What are Qr codes?

Quick response (Qr) codes are a convenient way of accessing web links but can also include text and phone numbers. The web links on this page can be accessed in the usual way or by using a smartphone or the webcam in a netbook, notebook or desktop computer. A Qr code reading app is required for a phone. Free Qr computer software can be downloaded at www.dansl.net/blog/?p=256 To generate your own Qr codes, visit www.qrstuff.com/ index.html
theres a lot happening on the posti Network friends, photos, secrets, trust and mischief, plus a cool french rock band. take the quest to find out who knows who, who did what to whom, and why. in this online play about the ins and outs of social networking you get to investigate the story as it happens and the more you uncover, the more points youll earn.
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Green light
DURING 2011 the Department of Education and Early Childhood Developments Innovation and Next Practice Division ran three Innovating with Technology Game-based Learning research trials in 38 primary and secondary schools around the state. These trials explored the benefits of using computer games for learning. They focused on serious games, with real life elements, as part of students regular studies; game development, where students developed their own electronic games; and virtual worlds, which were used to immerse students in cross-discipline learning tasks and scenarios. Throughout last year 12 schools created and developed their own digital games, 12 schools trialled the educational use of virtual world Quest Atlantis and a further 14 schools integrated serious games into classroom teaching. The aim was to determine the extent to which games could have a positive impact on students essential learning skills, including problem solving, decision making, communication, collaboration, negotiation, creativity and critical thinking. Early feedback from teachers has been overwhelmingly positive. Initial research findings show that while digital games are fun, they also hold vast educational value and generate student interest in ways that more traditional methods have not. Of the teachers surveyed: 93 per cent said students were more motivated and engaged in learning 100 per cent felt students developed their thinking skills 40 inspire february 2012
on games-based learning
research shows that computer games have led to greater co-operation, collaboration and critical thinking in Victorian classrooms.
Forty primary and secondary schools took part in the 2011 Innovating with Technology Game-based Learning research trials, which explored the benefits of using computer games for learning.
90 per cent reported students demonstrated greater critical thinking 90 per cent said students increased their problem-solving skills 87 per cent reported students were more creative. The research also found digital games had a positive impact on teaching practice, with the majority of teachers reporting students were taking a greater role in their own learning. Almost nine in 10 teachers surveyed reported that students were taking a greater responsibility for their own learning to a large extent. Teachers felt their role was one of a facilitator, rather than an instructor. They also found students were more likely to work together to find the answers, and shared problemsolving responsibilities. Seven primary and five secondary schools presented their school-created games to industry professionals at a showcase in September 2011. All three trials finished up with a conclusion forum for teachers at the MCG on Monday 21 November, where participants shared their experiences and learnings from the process, devised action plans for 2012 and discussed how the value of games-based learning could be shared with their peers, school leaders and the wider community.
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the trials
game development: students from
used games such as electrocity, which lets players manage virtual towns and 12 schools created and developed cities to learn about electricity, and food their own digital games under the force, where players take on missions guidance of industry representative to distribute food in a famine-affected paul Callaghan. teachers had three country and help it become self-sufficient. professional learning days where they played and deconstructed virtual worlds: the virtual worlds trial games to identify what makes a involving 12 schools used 3D online good game using a balance of program Quest atlantis that immersed fiction, rules, nouns, verbs and students in educational tasks, giving them types of characters. they shared the chance to become environmental this methodology and knowledge scientists, investigative reporters, with their students, assisting them in statistical consultants and historians. creating their games. the use of virtual worlds in learning encourages students to investigate the serious games: Nearly 400 primary role of english, mathematics, science, and secondary students across 14 art and design, humanities, health and schools were involved in this trial. it physical education in the real world. this trial built on a small-scale trial conducted in 2010. the findings of the research will inform the development of policies, practice and professional learning resources for games-based learning and immersive worlds.
For more information on the 2011 trials, visit www.education.vic.gov.au/researchinnovation/technology During the trials participants were part of an Educators Guide to Innovation ning group. To join the group, visit http://guidetoinnovation.ning.com/group/2011innovatingwithtechnologygamebasedlearningresea
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A virtual vis
The team was lucky enough to visit a local primary school as part of their trip.
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it to China
students from five Victorian schools recently took a virtual earthwatch expedition online, observing and communicating with their teachers on the ground in China, reports Caroline reidy.
LAST SEPTEMBER five Victorian teachers were lucky enough to visit China, working on the ground with local scientists monitoring climate change in Gutianshan National Nature Reserve. As 2011 was the International Year of Chemistry, the scientist in me really wanted to do something special. When I saw the Earthwatch opportunity it seemed perfect, says Shirley Gregory, who has a background as a secondary science teacher and for the past five years has taught P6 science at small rural school Coleraine Primary. The Department of Education and Early Childhood Development funds the Science Scholarship Program, which runs in partnership with Earthwatch Australia. A total of 10 teachers were awarded scholarships in 2011, and early last year five Victorian teachers spent two weeks with researchers and scientists from Edith Cowan University on an outback expedition to Charles Darwin Reserve in Western Australia. In September, the second round of scholarship recipients Shirley Gregory from Coleraine Primary School, Yvonne Hamilton from Toongabbie Primary School, Kirsty Dowling from Maffra Secondary College, Leonie Elford from Bannockburn Primary School and Laura Quigley from Benton Junior College were given the chance to directly assist in the field in China. Being able to work with and as a scientist, and communicate with the students and teachers back at the school was fantastic, Ms Gregory adds. As was my own personal learning. I believe that I have come home
Victorian teachers Leonie Elford (left) and Yvonne Hamilton measure tree growth as part of their Earthwatch studies.
more passionate than ever about climate change, in particular about the simple things that individuals can do to reduce their greenhouse gas emissions and at the same time reduce lots of the other problems we have in our society. Scientists at Gutianshan National Nature Reserve are conscious of the fact that billions of people around the world rely on forests for food, shelter, fuel, medicines, stable soils, clean air and fresh water, and that forests boast more species than any other terrestrial habitat and safeguard the worlds biological heritage. Subtropical forests cover a quarter of Chinas total surface, but 95 per cent of those forests exist as secondary and plantation forests. How these forests respond to climate change, shift in
species composition and structure and consequently affect ecosystem carbon budgets presents enormous challenges to forest management practices. Leonie Elford, Years 12 teacher and science coordinator at Bannockburn Primary School agrees that Earthwatch was a special opportunity to work closely with scientists and collect data out in the forest, discover what is required to be a scientist and the amount of work involved in a project. It was also interesting to find out the scientists passions, she adds. The big highlight of this trip was being able to Skype my class on a regular basis. They were able to ask
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me questions about what I was doing in China and about the work they were doing in class about China and climate change. This online interaction between teachers and students via the purpose-built TeachLive website helps students engage in science and see their teachers as science role models. It is a core component of the Earthwatch program. Cyber teaching is very powerful, adds Ms Elford. I have heard many fantastic reports back from students and parents and other teachers about what my class got out of me being in China. My class really enjoyed viewing the photos on the TeachLive website and loved writing to me and reading what Id write back. One of my students said it felt like they were in China with me! Kirsty Dowling, who teaches maths and science across Years 7, 9, 10 and 12 at Maffra Secondary College, used TeachLive to interact with her Year 7 students. She also set up an Edmodo secure educational social learning network, which they readily embraced. The students all wanted to know how long it took to get there, what the weather was like and what was for each meal, she explains. It was great using the forum on the TeachLive website and Edmodo to interact with the students back at school. The students really enjoyed learning off the TeachLive website. Since they are Year 7s they appreciated the independence it gave them and they worked at their own pace. Yvonne Hamilton, a Years 56 teacher at Toongabbie Primary School in Gippsland says her students were particularly impressed at being able to interact with a real scientist in Dr Kequan Pei, the Earthwatch field director of the China Regional Climate Centre. Dr Pei boasts a PhD and more than 10 years experience in ecology. Most days I was able to communicate with the students on Skype, she explains. One of the highlights of these sessions was when Dr Pei was able to communicate with the class on Skype, the students asked him some great questions. My students were very motivated and were looking forward to the experience long before I went to China. As one of 44 inspire february 2012
Victorian teachers Laura Quigley (left) and Shirley Gregory take a closer look at samples taken from the Gutianshan Nature Reserve.
the aims was to also involve them in the learning, I planned and prepared a series of lessons related to Earthwatch and climate change for them to take part in back in the classroom, Ms Hamilton says. They used the Earthwatch website to research other expeditions and how the scientific work done on these expeditions assists us in caring for our environment. They also took part in lessons designed to develop their understanding of climate change and the impact of their carbon footprint. On top of this, the students did in the field scientific research at school that emulated the work I was doing in China. This included measuring the trees in our school grounds to calculate their carbon content, she says. Benton Junior College Year 6 teacher and science coordinator Laura Quigley says she jumped at the chance to take part in Earthwatch expedition, and her students took the online learning experience very seriously. I thoroughly enjoy teaching science, the students always amaze me with their enthusiasm and curiosity about how the world works. So when the chance arose to become a citizen scientist who would be working alongside real scientists while teaching back to my class live from the field, it seemed like the perfect opportunity.
The Earthwatch expedition team sorts tree litter in the lab as part of investigations into climate change.
My students became experts on climate change and planned, prepared and presented a lesson based on the skills and knowledge they learned to the Year 3 children in a kids-teaching-kids session. This was a very powerful learning tool, one that was meaningful and assisted the children in consolidating and sharing the knowledge they gained. Some of the Year 6 students have even decided they would like a career as a scientist or teacher, Ms Quigley says. Ms Dowling echoes the sentiments of all teachers involved when she highlights the importance of the cultural component of the trip as well as the scientific work. The highlight of my trip was visiting a primary school and then a couple of days later when our group was going for a walk we came across the principal working in her garden. When we walked into her village she invited us in for a cup of tea and sunflower seeds. It was definitely an experience that you wouldnt get as a regular tourist. For all teachers the lessons have been ongoing from embedding hands-on science into their classes, to weekly climate change lessons and remaining connected to the colleagues met. Ms Elford says: the team I was working with were amazing and it really made the experience. I know I can contact any of them at anytime to brainstorm ideas and get anything. I
For more information on the Earthwatch Science Scholarship Program, visit www.earthwatch.org/australia
GLObaL CitizeNs
Overseas learning experiences

Learning inquiries undertaken in different countries provide life-changing opportunities for Victorian government school students.
STUDENTS FROM across Victoria came together at the MCG on 14 December last year to present their findings from learning inquiries undertaken in different countries during Departmentsponsored overseas learning experiences. The students shared their thoughts on the challenges and opportunities of a globalised world with Education Minister Martin Dixon and about 200 guests. Mr Dixon said it was clear that this experience had made a positive and lasting impression on each student and has highlighted how important our ability to work in, communicate with and understand other cultures is. One hundred and thirty eight Year 9 and 10 students from Victorian government schools in the Northern, Southern, Barwon South Western, Grampians, Hume and Gippsland regions undertook learning inquiries as a project within the curriculum. They then undertook an evaluation of their experiences and prepared a digital storybook record of their journey. The students projects were built around curriculum areas such as languages, local history and contemporary youth issues, and helped to expand their cultural awareness as well as develop their leadership skills. The participating students had not previously had the opportunity to live, study or travel overseas but have now deepened their cultural intelligence, global awareness and cross-cultural communication skills by visiting countries such as Malaysia, China, India and France. The students dynamic multimedia presentations indicated that they had gained an increased confidence and ability to interact with and respect other cultures, developed leadership skills as ambassadors,
increased their engagement with schooling, strengthened an interest in studying another language and increased their awareness of and interest in international pathways to employment. Students came away from the day having clearly articulated the important role that international education, particularly overseas learning experiences, plays in improving their opportunities and increasing their global understanding, learning of language and intercultural capabilities.
For more information on overseas learning experiences, contact International Policy and Coordination manager Vic Pappas at pappas.vic.j@edumail.vic.gov.au
WaNNik
parents and Learning program

an exciting new program in echuca is empowering indigenous parents and families to support young childrens learning.
THE PARENTS and Learning (PaL) program is an early childhood parent engagement initiative for the Koorie community in Echuca. Supported by the Victorian Aboriginal Education Association Incorporated (VAEAI) in partnership with the Department of Education and Early Childhood Development, the PaL program was first developed and trialed in the Aboriginal community of Napranum, near Weipa, on the west coast of Cape York Peninsula. Since then, it has been developed in six communities across Australia. The Echuca PaL program was initiated by VAEAI representative and community elder Aunty Melva Johnson while its day-to-day running is conducted by three trained mothers in the local Koorie community. Once a week the tutors deliver and discuss a PaL kit, which contains a picture storybook, a sheet explaining each activity, and skills the child will learn, to families of young children in kindergarten or Prep. Involvement and engagement is the key element of the Echuca PaL program. Having the families engaged in their childs early learning and giving them the confidence and skills to be able to speak to teachers and principals of the kindergartens and schools makes the program work, Koorie Engagement Support Officer (KESO) Kellyann Edwards says. Based at Echuca East Primary School, Ms Edwards has taken on a promotional role in the PaL program as well as incorporating it into additional engagement work at the school. She believes a key aspect of the program is that is owned, developed and implemented by Indigenous people the resources are specifically chosen by the community to represent the needs and wants of the local area.
The program wasnt something that was forced upon us. We as a Koorie community in Echuca have shared the notion that education is important, we know that to engage families in formal education we have to target them in the early years of their childs education. It gives ownership to our community and those involved by being part of something so beneficial and positive for our kids, she says. As well as co-ordinating the PaL program, Ms Edwards also develops professional development for staff, prepares profile statements of Koorie children and advises teachers about the childs life circumstances and learning needs to ease the transition into school. She believes that there has been a significant shift at Echuca East Primary School since the PaL program began. Parents are more confident to come to the school and engage with their childs
classroom teacher, principals and other staff. We have even had parents feel so confident they helped do class readers for all the students in their childs class, Ms Edwards says. The school recently held a celebration/ awards night for local Koorie students and children involved in the PaL program. It was an opportunity to celebrate the achievements of our kids with our elders, parents, families, principals and teachers to show them how proud we all are of them, Ms Edwards says. Last year Ms Edwards was awarded the VAEAI 2011 Wurreker Public Sector Employee Award, sponsored by the Department, for her excellent work at Echuca East Primary School. She also presented at the National Aboriginal and Torres Strait Islander Education Conference in Darwin.
For more information on the PaL program, visit www.parentsandlearning.com
RESEARCH CREATE SHARE AT MuseuM VicToriA
Dont forget to Think Beyond the Classroom and include a trip to one of Museum Victorias three sites in your curriculum planning for this year. Melbourne Museum, Scienceworks and the Immigration Museum offer outstanding exhibitions in Sciences and Humanities as well as hands on and interactive programs that will enhance your students learning. Museum Victoria offers a broad range of onsite, offsite and online resources to stimulate and inform students research and development. Museum Victoria provides opportunities for learning about old technologies using a range of new and mobile technologies. Visit Museum Victoria website to explore the possibilities museumvictoria.com.au/education
BOOKiNGS FOR 2012 Bookings essential. Entry is free for students. Education service fee applies (additional fees may be incurred for staff led programs). StaY iN tHE LOOP MV Teachers is Museum Victorias free online subscription service for teachers. Go to our website to view the full benefits, including free entry to our museums. MELBOURNE MUSEUM NICHOLSON ST CARLTON CaLL 13 11 02 MUSEUMviCtORia.COM.aU EdUCatiON
eNDeaVOur eXeCutiVe aWarDs
victorian innovation attracts

BETWEEN AUGUST and November 2011, the Department of Education and Early Childhood Developments Innovation and Next Practice Division (INPD) hosted Dr Logeswary Doraisamy from the Malaysian Ministry of Education as part of the Endeavour Executive Awards, an Australian Government initiative. This was an exciting opportunity for the Department to gain new perspectives on the Malaysian teaching and learning experience, and for INPD to share its methods of supporting and sharing innovation as part of a global education conversation. Dr Doraisamy is the principal assistant director at the Inspectorate and Quality Assurance Division of the Ministry of Education in Malaysia. She has worked in education for more than 28 years as a mathematics teacher, school inspector and administrator, and is passionately committed to educational improvement. In coming to Australia, Dr Doraisamy said she was particularly interested in contemporary educational practices and in the Victorian approach to innovation. During her four months with the Department, Dr Doraisamy visited a number of schools, including Parkdale Secondary College where she observed teaching and learning in classrooms and learned how Victorian teachers develop curriculum and individual learning plans to meet the needs of their students using the Victorian Essential Learning Standards framework, which is very different from the standardised curriculum followed in Malaysian schools.
Dr Doraisamy visited a number of schools to observe teaching and learning in classrooms.
The Body Investigators

Drama Incursion For Prep - Year 6
Students Become Full Body Investigators (F.B.I agents) In this fun drama workshop children are shrunk down to investigate an unhealthy body system using costumes, drama and movement. Students then explore what is required for a healthy body system and look at the simple connection between the different systems. Students discuss and wear costumes representing the brain, lungs, heart and intestines.
Book Online
Workshops run for 1 hour at your school for a max of 30 students per session.
Red blood cells
www.thedramatoolbox.com.au
Ph: (03) 9870 1060
eNDeaVOur eXeCutiVe aWarDs
international educator
Dr Doraisamy participated in a number of INPD Innovating with Technology forums. She also attended a Melbourne Writers Festival global student online linkup at Federation Square between Hawkesdale P12 College and Poi Lam Secondary and Ave Maria Convent Primary School in Ipoh, Malaysia. Dr Doraisamy also worked with the Victorian Registration and Qualifications Authority, and spent four weeks with the International Education Division, assisting them with their strategy to improve Victorias engagement with Malaysian schools. My work experience across the Department has enriched me professionally and personally. I now have a comprehensive network of professional colleagues there and in Victorian schools that I can draw upon for future reference, she says. INPD unit manager Karen Dowling says: It has been a very valuable experience having Dr Doraisamy in our team, we have learned a lot about the Malaysian school system and Malaysian culture, and I feel weve been able to share some of our ideas, initiatives and resources with her. We are keen to stay in touch and hope that we can continue sharing ideas and insights with her after her return to Malaysia. I
Dr Logeswary Doraisamy with Parkdale Secondary College principal Greg McMahon and INPD unit manager Karen Dowling.
To connect with a global conversation about innovation in education, or to make contact with Dr Doraisamy, join the Educators Guide to Innovation at guidetoinnovation.ning.com For more information on professional development opportunities for Victorian teachers, visit www.asiaeducation.edu.au www.study.vic.gov.au professional/fellowship.asp www.churchilltrust.com.au www.deewr.gov.au/international/EndeavourAwards
sister sCHOOLs
Intercultural understanding with ukraine

Multicultural education unit senior project officer gary shaw paid a recent visit to schools in ukraine that are keen to connect with schools in Victoria.
I RECENTLY visited three schools in the Autonomous Republic of Crimea (ARC) in Ukraine and met students studying English. Impromptu discussions revealed that the students knew a lot about Australia. Apart from the obvious geography, flora and fauna, they named Canberra as the capital, picked our flag and knew we had a female prime minister. I wondered if similar questions were asked of students in Victorian schools about Ukraine what sort of answers would they give. What would they know about the Ukraine, Crimea or Eastern Europe generally? What springs to mind is the 1986 nuclear accident at Chernobyl, and the 1850s Crimean War where Florence Nightingale pioneered modern nursing practices. Ukraine is in Eastern Europe and is the second largest country after Russia. Its capital is Kiev and it was a member state of the Soviet Union until 1991. The country is home to 46 million people. In 1991 Ukraine gained independence, and over the next five years the Ukraine-born population in Victoria increased for the first time since the post World War 2 migration, from 2937 in 1991 to 5370 in 1996. In 2006 Victoria had the largest Ukraine-born population in Australia, with a total of 5682 people. Crimea has a history of autonomy within the region, and in 1992 it was determined that it would remain under Ukrainian jurisdiction while retaining significant cultural and economic autonomy including authority over such things as agriculture, land, mining, public works, housing, tourism, public transport, roads, hospitals and education. The ARC sits out into the Black Sea like an island connected to the rest of Ukraine by a narrow neck of land. The language of instruction in all but seven of the 600 Years 111 schools in the ARC is Russian, although Ukrainian and other languages such as English are also taught. Of the three schools I visited, two were Ukrainian language schools; Ukrainian Gymnasium in Simferopol, and Civardeiskaya School interestingly enough located in a Russian army base, just to the east of Simferopol. In these schools all subjects are taught in Ukrainian. The Ukrainian Gymnasium, established in 1997, is based on a European high school model and has more than 800 students. It is currently seeking to offer new classes to meet high demand for Ukrainian. The school is already a member of a Ukrainian Partner Club, which has schools in other parts of the Ukraine, Russia, and other European countries, but is looking to connect with schools further abroad, including Australia. At Civardeiskaya School a social skills class for senior students was demonstrated in Ukrainian using a variety of media and approaches including song and dance. English is taught and the students thought it good practice to quiz me about Australia. The third school I visited was the 770-student Gymnasium No 9 in suburban Simferopol. This is a general educational institution with an academic focus, particularly on humanities and linguistics and teaches a range of subjects in English.
Students dressed in traditional costume for a class at Civardeiskaya School in the Ukraine.
At all three schools there was strong interest from the teachers and students in developing online or sister-school connections with Australia. Developing intercultural understanding and global citizenship is a feature of current Victorian and Australian curricula. There are many sound educational reasons for developing relationships with a part of the world that may be largely unknown to Victorian students.
For more information, contact senior project officer Gary Shaw, at shaw.gary.r@edumail.vic.gov.au or call 9637 2031.
Austrade China has also recently identified several opportunities appropriate for Australian schools. The Government of Taizhou in Zhejiang Province is interested in developing collaborations, student exchange and professional development programs with primary, middle and senior secondary levels. For more information, contact Sarita Yen at yen.sarita.m@edumail.vic.gov.au or call 9637 2324.
Is this your first year of teaching?

Like some extra support? What about getting together with others new to teaching?
The Supporting New Teachers Practice program is a great opportunity for new teachers to meet and work with other teachers new to the profession. You will become part of an online learning community where you will explore your teaching challenges with the support of an experienced instructional coach.
The program is a free professional learning opportunity for new teachers. Expressions of Interest commence in March. The program commences with a two day face-to-face workshop in May. More information is available at www.education.vic.gov.au/proflearning/ teacher/newteach.htm
...What I really got out of (the program) was the time spent with all the different first year teachers and discussing with them what their struggles have been and what theyve been doing... I really enjoyed that.
Being able to discuss (my teaching challenges) with people who had similar situations made me think about it in a different way.
HeaLtH aND pHysiCaL eDuCatiON
assessments for health

New innovative and validated health and physical education assessment tasks have been developed for use with students in years 34, 78 and 910.
THE SAMPLE Assessment Project (SAP) was undertaken during 2010 and has enabled the development of a range of tasks to assess students against the Victorian Essential Learning Standards (VELS) domain of health and physical education, and allows teachers access to: quality validated assessment tasks for health and physical education to provide evidence of student progress on-demand tasks for use at any time during the school year annotated samples and scoring rubrics tasks which assess areas such as human growth and development (including personal identity and health and nutrition), as well as understanding and reducing risk taking behaviours tasks to assess areas such as personal fitness, motor skills and team games assessment tasks that can be used across the school to moderate results tasks that allow teachers to reliably assess in health and physical education. As part of the SAP, the first-ever statewide sample achievement data for Victorian government school students in health and physical education was collected in November 2010 using a random sample involving 261 government schools. The findings provide new insights into students knowledge and abilities, and will inform future curriculum and assessment development in health and physical education. The health education assessment tasks cover the health knowledge and promotion dimension of the VELS, which examines physical, social, emotional and mental health, as well as personal development across various stages of the lifespan. Topics covered in the health education assessment tasks include: The physical education assessment tasks cover the movement and physical activity dimension of the VELS. The tasks assess both theory (knowledge, application, understanding) and performance (skills). The ball game Korfball is used to assess students at all year levels, as this game allows for the evaluation of throwing skills, tactics, team operations and fitness. It is also a sport that is not usually played outside school and therefore individual students are unlikely to be advantaged as a result of previous experience. The topics covered in the physical education assessment tasks include:
Years 34
healthy eating, food safety and selection road safety growing up, growing older
Years 78
emotional and social changes in adolescence healthy lifestyles (youth, pregnancy) nutrition and food preparation and storage
Years 910
teen sexuality healthy lifestyles (youth, pregnancy and ageing) harm minimisation (tobacco, alcohol and depression)
Years 34
Dance
motor skills coordinated movement sequences fitness safety
HeaLtH aND pHysiCaL eDuCatiON
and physical education
Years 78
Target
throwing techniques game-related fitness team roles tactics and decision making
70 per cent gained new insights into their students learning 74 per cent obtained new ideas about how to assess in the health and/or physical education domain 73 per cent agreed that the assessment tools used in the sample will be useful resources for schools and teachers in the future. The assessment tasks are available for download from the website in two formats: a standard PDF to be printed and completed by hand, and an interactive PDF which students can complete electronically. The tasks will include additional resources such as detailed instructions for use, scoring guides and marking sheets. I
Years 910
Bootcamp
performance of motor and movement skills fitness components training methods motivation health-related fitness
Years 34, 78, 910

Korfball
motor skills fair and safe play the role of the umpire tactics and strategies team work and rules
For more information, visit www.education.vic.gov.au/hpeassessments
fitness A survey was conducted following the random sample and of the 366 teachers who responded:
The School Sports Awards will held on 7 March recognising school sporting stars of 2011. For more information, visit www.education.vic.gov.au/about/events/sportsawards For more information on school sporting activities around the state, visit School Sport Victoria at www.ssv.vic.gov.au
feature
Royal Flying Doctors Service

the royal flying Doctors service has travelled more than 5000km to 45 Victorian schools with an aero-medical simulator in tow, writes Karen Casey.
feature
THE LOOK! Up in the Sky education program is available to all Victorian schools and is expected to open to Tasmanian schools this year. Designed to raise awareness and understanding of the Royal Flying Doctors Service (RFDS) among Victorian children, the program focuses on key learning areas including civic and citizenship, history, geography, English, science, mathematics, health, physical education and personal development. It is suitable for students in Years 36 and schools must do the program to have access to the simulator visit. The aero-medical simulator is a life-size version of an RFDS plane complete with stretchers, monitors, simulated sound and headphones. RFDS spokeswoman Sonya Kennedy says it brings the intense education program to life. Students are encouraged to strap themselves in, press buttons, try everything on and experience the ride and the noise of what it is to be a doctor, nurse, pilot or patient on one of these planes, she says. We hope to change the statistic that less than five per cent of primary school students are aware of what the RFDS is with a resource that focusses on key learning areas in the classroom, is multi-faceted, relevant to teachers, linked to the national curriculum and is fun for students to use. Look! Up in the Sky is based on the RFDS underlying values of respect, teamwork, leadership, fairness and compassion. Students are rewarded with Wings Awards throughout the program, and those who gain enough points are presented with an RFDS certificate at the end.
Edenhope College junior school manager Kathryn Duncan says the program and simulator helped to create a sense of citizenship and of helping others among students. About 40 students took part in the program and raised $430, which they donated to the RFDS. I think its great for the students to have a sense of community and of giving back, Ms Duncan says. As a result of this program the kids are now more aware of what the RFDS is and that its helping people. When the simulator came out we even had a couple of teachers take a look and one said they had an experience with a family member having to use the service.
feature
The simulator gave face to it all. The students were more engaged. They understood everything a little bit more, she adds. Minyip Primary School students are no strangers to the RFDS as the Flying Doctors television drama series was filmed in their town. Principal Doug Walters said the RFDS program gave them a more thorough knowledge of how the service functioned. The school also used the simulator visit to raise money for the service, inviting the whole town of Minyip to a sausage sizzle and simulator viewing session. We thought if we raised a few dollars that would be great, Mr Walters says. We invited the whole community and we had a very positive response with a sizeable crowd turning out to go on the simulator and/or buy a sausage. The students learned a great deal about how the RFDS operates and what services it actually provides. They heard many stories about how the RFDS has saved lives and where and when it began. Of course the students also learned that it is important to assist those less fortunate than ourselves and that every little bit helps. Despite a population of just 39 students Minyip Primary School sold 209 sausages at $1 each, and a community member chipped in another $100.
Other schools involved in the Look! Up in the Sky 2011 tour staged a paper plane contest, a doctors and nurses day, and a dress up as your favourite character party to raise money for the service. Fundraising was an option given to participating schools instead of paying a token fee of $125 for the simulator visit. Feedback from schools has been overwhelmingly positive with the students asking lots of questions and fascinated with being allowed to touch and try everything inside the simulator, Ms Kennedy says. Not only are they more aware of what the RFDS does they have a greater understanding of how this is achieved. The 2011 tour was also an opportunity for the RFDS to reconnect with its origins. In August the simulator was presented at Sunshine Primary School where its founder, John Flynn, went to school. His father, Thomas Flynn, was also a former principal of the school. In north-central Victoria at Dhurringile Primary School the simulator was presented to the great-great-granddaughters of Fred McKay, John Flynns successor. I
For more information, visit www.flyingdoctor.org.au
Making history online

MAKING HISTORY is a new online resource for students to research, create and share short digital histories about their family or community. Students can document the past and the present with the help of experts through video recordings and participation in web conferences and forums throughout the year. The tool allows young people to engage with the past and interpret history in new ways, with new technologies creating their own digital histories and using their creativity to mix original research with historical resources. It has been developed by Museum Victoria in partnership with Monash University, and was funded as part of the FUSE (Find, Use, Share Education) digital content development grants. Museum Victoria acting CEO Timothy Hart says the great thing about the project is that students can learn about history, cultural diversity and languages through a mash-up of video, images, audio and text. They can combine their own research and materials with museum content such as images from Museum Victorias Collections Online, or family or community resources. This project aims to develop skills in conducting oral history and to encourage students to use historical material to tell stories in the digital age in English and in other languages, he says. Making History is targeted at students in Years 5 to 10. As part of the pilot, more than 130 students from 11 schools across Victoria trialled the program and the digital histories they created will be shared online on the Making History Student Showcase. While primarily a resource for studying history, the resources themes can be
sCHOOL NeWs
used across the curriculum with links to languages, geography and English. Project themes include: Living with natural disasters, World events, local impacts, Cultural identity, migration stories, and Family and community life, all designed to link with state and national curricula as well as encourage students to investigate the everyday history of their family and community.
For more information, visit http://museumvictoria.com.au/discoverycentre/websites/making-history
reGiONaL rOuNDup
good news from around the state

Romsey Primary School
n Students at Romsey Primary School in the Loddon Mallee region are gearing up yet again for the popular Aeroskools sports aerobics program, which has been running since 2004. Teacher Karren Baker says that over the years the school has had successful results at both state and national Aeroskools competitions and they are hoping this year will be equally fruitful. The program is run by Gymnastics Australia and the relevent state associations and has expanded immensely since we started. The kids love it and it encourages us to teach set routines to students that promote all aspects of physical fitness. The Australian Aeroskools Championships were held in Melbourne late last year. The Romsey Primary School students had six teams qualify for the event resulting in two first and two second places.
Diamond Valley College

n Students at Diamond Valley College in Northern Metropolitan region have established a wellbeing centre and reflection garden under the guidance of welfare co-ordinator James Anderson and art/technology teacher Barbara Chiodo. A stripped-out re-locatable has been transformed into the new wellbeing centre, which includes a Year 11 study area. Ms Chiodo says the reflection garden provides a calm and pleasant space for students of all ages to wander through or just sit and enjoy. The Year 11 students in particular had a great time landscaping the garden space allocated for them, while Year 7 students created ceramic tiles to adorn the water trough that forms part of the copper sculpture/ water feature created by Castlemaine artist Neil Tait. The reflection garden also became an initiative for Year 8 students and was integrated into their personal development learning sessions.
reGiONaL rOuNDup
Noble Park Primary School

n Noble Park Primary School in the Southern Metropolitan region has a long-standing relationship with the Rotary Club of Noble Park. In late 2010, Rotarian John Williams and principal David Rothstadt had the idea of inviting community members into the school to assist with reading. This program has now grown to 13 volunteers from a wide range of backgrounds visiting weekly. Years 34 teacher Sharon Tough says the benefits of the program for students include personal attention and an opportunity for ESL students to practise their English conversation. Its also a great chance for the students to have meaningful conversations about books and characters and build relationships with older community members. I know the volunteers have also really enjoyed working with children from such diverse backgrounds as ours. This is a very positive program and it strengthens our ties to the local community, she says.
Strathmore North Primary School

n Strathmore North Primary School in the Western Metropolitan region turned 50 last year and the school community spent a week celebrating, beginning with a Monday Funday and concluding with the cutting of an awe-inspiring 50th anniversary cake, created and donated by parent Louise Fisher from Isabels Wholesome Cakes. Louise had great pleasure in creating the many features of the school ground, including the lifelike image of Fred the Crossing Man, laughs curriculum and assessment leader and literacy and reading recovery specialist Sofie Xinopoulos. Former students, including several from 1961, travelled from as far as Queensland and South Australia for the celebrations. Well wishes also came from as far as the UK. The oldest surviving staff member from the original school opening, Doreen McKenzie, made an appearance and shared stories with and about some of her former charges. It was such a lovely week and it brought a sense of history alive for the whole school community, Ms Xinopoulos says.
reGiONaL rOuNDup
Bogong Outdoor Education Centre

n Many staff from Hume regions Bogong Outdoor Education Centre regularly tackle the 15km stretch between Mount Beauty and Bogong Village on pushbike, and while most are happy to wake up to a sunny day some even enjoy braving the cold and wind during the winter months. The team ride under the name On Your Bike For Burramys and while they generally ride for fun and fitness, there is also a serious note to their two-wheeled endeavours, as they aim to raise awareness about sustainability issues concerning the endangered Mountain Pygmy Possum, reduce their workplace carbon footprint and meet 5 Star Sustainability certification as part of the Resource Smart Australian Sustainable Schools Initiative. Photographed are riders Roger Blackwell, Russ Bellingham, Jack Simpson, Marty Eriksson, Jarrod Paine, Alice Hamilton and Michelle Forrer, with community supporters, Stuart Richardson and Paul Gray (back) next to Bogongs new, purpose-built undercover bike shelter.
Merrivale Primary School

n Last year Merrivale Primary School teacher Matt Porter made visits to Bannockburn, Rollins, Bell Park North, Warrnambool, Warrnambool East, Woodford, Port Fairy Consolidated, and Koroit and district primary schools in the Barwon South Western region to promote his new childrens book Mr Sergeant and the Dodgeballs of Doom.
The book is about a Year 6 class being taught by a succession of teachers with extreme behaviour, and is set in the fictitious Outback Creek Primary School, which Mr Porter based on the layout of his former school Bannockburn Primary. When I was coming up with the storyline of a dodgeball game at the school I was imagining the
Bannockburn Primary School grounds therefore anyone who is familiar with the school will recognise several features of the playground throughout the book, he says. Mr Porter strives to pass on writing skills to his students and says the best thing about launching the book was visiting lots of schools and conducting writing workshops.
reGiONaL rOuNDup
Macarthur Street Primary School
Rosedale Primary School

n Students at Gippslands Rosedale Primary School participated in the Cows Create Careers program and have been responsible for looking after two calves, Milo and Dribbles, measuring the feed, bottle feeding, cleaning out the pen daily, recording growth and development and cleaning all utensils. As a requirement for the project the students, who called themselves The Milky Moos, completed letters to the farmer who loaned them the calves, and Dairy Advocates. They also completed a scientific report, newsletter and PowerPoint presentation. Teacher Loretta McMillan says the program is generally geared towards secondary students so was particularly challenging for the primary students to complete. It exposed the students to calves and the dairy industry in a purposeful and engaging way, and they thoroughly enjoyed it, she says. The children had to be very organised, they made feeding schedules, arranged equipment in the classroom and created checklists to remind themselves of what they had to do.
n Historic Macarthur Street Primary School in Ballarat comprises fewer than 80 students, but huge crowds turned out for the Twilight Circus to help raise money for a new playground. Families from across the Grampians enjoyed a range of circus-themed activities but the main attraction on the night was triple world circus record holder Roy Malo. He stole the show with his impressive fire breathing, fire juggling, fire poi poi, stilt walking, stunts, prop comedy, knife throwing and sword swallowing illusions, magic and fun.
John Monash Science School

n VCE Geography/Science Education teacher Jess Reifschneider and assistant principal Andrew Chisholm took a group of Year 10 John Monash Science School students to Rayners Stonefruit Orchards in Woori Yallock in the Yarra Valley (Eastern Metropolitan region) as part of their geography fieldwork. Mr Chisholm says the experience was ideal to supplement materials covered in the Sustainable Food Production Unit the students were completing, as they were able to see first-hand the impacts different farming methods have on the environment. During the visit, students learnt about sustainable food and agriculture production techniques and how fruits are stored once picked and sorted. They got to see, taste and learn about varieties of fruits they had never have heard of or seen before such as pluots, plumcots, peachums and apriums.
CLassifieDs
Retirements
REtIRING SOON? Volunteers for Isolated Students Education recruits retired teachers to assist families with their Distance Education Program. Travel and accommodation provided in return for six weeks teaching. Register at vise.org.au or George Murdoch 03 9017 5439 Ken Weeks 03 9876 2680
Educational Materials/Services
Cooks Cottage School Writing Challenge
To commemorate the visit of the replica HMB Endeavour, students in years three to eight are invited to participate in the Cooks Cottage School Writing Challenge to win some fabulous prizes. Competition opens 1 February Competition closes 30 March Winners announced 13 April For more information on prizes, eligibility and rules of entry, go to cookscottage.com.au
Under The Sea

Drama Workshop
At Your School For Years K - 4 Book Online
PROFESSIONAL APPLICAtIONS PREPARED Reduce Stress. Achieve results. SELECTION CRITERIA. CVs, LETTERS. CARNEGIE WORDSMITH Phone (03) 9576 8790 Email: heather@carnegiewordsmith.com www.carnegiewordsmith.com
Financial Planning
Carrington Financial Services We offer
n n n n n n n Salary Sacrifice Novated Lease 54.11 Resignation Retirement Planning Wealth Creation Taxation Estate Planning
Reunions
ENGRAVED GLASSES Have your reunion or commemorative message permanently laser engraved on glassware. Contact Ian Newman, telephone/fax 9645 8699, or PO Box 5164, Middle Park Vic 3206. HAMPtON PARK PRIMARY SCHOOL is celebrating their 90th Anniversary this year. We are seeking past students, staff and families to join us on Wednesday 22nd February to celebrate the history of our school. Contact Denise on 97991440 or email us at hampton.park.ps@edumail.vic.gov.au. tEMPLEStOWE HIGH SCHOOL REuNION We are organising a Templestowe High School Reunion to celebrate 40 years for all students who would have graduated from form 6 in 1972 irrespective of when they started or left the school. Date - Saturday 17th March 2012. Venue - Veneto Club - Bulleen. Time - 2pm onwards. Cost - $25 per head. RSVP - 17th February 2012 please! Contacts - Jim - 94311533 (radcon@aapt.net.au) Jenny - 97162026 WANtIRNA PRIMARY IS 100 YEARS OLD! To all past principals, staff, students and families please come along and help us celebrate this milestone! Open Day on Saturday March 17 from 10-4pm displays of memorabilia, burying of time capsule, old-time activities, food and much more. For further information contact Principal, Heather Norbury, on 03 9801 1938 or by email wantirna.ps@edumail.vic.gov.au
www.thedramatoolbox.com.au
Ph: (03) 9870 1060
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Building Services
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MODEL KItS Model Kits laser cut from MDF board. Contact Ian Newman Mob: 0412102180 Email: newman_ib@bigpond.com
Journeyman Education Services
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Miscellaneous
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Incursions for Primary Schools

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C L A S S I F I E D S
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Advertising
INSPIRE CLASSIFIEDS ADVERtISING Line ads: $1.00 per word with a minumum spend of $30 (all prices excluded GST). For more information on advertising please contact Diane Mifsud on 03 9637 2862.
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62 inspire february2011 inSpire OCTOBER 2012
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CLassifieDs CLASSIFIEDS
Professional Development
3. The numbers in each heavily outlined set & PUzzLE QUIz of squares Work the (cages) must combine to equal withnumber in the top ANSWERS Children 2012. Melbourne Trivia corner using the arithmetic sign indicated. Company.
Adolescent Counselling
This course aims to provide participants with the appropriate knowledge, skills and attitudes required to support, guide and understand young people and the issues that confront them. Commencing: March 15 (Thursday evenings for ten weeks) Duration: 5 .308.30 pm Venue: Clayton campus Contact: 9905 2700
12 points credit at postgraduate level
QUIz ANSWERS See our advert 1. Water dragon. enrolling now for: on page 5 or 2. Grey or brown straight in or greyish-brown 4. Cages with just one square can & filledblack: the name derives from (never Certificate III, Diploma be book online at the inside of its mouth). away with the Advanced Diploma The Munsters. www.edpd.com.au target number in the3.top corner.
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School Camps
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Designed to help participants understand the underlying issues and aims to provide strategies for dealing with students exhibiting challenging behaviours. Dates: March 19, 26; April 17, 24; May 1, 8 (total 6 evenings) Duration: 5.308 pm Venue: Clayton campus
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6x
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H A R I E T N N E A RM S L U I I M S C A N L A S E D N HOA S E I GE D H M G E A V E R S
6 3 9 5 2 1 4 7 2 7 1 3 4 8 5 6 5 8 2 1 9 6 3 4
I ND I I S S T I D A L O H E R S E A A RD O I ON
4 9 3 8 5 7 6 2 1 7 1 6 2 3 4 9 8 5
8 5 4 6 7 9 2 1
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1 3 4 2
3 2 1 4
4 1 2 3
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inSpire OCTOBER 2012 63 inspire february 2011 85
professional development
Australian Shakespeare Company
Bookings: www.shakespeareaustralia. com.au
VCE student lecture

sunday 4 March, parkville
Starting out with iPads leading the way in languages classrooms

Tuesday 20 March, darebin
How do I teach geography?

Wednesday 7 March, Chadstone
Shakespeare unit development (all year levels)

Through 2012
Meet the examiners increasing your VCE numbers

Friday 23 March, Carlton
Planning a program for all mathematicians in your classroom!

Friday 23 March, darebin
Deakin University
Bookings: www.deakin.edu.au/artsed/cppe/professional/turning-behav. php
PD Plus: Professional Development Plus

Bookings: www.pdplus.com.au
Victorian Association for the Teaching of English

Bookings: www.vate.org.au
Turning behaviour around: Classroom management and student interaction skills with Jenny Mackay
Friday 9 and Monday 26 March, Burwood
Motivating and engaging middle years LOTE learners to write

Thursday 1 March, st Kilda
VCE literature, foundation English, and English language day

Thursday 16 February, Caulfield
VCE English and ESL day

Friday 17 February, Caulfield
Comprehension: Developing thoughtful literacy

Wednesday 14 March, st Kilda
Meet the assessors

Wednesday 22 February, Warrnambool
Geography Teachers Association of Victoria

Bookings: www.gtav.asn.au
Getting it right VCE languages assessment

Wednesday 14 March, st Kilda
Meet the assessors

Wednesday 29 February, Bendigo
New teachers to VCE Geography units 1-4

sunday 19 February, Carlton
Meet the assessors

Thursday 1 March, Wangaratta
Curtain Call
Brainstorm Productions presents:
Bookings: www.brainstormproductions.com.au
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attention teachers! Nothing brings words to life for students like seeing them performed on stage. feast your eyes on this months educational stage productions and incursions.
Regional Arts Victoria Education & Families presents:

Bookings: www.rav.net.au/arts-in-education
All Hands on the Puppet Barking Spider Visual Theatre

Incursions through 2012 Incursions through 2012
The Magic Words (Years P6)

Incursions through 2012 Incursions through 2012 Incursions through 2012 Incursions through 2012 Incursions through 2012 Incursions through 2012 Incursions through 2012
The Protectors (Years P6) Verbal Combat (Years 710) The Hurting Game (Years 710) Cyberia (Years 811) Cheap Thrills (Years 912) Wired (Years 1012)
The Fairytale Cookbook & Impro zone Impro Melbourne

Touring 516 March 2012
Identity in Print Ann Harkin Unleash the Beast (Teacher PD) Polyglot Theatre
Incursions through 2012
Yet to Ascertain the Nature of the Crime Melbourne Workers Theatre

Touring 30 April 11 May 2012
Say it to my Facebook! Shake & Stir Theatre Co.

Touring 27 August 7 September 2012
Australian Shakespeare Company

Bookings: www.shakespeareaustralia.com.au
A Little Bit of Blue Jenny Ellis

Touring 516 November 2012 Incursions through 2012 Incursions through 2012
Play On Shakespeare
Incursions through 2012 Incursions through 2012 Incursions through 2012
Scribble Jam! Lotus Expression Ear-O-Polis Arena Theatre Company
Shakespeare Intensive Shakespeare Characterisation
CoMPILed by CARoLINe ReIdy
take a break
Staffroom Quiz
Put your general knowledge to the test with this months 20 questions.
Puzzles
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20
An easy start to 2012s trivia questions: This year is the year of which animal in Chinese astrology. Animal and element please. What colour are black mamba snakes? Which TV family lived at 1313 Mockingbird Lane? Which US state is known as the Lone Star State? Name the three cricketers who have won the Allan Border Medal more than once? What was British scholar, soldier and writer, T.E. Lawrence, better known as? What part of your body is a scapula? In which series of books do we meet Zaphod Beeblebrox? Which two chess pieces can move diagonally, horizontally or vertically on the board? In cricket, what is the other term for a wrong un? The song One Fine Day (Un bel di vedremo) is from which opera by which composer? Maria Smith was responsible for which Australian food discovery that bears her name? Which Jewish festival often coincides with the Christian Easter? Which is the odd one out: coal, amber, graphite or diamond? Who was the captain of Port Adelaide in their inaugural year in the AFL? Who is the current Duke of Cornwall? Name the only Australian woman to win a Best Actress Oscar? The first Peelers appeared on the streets of London in 1829. What were they? In netspeak and online chat, what does jk stand for? Which five countries of the world have the most English language speakers? Not the percentage but the actual number of people whose first language is English.
Across 1. Seafood 5. Posterior 7. Be inclined 8. Close shave (4,4) 9. Notify 12. Malicious talk 15. Drove round and round 19. Husky-voiced 21. Stole limelight from 22. Firm 23. Not any 24. Intense dislike Down 1. Sharp-tasting (acid) 2. Related to hearing 3. PA, per ... 4. Sloping (typeface) 5. Confines (4,2) 6. Extract by heating 10. Number in quartet 11. Throw (dice) 12. Heart-rending 13. As well 14. Action-taker 15. Feature writers piece 16. Provide garments for 17. Puzzle 18. Frontal (collision) (4,2) 19. Plant fence 20. Fire remains
See page 63 for answers.
sudoku
Difficulty level: easy
9 6 5 7 8 2 1 3 4
3 2 8 4 1 5 7 9 6
1 4 7 9 6 3 8 5 2
8 5 4 6 7 9 2 1 3
6 3 9 5 2 1 4 7 8
2 7 1 3 4 8 5 6 9
5 8 2 1 9 6 3 4 7
4 9 3 8 5 7 6 2 1
7 1 6 2 3 4 9 8 5
1. fill in the numbers (1-4) without repeating a number in any row or column. 2. the numbers in each heavily outlined set of squares (cages) must combine to equal the number in the top corner using the arithmetic sign indicated. 3. Cages with just one square can be filled in straight away with the target number in the top corner. 4. a number may be repeated in a cage but not in a row or column.
Quiz by Melbourne Trivia Company www.melbournetrivia.com.au See page 63 for answers. 66 inspire february 2012
See page 63 for answers.
Are you mentoring a new teacher in 2012?

Teachers new to the profession look to their mentor for support as they enter the classroom for the first time.
The Teacher Mentor Support Program enables you to further develop your capacity to support your new teacher. The program will focus on how you can develop their expertise and build their confidence. The program will also inform you of the VIT full registration process.
The Teacher Mentor Support Program is a free professional learning opportunity for mentors of new teachers. DEECD provides funding for CRT replacement for attending teachers. Registrations are now open for 2012. Day One of the program will be offered over February and March. Day Two will be offered over April and May. More information is available at www. education.vic.gov.au/proflearning/ teacher/mentorprog.htm Registration forms are available at www.vit.vic.edu.au through the Teacher Support tab.
Helping you help your students

2012 schedule MARch
The SPELD Teacher Training Course in Specific Learning Difficulties

In this 4 day course you will become skilled in testing, understanding, and implementing practical teaching strategies to help primary and secondary aged students who are experiencing learning difficulties. Presented by Michelle hutchison and dr daryl Greaves. Cost: $990 (inc GST). APRIl
A great experience with a wealth of strategies to try in the classroom.
sPeld Teacher Training course in specific learning dificulties
marcH, april & may events

couRses
Melbourne: sat 17th, Mon 19th, sat 24th & Mon 26th 9.30am 3.30pm each day
Melbourne: Tue 10th, Wed 11th, Thu 12th & Fri 13th 9.30am 3.30pm each day
Just the strategies ... to help struggling students

Presenter: Michelle hutchison Cost: $250 (inc GST).
9.30am 3.30pm
unlocking Phonics Teaching reading and writing with a phonological emphasis

Presenters: Assoc Prof Ruth Fielding-Barnsley & Prof Tom Nicholson Cost: $125 (inc GST)
9.30am3.30pm 7.30pm 9.30pm 7.00pm 9.00pm 9.30am 3.30pm 7.30pm 9.30pm 7.00pm 9.00pm 7.30pm 9.30pm 7.30pm 9.30pm
Melbourne: Ballarat: Melbourne: Melbourne:
21 March 8 May 15 May 24 Feb
Auditory Processing Presenter: lesley Tan
Melbourne: 5 March Melbourne: 7 March Melbourne: 24 April Melbourne: 27 April Melbourne: 30 April Melbourne: 2 May Mentone: 23 May Melbourne: 28 May
Cost: $30 (inc GST) Members, $45 (inc GST) Non-members Cost: $30 (inc GST) Members, $45 (inc GST) Non-members
Getting it Right in Prep Presenter: Maureen Pollard
Maths for the Masses Presenter: chris Killey Cost: $250 (inc GST). Neuropsychology and learning difficulties Presenter: dr Melinda Baker
Cost: $30 (inc GST) Members, $45 (inc GST) Non-members
The Three Tiers of Teaching literacy in the early Years Presenters: Maureen Pollard & helen Kirkland Cost: $30 (inc GST) Members, $45 (inc GST) Non-members Pencil to Page Its Not Just handwriting Presenter: lisa scott
Cost: $30 (inc GST) Members, $45 (inc GST) Non-members
dyslexia Friendly schools Presenters: Nola Firth & Andrew Bridge Cost: $30 (inc GST) Members, $45 (inc GST) Non-members
TechNoloGY Wordshark Presenters: sPeld IT Team Cost: $30 (inc GST) Members, $45 (inc GST) Non-members
10.00am 12.30pm 1.00pm 3.30pm 10.00am 12.30pm
Melbourne: 3 April Melbourne: 3 April Melbourne: 9 March Melbourne: 11 May
Textease Presenters: sPeld IT Team Cost: $30 (inc GST) Members, $45 (inc GST) Non-members Technology Taster session Presenters: sPeld IT Team Cost: $20 (inc GST) Members, $30 (inc GST) Non-members
Register Today! Bookings are essential and space is limited. For more details of each event or to register visit www.speldvic.org.au or phone 03 9489 4344. Membership discounts apply. certificates given for Pd attendance.

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February 2012 | Issue 1

Virtual visit to China

Early childhood mentors

Media literacy and body image

10.00am Revised Scheme Planning for retirement

Which seminar should you attend?

Planning for retirement

Talk to the people who run your fund.

Proudly serving our members

inspire february 2012

Early childhood mentors

A virtual visit to China

Health and physical education

pAgE 32 oldies but goldies

pAgE 30 Celebrating diversity

pAgE 50 Intercultural understanding with the ukraine

Professional Learning Workshop Programme Term 1, 2012

Community links to learning

Introducing Positive Education into your school

Leadership Skills for coordinators

Royal Flying Doctors Service

Brain based learning - setting up students to surge ahead this year

Andrew Fuller. Monday 19 March, 9.30am 3.30pm

Reluctant writers getting them to write: what works and why

Skills for beginning teachers

inspire february 2012

Whats new this month?

inspire february 2012

Whooping cough immunisation

Music Teachers Project

inspire february 2012

Closing the gap

Auditions open for State Schools Spectacular

inspire february 2012

Vision for education reform

For a full version of the speech, visit www.education.vic.gov.au/about/ directions/learningcomm.htm

inspire february 2012

English as an additional language in the early years

To download a copy of the booklet, visit www.vcaa.vic.edu.au/earlyyears

10 inspire february 2012

invite seven News to your school!

inspire february 2012 11

Mentoring for early childhood teachers

National Quality framework at a glance

The nQF includes:

inspire february 2012 13

Boost to languages education

A practical professional development day with

DAVID HORNSBY and DEB SUKARNA

WRITING AND GRAMMAR

Full d e in FAX tails s to Sch ent ool

NATIONAL SCHOOL CHAPLAINCY AND STUDENT WELFARE PROGRAM:

THE AUSTRALIAN CURRICULUM: ENGLISH THE AUSTRALIAN CURRICULUM: ENLISH

Venue: Time: Cost:

Kitchen to the classroom

For more information, visit www.education.vic.gov.au/careers/teaching/ incentives

inspire february 2012 15

inspire february 2012 17

Advice for prep parents

18 inspire february 2012

literacy & numeracy

Advice from the Victorian Literacy and Numeracy Secretariat

Bahraini delegates impressed with victorian schools