KINROSS COLLEGE

KINROSS COLLEGEBelieve • Act • Achieve

Inspiration • Ambition • Passion • Integrity

Edition 3Volume 11, 2012

Kinross College, Falkland Way, Kinross, WA 6028 Telephone: (08) 9306 6000 Fax: (08) 9306 6011 [email protected] www.kinrosscollege.com.au

Kinross Youth Climate Coalition attended a summit on June 22 and 23 called ‘Start The Switch’. They joined up with students from thirteen other schools.

Kinross students gained a valuable insight into climate change issues and took part in a ‘f lash mob’ event that is now on YouTube.

Watch the Flashmob on YouTube:

www.youtube.com/watch?v=oKHgLbxnH98 or ACT NOW Flashmob at Start the Switch Perth 2012.

Dates for your DiaryOctober15 College Staff - first day of Term 4 16 Students - first day of Term 418 Yr 7 vaccinations22 P & C Meeting, 7:00 pm25 Years 8 to 10 Interschool Athletics Carnival30 Mindarie Senior College Transition Yr 10

November6 Academic Extension testing8-9 Outdoor Ed Camp9 Beach Carnival12 School Board Meeting - 6:30 pm16-18 Rangers Camp (Rottnest Island)21 Rangers Graduation23 Year 10 Dinner Dance27 Performing Arts Showcase

December11 Colours and Honours17 Year 10 Graduation18 Whiteman Park Yr 10 Students - Last day Term 419 Staff - Last day Term 4

Student Achievements

Top Ten Finalist - The West Australian Young Writers’ Contest 2012.

Congratulations to Tyler Holden from Year 8 who has won himself a spot in the top ten finalists for his entrance into the Year 7-8 Poetry for his poem ‘More Storms’. This year over 2000 entries were submitted from around the state. There were only ten finalists in each of the six age groups, so to obtain a spot in the top ten of a category is a fantastic achievement. Well done Tyler!

Year 8 student, Karla Edwards, represents WA at national youth soccer championships.

Karla is fully committed to her chosen sport of Soccer playing as a goal keeper. She plays in two different leagues; women’s under 15; girls’ under 14, and trains at least four times a week as well as games on the weekend.

Girls’ Soccer is gaining in popularity and has become a leading sport in New South Wales, Queensland, Victoria and South Australia. Over the past 5-10 years, Girls’ Soccer in Western Australia has grown considerably, giving the State and National Selectors a greater pool of talent to choose from and they are already preparing for next year’s championships.

At this year’s championships the standard of the game proved too strong for the WA teams, with the U14s placing 4th and the U15’s placing 3rd.

Well done to Karla for her exceptional achievement and dedication to her sport while keeping up her excellent grades in her school studies.

Karla represented Western Australia at the 2012 FFA National Youth Championships for Girls, held in New South Wales, in July.

College reception (08) 9306 6000 8 am - 4 pm Email [email protected]

Student start times 8:50 am Mon, Tue, Thu, Fri 8:40 am Wed

Finance Assistant Donna Olsen Email [email protected] Hours 8:30 am -12:00 noon Mon-Thu 8:30 am -3:30 pm Fri

Uniform Shop Cathy Searson (Manager) 9494 5760 (message service) Hours Mon - 12:30 - 3:30 Thu - 8:30 - 11:30

Kinross College useful info:

Letter from the Principal ..

Dear Parents and Caregivers

With the imminent close of Term 3, I would like to reflect on the performances of the students over the past ten weeks. Much has happened with our students engaging in a number of significant events. Earlier this term our year seven students travelled south to undertake activities and social interactions aligned to their yearly camp. I am reliably informed that all students had a wonderful time, parents had a pleasant break and my staff spent a very restful weekend after an exhaustive week.

This was closely followed by our highly acclaimed Rangers Unit travelling to the deep, south west of WA to complete their Term 3 Cape to Cape hiking and camping adventure. Happily, all survived the trip, the highlight being the forty one kilometre hike which challenged everyone. The weather was cold, wet and frosty for staff and Rangers but a great time was experienced by all.

The College production is always seen as a highlight on our dramatic calendar and this year was no different. Our students performed the play “Wonderland” and it was a fulfilling experience for the students to perform, dance and sing for their parents, friends and relatives. Congratulations to all who gave up significant amounts of time to direct,

produce and prepare costumes for the

students. We now wait to see what 2013 brings us..!

Finally last Friday students participated in the annual athletics carnival. This is such a great day

for the competitive athlete and also for those who want to participate in the physical activities that are on offer. It was very good to see significant numbers of students engaging enthusiastically in a full range of athletic pursuits. Well done to those students who won individual awards on the day. However, as always, it is the team aspect that is so important and this year Forrest performed the best across all events and all year levels to be crowned the winners in all divisions.

A big thank you to all staff who have given so much of their time to ensure the students of Kinross College have had the opportunity to undertake the many varied activities over the course of this term.

Well done to the students who have taken the opportunity to participate in the significant activities this term. We trust you performed to the best of your ability and that you represented Kinross College proudly.

Lloyd Page Principal

Did you know? If you are the parent of a student commencing in Year 9 or Year 10 for 2013, you would already be aware there are additional costs associated with Subject Charges. As part of the subject selection process, parents are required to pay a 50% deposit towards these elective subjects. If you are likely to have difficulty making payment for the balance on these electives charges, by the due date of Friday 15 February 2013, then perhaps arranging a payment plan now would be a good option to consider. The deadline for payment of Electives Charges under a payment plan arrangement can be extended to Friday April 19 (The last day of Term 1, 2013). Regular manageable payments made over the coming weeks and into the New Year will ensure that these costs can be finalised by that date – students are not disadvantaged in any way under a payment plan. These arrangements are strictly confidential and can greatly minimise the stress and anxiety parents may face in meeting their financial obligations. Please contact Donna Olsen, Finance Assistant at the College during the hours below or alternatively email:[email protected]

Finance Assistant Hours;8.30 am – 12.00 noon Mon - Thur8.30 am – 3.30 pm Friday

Finance News

Enrolments 2013If any parents know that their child/ren will not be returning to Kinross College in 2013, it would be appreciated if they could advise the Enrolments Registrar, as soon as possible. Please phone Sandra at the school on 9306 6001. This information will assist us when calculating our student numbers for next year. Thank you for your assistance in this regard.

Literacy TipsReading Strategies: SQ3R Method. By Tara Kuther, Ph.D.

If you’re looking to be a more efficient reader, try the SQ3R Method. It’s designed to help you read faster and retain more. SQ3R stands for the steps in reading: survey, question, read, recite, review. It might seem like it takes more time to use the SQ3R method, but you’ll find that you retain more and have to reread less often. Let’s take a look at the steps:

Survey: Before reading, survey the material. Glance through the topic headings and try to get an overview of the reading. Skim the sections and read the final summary paragraph to get an idea of where the chapter is going. Only spend a few minutes surveying the reading to get a background knowledge, an initial orientation that will help you to organise the material as you read it. It eases you into the reading assignment

Question: Look at the first heading in the chapter. Turn it into a question. Ask questions to be answered in your reading. This step requires conscious effort, but is worth it as it leads to active reading, the best way to retain written material. Asking questions focuses your concentration on what you need to learn or get out of your reading.

Read: Read the first section of your reading assignment to answer your question. Actively search for the answer to your question. If you finish the section and haven’t answered the question, reread it. Read reflectively. Consider what the author is trying to say, and think about how you can use that information.

Recite: Once you’ve read an initial section, look away and try to recite the answer to your question, using your own words and examples. If you can do this, it means that you understand the material. If you can’t, glance over the section again. Once you have the answers to your questions, write them down.

Review: After reading the entire assignment, test your memory by asking yourself the questions that you’ve identified. Review your notes for an overview of the chapter. Consider how it fits with what you know from the course, experience and other classes. What is the material’s significance? What are the implications or applications of this material? What questions are you left with?

http://gradschool.about.com/cs/reading/a/sq3r.htm

Mauveen TitlestadLearning Support Officer

Secrets that lead to Student

successSecret 3. Instil a Respect and Desire for Delayed Gratification and Sacrifice

• Firmly believe that the rewards reaped through hard work and dilligence, however delayed, are more to satisfy than short-term accomplishments. Set an example for your children by always leading your life according to this principle.

• Help your children reach their long-term educational goals by teaching them to envision the joy and satisfaction their future successes will give them.

• Have fun along the way! Make sure the sacrifices your children make on the road to academic success are not too severe; allow your kids to indulge occasionally in things that provide instant gratification.

• Teach your children the value of delayed gratification early by using practical scenarios even they can understand.

• Include your children when deciding what to sacrifice for their long-term educational goals.

Watch this space for further Secrets of Success.

at Kinross College

LiteracyLove

Guernsey anchors fundraising effortsYear 8 student, Georgia Luplau, poses proudly with the signed Fremantle Docker’s jumper won by her grandfather, Steven Luplau, in an auction organised as part of the Stewart Footy Fun Day fundraiser, held at Kinross College. This was in memory of former staff member and passionate Fremantle supporter, Mr Graeme Stewart, who tragically drowned on a fishing trip in 2010.

Despite his affection for West Coast, Mr Luplau bid $420 to secure the guernsey, signed by the entire 2011 playing squad and the then head coach, Mark Harvey, for his Fremantle-loving wife.

Mr Luplau’s generous donation brought the total raised through the day’s activities to $1121.75. This money was forwarded to the Whitfords Volunteer Sea Rescue Group.

Nick FitzgeraldScience

P & C News:

The next P & C meeting is Monday October 22 at 7pm in the Conference Room, Kinross College Administration Reception. All welcome.

Since the beginning of the year, the P&C has been campaigning to get safer pedestrian crossing of Marmion Avenue in the vicinity of the rear of the College at Falkland Park, for those students who live on the Burns Beach Estate. We have approached various members of the City of Joondalup, including the Mayor; and also our state parliamentary representative, the Member for Ocean Reef, Albert Jacob.

We have not been satisfied with the City of Joondalup’s response, and although Albert Jacob is submitting a request to parliament for an underpass to be constructed in that area, it either may not be approved due to cost, or if it is, it will take a long period of time to implement. In the meantime, pedestrian safety is being compromised as the only alternative is to cross at the Grand Ocean Entrance roundabout.

We would like to continue actively pursuing this issue so if you are concerned about the safety of Kinross College students who have to cross Marmion Ave , please come to the next P&C meeting or email the P&C Secretary, Maxine Crook, with any [email protected]

Chaplain’sNEWS

I would like to take this opportunity to introduce myself to the Kinross College Community....My name is Tamrah Bartlett. I have taken up the role of Chaplain from Narelle who finished at the end of Term 2 to spend time with her family. I am also the mother of 4 children, 3 whom are teenagers.

I have worked in the local community for many years and Kinross College is my first Chaplaincy position. I look forward to getting to know the young people, the staff and the parents over the coming months.

During Term 3 Joel and I have had the privilege of running two programs: Strength for the year 8 boys and Shine for the year 8 girls. In these programs we discuss many issues that young people face on a day to day basis, as well as the girls getting the chance to learn how to apply makeup, do their hair and other fun girl stuff. Through the discussion and activities we hope the young people leave the

program with an increased sense of self-worth and the ability to face any challenges ahead.

Joel has been spending time with Mr Edwards assisting in the Circus program and I had the opportunity of attending a fantastic performance at a local primary school, by our circus troupe.

Over the term, Joel and myself have spoken with many young people who are facing challenges which are sometimes just too huge for them to face alone. The courage of these young people continues to amaze me. As parents and caregivers, it is our responsibility to instil respect and empathy for others, as well as helping our young people find purpose in life, as this is the next generation and Young People Matter.

Have a fantastic holiday!!!”

Tamrah Bartlett & Joel BondChaplains

A BIG Thank you

To Roger Crook , of the P & C, who most graciously and willingly gave up his time for the past two weeks to help create the now famous and much loved ‘Stirling Bull’.

Roger worked tirelessly during this time to help design, source materials and fabricate this fabulous beast. ‘Stirling the Bull’ was a fabulous addition to Friday’s sports carnival.

Stirling Bull pictured with:Associate Principal Mrs Beaton andPrincipal Mr Page

Sarah Needham

KEA - Kinross Extension & Acceleration

Term 2 & 3 2012 Over the last two terms, our Academic Extension classes have been a great success. We have developed a deeper understanding in a variety of topics including, livable communities, law and government, politics, history, poetry, horror, short stories, chemistry, the periodic table, algebra and measurement.

In English and S&E our class was given the challenge known as “The Integrated Project”. The aim of the task was to teach us about how the political system works and what it’s like to work in politics. Everyone was trying to get the title “Leader of the World Council.” For the project we were put into groups of three or four based on our political views and opinions. Each group chose a country and elected one member to be the ‘Figure Head’ of their country. The group then worked as a team to write and deliver a convincing speech and campaign. Each person decided on whom he or she wanted to vote out of the world council and in the end, there were only two countries left battling it out for the prestigious title of “Leader of the World Council.” Australia and Germany both put up a valiant fight, but in the end Germany came out on top.

In Maths and Science we also had an integrated project. Again we chose groups of three or four. We had to pick an experiment that would affect daily life. For example, one group examined which cleaning product gets chewing gum off clothes best, another experimented on which food tastes better - name brands or home brands. This experiment was demonstrated at the showcase. Every group designed a poster explaining how the experiment worked.

The Semester One showcase was a great success. Three year eights and three year nines from the English/S&E extension classes performed a debate about whether or not technology is taking over our lives. The arguments were well thought out and caused the audience to think about their technology use. The audience then voted for which trio was more persuasive. The eights won with their argument that technology is taking over our lives.

The Integrated Project has been a blast and has allowed us to pursue the concepts in more depth across multiple areas of the curriculum. Our next project is going to finish with a ‘Night of the Notables’ evening late in Term 4.

Kirsten Smedley & Fiona WilkesYear 8

Tournament of MindsThis year the College entered three teams in the Tournament of Minds, a six week challenge involving a lot of creativity and hard work. The students were extremely busy; scripts written, props and costumes made, and everyone rehearsing madly.

Each team must produce a solution to a complicated, open-ended problem and then act out this solution over a ten minute period in front of family, friends and a panel of judges. This year the challenges our teams chose involved either the construction of a three dimensional object that can be viewed in a number of different perspectives, or to create an allegory that involved characters out of Shakespeare, Dickens and Roald Dahl novels.

The teams travelled to Curtin University on September 1, to pit their skills and imagination against other primary and secondary schools from throughout WA. The teams should be commended on their abilities to work together -no mean feat- and produce complex solutions to their chosen scenarios.

Amanda GardinerMathematics

The KYCC (Kinross Youth Climate Coalition) is ordinated by a group of year 9 students. The students are motivated and passionate and committed to making a positive change for environmental sustainability in the College.

Last term we attended a summit on June 22 and 23 called ‘Start The Switch’ along with 13 other schools. At the summit we learnt that climate change is becoming a serious threat and it needs to be stopped. On the Saturday we rehearsed a flash mob that is now on YouTube and it was heaps of fun being able to be involved. As a group, were are extremely inspired and the summit taught us how to plan fundraisers, run a series of events to get solar panels, water tanks and recycle bins, as well as numerous other changes we can make in our community, to help raise awareness and become more renewable.

After the summit we started planning ideas and fundraisers to raise money and to make the College more environmentally friendly. We discovered it is more challenging than we thought and that teachers don’t always get enough credit for planning events. We have many more fundraisers coming up so we ask of you to please support us because it will benefit you in the future.

Students who did support us were invited to an appreciation session where we talked to them about AYCC and how climate change is a major issue in today’s society. They gave us future ideas on fundraisers that we will use. Thank you to all the Year 8’s who supported us. It was great fun.

Ffiôn Nutter & Jessica EnglebrechtYear 9

ACT

NOW

KYCC Kinross Youth ClimateCoalition

Explicit Teaching at Kinross College

Over the last eight months, teachers in the Junior School have been implementing a method of teaching known as the Fleming Explicit Teaching Model. After attending professional development last year, led by Victorian Principal John Fleming, staff in the Junior School were ‘blown away’ by the results Fleming achieved with his students, as a result of implementing this model.

Current educational research supports the effectiveness of providing more explicit instruction within the classroom in a highly structured and organised way. Through his work at Bellfield Primary School, Principal John Fleming turned a school with very poor results around, with his model of explicit teaching. Research has shown that “Direct instruction and explicit teaching is two to three times more effective than inquiry-based learning or problem-based learning.” (Steve Dinham, The Australian Council for Education Research.

Wanting only the best for our Kinross College students, staff in Year 6/7 have starting implementing the model in classrooms. The first aspect of the program has been the implementation of this process in spelling. Teachers are now implementing aspects of the model in mathematics and reading.

In June of this year, Jeanavieve Walia and myself were privileged to visit John Fleming’s current school Haileybury College (Berwick, Victoria). We were able to view the model in action as we work-shadowed teachers in Years 7 and 8. Also we were able to tour the Senior campus for Year’s 10-12 to see the school’s plans for pushing the model into the later years. The school was fantastic and we have returned with so many exciting ideas.

What we can now report, is that we are starting to see an impact on the levels being achieved in spelling and mathematics, for those staff who are fully implementing the programs and model of explicit teaching. Teachers in the Junior School are very happy with the progress and are really thriving on what they are learning as well as seeing the great improvements in the students.

We have managed to secure John Fleming to work with staff at Kinross College in December to continue our progress at the College. We are certain that the partnership with John Fleming will have a huge benefit for the students of Kinross College.

We are also providing more staff with professional development in September to further enhance their skills and understanding of the model. The majority of Junior School staff have also visited Ballajura Primary school to see the model in action. Ballajura started it’s implementation two and a half years ago. The enthusiasm for the model has certainly grown and we now have staff in the secondary years, who are looking to trial explicit teaching in their classrooms in 2013.

Nicki Hill Deputy Principal Junior School

Year 6 Report – Term 3

During Term 3, students in Year 6 have been practising their oral presentation skills. Students have been able to negotiate the subjects of their speeches and we have had some very interesting and unique ideas. Some chose to talk about their heroes, others about a topic of interest to them such as Albert Einstein, we saw cooking demonstrations and ‘how to ..’ exhibitions, such as how to tie a tie. Students also orally presented their Olympic projects.

During the first four weeks of term, students researched the Olympic Games, covering the ancient games, a selected country, a particular sport and athlete. Students were asked to demonstrate a variety of Society and Environment skills including mapping, labelling diagrams, creating timelines and using tables and/or Venn diagrams to make comparisons.

We continue this term to participate in a variety of Information Technology programs and many classes have set up edmodo sites for their class as a way of opening up communication between class members, about class work. It also allows teachers to share resources with students and answer students’ questions.

In Science, students have enjoyed learning about Electricity this term. Practical activities have students making simple electrical circuits and students have completed a research project about renewable energy sources.

We have had a number of new students join Year 6 this term, after moving to Kinross. We welcome them and they have settled in well. As a Year 6 community, we come together each week and present students with Letters of Commendation. Many students are also recognised for their hard work and contributions through the Star of the Week award, presented by each of the Mentor Representatives. Well done to all of those students who have received these awards so far this year.

Amanda RobinsonHead of Year 6

Year 7 Camp – Woodman Point

The Year 7 group excitedly ventured to Woodman’s Recreational Camp for their 4 day camping experience from the 14 – 17 August 2012. This camp was to establish and maintain the friendships and teams within the Year 7 cohort and to give students the chance to challenge their comfort zones and experience activities not normally found in day-to-day schooling.

The students had an amazing time during the day. Activities included; abseiling, raft-building, rock climbing, vertical challenge, kite-making, orienteering and archery. Each adventure offered challenges to be met and fears to be conquered. Some amazing super stars overcame nerves and tears, with the support of their groups, achieving things they

Junior School Report

never thought they would.

Firstly, students competed in a heptathlon or mini Olympics. Paper plane javelin, frisbee discus, balloon races and many more variations of the traditional activities were competed in with students laughing and having fun at each station. The last night of camp offered our performance-minded students a chance to share their many talents with a variety concert. We were treated to beautiful voices, circus acts and some interesting takes on drama performances. All in all, each of

these night activities offered a great way to end the days.

Overall, everyone had a fantastic, though exhausting, time.

The teachers and students would like to extend a special thank you to the parents who came along and helped make our time on camp so memorable. Your support was greatly appreciated!

Cherie DwyerTeacher Year 7

Term 2 Recap

Last term, Rangers had a two-night camp at Bickley Outdoor Recreation Centre. All the kids and staff really enjoyed themselves and experienced new things. There were many activities to do such as abseiling, crate climbing, search and rescue and using the flying fox. There were various night activities for the Rangers to compete in and enjoy. On our way back to Kinross, we stopped off at the ‘Hang Out’ in Bayswater. This gave everyone an opportunity to experience rock climbing and to push each other to their limits.

During the normal weekly parades, Year 8 students took part in two different activities: self-defence and policing. For three weeks the boys practiced self-defence while the girls did policing, then for the next three weeks, the groups swapped. After both groups had done self-defence, there was a small show-off where the class split into boys and girls again, but to test reaction time while the instructor yelled out actions that we had to complete. During the policing we learned about what drills were used in the academy and how to respond to them.

Year 9s and 10s had been taking part in indoor sports such as ten-pin bowling and indoor squash, which they organised and ran themselves. They participated in leadership/initiative activities where they had to make decisions depending on the situation and improve their leadership skills.

The higher ranks spent the term making climbing apparatus

Kinross College Police Rangers

and doing community service. This will help them to respect our community and might provide them with skills for the future.

Overall, it was an excellent term for the Kinross Police Rangers.

Michael LodgeYear 8

Term 3 Recap

This term we have done so much with Rangers. The Probationary Rangers kicked off the term with self-defense and learning techniques to defend themselves. They also went surfing and kayaking. At the weekly parades the Year 8s have been doing a variety of activities including fitness, bike education, surfing and kayaking. The Rangers learnt about survival skills. These included orientation, different types of shelters and fires, morse code and water collection. The Year 10s and up have experienced self-defence and earning skipper’s tickets. Skipper’s tickets are gained by showing the basic knowledge and practical skills required to operate a boat safely.

Our Term 3 camp was on the Cape-to-Cape trail. From 23 to 26 August in week 5 the Rangers went down south to Margaret River. Everyone went to archery and minigolf on the first day. We went on a hike, either 20km or 40km depending on our year level and how far we wanted to push ourselves.

The 20km hikers were split into two groups. One group did the hike on the Friday and the other on the Saturday. They were fortunate enough to have great hiking weather. The hike was very challenging for some and everyone had lots of laughs. We also played a game called camouflage at random times. The views were amazing and we got to see dolphins and whales. Afterwards we got to enjoy an ice cream for the long hot day of hiking.

The students and instructors doing the 20km hike and activities participated

in caving, Supagolf and of course, the hike. The people doing the 40km hike slept away from camp overnight. It was along some of the same track and on day one the two groups crossed paths going in opposite directions. The hike was amazing with beach sections, river crosses, hiking on the top of cliffs. They hiked around 20km per day.

We would like to thank Mr Alexander and Miss Menzies for organising the Cape-to-Cape hike. We would also like to thank Mrs Lazarus and all the instructors for the effort and time they spend into making Rangers amazing.

Thank you to Mrs Lazarus and all the other instructors for making Police Rangers such an enjoyable experience.

Kirsten SmedleyYear 8

Year 6 Incursion - Les Bâtons Français came out to perform to all the Year 6 students on Thursday 6 September.A taste of all things French as Les Bâtons Français took students on a comedic journey exploring French culture, people and places. The two performers used a great number of theatrical styles to present their show, including French traditions such as mime, puppetry, music and song. The show is designed to be fun and zany while touching on French icons and literature, such as la Tour Eiffel, Cyrano De Bergerac, the Three Musketeers, as well as the farcical style of Moliere.

During this term:

Year 6 students have learnt to describe themselves and family members in great detail. They have also discussed famous French icons and designed wonderful Mind Maps. They researched Les Gargouilles de Notre Dame and created original designs.

Year 7 students have been focusing on French cities, where they designed beautiful brochures. The junior students have been enthusiastic learners who are continuously developing their speaking skills and sustaining longer conversations.

Year 8 students researched a variety of French foods from different regions and created

a class recipe book. They also made some of these delicious meals to taste in class. Students also created a French passport and completed wonderful writing pieces and an itinerary en français! They also extended their writing skills and are learning to conjugate verbs, forming some great sentences. It has been an absolute pleasure to teach the Year 8 classes this semester.

Year 9 & 10 students have been busy extending on their grammar and speaking skills from a variety of topics. They have also set up a mini French restaurant in class where they have practiced conversations and further developed their cultural understandings. Students enjoyed a delicious lunch catered for by Sugar and Spice, a lovely French patisserie, in Joondalup. Many thanks to Patrick and his staff for their generosity in providing students with authentic French Food.

Miss Chinen &Mrs Gibson

Languages

Maths The Year 8s have been focussing on the strand of measurement over the course of Term 3.

Year 8 mathematics students have been getting hands on by constructing their own composite shapes. Students have utilised their understanding of Pi, diameter and radius to help calculate the perimeter of their shapes. Students have also constructed their own formula tables to calculate the area of various shapes.

French

Society & EnvironmentLast term and this term in society and environment we have covered a variety of topics. Ranging from surveys to Law and Government and now the medieval period. We have a learnt a lot and had fun too.

At the beginning of last term we discussed what made an effective survey to find what makes a community liveable. After some research, we were on our own designing our own surveys to test on our friends and family. The aim of this was to find out how liveable the community we lived in was. Then we headed straight to the drawing board to design our very own communities, based on the data we had collected.

Next we developed a deeper understanding about the law and government. We discussed some very interesting laws and laughed at the silly ones. We learnt about the three levels of government and the different voting systems. Some were even put in practice in our classrooms with a fun World Council election campaign.

Now we are learning all about the medieval period. So far we have been taught all about the feudal system, the manor and castles.

Society and environment last term and this term has been very busy and we all look forward to what is yet to come. We are now able to write an effective survey and tell you what makes a liveable community, inform you all about law and government and be an expert on the medieval period.

Perri ReidYear 8

How it works• Students are given tokens by teachers. • There are different coloured tokens for Achievement

(orange) and Community Service (mauve).

Phase 1:• Students are given tokens by staff for immediate

acknowledgment of Achievement or Community Service. • Students place tokens in the mentor box during form.• There is a lucky draw in each mentor class each week. • The winning student then fills in the back of the token,

choosing their reward. • The year coordinator hands out the prize on receipt of

the token from the student. • The winning token will be kept long term for tallying until

the year group reward takes place (once per term).

Phase 2:• Mentor teacher does a final tally at the end of term. • These points go to the community and academic house

shields. Each token is worth 1 point toward the house competition.

• Year coordinators determine who is invited to the end of term reward according to the number of tokens received.

• This means all recipients get rewarded both in the short term by the lucky draw and a long term reward.

Achievement tokens• Achievement tokens (AT’s) are to be used in response to

positive academic/learning achievements.

What do you get AT’s for?• Maintaining consistent effort in the classroom.• Working to the best of your ability on set tasks.• Demonstrating fantastic work on a task at the upper level

of your ability.• Demonstrating significant learning improvement. • Demonstrating significant behaviour improvement.• For trying

Community service tokens• Community Service Tokens (CSTs) are to reward students

who show a willingness to support the school community.

What do you get CSTs for?• Assisting others, e.g. someone assisting an individual who has dropped their books. • Helping to clean up school grounds. • Running lunchtime activities or assisting teachers.• Helping organise house activities or competitions.• Helping another student – random acts of kindness.• Volunteering to do undesirable jobs.• Intervening to stop negative behaviour by others.• Informing teachers of students requiring support• Providing support to other students • Encouraging others to act responsibly

Student Services

Weekly Reward ChoicesIf your name is drawn from your box in Mentor class on a Wednesday you will get to choose from the following;

• An ice cream• A LOL• Lucky dip • A canteen voucher• Letter of Commendation• Positive phone call home

Did you know that the Student Services’ team run astudent rewards system.

Achievement Community

Service

Circus Challenge visitIt’s all about the fun but how did they get so good? Circus Challenge came to school and demonstrated their awesome circus skills.

They are running programs after school for all interested. Go to www.circuschallenge.com for more information

Grant EdwardsStudent Services

Our brilliant KC Circus troupe performed at Quinns Rocks Primary, Wednesday of week 5. With the music thumping they put on an outstanding show. They had the crowd cheering as they showed outstanding skills on Stilts, Diablo’s, juggling, unicycle, devil

KC Circus Troupe Rocks Quinns!!!

Mentor program semester 2This semester the students are completing a challenging mentor program across Years 8, 9 and 10. The program is aimed at improving social skills and awareness of issues affecting themselves and their peers.

The programs were designed by year coordinators and a huge effort by Tina Nottle who plays a central role in the Student Services’ team. Year 8’s are focusing on the Habits of Resilience. This takes them through activities designed to improve their resilience to bullying and factors impacting their lives. A Values Program for the Year 9s helps to instil moral strength and supports students in developing abilities to analyse real life situations. This will challenge their thinking and help them to make positive and fulfilling decisions. The Year 10 program focuses on development of career portfolios. Students can collate a body of evidence for their future careers; forming part of their transition to senior school or employment next year.

These programs are designed to encourage positive behaviours and attitudes within the 2012 cohort and will help students develop real life skills which will benefit them through all stages of their schooling and onwards into their lives.


sticks, Poi’s and spinning plates.Well done to all the Circus Troupe on the work you put in to prepare which resulted in such a fantastic performance.


Bunnings supporting Yr 9 boysThis year, Kinross College established a partnership with Bunnings Mindarie and initiated The Year 9 Boys’ Bunnings Program which commenced late Term 2. This program focuses on increasing participation and engagement of students at risk of disengaging from mainstream schooling. Students were selected for this program based on their academic performance and engagement in core subject classes. With the increasing number of students moving towards vocational pathways as educational alternatives, the College has committed to increasing opportunities for students to be exposed to career and enterprise programs.

These students are currently participating in a series of skills-based workshops designed to provide them with required knowledge and practical skills to complete school or community projects. Our first project was building the sets for our School Production, Alice in Wonderland. The boys did an amazing job constructing the flats for the set and after some last minute painting by Mr Adcock and Miss Nottle, the team pulled together to have them ready for opening night! The boys are now pre-cutting and drilling materials that they can bring back to school and make billy carts with some selected Year 6 students. I’m confident the boys are looking forward to passing on their knowledge and skills to some

younger students, and I’m even more certain that they’re looking forward to padding their year 6 buddies up and racing their billy carts!

Tina NottleStudent Programs Coordinator

A group of students at Kinross College were selected earlier this year to participate in a Year 9 Boys’ Bunnings Program which aimed to increase participation of students at risk of disengaging from mainstream schooling. We have been working in conjunction with the staff at Bunnings Mindarie to complete a series of projects, and this term we had an opportunity to repay their time and efforts through our participation in the Bunnings Community Service Project at Brighton Community Gardens.

The Kinross College Police Rangers also jumped on board as this was a chance to develop a Community Service relationship with Bunnings in order to maximise opportunities for our Rangers to become more actively involved in serving our local community.

As a result, a group of eight enthusiastic students made their way up to Brighton Community Gardens to do some weeding, planting and general maintenance. The students learnt some great things about sustainable living and learnt skills related to growing their own food. All of the students enjoyed the opportunity to help out, and their efforts were greatly appreciated by the coordinating staff at Bunnings and the volunteers at Brighton Community Gardens.


Brighton Community Gardens

Our World Challenge crew raised over $1000 last term and recently completed a 40 km Cape- to-Cape hike.

Late last term the World Challenge crew organised two ‘Burswood Bus’ fundraisers. This involved participating adults jumping on a bus and heading to Burswood for a meal, a couple of gaming vouchers and a fun-filled night of testing their luck at the Casino. They were all safely returned by bus to Kinross just after midnight. All this for $30.00! Parents and friends were invited to the first night and Kinross College staff were invited to the second. The fundraisers were well supported and the kids raised over $1000.00 towards their trip.

This term, we managed to get nearly our whole crew to come along on the Kinross College Police Ranger 40km Hike down South on the Cape-To-Cape track. It was a real challenge for some of the kids (and Miss Posener), but we all completed it and are now looking forward to challenging ourselves on

What’s up World Challenge?

some gruelling treks in Laos and Sapa in Vietnam.

A group of our boys worked hard cooking sausage sizzles at the Kinross College Athletics Carnival and at the Primary Interschool Athletics Carnival trying to raise some money as our next team fundraiser.


Throughout the course of this year, the Student Council has been working hard to set and achieve important goals to make life at Kinross College better. After asking our peers to complete a survey on the positive and negative aspects of our College, we took those results and used them to create a brainstorm on ways we can improve our College and its’ environment. We placed all of our ideas into the following four main focus areas; School Environment, Developing others, Community Service & Positive Opportunities. For each area we set at least one goal we would focus on accomplishing and then together created an action plan. So far we have achieved a handful of our goals including Brearley’s fundraiser, The Stewart Footy Fun day, lunchtime ‘hang out’ sessions with the junior and upper school and we are currently working on a plan to reduce the damage and graffiti in the student toilets. We are looking forward to helping out with Stirling and Forrest’s upcoming House fundraisers and are eager to head over to our ‘feeder schools’ to assist with their sports carnivals. Our main focus for this year is to promote Kinross College’s reputation and how our College is seen by the surrounding community. The Student Council is excited to see if our hard work has paid off by the end of year. As a group we believe the goals we have set will, hopefully in the near future, change our College for the better!

Ashton Boobyer, Year 9

Student Council Report

The Kinross College Restorative Practice model focuses on developing good relationships throughout the school. This also provides a very supportive alternative approach to behaviour management. The principles of Restorative Practice focus on students and teachers taking responsibility for the impact of their behaviour on others.

Restorative Practice allows participants to take ownership of what they have done, initiate repair and offer resolutions in a fair process. This process is normally through

RESTORATIVE QUESTIONS 1When things go wrong.

• What happened?• What were you thinking of at the time?• What have you thought about since?• Who has been affected by what you have done? In what

way?• What do you think you need to do to make things right?

RESTORATIVE QUESTIONS 2When someone has been hurt.

• What did you think when you realised what had happened?

• What impact has this incident had on you and others?• What has been the hardest thing for you?• What do you think needs to happen to make things right?

Restorative Practice - focussing on great relationships

structured questions about the incident. Doing this in a Restorative Conference, allows for choices to be made to repair the harm and allow closure and resolve the conflict.

Restorative Questioning detaches the emotion from the behaviour. The questions look at what they did, what harm is caused, to whom, and allows an opportunity to repair that harm by changing the behaviour.

Small impromptu conference. Where there is conflict you can play a role in mediating between the people involved in an incident.

Allow a forum for those people to be heard and provide an opportunity for resolution.

Full Restorative Conference. This is a more structured conference where the wrongdoer has admitted to an incident that caused harm and has agreed to take part in a meeting about what happened, who was affected and offer solutions to repair harm caused.

The Restorative Questions. The following questions allow a restorative process to take place and can occur anywhere from the classroom to the playground. By asking the structured questions below on an enquiry basis to the wrongdoer first, then the victim, both parties can be brought together if they agree to come to a solution.

So far this year the Junior School Student Council has accomplished the coordination of a range of activities and events designed to make our College a better place for students. In Term 2 we held a rubbish competition which was designed to raise awareness of litter in the Junior School. We have also run a Junior House Competition which helped build House spirit, especially coming up to the sports carnival. We have started up Lunch Time Clubs every Friday which has helped kids make more friends and socialise. It also gives them a chance to have some fun and do some different activities. Currently we are in the process of applying for funding for a Junior School basketball slab out on the grassed area.We are looking forward to assisting in the coordination of the Year 7 graduation and looking forward to getting on board with the up and coming Stirling and Forrest House fundraisers to raise money for a local organisation or charity. We are also negotiating with Mr Moss to hold a Water Fun Day in Term 4 to take the place of the more traditional swimming carnivals.

Rhianna Moule, Year 7

Year 10 Term newsIt has certainly been a busy term for Year 10 students. Many of the group have been planning their future through participation in Workplace Learning Programs. A wide range of workplaces have been accessed including Quinns Rocks and Beaumaris Primary Schools, Sugar and Spice Café, Fosters Furniture Manufacturing and Oscars Restaurant. We are grateful for the support and assistance of these local businesses.

The transition program with Mindarie Senior College has continued this term. Students have been attending interviews to determine educational pathways as they enter Year 11 next year. We have also had former students attend Kinross College to make a presentation explaining the way of life at Mindarie.

The River Cruise at the end of last term was extremely successful. Students who attended had an enjoyable time. After pizza, they danced the night away on the Swan River. This will be the first of many enjoyable events for the year as we look towards the Dinner Dance in Term 4.

The Mentor Program for Year 10 running through Semester 2 is focused on Careers and Portfolio Development. This is a critical component of the curriculum. Over the rest of this term students will be collecting documentation and developing their Curriculum Vitae for use in seeking employment in the future.

As our Year 10 students come to the end of their time at Kinross College, we would like to remind them that this is an essential time in their education and remind them to act in a mature and respectful way at Kinross College.

Graham GormanYear 10 Coordinator

In the last week of Term 2, the Junior School held its’ first ever ‘Junior Inter-House Comps’. This was actually a Junior School Student Council initiative to improve and promote teamwork and morale within the Houses, plus the

fact that the secondary students had a House Orientation Day at the beginning of the year and they wanted one too! During the allocated two sessions, students participated in some team-building challenges, prepared some

chants for the Athletics Carnival and hung out with each other playing on a range of IT equipment and games. This was followed by a free sausage sizzle which was enjoyed by both staff and students. Many of our Secondary Sports Captains assisted with activities, further developing their leadership and management skills. All in all, it was a highly successful morning where students and teachers developed relationships and worked together with people within their House, to achieve common goals. I’d like to congratulate all participating students for their enthusiastic approach and positive attitude. I’d like to thank all staff and secondary students for their coordination and management efforts.


Junior Inter-House Competitions

9. Sew around the drawing on the inside of the black line. Leave a 5cm opening to stuff.

10. Cut out your toy on the outside of the sewn line.

11. Clip your corners and curves. Your teacher will show you how.

12. Turn your toy inside out. Stuff it using small pieces of stuffing at a time. Use a pencil to fill out the corners.

13. Pin the opening closed and hand stitch. Congratulations! You have made your very own TEXTA TOY

Kristie WintleHOLA Arts

1. Trace your image on the right hand side of the calico. Make sure it is at least 5cm away from the edge.

2. Colour it in!

3. Place an embroidery hoop around the space where you will sew on the button.

Texta Toys!

These are the materials you will need:

• Calico • Image• Textas• Scissors• Needles, pins & thread• Buttons & ribbon• Embroidery hoop• Stuffing

4. Sew on your buttons. Always start at the back so we don’t see the knot.

5. Tie it off at the back. Your teacher will show you how.

6. Sew on a ribbon bow and any other embellishments.

7. In black texta, draw a line around your drawing. The line can follow the curves of the toy or what ever shape you want. Just make sure it is 3cm away from the edge of the drawing.

8. Fold the right hand side of the fabric over your drawing and pin it together.

Kinross College were amongst seven schools playing for the Cup and we had some very tough competition. Our teams played each other in the first round and it was great to see our students having a fun time and getting involved with tackling, marking and kicking some amazing goals. Both teams had hard games against Joondalup and Poseidon Primary Schools, but our amazing and talented girls put in so much effort and we came 3RD and 6TH in the Cup. The sportsmanship and encouragement of our girls was outstanding and they represented Kinross College so well. Emma Gorton from Year 7 and Maddy West from Year 6 received the Fairest and Best awards and were presented with a players pack by Nat Fyfe, Zac Dawson and Adam McPhee from the Fremantle Dockers. Well done girls!

Miss Posener & Miss Schoonens

Physical Education

On May 18, our excited Year 6 and 7 cross country squad took part in the State Cross Country Championships held at UWA Sports Park -McGillvray Oval.

Two teams of year 6 and 7 girls went to Joondalup Arena to participate in the Dockers Cup.

The damp weather did not dampen their buoyant spirits and they achieved some fantastic results. The effort put in was amazing. A special mention to Taylor Ashworth, Year 6, who was placed 20th, our boys’ Year 6 team came 3rd and Jess Claxton of Year 7, came 1st. Thank you to those parents for attending and supporting our team. Congratulations everyone for taking part and working so hard.

Jennifer Menzies

Primary Boys’ Glory Cup Soccer CompetitionOn Friday 3 August a team of dedicated Year 6/7 Boys travelled to Kingsway Reserve to take part in the Glory Boys’ Cup. We arrived full of enthusiasm and anticipation of what the day would bring. We started with an early win and then continued on our good form winning and drawing the next two matches. After three games in a row tired legs began to show as we lost the next two matches to better opposition. With team morale a little low we had a bye and the chance to rest and freshen up was welcomed by all players. To the boys’ credit they came out and played the last match with renewed vigour and finished the day with a very convincing win and some very happy multiple goal scorers. While not making it into the grand final the boys left the ground with a positive outlook on the day. Thank you to our student coaches Brian Twomey and Elliot Platt who assisted with training and coaching on competition day.

Mr McDougall

AthleticsCarnivalWeek 7, Term 3 is always an exciting part of the year as it is a culmination of our 10-week athletics program in Physical Education. Top students are selected for jumps and throws, track and tabloids, by trials during the week prior to carnival day.

This year we were extremely lucky with the weather and the days ran very successfully. Kinross College and in particular the Physical Education Department would like to thank everyone that helped organise this event.

It was a fiercely contested day and we look towards the interschool events with great anticipation.

Dave MossHead of Physical Education

- Br

ierle

y -

Forr

est -

Stir

ling

- B

rier

ley

- Fo

rres

t - S

tirlin

g -

Bri

erle

y -

Forr

est -

Stir

ling

- B

rier

ley

- Fo

rres

t - S

tirlin

g -

Bri

erle

y -

Forr

est -

Stir

ling

-

Ingredients:1/2 cup sugar1/2 teaspoon vanilla essence1 egg60 gms butter1 cup SR flour1/4 cup of milk

Method1. Cream butter, sugar and vanilla until light coloured and

fluffy.2. Add egg, beat well.3. Stir in sifted flour and milk. Dough must be dropping

consistency.4. Pour into paper cups/muffin tray (will make 12 small

cakes)5. Bake in moderate oven 180 �C for 30 minutes.6. Allow to stand in muffin tray for a few minutes before

taking out to cool.7. Once cool decorate with icing.Note: Swap 1/4 cup of flour for 1 tablespoon of cocoa to make chocolate cupcakes.

There are various ways cakes can be mixed:Rubbing method - used for scones and plainer cakes where the proportions of fat to flour is 1/4 to 1/2. Cakes made by this method dry quickly and should be eaten within a day or so of baking.

Creaming method - is for richer cakes and is generally used where half or more fat to flour is used. Cakes made by this method keep very well and some improve such as Christmas Cake and fruit cakes.

Beating method - is used for sponges and mixtures where little or no fat is used, the lightness of the cake depending on the beating of the eggs. The albumen of the egg entangles air while being beaten and on heating it expands, hardens and so holds the air in place.

Melting method - is generally used for gingerbreads, boiled fruit cakes etc. A very quick and simple method of mixing, and cakes made by this method usually are very moist and keep well - even improve with keeping.

To advertise your business in this newsletter email: [email protected]

Community Advertising Community Advertising Community Advertising Community Advertising Community

Proudly SupportingThe WA Institute of Martial ArtsSpecialises in...

CALL NOW TO START YOUR TRIAL08 9304 [email protected]/waimaclubwww.youtube.com/waimaclub

Confidence for LifeGive Your Kids

NEW LOCATIONOPEN IN CURRAMBINE

OFFICIAL OPEN DAY PARTY!

SATURDAY 6th OCTOBER

Unit 4, 1 Hobsons G

ate,

Currambine, 6028

12 - 3pm

• Communicating With Confidence• Anti-Bullying Skills• Conflict Avoidance• Practical Self-Defence• Having Fun

Recipes from the YR 8 Home Ec cook bookCup Cakes

KINROSS COLLEGE

Documents

Transcript of KINROSS COLLEGE