- From the Principal
- From the Head of Staffing and VCE Coordinator
- Subject Selection
- RECONCILIATION DINNER 2019
- IDAHOBIT – Friday 17 May – wear rainbow!
- Kids’ Video Game Obsession Isn’t Really About Video Games. It’s About Unmet Psychological Needs.
- Screen Time for Teens
- SIS Swimming Carnival
- Victorian School Associations Competition – Swimming
- Victorian Inter-Schools Surf Competition
- Da Vinci Decathlon
- Vietnam Veteran Visit
- The Third Paradise Forum
- Top End Camp – Pre-booking now open
- MYP PARENT EVENING
- Scholarships for Year 5 & YEAR 7 entry in 2021
From the Principal
Congratulations to the members of our Year 7 Da Vinci Codebreakers team. They recently competed in the Regional Schools Championships and came out on top as winners. As a consequence they have been invited to the State Championships of the Da Vinci Codebreakers. I thank Marney Pope for her leadership of this group and we congratulate its members – Jaime Chadwick, Ronan Coster, Ava Drayton-Benson, Sophie Graeme, Jaxon Hartley, Alastair Jones, Patrick Seymour and Imogen Tabacco.
We also had some more great news this week with Joey Butland and Charlotte Hastie being nominated to perform in the Regional Finals for the 2019 Plain English Speaking Awards on the 28th of May. We wish them both all the best and look forward to hearing a rehearsal of their speeches during English Week.
Congratulations also to those students who were selected from the Woodleigh Swimming Squad to represent the Southern Independent Schools (SIS) team in the Victorian School Associations Competition (VSAC). This was a highly competitive competition at MSAC on Tuesday night and we congratulate Alice Bertram, Liv Marshall, Charlotte Gray, Ethan Bam, Merrick Imer, Lachlan Jeffries and Hunter Savage on their achievements in making it into this representative team selected from all the students who compete in the 15 schools which make up the SIS sporting competition.
I was also delighted to have an opportunity to talk with the Year 11 Sports Leadership Graduates who over the course of the last Activity units have achieved a Community Coaching General Principles qualification from the Australian Sports Commission. They are looking forward to putting their newly acquired coaching skills into practice at our Minimbah Campus later this week.
In the lead up to Mother’s Day, it was great to be able to acknowledge International Women’s Day with a luncheon last Friday. This year we had a wonderful speaker, Christina Lee, who at 21 has created a library in Batase, Nepal, as her response to combatting the human trafficking that occurs there. The lunch raised around $2,000 to help to fund a librarian to keep the library open. We also had a team of staff and students make 40 reusable sanitary kits, so the girls of the community are free to leave home every day of the month to use the library.
Congratulations goes to Helen Billett, Quincy Seagren-Hughes, Skye Ginsberg and the organising committee for running this event and to all those who contributed by assisting in the making of the sanitary kits and for shining a spotlight on women’s issues in our world.
The GAT for all students completing any VCE Unit 3/4 studies or scored VETiS programs in 2019
ALL students completing at least one Unit 3 and 4 VCE study MUST sit the GAT (General Achievement Test) on Wednesday 12 June. All students involved will receive a personalised printout outlining this examination expectation. Students with SEA (Special Examination Arrangements) will also receive a copy of their approved SEA over the next few weeks. The GAT begins at 10am and runs through until 1.15pm. Students sitting the GAT are excused from Lesson 1 classes. A shortened Lesson 4 will start at 1.50pm and Lesson 5 will run as normal.
NOTE: All VCE students completing at least one Unit 3 and 4 study MUST sit the GAT even if:
- They’ve done the GAT before (for example, in 2018).
- They are completing an unscored VCE (i.e. not sitting other subject examinations).
All students will soon be issued with a GAT brochure – this will explain the content, timing and exam rules in place for the GAT. Previous years' GATs are available online at the VCAA website – I also have many hardcopies of the 2018 GAT that I will offer to students when we hold our GAT Rules and Information briefing later this term.
It is in every student’s best interest to ensure that they:
- Perform as well as possible on the GAT
- Do not breach VCAA examination rules
- Arrive on time and have the correct equipment with them (a blue/black pen, pencil, eraser, dictionary – NO thesaurus allowed)
The closing date for Special Examination Arrangements for known illnesses, learning difficulties etc. passed in March. We are still able to make applications for newly diagnosed conditions throughout the year, but otherwise we are expected to have met this deadline. If you have any questions or concerns at all, please contact me.
Emergency Examination Special Arrangements
Students who become ill or experience accident or personal trauma at the time of the GAT (or End of Year exams) may be eligible to apply for Emergency Special Examination Arrangements. Please make sure that all concerns are reported to me asap so I can advise you on the options available and note for you any documentation that you may need to obtain.
The VCAA recommends that you should attend every examination session you have scheduled unless this is against medical advice. Students absent without adequate reason will have the words “unauthorised absence from the GAT” on their VCE Certificate.
Note: Students with ongoing issues may also be eligible to complete a VTAC SEAS Application at the end of the year (further details about this when it opens).
Mid-year Examinations for Year 11 students
Year 11 Mid-year Examinations begin on Tuesday 4 June and conclude on Wednesday 12 June. Details about the Year 11 Examinations, including the examination timetable, will be issued soon.
Year 11 students completing an unscored VCE should be planning now to complete Work Experience during Exam Week. These plans should be discussed with me, Mr Allsop or Mrs Bolch, and all paperwork completed at least two weeks prior to the examination period. Unscored students will receive a reminder about this via email.
Year 12 classes will be running as normal during Year 11 Exam Week. Year 11s doing a Year 12 subject MUST be in these classes unless they have a Year 11 examination at the same time as the Year 12 class.
Mr Bryn Bowen is in charge of administration of Year 11 examinations.
Mid-year Examinations for Year 10 students
The Year 10 mid-year examinations will be held concurrently with the Year 11 examination period from 4-7 June. A timetable for these examinations will be issued soon. Mr Bryn Bowen is in charge of administration of Year 10 examinations.
Change of Subjects for Unit 2
After the Year 11 examination period / the GAT, starting on Thursday 13 June we will commence VCE Unit 2 studies. There will be an opportunity for students to make changes to their Year 11 program in advance of this time. Any students who would like to enquire about changing their program should speak with Mrs Bolch or me as soon as possible.
Note that our school-based cut off date for Unit 1 and 3 subject changes passed some time ago now. As all VCE courses require a minimum of 50 hours teaching, there is no chance now to catch up on what has been missed. Of course, there may be good reasons why changes may need to be discussed. In this case, the VCAA dates which must be met are:
- Monday 6 May* – final date to enrol or withdraw from Unit 3 and 4 sequences
- Monday 22 July* – final date to withdraw from Unit 4
- 11 November – final date to enrol or withdraw from Unit 1 and 2 studies
*Changes after these dates can occur on Compassionate Grounds.
SAC Absence Reminders
Just a reminder that parents must notify Woodleigh Reception as early as possible on the day their daughter/son is absent from school – this includes all senior students. Senior students who will miss a Unit 3 and 4 SAC or SAT due to absence MUST have a Medical Certificate (or similar) and present it to me as soon as they return to school so that Special Provision arrangements can be put into place. Students who know they will miss a SAC because of sport, excursions or OES trips etc., MUST see me prior to the event to organise a change of date and to complete the required VCAA paperwork.
Illness and the VCE
Last year and already this year, unfortunately, we have had quite a number of students unwell for extended periods of time.
Whilst vaccinations are most definitely family decisions, I’d like to give a timely reminder that flu vaccinations are now available and families may consider this as being a sensible decision in a year when missing time can create additional stress. When students are unwell, we can reschedule tasks, so please encourage ill students to stay at home and (hopefully) recover more quickly.
As mentioned in the last Newsletter, Mrs Ruth Ogier will be leaving Woodleigh during Week 5 of this term to explore external Special Education opportunities. We are very fortunate to have Ms Casey Hall already on staff to pick up Ruth’s load and she has been working alongside her since the start of Term 2 to ensure that this is a seamless transition. We farewell, and thank, Ruth for her work with us over many years.
Head of Staffing and VCE Coordinator
The whole-school Careers Expo scheduled for 21 May from 5-9 pm has been replaced with an information evening regarding subject choices.
The purpose of this evening is to inform parents and students about the process used for subject selection and the different subject offerings across Year 9, 10, 11 and 12. Further information about VCE and VETiS selections, School Based Apprenticeships and careers considerations will also be addressed.
Tuesday 21 May 2019 in the Hall
6.30 – 7.30 pm – current Year 8 and 9 parents (Year 8 and 9 students usually do not attend)
7.30 – 8.30 pm – current Year 10 students and parents
Subject selections for students are due by Tuesday 30 July 2019.
This includes making selections online, and returning the parent-signed receipt that acknowledges the selections that have been made. Any students requesting to accelerate in a VCE study must also have completed and submitted the relevant application form by this date.
Year 8 and 9 (into Year 9 and 10, 2020):
Students in these Year levels will receive information this term about their choices for next year. We will run an introductory session, discussing the Subject Handbook, during a Morning Meeting later this term.
Year 10 (into VCE 2020):
The Year 10 Homestead sessions during Term 2 have a strong focus on careers investigation in the light of VCE subject selection. As well as these sessions, each student will have an interview with the Director of Careers during Term 2 or at the start of Term 3. In addition, students had the opportunity to be involved in a Student Subject Selection Expo to gain insight from student representatives about VCE and VETiS programs.
There is an optional VCE Interview Night on Thursday 18 July. This is a time when students and parents can book interviews with subject teachers before making their final 2020 subject selection.
Year 11 (into Year 12 2020):
The Year 11 students will receive information this term about their choices for next year. They will refer to the VCE Subject Handbook.
All students in Years 9-12 will attend a Careers Assembly presentation during Lesson 5 on Tuesday 21 May. At this session, they will hear from a panel of past students about their experiences post-Secondary Education. This will be an interactive session where students will also be able to ask questions of the panel.
Lucy Kane and Amy White
Deputy Heads of Teaching and Learning
This year's dinner will be catered by Cooee Cafe and feature a wonderful array of Indigenous and Australian native flavours.
BOOK YOUR TICKETS NOW!
In keeping with this year's National Reconciliation Week theme of Grounded in Truth, Walk Together with Courage, we also invite Woodleigh School families to join the Willum Warrain Reconciliation Walk on Mabo Day, Sunday 2 June.
The walk begins at Pelican Park on the Hastings Foreshore at 11am and will proceed to the Willum Warrain Gathering Place at 10 Pound Road, Hastings.
For more information please call 5979 1391.
Woodleigh School proudly supports IDAHOBIT!
This is the International Day Against Homophobia, Biphobia, Interphobia and Transphobia.
Friday 17 May 2019.
Wear rainbow to school on Friday to celebrate and support our LGBTIQ community.
If you’re a parent who has concerns about the amount of gaming or screen time your child engages in, then this is for you.
I am excited to be sharing this article with you as a taster to meeting and hearing Andrew in person at our Term 3 Parent Education Series Evening (date TBC).
If you want to get ahead and learn more about what Andrew is offering, I’d encourage you to explore his website and, if you’re interested in his online Parenting Program you find there, please contact me for a discounted link.
Yours in supporting and promoting positive wellbeing,
Director of Counselling
Kids’ Video Game Obsession Isn’t Really About Video Games. It’s About Unmet Psychological Needs.
Many parents are concerned with their child’s seemingly obsessive video game play. Fortnite, the most recent gaming phenomenon, has taken the world by storm and has parents asking whether the shooter game is okay for kids.
The short answer is yes, Fortnite is generally fine. Furthermore, parents can breathe easier knowing that research suggests gaming (on its own) does not cause disorders like addiction.
However, there’s more to the story. A comprehensive answer to the question of whether video games are harmful must take into account other factors. Fortnite is just the latest example of a pastime some kids spend more time on than is good for them. But parents need to understand why kids play as well as when to worry and when to relax.
The word “addiction” gets tossed around quite a bit these days. It’s not uncommon to hear people say that they are addicted to chocolate or shoe shopping, but if it isn’t causing serious harm and impairment to daily function, it isn’t an addiction. It’s an overindulgence.
This isn’t just semantics. An addiction involves a lack of control despite adverse consequences. Parents may worry their kids are addicted, but if the child can pull themselves away from a game to join the family for a conversation over dinner, and shows interest in other activities, like sports or socializing with friends, then they are not addicted.
Generally, parents panic when their kid’s video game playing comes at the expense of doing other things like studying or helping around the house. But let’s be honest, kids have been avoiding these activities for ages. Equally true is the fact parents have been complaining about their unhelpful children well before the first video game was plugged into its socket.
In fact, moderate video gameplay has been shown to be beneficial. A study conducted at Oxford by Dr. Andrew Przybylski revealed playing about one hour per day enhanced psychological well-being, while when taken to an extreme, playing over three hours per day, was correlated with less well-being.
The real question should be what is it about the special draw of gaming that makes it the preferred pastime of so many millions of kids? What makes it so difficult for even non-addicted kids to step away from video games sometimes?
The answer has to do with the way games address basic psychological needs.
What Kids Are Looking For (And Not Getting)
Fortnite, like any well-designed video game, satisfies what we are all looking for. According to Drs. Edward Deci and Richard Ryan, people need three things to flourish. We look for competence — the need for mastery, progression, achievement, and growth. We need autonomy — the need for volition and freedom of control over our choice. And finally, we strive for relatedness — the need to feel like we matter to others and that others matter to us. Unfortunately, when considering the state of modern childhood, many kids aren’t getting enough of these three essential elements.
School, where kids spend most of their waking hours, is in many ways the antithesis of a place where kids feel autonomy. There, kids are told what to do, where to be, what to think and what to wear. Alarms and bells orchestrate their movements with farm-chattel precision while teachers educate on topics that some students couldn’t care less about. Attendance is compulsory and students have little say in what they are learning. Of course, this isn’t every student’s experience and different countries, schools, and teachers use different approaches to educate kids. But while some argue discipline and control provide structure, it’s clear why teachers and students might struggle with motivation in the classroom.
Gamers feel competence when they practice strengths to achieve their aims. In a game, players have the autonomy to call the shots, do what they want, and experiment with creative strategies to solve problems. Games are also social outlets where players can feel relatedness. In Fortnite, for example, players often meet in the virtual environment to chat and socialize because doing so in the real world is often inconvenient or off limits. Whereas previous generations were allowed to simply play after school and form close social bonds, many kids today are raised by fearful and overworked parents who insist their kids either attend a regimented afterschool program or stay behind lock and key at home.
We shouldn’t be surprised when the confinement kids find themselves in today often yields behaviors we don’t understand and don’t like. Games satisfy psychological needs other areas of life are not satiating.
Of course, none of this is to say video games are a good substitution — quite the opposite. While a well-designed game attempts to satisfy these needs, it can’t come close to the deep satisfaction real life and real human connection can provide.
No game can give a child the feeling of competence that comes from accomplishing a difficult task or learning a new skill on their own accord. Fortnite can’t compete with the exhilaration that comes from the autonomy of exploring reality, where a child is free to ask questions and unlock mysteries in the real world. No social media site can give a kid the sense of relatedness, safety, and warmth that comes from an adult who loves that child unconditionally just the way they are, no matter what, and takes the time to tell them so.
Some kids suffer from gaming disorders, but such dependencies are often coupled with pre-existing conditions including problems with impulse control. This, of course, does not abdicate companies from their moral responsibility to help problem gamers. Maybe it’s time they implement policies to identify and help those with disorders.
For most children, however, parents understanding the deeper truth behind what kids are getting out of games empowers them to take steps to give kids more of what they need. It also helps parents get into a state of mind to talk rationally about overuse instead of succumbing to the hysterics and moral panic that our parents used to try and force us to stop listening to rock ’n’ roll, watching MTV, playing pinball, or reading comic books. Video games are this generation’s outlet and some kids use them as a tool to escape the same way some of us use our own flavor of dissociative devices to tune out reality for a while.
Instead of repeating the mistakes of previous generations with heavy-handed tactics, let’s understand the psychological source of the problem. Ultimately, parents’ goals should be to help kids learn strategies for coping with overuse on their own so that they do what’s good for them even when we’re not around. By teaching self-regulating habits, promoting intentional gaming, and helping kids find suitable alternatives, parents can help kids find what they are really looking for.
Be Vulnerable and Give-Up Some Control
As studies show, there’s nothing wrong with a moderate amount of gameplay. Looking out for symptoms of excessive use, while opening a dialogue about how much is too much, can empower kids to take control of their habits for themselves.
One suggestion is to make time to watch them play and try playing yourself. Become their biggest fan and let them be the expert at something. Letting them coach you through a game will give them the feeling of competency they crave while strengthening your relatedness.
Be vulnerable. Show them you struggle with tech overuse at times as well. Try letting them set their own limits for how much game time is healthy and help them find ways to stick to the time limits they set for themselves instead of imposing yet more rules.
If kids see parents are on their team and not just an obstacle to their needs being met, the all-too-common adversarial relationship begins to change. When kids see parents are not trying to stop them from having fun, but are rather helping them keep things in perspective and in the right proportion, they become allies instead of enemies.
The World Health Organization (WHO) in April this year published a new set of guidelines for screen time for children - reinforcing our own recent focus on the monitoring of students' levels of and access to screen time. The Senior Campus prohibits students in Years 7 to 10 from using their phones during the day, along with not being able to access their laptops during recess and lunch.
As when our parents and grandparents debated the influence of radio and TV, we are now investigating the effect of screen time, whether it be our phone, laptop, tablets, desktops, TV, video games etc., on our overall health. The focus for us at the Senior Campus is on teenagers – a time where brain development is most active and a time in which their engagement with technology increases.
Why should we care?
Higher amounts of screen time may result in:
- Less time sleeping and poorer quality of sleep
- Less physical activity, leading to a higher BMI and obesity
- Poor social and intellectual development
- An increase in risk-taking behaviours, an acceptance and interpretation of what they are seeing on social media is the norm
- Concerns with mental health, less social connections and higher rates of depression
- Less opportunity to be bored - which may result in less opportunities for creativity. Boredom can spark individual productivity and creativity. Research estimates that only 3% of time spent on screens is ‘content creation’.
However, we must recognise that not all screen time is the same. But as valuable as technology can be, it's still important for kids' overall healthy development to balance their lives with enriching experiences found off screens.
How much is too much?
While some organisations stress that there is no magical number, that it depends on the type of screen time and every individual and family is different – a common recommendation is no more than two hours per day of recreational screen time - this includes watching TV or looking at a computer or phone, while excluding time spent on screens at school for educational use.
Time to change - but how?
The eSafety Commissioner offers the following seven tips:
1. Be involved
Sharing screen time and online activities like gaming with your child helps you gauge the appropriateness of what they are doing and manage potential risks. It’s also a great way to start conversations with your child about their online experiences.
2. Work with your child to set boundaries for screen use
If you decide that setting screen time limits is right for you and your child, discuss these new rules with your child. Older children are more likely to cooperate if they have been part of the decision-making process.
3. Be clear about the consequences of not switching off
Part of our role as parents is to set clear limitations and boundaries. The same applies to technology limitations, so being clear and consistent about the consequences for your child if they do not stick to these rules is paramount.
4. Set device-free zones and times at home
Device-free zones can help you manage your family’s digital use. Here are some ideas for setting digital boundaries within your home:
- no devices in the bedroom for younger children
- all screens off in bedrooms after a certain time for older children
- all screens off at least one hour before planned bedtime
- all family members switch off at dinner time
- charge devices overnight in a place your child cannot access
5. Ask your child to explain their screen use
Get your child in the habit of explaining why they want to be in front of a screen or online. It’s a great way to get them thinking about their own digital habits and balancing screen time with other activities.
6. Use tech tools to help manage access
There are robust products and device functions which allow you to see which apps are being used in your home and for how long. But try not to use these tools to secretly monitor your child. Instead, be open about the process and check the whole family’s usage, including your own. Start with Google Family Link for Android devices or parental controls and Screen Time for iPhone/iPad.
7. Lead by example
Your behaviour is one of the most effective ways to help your child develop a positive digital mindset. Show your child you can put down your device too.
- Common Sense Media: “How Much Screen Time Is OK for My Kid(s)?”
- Time: “World Health Organization Issues First-Ever Screen Time Guidelines for Young Kids. Here's What to Know”
- Growing Good Habits (Qld Govt): "Screen time guidelines"
- WHO: "To grow up healthy, children need to sit less and play more"
- Talks at Google: "Screenagers: Growing Up In The Digital Age" by Dr Delaney Ruston
- Mayo Clinic Radio: "Kids and Screentime"
- Time: "Being Bored Can Be Good for You—If You Do It Right. Here’s How"
- Office of the eSafety Commissioner
The Division A SIS Swimming Carnival took place on Thursday 2 May at MSAC, in Albert Park. We took along a small but enthusiastic squad of students who gave their all. We finished in 4th place overall, which made us the highest finisher of the single campus secondary schools competing.
Congratulations to Holly McConnell (Under 13 50m Freestyle), Charlotte Gray (Under 17 Girls 50m Breaststroke), Jussy Poyser (Under 17 50m Freestyle), Lachie Jeffries (Open 50m Backstroke), Hunter Savage (Open 50m Freestyle and Open 100m Freestyle) and Ethan Bam (Under 15 50m Backstroke) for their fantastic individual performances winning races against elite opposition.
Our Under 15 Boys 4 x 50m Freestyle team consisting of James Charlton, Merrick Imer, Callum Lee-Smith and Ethan Bam won their relay. These boys also won the Under 15 Boys Pennant on the day, which is a brilliant result.
Thank you to the Year 12 students who competed and have made a strong contribution to our Swimming Program over many years – Lachie Jeffries (Captain), Alice Bertram (Captain), Hunter Savage, Maks Nosiara, Maybel Gardner, Jemma Lewis and Skye Ginsberg.
Congratulations also to team coaches Cam Macindoe and Belinda Schmidt for their work in preparing the team through early morning swim training and the SIS Swimming Activity unit.
Overall Results: Division A SIS Swimming Carnival
St James College
St Francis Xavier College
Flinders Christian Community College
Director of Sport
On Monday 13 May, the second Victorian School Associations Swimming Competition took place at MSAC.
As a result of strong performances at the SIS Swimming Carnival, Woodleigh had seven students selected to represent the SIS. The SIS were one of 14 associations across Victoria competing on the night. Overall, the SIS placed 8th and all Woodleigh students competed strongly against an elite standard of opposition.
Congratulations to the following students who achieved Association selection: Lachie Jeffries, Alice Bertram, Charlotte Gray, Hunter Savage, Ethan Bam, Merrick Imer and Liv Marshall.
Assistant to the Director of Sport
Walking down the Smiths Beach boardwalk at Phillip Island, the surf was powerful and the wind offshore, great for the 2019 Victorian Interschools Surf Competition. Some of the kids were already in the water and we were eager to get in ourselves. At first the waves didn’t look too big, but once we were out there the two-metre walls of water really give us a shock!
The times were called and we were in the third heat, another two and a half hours away. This gave us the chance to have a practice surf. First dive into the water the seaweed grabbed onto us and pulled us back, making it evermore harder to get out the back. Once the squad was out it was lovely, surfing was good and the water was refreshing. Harry and Benny McConnell caught some crackers and the sets just kept rolling through. After a quick warm-up, we hopped around the rocks and Mr Allsop needed a photo so there we were posing in front of the pyramid rock. Our heat was still a while away but we wanted to see how the other schools were surfing and where the best place to sit in the line-up would be. Watching the other competitors was daunting, but the squad was prepared and we were ready to get out there. Some of the younger boys had fun encouraging the other competitors in strange ways, calling them big this and big that, Luke was the leader in all that and they were enjoying themselves and no one seemed to mind. But we were all having fun talking up our outcome and fuelling up for big event.
Finally our heat was up, first in the water was me, I chucked on the yellow rash vest and grabbed my board. The official waited for the other competitors, and started us off. I ran down the beach to the rip along the rocks, it sucked me all the way out. Sitting out the back and waiting felt like a time consuming task but it had to be done. Our team only had an hour for the seven of us to catch two waves and get back to tag our team mate. It is a high-pressure environment! I caught my two waves, nothing outstanding just got up and surfed it in, nothing special. Next was Rose. She hopped in and paddled across the break and into a nice position. She waited patiently for a wave and one came. Taking her opportunity, she came down the face but as she was coming to the top it bottomed out she got pitted. A quick paddle out and she was down another and into the beach. She tagged Benny McConnell and he was our power surfer. He had extra time on his hands to pick out a good one. He paddled out to the break and waited for the sets to roll in. There was a big set out the back and as it came in Benny was the only one there! With the team screaming, he caught the first wave and it was quite fat and died out, but as quickly as it all came he was back out there and another one came his way. Down the face he turned up for a nice carve, and a well performed floater the wave ended, throwing up his hands gave us double points.
Jed was next and he burnt down the beach and hopped in the water, out the back in seconds. Dropping down the first wave he lost his footing and the wave hollowed out, resulting in a crazy wipeout. He was back out there a little bruised but ok, his second wave being the nicer of the two was filled with skill and was nicely executed. The run up the beach was much like the run down, and Harry was tagged exactly on the 30 minute mark, well on time. Harry was in the water and copped a few sets on the head, no problem for him, duck diving under them all, and making his way out the back. His two waves being almost identical catching two nice big ones and launching up at the lip, carving out the face of the wave, giving us some much needed points. Van was up next and taking his time made it out the back, his wave selection was precise and we had enough time for him to do so. His first wave was quick, smooth and he worked his board well, but the time was ticking, 15 minutes left. He paddled out to a reform and quickly caught one in giving Luke enough time to catch two waves that were quick and effective and got us some easy points, we finished in time and we had got the bonus points thanks to the speedy work of Luke. We awaited the final scores, nervous but confident, unsure if we had done enough. The officials called out the scores, we were fourth, not quite, two places off being in the final.
Although our placement wasn’t as high as what we would have liked it to have been, we still enjoyed it and some of us went for another surf, others needing to get back to school in time for pick up. The day was over but the waves weren’t. Awaiting our return, for the Advanced Surf Camp during Activities Week.
Ben Reynolds (Year 10), Benny McConnell (Year 9) and Luke Reynolds (Year 8)
On Tuesday 7 May, a team of eight Year 7 students competed in the regional competition of the 2019 Da Vinci Decathlon. The Decathlon places emphasis on higher-order thinking where students work in teams of eight in categories that mirror the enormous range of disciplines that Leonardo da Vinci, one of the greatest minds of western development, excelled in.
The categories covered are:
- Code Breaking
- Ideation (where students aim to solve real-world problems)
- Creative Producers (a 30-second performance on a given topic)
- Art and Poetry
- General Knowledge
The day of competition is intensive, and all the students work hard to gain the highest score in each category. At the end of the day, the marks are added and the team with the highest score progresses to the State Finals. We were delighted that this year it was Woodleigh, so on 28 May our team members, Jaime Chadwick, Ronan Coster, Ava Drayton-Benson, Sophie Graeme, Jaxon Hartley, Alastair Jones, Patrick Seymour and Imogen Tabacco will travel to the city to take part in the State Finals.
The photos above are a snapshot of how hard the team concentrated during the day and also provide an example of one piece of work, by Jaime and Imogen, that was completed on the day. This poem is also very beautiful.
Unwilling, unnoticed, uncared for, unknown.
What has made us destroy our home?
Breaking over our head,
Under our feet.
But still, us humans can’t admit defeat
Admit that amongst all the abnormal silence
Is a scream for help
A scream of defiance
I want a life
I want to be heard
To take off the blindfold that loves the world
I want my story to be told,
The story of all creatures who lost their home.
If you see these students at school please congratulate them on their excellent efforts and wish them the best for 28 May.
Da Vinci Decathlon Coordinator
Recently, Brendan Kincade came to speak to the Humanities students about his experience in the Vietnam War. With him he brought artefacts such as land mines, uniform and artillery, food rations and more.
He gave us these to hand around and scrutinize, with each item attached with an anecdote of his own. His stories of friendship, loss and overwhelming fear really helped us to gain a deeper understanding of the trauma and pain these veterans experienced, or still experience this day with PTSD. It’s heartbreaking to hear what occurred, like troops fragging their officers out of lack of motivation to fight, or that 521 Australian soldiers were killed, along with 3000 wounded. Brendan’s visit was such an insightful experience that will allow us Humanities students to appreciate what the Veterans truly endured.
Images: Ned Doyle (Year 10) and Brendan Kincade.
The Art of Positive Action: From Manifestation to Manifestaction (2–3 May, 2019)
Hollie Hughes (Year 11), Danae Fidele and Karen Fenton (Year 10), Sue Darby, Laura Buffinton and I spent an incredible two days at the Richmond Rowing Club, looking out across the Yarra toward Federation Square. This was the second forum, following on from the great success of the inaugural 2017 forum. ISV hosted the event and organised a thought-provoking series of activities and speakers including Mr Paolo Naldini, the Director of the Cittadellarte, Fondazione Pistoletto, Beilla, Italy and Professor Donald McLean from the Adam Smith School of Economics, Glasgow University, and more importantly his own consultancy – StrategyStories.
The Third Paradise symbol is an adaption of the classic infinity symbol. It was created by Michelangelo Pistoletto. He describes the middle circle as an expansion of the point where the original two circles link. Here he believes lies the potential for solutions between dichotomies found in the outer circles.
Paolo started the forum with a profound presentation looking at the metaphor of the self-portrait in art. He suggests that when the artist holds up the mirror to see themselves, they see much more. They see the community of ideas and objects that surround and interact with the artist. If we hold up the mirror to look at ourselves what else do we see?
Donald’s work is in assisting businesses to develop appropriate strategies and helping them to successfully achieve them. To do this he suggests there are three key points:
- Play to your and/or know your strengths
- Assess your resources and those available in the local environment
- Focus on one point – unite behind a single action
However, Donald has taken this further, reimagining communication in community with the use of poetry, art and storytelling; just as his Celtic ancestors always did. He explored his approach in a very entertaining manner telling many stories with a lovely, lilting Highland burr.
To him a story comprises three Acts and includes the following features:
- Who am I in the story?
- Why is your story important?
- Who else is involved in the story?
- What is the challenge to be overcome?
- What are the pivotal moments?
- What obstacles must be overcome?
- How do I get others involved?
- What does the outcome look like?
We were then set a series of activities that required us to create stories related to the UN Millennial Goals, sharing those stories in our communities and finally preparing artefacts to use when we recreated the Third Paradise symbol to complete the two days.
Our team was very impressed with the work of Beaconhills College, Pakenham Campus, who were inspired by the first forum. Due to the work of their students, staff and community, they are almost off the grid – it may take two or three more years. Almost all the food served in the canteen is grown at school with the canteen menu depending on what is seasonally available. Their three-bin recycling system and decisions they have made about energy and water use means the school is well on the way to becoming carbon neutral. We are looking forward to visiting them to see what they are up to with sustainability and they are keen to visit us and see what we are up to with conservation.
Finally, the great forum finished for me on Sunday afternoon. I couldn’t bear the thought that Paolo and his daughter, Ginerva, leaving Australia without meeting some of our furry creatures. They had a great time visiting the Reserve. They fed the kangaroos, petted the Emus and met Swamp Wallabies and Brush-tailed Rock Wallabies. Paolo was particularly taken by the organic nature of our wonderful boardwalk and Rachel Boggan’s ceramic sculpture.
Dr Gary Simpson
Director of the Brian Henderson Wildlife Reserve
The Top End Camp enables students to explore the dramatic wilderness and culture of Darwin, Kakadu and Katherine. Occurring every two years, this camp provides a wonderful opportunity for students to explore a fascinating and often unexplored part of Australia.
This camp offers many magical moments, including swimming under waterfalls and in hot springs, kayaking Nitmiluk Gorge and watching the sunset from the sandbar in Darwin Harbour. Yes, the weather is great, the water is warm and the crocs are... well... best kept at a distance, but this trip offers even more.
Students discover aspects of Australian history that are truly real and palpable; Cyclone Tracy, the Brisbane Line, the WWII bombing of Darwin and a face to face meeting with ‘Sweetheart’, the largest captured croc in the Top End! The friendly ranger guides bring ancient rock paintings at Ubirr Rock in Kakadu National Park to life and our trip along Yellow Waters Billabong introduce Jabirus, sea eagles, wild brumbies and close encounters with those magnificent and terrifying salties.
The camp is an all-inclusive experience that covers airfares, accommodation, entry fees, transport in the NT and most meals.
We encourage students to pre-book the trip early so that they have time to save and contribute to the camp cost of $2100 TBC based on numbers and final costs. A deposit of $500 is required to secure a place and the balance will be charged to accounts.
The dates for this camp are:
- Wednesday 7 August – departure
- Friday 16 August – return
Pre-booking forms are available via email or from Reception for students in Year 9–11. Year 7 and 8 students are welcome to apply after discussion with organising staff regarding the details and challenges of the camp.
Please email Kristen Guthrie for more information.
Pre booking closes on Monday 20 May.
Head of Arts
The MYP is being implemented at Woodleigh for Years 7–9.
Presented by Deputy Principal - Head of Senior Campus, David Burton and Deputy Head of Teaching and Learning - MYP, Lucy Kane.
RESERVE YOUR SEAT NOW!
Woodleigh's Adventurous Minds Scholarships for Year 5 and Year 7 entry in 2021 open on Monday 15 July 2019. Applications are welcome from current Woodleigh students entering Year 5 and Year 7 in 2021 as well as other students from the wider community.
- Scholarship Applications OPEN: Monday 15 July 2019
- Scholarship Applications CLOSE: Thursday 5 September 2019
- Examination Day: Thursday 12 September 2019