ISSUE 7 1 6 t h m a Y 2 0 1 4

www.wrc.vic.edu.auworth reading

A Proud History, a Bright Future

School Council & Finance MeetingWednesday 21st May - 6:30pm

Report Writing Day - Student Free DayFriday 13th June

Queen's Birthday - Public HolidayMonday 9th June

Year 9 Graffiti Street Art Tour PAGE 2

West Gippsland Cross CountryTuesday 3rd June

Year nine Project 9 media students headed to Melbourne for a graffiti street art tour. Our tour guides were local artists from Blender Studios who were able to give us insights into who the artists were and how they created the work.

Starting in Hosier Lane, they traveled the back alleys of Melbourne CBD to find works by Banksy, HaHa, Rone, DrewFunk, and Heesco. We saw all different types of street art ranging from tags, paste ups, stencils, gigantic collaborative murals, and throw ups.

Students also learnt about the legal areas and ethical unwritten rules surrounding street art. Hundreds and hundreds of photos and video footage were taken by the students to be used in an exhibition for later in the year.

All students had a fantastic day and were inspired by the art works that Melbourne is famous for.

Year 9 Project 9 graffiti Street art tour

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Principal's ReportSemester ReportsThe College is currently reviewing the way it reports to parents through discussion and work through the College Curriculum Committee. New policy changes by the Department of Education allow greater flexibility in how schools report to their communities. Based on anecdotal feedback, as well as feedback from the Parent

Opinion Survey, we are of the views that most parents really like Progress Reports and the regular feedback on learning behaviours they get through the year, however, they are less taken with the Semester Reports. Feedback from parents includes comments such as the reports are confusing, overly detailed, inconsistent or even irrelevant as they come at the end of a unit that the student will potentially never study again.

Research shows that the best type of feedback to students and parents is on-going feedback throughout the year that allows changes and improvements to be made in response to the information received from the teacher in a timely fashion. Of less value are end of unit/semester reports which describe what has happened – this is described as a “rear-view mirror” type of feedback, that is looking backwards not forwards.

Some options we are working on in the Curriculum Committee are:

• Maintaining current Progress Reports and GPA system

• Possibly increase the number of Parent-Student-Teacher interviews from 2 per year to 3-4 per year

• Increase the amount of information going to Compass about student achievement on CATs/SACs throughout the year as they are completed

• An end of semester report which includes only VELS levels and /or VCE Unit Completion

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

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

Rob Juratowitch Principal

Congratulations to Year 11 VCAL student Jessica Snape who has been nominated for the 2014 Baw Baw Young Achiever's Award. This award is associated with the Baw Baw Shire’s Business Excellence Awards and recognises the achievements of a young people aged 16 to 21, who are employed locally and are undertaking accredited training associated with that employment.

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

The winner of the award which is sponsored by the Baw Baw Latrobe Local Learning and Employment Network will be announced in June.

Jessica Snape nominated For Young achiever’s award

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Assistant Principal ReportCyber BullyingWe have recently had a few cases of cyber bullying reported by students and parents. It can happen to anyone, anytime, anywhere and leave you feeling unsafe and alone. It can include abusive texts and emails, posting unkind messages and images, imitating others online, excluding others online, inappropriate image tagging and

inappropriate discussions. Remember to treat others as you would like to be treated when socialising online.

How can you deal with it?

•Don’t retaliate or respond, no matter how tempting

•Block the person doing the bullying

•Report it, click the report abuse button

•Collect the evidence, keep mobile phone messages, print the emails or social networking conversations

•Talk to someone you trust like a family member or friend

Student AbsencesIf you son/daughter is going to be absent could you please notify the Year Level Administrator via telephone or online through COMPASS as early as possible on the day.

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

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

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

What are the personal qualities that can help a child succeed at school?This is really entering into the world of emotional intelligence – the personal growth and development of an effective and happy learner. These qualities are not just for school – they are for life; after all that is what we are really trying to develop in school. This is the domain of social emotional well-being. We find that the real qualities are the new 3Rs:

Respect - Everyone has the right to be respected. Respect comes from appreciating something for what it is – not what it can do for us. Respect means having regard for others by accepting that other people are different but just as important as you are. Respecting yourself means that you stand up for yourself and don't let yourself be talked into doing things that you know are wrong or make you feel uncomfortable.

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

Relationships - Once respect and responsibilities are understood, good relationships follow easily. This is probably the most important element for happiness in a life. The most important relationship we should strengthen is the one with ourselves. How we relate to 'us' is fundamental for social and emotional well-being. For it is this relationship that offers us the greatest platform on which to build success, to increase our confidence, to tackle change.

Excerpts taken from “Thriving at School: A practical guide to help your child enjoy the crucial school years” (2nd Edn), by Dr John Irvine and John Stewart.

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

Les Ponton Assistant Principal

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Snooze or Lose!Overstimulated, overscheduled kids are getting at least an hour’s less sleep than they need, a deficiency that, new research

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

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

Concerned about her daughter’s well-being, Heather asked the family’s paediatrician about Morgan’s sleep. “He kind of blew me off and didn’t seem interested in it,” she recalls. “He said, ‘So she gets tired once in a while. She’ll outgrow it.’”

The paediatrician’s opinion is typical. According to surveys by a National Sleep Foundation, 90 percent of parents think their child is getting enough sleep. The kids themselves say otherwise. In those same surveys, 60 percent of high schoolers report extreme daytime sleepiness. In another study, a quarter admits their grades have dropped because of it. Over 25 percent fall asleep in class at least once a week.

The raw numbers more than back them up. Half of all adolescents get less than seven hours of sleep on weeknights. By the time they are seniors in high school, according to studies by various universities, they average only slightly more than 6.5 hours of sleep a night. Only 5 percent of high-school seniors average eight hours. Sure, we remember being tired when we went to school. But not like today’s kids.

It has been documented in a handful of major studies that children, from primary school through high school, get about an hour less sleep each night than they did 30 years ago. While parents obsess over babies’ sleep, this concern falls off the priority list after preschool. Even kindergartners get 30 minutes less a night than they used to.

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

Using newly developed technological and statistical tools, sleep scientists have recently been able to isolate and measure the impact of this single lost hour. Because children’s brains are a work-in-progress until the age of 21, and because much of that work is done while a child is asleep, this lost hour appears to have an exponential impact on children that it simply doesn’t have on adults.

The surprise is how much sleep affects academic performance and emotional stability, as well as phenomena that we assumed to be entirely unrelated, such as the international obesity epidemic and the rise of Attention Deficit Hyperactivity Disorder. A few scientists theorize that sleep problems during formative years can cause permanent changes in a child’s brain structure: damage that one can’t sleep off like a hangover. It’s even possible that many of the hallmark characteristics of being a tweener and teen—moodiness, depression, and even binge eating—are actually symptoms of chronic sleep deprivation.

Iain Luck Assistant Principal - Student Services

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Laptops For SaleThe School has a limited number of new Lenovo x131 laptops that are excess to the requirements of the 2014 Year 7 and 10 Laptop program. They are a robust high quality device and are suitable for students at all year levels.

This is a unique opportunity for students at all year levels to upgrade to a new laptop at the exceptional price of $549 (down from $599).

The devices will come with all the usual software, network connection and support provided by the college as well as:

• Upgraded Memory (4 GB rather than standard 2GB)

• Extensive “On site” warranty up to the end of 2016 (rather than the standard 1 year return to factory warranty)

All this would normally cost $788 from Lenovo direct.

Lenovo X131 - Specifications• Intel Celeron processor 1007U

• 11.6” Screen with 720p HD Camera

• Spill resistant Keyboard

• 6 cell Lithium battery (up to 8.5 hour life)

• 320GB Hard drive If you interested please contact our office on 5623 9900. Hurry though numbers are limited.

Secondary School NursingThe secondary school nurse works as a member of the student health and wellbeing team to improve the health and wellbeing of students. The role involves facilitating health promotion and health education activities/programs within the school.

The information below is a reminder of some of the extended supports offered within the school nursing program at Warragul regional College.

The nurse can help individual students with information, guidance and support about a range of issues that may include:

• Relationships

• Loss and grief

• Adolescent health concerns

• Coping with illness

• Safe sex

• Smoking, alcohol and drug use

• Managing stress and anxiety

• Feeling anxious, stressed or unhappy

• Healthy weight

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

• Local doctors

• Medical specialists

• Community Health Centres

• Alcohol and drug counsellors

• Psychologist or Youth counsellors

• Student Support Service Officers

• Culturally specific services

• Problems at home

• Culture or racism issues

The secondary school nurse at your school is: Laura Kent

Laura has an 11 year background in Emergency and Intensive care and has taught teaching Paediatric first aid and CPR courses throughout the community. Laura is looking forward to meeting you all as she makes her way around the school. Laura welcomes everyone to make themselves known to her by popping in to say hi.

She is available on: Monday, Tuesday and every second Wednesday.

Mid Year 10-12 Exam Timetable 2014

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Friday 6 June 9.00am – 12.15pmFLC

9.00am – 11.15amHALL

12.00pm – 1.45pmHALL

Unit 3 English Unit 1 English Year 10 English

Tuesday 10 June 9.00am – 10.40amHALL

11.15am – 12.55pmHALL

1.30pm – 3.10pmHALL

Unit 3 ChemistryUnit 3 Drama

Unit 3 Food TechUnit 3 Physical Ed

Unit 3 Specialist MathsUnit 1 Drama

Unit 1 Specialist MathsUnit 1 Legal Studies

Unit 1 Physical Education

Unit 3 AgricultureUnit 3 PDT (wood/text)

Unit 3 LiteratureUnit 1 Agriculture

Unit 1 BiologyUnit 1 PDT(wood/textiles)

Unit 1 Info TechUnit 1 Literature

Year 10 Human Bio & BehYear 10 Textiles

Year 10 Visual Art

Year 10 General MathsYear 10 Math Methods

(tech)

Unit 3 Studio ArtUnit 3 Business Man

Wednesday 11 June 10.00am – 1.15pm HALL

GAT: All Students studying a Unit ¾ Sequence or 2nd Year Scored VET

Wednesday 11 June 9.00am – 10.40amFLC

11.15am – 12.55pmFLC

1.45pm – 3.00pmFLC

Unit 1 PsychologyYear 10 America

Year 10 Chemistry

Unit 1 Music PerformanceUnit 1 Art

Year 10 Global PopsYear 10 Photography

Unit 1 Math Methods 2Year 10 Math Methods 2

(tech free)

Thursday 12 June 9.00am – 10.40amHALL

11.15am – 12.55pmHALL

1.30pm – 3.10pmHALL

Unit 3 BiologyUnit 3 Legal Studies

Unit 3 Music InvestigationUnit 3 Art

Unit 1 ChemistryYear 10 Guns & Germs

Year 10 Japanese

Unit 1 General MathsUnit 1 Math Methods (tech)

Year 10 DramaYear 10 Heroes & Villains

Year 10 Money & Me

Unit 3 Health & HDUnit 3 Physics

Unit 3 VCDUnit 1 Business Man

Unit 1 HistoryUnit 1 Studio Art

Year 10 AutomotiveYear 10 CAD H5

Friday 13 June 9.00am – 10.40amHALL

11.15am – 12.55pmHALL

1.30pm – 3.10pmHALL

Unit 3 HistoryUnit 3 Math Methods

Unit 1 AccountingUnit 1 Health & HD

Unit 1 Physics

Unit 3 AccountingUnit 3 PsychologyUnit 1 Food Tech

Year 10 Agriculture

Unit 3 Further MathsUnit 1 Outdoor & Enviro

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

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Library newsLast newsletter we discussed ways to encourage children to read but what about…

Children Who Can Read, But Don't...The more kids read, the better they read and the more pleasure they get out of reading.

Unfortunately, the reverse also holds true: children who read very little usually have poor reading skills. Reading is a struggle for them, and they avoid it whenever possible.

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

Why Some Kids Don't Like to ReadDo any of these statements have a familiar ring? They are the reasons children frequently give for not reading:

• It's boring. Don't despair if your children have this response to reading that is assigned at school. You can expose them to another kind of reading at home that is related to their interests.

• I don't have the time. Kids are busy. School, friends, sports, homework, television, and chores all compete for their time. Some children need your help in rearranging their schedules to make time for reading.

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

• It's not important. Often children don't appreciate how reading can be purposeful or relevant to their lives. Parents can take it upon themselves to find reading materials on subjects that do matter to their kids.

• It's not fun. For some children, especially those who have difficulty reading, books cause anxiety. Even for children with strong reading skills, pressure from school and home that emphasise reading for performance can make reading seem like a chore.

Our advice: take the pressure off reading so that your children can enjoy it. http://www.rif.org/us/literacy-resources/articles/children-who-can-read-but-dont.htm

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Inspirational leader of corporate social responsibility visits WRC

Named by The Times newspaper as one of the 50 most influential women in Britain, Dame Julia Cleverdon DCVO, CBE, is a renowned business leader and expert on corporate social responsibility.

On the 29th April, Dame Julia visited Warragul Regional College as part of the Schools Connect Partnership between Warragul Regional College and KPMG. Dame Julia is in Australia for a series of guest lectures speaking to business and government leaders about why business must take a bigger, more active role to help improve schools.

During the visit to the College Dame Julia spoke with the College Leadership Team and School Captains about the developing partnership between KPMG and Warragul Regional College. Also discussed were curriculum and learning program, the leadership and governance structures of Victorian schools and the local educational needs of the Students at Warragul Regional College. Dame Julia participated in a

tour of the school, visiting a number of classrooms to observe teachers and students at work. After the visit to the College, Warragul Regional College’s Leadership Team attended a meeting with Dame Julia with approximately 25-30 school leaders from the Gippsland and Frankston Clusters, DEECD staff, business leaders and local MPs as well as members from KPMG working directly with the College. 9

Student Support Services Team Member Profile

5 minutes with Donna

HunterWhat is it like to be a Chaplain?Being a chaplain is a very rewarding experience and a privileged position. A chaplain has

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

Where did you work before starting at WRC?I worked at Berwick Fields Primary School and Fleetwood Primary School.

What is the best thing you have done/experienced in your role?Building relationships with the school community and being helpful with the needs of others.

What do you think is the most important function of your job?Building relationships between staff, students and families.

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

What might someone be surprised to know about you?That I left school at 14 years of age and that I used to own an Organic Food Shop and Vegetarian Café.

Who do you barrack for?The Underdog.

What star sign are you?Born under the sign constellation of Leo.

How would someone describe you?Soft and Caring.

Do you have any pets?My puppy dog Charlie and my cat Puddles.

Things you love/inspire you?Being the best me I can be! Loving others.

What do you do when you’re not at work? (hobbies etc)Gardening, walking, church, Meeting with friends, coffee, reading, the beach, swimming.

What is it like working in the Student Services department? It’s hectic and crazy some days but its fulfilling and rewarding. I have a wonderful team and support with a great boss. 710

Year 11 newsREVISIONTo succeed and do well students need to be revising. This does not mean completing work you didn’t complete in class or homework given to you by your teacher.

Revision means the time you spend after you have completed all your work to understand and make sense of what you have done in each subject.

It is a bit like when you get an assessment result back - you are thinking about the mark and how well you did or didn’t go and why. Revision is the same type of reflecting:

• What have I learned?

• What don’t I understand?

• Have I made some notes, concept map or used some other way to record what is important for the SAC or exam about this topic?

• Why is it important for me to learn this?

Remember, you must complete your homework but that is only half the job done – you then need to think about what it all means and do you really know and understand what you have done.

TERM 2 -2014 – TIMELINE FOR YEAR 11Week 1 - 24/4 Ends today!

Weeks 2 to 7 Work and SAC’s in all your subjects/revision for exams

Week 7 to 8 Exams begin (6/6)

Week 9 – 16/6 Semester Two begins

Week 10 – 23/6 Reports/End of Term/’N’ for students whose attendance is below %75

Special Notice for Year 11 Students for Term Two

Your teachers have been asked to monitor Homework completion for your GPA scores as you will not be able to complete work and achieve well in your exams without doing some work and revision at home. This semester will require increased effort from students. Your GPA will drop if you don’t complete your homework.

Graeme Miller

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Year 11 news Music Technology Day - 'Soundhouse'Students attended a music technology day at the 'Soundhouse' in Melbourne where they had the oppurtunity to play with an electronic circuit board called 'Makey Makey' to create instruments with forks, knives, carrots and pencil drawings. They also worked with ACID to create a remix for a rap competition.

DIARY DATES

wed 21 maySchool Council & Finance meeting @ 6:30pm

Uniform meeting @ 5pm

tues 27 mayYr 9/10 & Yr 11/12 round robin

(netball/Soccer/Badminton)

wed 28 may Chaplaincy meeting @ 5:30pm

thurs 29 may

whole School assembly

Senior & intermediate Boys aFL

reports mailed to parents

tues 3 Jun west gippsland Cross Country

mon 9 Jun Queen's Birthday - Public holiday

Fri 13 Jun report writing day - Student Free day

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TENARY OF EDUCATIO

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1911 - 2011

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TENARY OF EDUCATION 1911

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WA

RR

AGUL REGIONAL COLLEGEW

ARR

AGUL REGIONAL COLLEGE

CommunityAchievementRespectEffort

P.O. Box 213 55 Burke Street Warragul 3820

Ph: (03) 5623 9900 | Fax: (03) 5623 4473 Web: www.wrc.vic.edu.au

E-mail: warragul.co@edumail.vic.gov.au A.B.N. 19 320 417 831

CRICOS Provider Code: 00861K

Quote of the weekIf everyone is thinking alike, then

somebody isn't thinking.

George S. Patton