Excel Independent Schools magazine

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ExcelINDEPENDENT SCHOOLS MAGAZINE 2010

FindingbalanceThe right extra-curricular activity can make the dance of life a little easier

Being inclusivenot so elusive

Get the messageon tech talk

Want to borrowsome words?

K E Y S B O R O U G H B E R W I C K B R I G H T O N

visit: www.haileybury.vic.edu.au

ACCLAIMED

www.haileybury.vic.edu.au telephone 9213 2222

Aim to have the best for your boy or girl.

Award winning teachers.

Small Classes.

National best-practice literacy and numeracy outcomes.

K e y s b o r o u g h

B e r w i c k

B r i g h t o n

H A I L E Y B U R Y

4 | EXCEL INDEPENDENT SCHOOLS MAGAZINE 2010 leadernews.com.au

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editor's noteWelcome to the 2010edition of Excel: Melbourne’s essentialguide to independentschools.

Enrolments inindependent schools

in Victoria continue to grow, IndependentSchools Victoria’s latest annual reportshows.

The sector has grown almost 3 per centfrom 2007 to 2008. This takes the growth to44 per cent between 1996 and 2008.

Independent school students make upmore than 14 per cent of students in Victoria,which is 120,000 out of about 840,000.

Whether you are the parent of a childenrolled at an independent school,considering independent education for yourchild or are simply keen to keep abreast ofeducation issues, I hope you find the contentof this Leader publication lively reading.

Some of the stories in this edition relate toresearch projects being undertaken by ISV,an association of independent schools whichprovides professional services to inform itsmember schools and raise standards.

ISV worked with an academic andMelbourne consultant to examine a programgaining notoriety, Learning to Read: Reading

to Learn. Ten schools participated in theproject and the results indicated improvedliteracy gains for middle-school students.

Journalist and education specialistShaunagh O’Connor explains further on p19.

Also, many schools operate valueseducation programs so ISV is working withProf Joe Camilleri and Dr George Myconos atLa Trobe University to examine the programsthat are most effective. Journalist FayBurstin spoke with Prof Camilleri for Excel. Go to p10 to learn more.

Meanwhile, cyber safety is never far fromthe minds of parents, teachers or schools.ISV and 40 member schools researchedabout 2000 students’ online activities andonline threats – and we reveal the results.

It makes for fascinating reading. And ifyou think you are not going to be surprised,test yourself: What percentage of year 11students do you think send messages viatheir mobile phone during class? Turn top22-23 to fi nd out.

Enjoy,

Kristin OwenEducation editor

[email protected] advertise, contact Karen Chandler 9875 8346 or email [email protected]

Haileybury ........................................ p1,2,3St Leonard's College ............................. p4Tintern Schools ...................................... p5Mentone Girls' Grammar ........................ p6Caulfield Grammar................................. p7Strathcona ............................................. p8The Knox School ..................................... p9Korowa Anglican Girls' School ............. p11St. Anthony's Coptic Orthodox College .... p13Presentation College Windsor .............. p14Christian Brothers' College.................. p14Kingswood College ............................... p15Melbourne Grammar School ................ p16

Geelong Grammar ................................ p17Ruyton Girls' School ............................. p18Acacia College ...................................... p19Preshil ................................................. p20Luther College ................................ p20,24Genazzano FCJ College ........................ p21Education Access ................................. p22Huntingtower ....................................... p23Camberwell Girls Grammar ................. p24Toorak College ..................................... p24Santa Maria College ............................. p24Wesley College..................................... p25St. Peter's College ............................... p26Yarra Valley Grammar .......................... p27Mentone Grammar ............................... p28

CONTENTS4

advertisers’ index

St Leonard’s College is a coeducational, UnitingChurch College, with almost equal numbers of boys and girls. The school has two campuses inMelbourne, one in Brighton and one at PattersonRiver. The Brighton Campus, which caters forstudents from ELC to year 12 has over 1400students, and the Cornish Campus at PattersonRiver has approximately 320 students fromELC to year 10.

The College enjoys an enviable academic record, offering both VCE and the International Baccalaureate Diploma at years 11 and 12. TheReggio Emilia philosophy of early years educationunderpins the Junior School curriculum and theCollege is accredited to offer the IB Primary YearsProgramme at both campuses.

Cocurricular activities are viewed as an essential part of College life, rather than an option, and

include academic, artistic, community and sporting opportunities.

The College has been recognised for many of its programs, particularly its sustainable educationprogram and recently the Cornish Campus wasnamed the Sustainable School of the Year bythe University of NSW.

The College offers a series of out of hoursinformation sessions and tours during school hours at both campuses. Check the websitefor dates and times. RSVP essential.

For enrolment enquiries contact theCommunity Relations Office on 9909 9300or email [email protected]

Small school, big school, great school!

Cornish Campus Patterson River Brighton Campus Brighton East stleonards.vic.edu.au

St Leonard’s College

leadernews.com.au EXCEL INDEPENDENT SCHOOLS MAGAZINE 2010 | 5M

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Excel editor: Kristin Owen Contributors: Fay Burstin, Shaunagh O’Connor Designer: Josie KilgourSub-editor: Louise Browne Photographer: Eugene Hyland Advertising: Karen Chandler Publisher: Sylvia BradshawPublished by Leader Associated Newspapers PTY LTD, ABN 34 004 337 446.Leader Community Newspapers cannot be held liable for any errors or omissions. No part of this publication may be reproduced without permission.

insideCOVER STORYThe evidence is in. Extra-curricular activities can help children with their social skills and even raise the IQ a point or two.

Photographer: Eugene HylandModel: Lauren Centofanti,of Victorian Ballet SchoolMt Waverley, Balwyn,Rowville, Box Hill19

CONTENTS 5

6

10

10 VALUES EDUCATIONActions speak louder than words when it comes to teaching good manners and inclusive behaviour. The power is in the classroom.

10 BOOK TIMEYou can have the advice of experts at your fingertips – from brain power to realising potential.

12 CREATIVE INSPIRATIONYour chance to enjoy some of the best art from our independent schools.

19 LIFE’S SENTENCESThis new and effective way to teach reading is all about borrowing, patterns and bridge building.

22 DOWNLOAD THISYoung people see the onine world a whole lot differently to adults. It’s all about staying connected.

12

22

our cover

Better Results. Better Students.

a better learning environment

Tintern’s girls and boys have performed outstandingly in the VCE, the InternationalBaccalaureate and the NAPLAN tests. Great teachers, small classes and aunique environment. Find out why Tintern is setting the pace in the outer east.

Main Campus – Tintern, 90 Alexandra Road, Ringwood EastSouthwood Campus, Maidstone Street, Ringwoodwww.tinternschools.vic.edu.au | tel: 9845 7878


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That extraInvolvement in the

arts helps develop

the whole person.

NIYPAA general manager

Christine Grey

THE BALANCING ACT6

Whether it’s ballet, basketball or Bach,after-school activities have benefi ts

Geraldine Kinsella’s threedaughters are all highly academic– and all have a long-time love of

singing and music.Julia, 18, has sung with the National

Institute of Youth Performing ArtsAustralia for about 10 years, as does hersister, Niamh, 12.

In addition, Niamh and the girls’other sister, Siobhan, 14, also dancewith the NIYPAA. All three play musicalinstruments.

“It’s all one great big musicaltapestry,” says Ms Kinsella.

So does music make yousmarter? Researchers are

still trying to fi nd out.The Kinsella family’s

experience is that ithelps. “It teaches them to

be focused and organisedand has helped instil discipline

for school,” Ms Kinsella said.“Dancing has taught them poise and

balance, and helps with their athleticism.(They are sprinters, too).

“It’s been wonderful for them socially;it’s been fantastic for them to get togetherwith like-minded children – and you don’talways get that at school.”

Certainly the vigorous physical natureof dancing could have played some rolein boosting the Kinsella girls’ academic

abilities, at least according to some.Writing in The Journal of

Physical Education, Recreation& Dance (2007), Beth SigmanSomerset reported that variousstudies had shown positiverelationships between

academic achievement and physicalactivity, including sport.

But she highlighted one study whichhypothesised that increased physicalactivity, including the activity from physicaleducation classes, could lead to betterclassroom performance because of thepositive effects it has on arousal level,concentration, and self-esteem.

The Michigan study involved 214 grade6 students. Researchers measured thestudents’ height, weight, body massindex, amount of physical activity outsideof school, academic grades, and fi tnessinstruction time in physical education.

“The main finding was that enrolment inphysical education classes was not relatedto academic achievement scores, butinvolvement in vigorous physical activitywas,” Ms Sigman Somerset reported.

Students who engaged in vigorousactivity outside of school at least 20minutes a day three days a week werefound to have higher academic scores.

An average of only 19 minutes out of a55-minute physical education class wasfound to be at the level of “moderate-to-vigorous physical activity”.

“Given that this amount and intensityof activity had no correlation to students’academic achievement, whereas therewas a significant association betweenacademic achievement and vigorousactivity outside of school, the researcherspropose that there may be a ‘thresholdlevel of activity’ necessary ‘to producethese potentially desirable effects’,” MsSigman Somerset wrote.

“Many of the subjects who frequentlyengaged in vigorous activity did so through

Lauren Centofanti(above) says dancinghas made her moreorganised andconfi dent.

Mentone Girls’ Grammar School11 Mentone Parade, Mentone VIC 3194

We love to make a difference in the community.Mentone girls of all ages are encouraged to be leaders and life-long learners who defy their own limitations, aspire to excellence, and make a real difference to the people and environment around them.

ENROL NOW

Phone (+61 3) 9581 1200www.mentonegirls.vic.edu.au

Mentone Girls. Remarkable Women.

Every girl. Every day.From Kinder to Year 12.


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participation in sports outside of school.This suggests that participation in sportsmay meet the threshold intensity level forphysical activity.”

NIYPAA general manager ChristineGrey said both the choral program and thedance program were designed to developself-confidence, memory, teamwork,co-ordination, communication andpresentation skills.

“We believe involvement in the artshelps develop the whole person,” MsGrey said. “The experience and skills ourstudents gain benefit them in many areasof their life, helping to develop a positivesense of themselves while balancing theiracademic work with their artistic andsocial experiences.”

Melbourne student Lauren Centofanti,14, has been dancing since she was fi veyears old.

“I do ballet, tap, contemporary and jazz– altogether that’s five classes a week.And I do swimming classes,” Lauren said.

“You don’t just dance – you also learnabout the human body, ballet history andFrench words. It’s great for fi tness andfl exibility.”

Her passion for dancing spurs her on toachieve at school, she said – and it clearlyworks because she scores 90 per centor above in all her subjects. She agreeddancing helped her be more confi dent,organised and disciplined. “It’s great tohave an extra-curricular activitythat you are so passionateabout because when youget school work, you get itdone straight away so thatyou have time to go todancing classes.

“Fun as dancing is,school is still the No. 1priority.”

So apart from the sweaty side of thethe extra-curricular activities, mightimmersion in music help students switchon their brains in the classroom?

Academics argue a qualifi ed yes.In his Current Directions in

Psychological Science (2005) article“Music and Cognitive Abilities”, E. GlennSchellenberg, concludes music listeningand music lessons can lead to short-term and long-term cognitive effects,respectively.

“This positive answer is qualifi edbecause the short-term benefits of musiclistening do not appear to differ from thoseassociated with other stimuli that optimisearousal level or elicit mild positive effect,”Mr Schellenberg said.

“The mechanisms driving theintellectual benefits could bederived from other out-of-schoolactivities that are similarly school-like.

“Nonetheless, music lessons may bespecial in this regard because (a) they area school-like activity that many childrenenjoy; (b) multiple skills are trained inmusic lessons; (c) music is a domain that

improves abstract reasoning; or(d) acquiring musical knowledgeis similar to acquiring a secondlanguage.”

Finally, though, he notesthat different extra-curricularactivities, such as drama lessons,have beneficial effects in other

domains (eg social skills)that could be as valuableas the modest increase inIQ attributable to music

lessons.The simplest take-home

message is that extra-curricularactivities benefi t child

development.

THE BALANCING ACT 7

High fitness levels in children are positively related to improved attention,working memory, and response speed

Exercise boosts the number of brain cells in the hippocampus, the part of the brain known to be centrally important in learning and memory

Adults who received music training before the age of 12 have a better memory for spoken words than those who did not

Musicians’ brains can differ from those of non-musicians. People who play music before age seven have larger brain areas connecting the two hemispheres

WHAT STUDIES SAY:

Sources: Journal of Sport Behavior, 2008; Teaching Elementary Physical Education, 2001; Nature 1998;The Brain that Changes Itself by Norman Doidge (Scribe) 2010 edition.

something

There’s more out therewhere Year 9 students are immersed in a remarkable

t is truly unique. The program encourages respect for

g people for an international future. The chance to live

ther reason why Caulfield Grammar is more than a school.

To find out more about how we inspire the journey from Kindergarten to University,

please call 03 9524 6300 or visit www.caulfieldgs.vic.edu.au

Wheelers HillMalvernCaulfield

Yarra JunctionNanjing-Chinamore than a schoolool


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small dreams

become big futuresMain Campus: Senior/Middle School & ELC

34 Scott Street, Canterbury

Year 9 Campus: Tay Creggan

30 Yarra Street, Hawthorn

Junior Campus: Mellor House – Prep to Yr 6

173 Prospect Hill Road, Canterbury

Tel: 8779 7500 Fax: 9888 5440

E: [email protected]

www.strathcona.vic.edu.aubring out her best.

Every achievement starts with a dream.At Strathcona, we encourage our girlsto explore their talents and embark on their own unique journeys.We supportthem in their pursuits, in setting goals and achieving them. A Strathconaeducation is based on a sense of trust and community, where every girl feelssupported in reaching her potential.We believe it’s the perfect environment tostart a lifetime of achievements.


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220 Burwood Highway Wantirna South VIC 3152Tel: 03 8805 3800 www.knox.vic.edu.au

The Knox SchoolCO-EDUCATIONAL | PRE PREP TO VCE

Choosing the school that’s right for you is a huge decision. Schools, just like people are unique. Each has its own strengths and special features. The Knox School students excel in many ways but we challenge them to do much more. Our curriculum goes beyond academics to promote strong character and values.

Our excellent NAPLAN results, VCE results and tertiary placements reflecta caring place rich in personal attention where a positive and happy atmosphere allows and encourages students to think and reason for themselves.

At The Knox School, learning is a wonderful journey that lasts a lifetime – and you really will love coming to school!

You’ll love coming to school!


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MANNERS MATTER10

Education is as much about buildingcharacter as it is about equippingstudents with literacy, numeracy

and other skills for a successful life.And in an increasingly complex world,

just how schools go about teaching thesort of values that strengthen students’self-esteem and resilience, promotewellbeing and healthy relationships, andtackle violence and anti-social behaviourhas been the subject of recent debate andresearch.

But now, two new and as-yetunpublished Victorian reports couldhelp shed light on what works in valueseducation – and what doesn’t.

The first report, by researchers at LaTrobe University’s Centre for Dialogue,examined the effectiveness of programsthat prompt students to consider theirethical rights and responsibilities inrelation to people of different ideologies,cultures, faiths, genders and appearance.

The study, commissioned byIndependent Schools Victoria, collectedthe experiences and observations of about30 teachers and identifi ed diffi culties.Problems included:● how to manage the learning processwhen dealing with attitudes and emotions;● how to ensure values permeate thewhole school, not just some classrooms;● how to impart values that areunderstandable to people of differentbackgrounds and ages; and● how to ensure a role exists for secularvalues in religious schools, which cansometimes claim ownership over valueseducation.INCLUSION THE KEY

Study co-author Prof Joe Camilleri saidthe centre’s key interest lay in one majorvalue – inclusiveness – mutual respectand social harmony in culturally diverseschools.

“We’re finding that when it comesto teaching, actions speak louder thanwords,” Prof Camilleri said. “How canyou speak about integrity, respect,compassion, fairness and culturalsensitivity when students don’t see thatreflected in the behaviour of the teacher?

“Teaching is not just about

communicating knowledge and ideas butabout communicating by example, andthis should inform the ethos of the wholeschool, from the principal to the cleaner.”

To quote the Federal Government’sValues-Centred Schools website: “Withoutthis implicit values modelling, the task ofimplementing values education is doomed.If the seen-behaviours of teachers andfelt-experiences of students do notcorrespond to the explicit values fosteredin the school community, the explicitvalues education becomes compromised,incongruent and less effective.”

The second major report is actuallythe third in a series by the CurriculumCorporation for the Federal Government.

Its first report set out nine valuesfor Australian schooling: care and

compassion, doing your best, fair go,freedom, honesty and trustworthiness,integrity, respect and responsibility,understanding and tolerance, andinclusion.POSITIVE EQUALS PEACEFUL

The second report recommended10 principles of good practice in valueseducation. Among them were:● using a common values languageacross a school, explicitly teaching valuesso students know what they mean;● implicit “teaching” by the modelling ofthe values; and● using values to foster interculturalunderstanding and social cohesion.

But the third report, due to be releasedthis month, actually tested these goodpractices – and they work.

Fifteen clusters of schools acrossAustralia took part in the Values In ActionSchools Project. It included a youthmagazine, a radio show and emotionalintelligence workshops for students inculturally diverse Melbourne high schools.

There was also a project by a groupof NSW primary schools that examinedpoverty and how to maintain a sense ofrespect and “fair go”.

“The results were really positive,”said project director David Brown. “Weidentifi ed five major impacts on students,teachers and parents, including schoolsbecoming more peaceful places, lessbullying behaviour, higher attendancerates, and improved relationships betweenteachers and students, and teachers andparents,” Mr Brown said.

Values added

Teachers are powerful role models

when it comes to behaviour

THE GENIUS IN ALL OF USDavid Shenk. Icon Books, RRP $39Believe. That’s the first piece of adviceauthor David Shenk gives parents who wantto inspire their charges towards excellence.“Rather than wonder if their child isamong the ‘gifted’ chosen few, parentsshould believe deeply in the extraordinarypotential of their children,” he writes in hisrevolutionary new book. “Without that parental faith, it is highlyunlikely that significant achievement will occur.”Integrating cutting-edge research from many disciplines,Shenk brings a highly optimistic new view of human potential:The problem isn’t our inadequate genetic assets, but ourinability, so far, to tap into what we already have.

THE BRAIN THAT CHANGES ITSELF(revised edition) Norman Doidge.Scribe, RRP $29.95In this New York Times bestseller, NormanDoidge gathers stories from brain scientistsand their subjects around the world - storiesthat challenge the centuries-old notion thatthe adult brain is fixed and unchanging.In this book, we learn that the brain is “like aliving creature with an appetite that can grow and change itselfwith proper nourishment and exercise”.This has implications for people with learning disabilities, thebook offering stories about brain exercises that have beenfound to be useful in stemming such problems.The stories of personal triumph are striking.

INSTRUCTIONSNeil Gaiman, illustrations by CharlesVess. Bloomsbury, RRP $24.99In his famous Desiderata, Max Ehrmannurges children of the universe to, “Goplacidly amid the noise and haste” and“be on good terms with all persons”.Horror and fantasy author Neil Gaiman puts his unique spin onthis in Instructions and it works brilliantly.Supported by superb illustrations from Charles Vess, Gaimanuses a fairytale world of witches, goblins and predators waitingto feast on the unwary, to urge respect and goodwill for allplaces and people. Gaiman’s message is to “trust your heart”,tread carefully and fear not adventure. Parents would do wellto arm all their children with these instructions for life.

learn from the experts


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WE’VE GOT TALENT12

Amazing is just one way to describe some of thecreative work emanating from the art roomsof independent schools across Victoria. And

now you have the chance to see some of these piecesup close. The fifth Independent Schools Victoria AnnualArt Exhibition opens next Tuesday at Shell House, at 1Spring St, Melbourne.

ISV’s Anne Smith said the exhibition aimed toshowcase the artistic excellence of the students in

the independent sector, with works chosen by herorganisation in collaboration with teachers.

While the choice of media the students use haschanged a little over the life of the shows, oftenincorporating technology, the themes are not so different.

“Sometimes students comment on their own personalrelationships but other times on broader social issues;the issues of the environment and sustainability areoften in students’ minds,” Ms Smith said.

Be dazzled

The Artist:Reka Bujdoso,grade 6, ICA CaseyCollegeMedia: buff raku clay and acrylic paint.Artist’s statement: “With my terracehouse I tried to make some nice andinteresting textures that bring out thehouse and the nice gold, brown and silvercolours.”

THE WELCOMEHOUSE

The Artist: Anfal Husayni, grade 6,Mt Hira CollegeMedia: collage, pastel, pencilArtist’s statement: “I created adinosaur using pencil and pastels.Using magazines, I cut out variouspalm trees. Later I assembled both the collage andsmudged a pastel dinosaur to create a composition.”

DINOSAUR WORLD

The Artist: Bronwyn Northcott,year 11, Mentone GrammarMedia: digital media photographyArtist’s statement: “This imageis that of an Art Deco ceilingtile I captured on my camera inCamberwell. I morphed the image on Photoshop byzooming in and using the filter tool and the ink brusheffect. The four images work best in a vortex style as ifthe viewer is being pulled into the repetitive pattern.”

HOMAGE TO ART DECO


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WE’VE GOT TALENT 13

The Artist: Alice Gascoyne, year 12, Woodleigh SchoolMedia: oil on canvasArtist’s statement: “I wanted to portray thedifferences in perspectives we all have towards aplace; how one person can feel wonder and excitementyet the next can feel fear and apprehension.”

YOUR EYES ARE THE PRETTIESTI’VE EVER SEEN

The Artist: Natalie Cefala, year 9, Penleigh andEssendon Grammar SchoolMedia: mixed media on paperArtist’s statement: “A still life of a few decorativeobjects. The background is all black ink and theforeground is a collage of paper.”

STILL LIFE WITH BUDDHA

The building of our new primary school has made new places available at all levels for 2010.

EDUCATING FOR LIFE … in the footsteps of our Lord Jesus

ST ANTHONY’S A P-12 CHRISTIAN COLLEGE FOR CHILDREN FROM CHRISTIAN FAMILIES

St Anthony’s Coptic Orthodox College • 15 Alpina St, Frankston Nth • Ph: 9786 3145 • www.stanthonys.vic.edu.au

OPEN DAY is everyday at St Anthony’s. Contact Principal, Mr Gary Underwood, to make an appointment to see our education in action, or to obtain a prospectus.

• 76% of our graduate students go on to university

• Small classes achieve maximum student potential

• Special needs teachers increase literacy/numeracy

• Eastern suburbs school bus service

• Scholarships available for Prep, Years 3 and 6

51Q

UVQ

4804

95F/

LH/1

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crEativitycultivating boys’ character SINCE 1878

Inno

vatio

n

At CBC each boy can

experience the thrill that

comes from learning in a

dynamic environment.

Creativity is highly valued

and each student is

encouraged to approach

his learning with a sense

of openness by using his

own unique genius.

Come see how

by calling 9529 6611

to arrange a tour or for

a prospectus.

CBC St Kilda

11 Westbury Street

St Kilda East

www.cbcstkilda.com

CBCCHRISTIAN BROTHERS' COLLEGE ST. K ILDA


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How do you give a child confidence?

Choosing the right school for your child is of vital importance. It’s a decision that will shape your child’s life well beyond their school years. For 150 years, Melbourne Grammar has recognised that education isn’t just an intellectual journey, but a physical, emotional, psychological, social and spiritual one, too. Because one of the most important things a school needs to teach is self-belief to enable students to look beyond what they think is possible to achieve the unimaginable.

To join one of our regular Melbourne Grammar School tours, contact the admissions secretary on 61 3 9865 7570 or via email [email protected] are essential. www.mgs.vic.edu.au


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Ruyton Girls’ School12 Selbourne RoadKew 3101 VictoriaAustraliaTel 61 3 9819 2422

www.ruyton.vic.edu.auCRICOS 00336J

The Best of Both WorldsRuyton & Trinity

Recognising the changing needs of their students asthey mature, Ruyton Girls’ School & nearby TrinityGrammar (all boys) collaborate to offer the Co-ordinateProgramme in the crucial VCE years. Students can sharea number of subjects across the Schools, increasing thecurriculum choice at VCE and providing an introductionto the co-educational environment.

Ruyton aspires to give each girl anopportunity to learn and grow so thatshe achieves educational excellence andpersonal fulfilment. Ruyton seeks toprovide a supportive environmentenabling girls to demonstrate that:

• as individuals they are confident,resourceful and resilient;

• as learners they are intellectuallycurious, versatile and can work bothindependently and collaboratively;

• as members of the community theypractise tolerance and compassion;

• as leaders they act with integrity,self-assurance, initiative and anawareness of the value of service;

• and as citizens they are enterprising,creative and have a commitment tocommunity service, sustainability anda global society.

The size of Ruyton makes it possiblefor each girl to be acknowledged andvalued and for her individual needs tobe supported. At Ruyton there is a senseof community belonging, where teachers,girls and their families work togetherand value each other. Self-esteem andconfidence are fundamental to each girl’spersonal, social and academic success.

Many specialist programmes are offeredacross our Junior and Senior Schools;including Personalised Learning,Leadership, the Co-ordinate Programmewith nearby Trinity Grammar School,and Specialist Maths, Science and IT.For the full range of our programmes,please contact our Enrolment Co-ordinator, Mrs Nadine Hibbert, [email protected].

Academic, General Excellence andMusic Scholarships are offered for entryinto our Gifted and Talented Programme,commencing in Year 5.

Ruyton’s co-curricular and sportingactivities offer many choices: a widerange of musical instrument tuitionis available; there are choirs, orchestrasand chamber groups; lively musicalsand drama; joint performances withScotch College and Trinity GrammarSchool at senior level; specialist art andcraft, ceramics, dance, photography, anda full range of House and Schoolcompetitions and activities.

Sports include: athletics, basketball,cricket, cross-country, equestrian, diving,hockey, netball, rhythmic gymnastics,rowing, skiing, soccer, softball, surflifesaving, volleyball, water polo,swimming and tennis.

The National Trust-listed Henty House,set in landscaped gardens, provides abeautiful and gracious backdrop to ourvibrant and active campus, alongsidestate-of-the-art facilities. Our ELC, Juniorand Senior Schools are linked togetheron the same site, creating a strong senseof collective and community spirit acrossevery year level.

Academic PerformanceRuyton’s results are exceptional andconsistent. The top independent girls’school in 2008 and 2009, our 2009VCE results are outstanding. 68% of girlsreceived ENTER scores of 90 and above;6 girls attained ENTERs over 99, and 6perfect study scores of 50 were achieved.

Annual Fees 2010: From $8,056 pa (ELC)to $21,109 pa (Year 12)

Student Population: Approximately 780,from ELC to Year 12.

Co-educational ELC;girls only Prep – Year 12.

A non-denominational school.

Ruyton Girls’ School


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NEW CHAPTER 19

Aliteracy program that produces outstandingsuccess rates is slowly gaining popularity inVictorian schools.

The Reading to Learn program, first developed inthe 1980s by Australian academics Dr David Rose andDr Brian Gray, improves student literacy rates by up tofour times the expected rate of growth in skills.

Dr Rose, director of Reading to Learn and aspecialist in teacher education with the University ofSydney, says the effectiveness of the program wasfirst tested on indigenous primary and secondarystudents in SA.

“Indigenous children’s literacy levels are manyyears behind their non-indigenous peers, so with theschools we worked with no children were readingindependently before the end of year 3, and all thehigh school students were reading at junior primarylevels,’’ Dr Rose says.

“In our project we had all of them reading at age-appropriate levels within one year.”

The secret to the success of Reading to Learn, DrRose says, is the way it integrates the teaching ofreading and writing skills with the skills and contenttaught in all curriculum areas, and the fact that theprogram can be used with all students, from prep tothose at tertiary level, from weak readers to the gifted.

“While the weaker students are accelerating atover four times the expected learning rate on thisprogram, the top students are accelerating at doublethe expected rates,” he says. The reason for this isthat we are making explicit the language choices thatauthors use and showing all students how to usethose language choices themselves.”

Melbourne consultant in language and literacy DrSarah Jane Culican, who completed her PhD in theReading to Learn program, says it “scaffolds studentsand gives them support structures so they cantackle difficult texts, rather than dumbing down thecurriculum”. Dr Culican also worked on a 2008 report

into Reading to Learn commissioned by IndependentSchools Victoria which confirmed previous fi ndingsthat student growth in reading and writing skills overa year using the program is double to four times whathas been traditionally expected.

Another group of teachers from independentVictorian schools were trained in Reading toLearn in 2009, and have begun using theprogram in classrooms. “The number ofschools using the program is expectedto increase as more teachers trainand them implement the program,” DrCulican says.

Reading to Learn “looks closelyat written texts and first works onstudents developing fluency and deepunderstanding of all the layers ofmeaning in the texts, not just literalmeanings, but inferential meanings”,she says.

Teachers then highlight forstudents the clever languagestructures and encourage studentsto borrow those structures and usethem in their writing.

“That’s called text patterning,where kids deliberately borrow. In ascience text it might just be a factual wayto say things, like, ‘this consists of’, or ‘cellscontain’,” Dr Culican says. “So it teaches not justthe science terms, but the bit of grammar thatrelates to those texts.”

She says a 2001 trial of the program inMelbourne focusing on years 5 to 8 found it“was a fabulous bridge” between the topic,theme-based learning of primary schooland “an explosion of factual reading andwriting” students must cope with inearly secondary school.

Turning the pageText patterning is making words more friendly

“It has been repeatedly demonstrated that allstudents from all backgrounds accelerate at doubleto more than four times the expected learning ratewhen using the program.

“That’s because we train teachers to teach theirstudents to read texts at the level that theyshould be for their grade and subject area. It’s theabsolute opposite to the remedial programs.

“Remedial programs do not close the gap betweenthe weakest and the top kids. Our programconsistently demonstrates that you can closethe gap while teaching the curriculum.

DR DAVIDROSE ON THEREADINGTO LEARNPROGRAM:

CAPTUREOUR SPIRIT!CARING CONFIDENCE CURIOSITY CREATIVITY

ACACIA COLLEGE WELCOMES ENROLMENTS FOR 2010 AND SUBSEQUENT YEARSCo-educational, Prep-Year 7 in 2010, Prep-Year 12 by 2015. 9717 7300. 370 Bridge Inn Road Mernda 3754 (Melway 390 B9)

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Acacia College opened in February this year and already a unique ‘spirit of Acacia’ has emerged. Our school is underpinned by Christian values, yet we welcome students from all faiths and cultural backgrounds.Our buildings are fresh and new, our classrooms are warm and welcoming, and our staff and students are fi lled with energy and enthusiasm.Together we are building a school community founded on respect – for oneself, for others and for the environment.Join us for an Information Session and tour of the College with the Principal and senior staff.For details, phone the Registrar, Jane Austin, on 9717 7305 or visit our website: www.acacia.vic.edu.au


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Zahava’s love of architecture and entrepreneurial spirit were nurtured at Preshil.

Our students take a pro-active role in their education. They gain the confidence to believe anything is possible. That’s what makes Preshil unique. A child’s potential is theirs to discover: we help them find it.

Visit www.preshil.vic.edu.au or call 9817 6135 for details about open days, information nights and monthly tours.

Zahava Elenberg’s journey started at Preshil.


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Enrolling now for 2011 and 2012

Genazzano FCJ College 301 Cotham Road Kew VIC 3101 Phone 03 8862 1000 www.genazzano.vic.edu.au

Anne LewitzkaPianist

VCA Secondary SchoolClass of 1965


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Almost a third of Victorianteenagers spend more than twohours a night on the internet,

according to a new survey about theironline behaviour. And those with internetaccess in their bedrooms are more likelyto surf the net for longer on school nights.

CyberCulture, the Independent SchoolsVictoria study of 5000 students in years 5-11, found almost half those surveyed haveno rules about the amount of time theyspend on the computer at home.

Two thirds of students say they discusstheir internet activities with their parents,and claim their parents know abouteveryone they chat to online. But morethan a third report having online “friends”they’ve never met.

The survey of 39 single-sex and co-edschools found children’s unsupervisedinternet use in their bedrooms rosesharply with age, from 15 per cent of year5 students to 47 per cent of year 10s.Similarly, the older the student, the moretime they spend online, with 32 per cent of

year 10s surfing the net for more than twohours on school nights compared to 20per cent of year 8s.

Most of that time is spent socialising,using social networking sites such asFacebook, MySpace, Bebo and others,said Dr Debora Brown, senior researchfellow in social marketing and cyberbullying from the Child Health PromotionResearch Centre at Edith CowanUniversity in Perth.

“They’re also downloadingmusic and spending timegaming, much of which issocially interactive and involvescommunicating with others andplaying in teams,” Dr Brown said.“And they do spend some timedoing homework and searchingonline for educationalpurposes.”

But Dr Brown saidparents need not worry:“Young people live in this(online) world and use it

differently to how adults use it,” she said.“For them it’s a social tool and they use itlike adults might use the telephone.”

The survey found fewer than 10 percent of students had had a negative onlineexperience, such as being the subject of arumour spread online or receiving a nastyor threatening message.

“Parents should understand there arerisks (online) and the need for fi lters andeducating young people about protectivebehaviours,” Dr Brown said. “But beingexposed to the downsides is all part oflearning how to exist in this world wherethere are no boundaries or rules.”

Almost all students said they wouldturn to friends, parents or teachers forsupport if they were bullied online or by

phone, but most said they would talkto their school friends fi rst.

Dr Brown said teens fear theirparents will over-react to a badexperience and ban them from usingthe technology.“But research suggests young

people are much more inclined to talk totheir peers if there’s a problem becausethey’re likely to know about it, too,” shesaid. “If something nasty has been postedon a social networking site, other peoplehave probably seen it, too.”

More than 95 per cent of studentssay they know about their school’santi-bullying policy and most said cyberbullying had been discussed at school.

In the words of one year 10 girl whotook part in the survey: “I think cyberbullying is a lot scarier than normalbullying, as people can disguise theiridentities and be more confi dent behindmasks, but I don’t think adults necessarilyunderstand the problem very well.

“I think young people need some basicguidelines to go by on how to keep safe,not just lectures about how dangerous itis, because we don’t connect with that.”

GETTING THE MESSAGE22

u r wot u want 2 bTeens find it easier to connect with their peers on all fronts

Words: Fay Burstin

Being exposed to the downsides is all part of learning how to exist

Academic, Debora Brown

The affordability of Private School Education is a major

financial consideration and decision for parents every year.

Education Access is a new solution that uses borrowedfunds to pre-pay multiple years of education (discounts and

other benefits may apply) and spread repayments over an

extended period thereby reducing financial stress on family

finances during the high cost education years.

Visit our website for more details

www.buyerschoice.com.au/edacc

Education Access

Free Call 1800 888 876

A specialist Free service of

To be eligible for Education Access,borrowers will ideally have 30%minimum equity in their home orother residential property.Other criteria also apply.


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● More than 60 per cent of year 11students send text messages duringclass, stunning survey results show.

● Almost 70 per cent of the 5000students surveyed by IndependentSchools Victoria often take a mobile

phone to school, with girls slightly morelikely to have phones than boys.

● Texting is more common than calling;about 40 per cent of all teens checkmessages during class and about 30 percent send them. And almost all students

with phones say they take a few photosor videos a month and about half sendthem to friends’ phones.

● Ken Rigby, psychology professor fromthe University of South Australia andauthor of Bullying Interventions In

Schools: Six Basic Approaches (ACERPress, 2010), said it was possible, butunlikely, that students were texting inclass for educational purposes.“It’s probably a game to dispel boredomand it’s a worry if teachers and parentsare unaware of it,’’ Prof Rigby said.

Technically speaking

GETTING THE MESSAGE 23


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Tours available on June 23 and August 2 or by appointment. For more information phone 9489 7644. The College is located at 50 Separation St, Northcote. www.santamaria.vic.edu.au SANTA MARIA COLLEGE

A World of Opportunity for Young WomenSanta Maria College is a secondary school for girls embedded in the Catholic tradition. It cultivates a spirit of compassion and a heart for social justice. The College offers the International Baccalaureate Middle Years Program. As winner of the NAB Schools First $100,000 state award for science, the College acknowledges its responsibility to educate young women for a future that is dynamic and unknown. Enrol now for Year 7-12.

Open Day is on October 27.Tours: 2-7pm Information Session: 7pm

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A true education realisesthe full potential of every child

WE

S032A True Education

At Wesley, we believe in a true education - one that realises the full potential of every girl and boy. Our rich and comprehensive coeducational program promotes not only excellent academic results but has a concentrated focus on the Arts, Sport, Outdoor Education and Community.

Visit www.wesleycollege.net or call + 61 3 8102 6888 for more information.

Elsternwick � Glen Waverley � St Kilda Road


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Acacia College370 Bridge Inn Rd, Mernda9717 7300www.acacia.vic.edu.au

Camberwell Girls Grammar2 Torrington St, Canterbury4 Mont Albert Rd, Canterbury9813 1166www.camberwellgirls.net

Caulfield GrammarWheelers Hill. Malvern. Caulfi eld.Yarra Junction. Nanjing-China9524 6300www.caulfi eld.vic.edu.au

Christian Brothers' College11 Westbury St, St. Kilda295 Carlisle St, Balaclava9529 6611www.cbcstkilda.com

Education AccessFree Call 1800 888 876

Geelong Grammar14 Douglas St, Toorak50 Biddlecomb Ave, Corio5273 9307www.ggs.vic.edu.au

Genazzano FCJ College301 Cotham Rd, Kew8862 1000www.genazzano.vic.edu.au

HaileyburyBerwick. Brighton. Keysborough9213 2222www.haileybury.vic.edu.au

Huntingtower77 Waimarie Drive, Mount Waverley9807 8888www.huntingtower.vic.edu.au

Kingswood College355 Station St, Box Hill9890 0677www.kingswoodcollege.vic.edu.au

Korowa Anglican Girls' SchoolRanfurlie Crescent, Glen Iris9885 0336www.korowa.vic.edu.au

Luther CollegePlymouth Rd, Croydon Hills9724 2000www.luther.vic.edu.au

Melbourne Grammar School67 Balaclava Rd, Caulfi eld1 Domain Rd, Melbourne9865 7570www.mgs.vic.edu.au

Mentone Girls' Grammar11 Mentone Pde, Mentone9581 1200www.mentonegirls.vic.edu.au

Mentone Grammar63 Venice St, Mentone9584 4211www.mentonegrammar.net

Presentation College Windsor187 Dandenong Rd, Windsor8517 2777www.pcw.vic.edu.au

Preshil395 Barkers Rd, Kew9817 6135www.preshil.vic.edu.au

Ruyton Girls' School12 Selbourne Rd, Kew9819 2422www.ruyton.vic.edu.au

Santa Maria College50 Separation St, Northcote9489 7644www.santamaria.vic.edu.au

St Anthony's CopticOrthodox College15 Alpina St, Frankston North9786 3145www.stanthonys.vic.edu.au

St Leonard's College163 South Rd, East Brighton65 Riverend Rd, Bangholme9909 9300www.stleonards.vic.edu.au

St Peter's CollegeCranbourne-Frankston Rd, Cranbourne5996 6733www2.stpeters.vic.edu.au

Strathcona34 Scott St, Canterbury30 Yarra St, Hawthorn173 Prospect Hill Rd, Canterbury8779 7500www.strathcona.vic.edu.au

The Knox School220 Burwood Hwy, Wantirna South8805 3800www.knox.vic.edu.au

Tintern Schools90 Alexandra Rd, Ringwood EastMaidstone St, Ringwood9845 7777www.tinternschools.vic.edu.au

Toorak CollegeOld Mornington Rd, Mt Eliza9788 7200www.toorakcollege.vic.edu.au

Wesley CollegeElsternwick. Glen Waverley.St. Kilda Road8102 6888www.wesleycollege.net

Yarra Valley GrammarKalinda Rd, Ringwood9262 7700www.yvg.vic.edu.au

INDEPENDENT SCHOOLS DIRECTORY26

The new Cranbourne East campus of St Peter’s College will be located on Berwick-Cranbourne Road, and we are currently taking enrolments for Year 7, 2011. Please

call our Registrar, Kelley Cooper, on 5996 6733 for an Enrolment Information pack today.

St Peter’s College - Cranbourne East CampusProviding the Environment where Excellence Can Flourish

St Peter’s College Cranbourne-Frankston Road Cranbourne Ph: 5996 6733

www.stpeters.vic.edu.au Email: offi [email protected]

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Located in the heart of Melbourne’s east, Yarra Valley Grammar understands the value of boys and girls working together to develop teamwork, sociability and self confidence.

Our expert and creative staff encourage students to be their best in an environment of openness, friendship and compassion for others. The relationship between our staff and students is fundamental to everything we do, whether it’s fostering the development of young personalities or providing meaningful one on one support. Our dynamic curriculum provides each student the best opportunities to study and grow in a culture of confidence.

To book a private tour, please contact our Registrar, Mrs Alison Klitzing on 9262 7700.

Yarra Valley Grammar Kalinda Road Ringwood Victoria 3134 Telephone 03 9262 7700 Email [email protected] www.yvg.vic.edu.au CRICOS NO. 00356E

A CO-EDUCATIONAL SCHOOL IN THE ANGLICAN TRADITION – EARLY LEARNING TO YEAR 12

“THERE ARE GREATOPPORTUNITIES AT YARRA

VALLEY GRAMMAR; ACADEMIC, SPORTING, CULTURAL AND

THE ARTS. STUDENTS HERECONTINUE TO BE CHALLENGED

AND SUPPORTED TO REACHTHEIR ACADEMIC POTENTIAL”.

DR MARK MERRY – PRINCIPAL

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BEST OFBOTHWORLDS

OUTSTANDINGOPPORTUNITIESFOR GIRLS AND BOYSF R O M E L C T O Y E A R 1 2

Mentone Grammar is acknowledged as a dynamic coeducational learning environment. Middle School is where our unique education model truly shines and sets our school apart. Students in Years 5-9 learn in separate gender classes, with all other year levels coeducational, reflecting modern thinking that boys and girls develop differently during various stages of adolescence. It’s the best of both worlds!

Come and see what everyone’s talking about.School Tours - see our website or by appointment with our Registrar.63 Venice Street, Mentone | Phone 9584 4211 | www.mentonegrammar.net

Excel Independent Schools magazine

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