STAY INFORMED

COLLEGE
NEWS

THIS WEEK
A lot happened over the term break.  Principal Andy Muller shares some of the details.

NOT TAKING THE EASY ROAD

Back in the 1500’s Spanish Conquistadors were busy laying waste to the Aztec and Incan civilisations in Central and South America, and sailing thousands of galleons filled with stolen gold and silver back to Spain in the hope of bolstering the economy and financing its wars and imperialist expansions. Unfortunately for the Spanish, the plan backfired; the massive influx of easy money actually ruined their economy, altered their society, and led to economic conditions which Spain is still struggling to recover from today. A major factor was that while the Spanish relaxed with the steady influx of wealth and spent it frivolously, other European nations had to work hard to develop their agriculture and industry to build strong economies. Once the supply of gold and silver from America eventually dried up, Spain was left in a very weak position with poorly developed industry and agriculture, rampant inflation, and plenty of debts from ill-conceived wars and flippant spending.

So, what can we learn from this? It teaches us to be cautious about looking for the easy road and short-cuts to achieving meaningful things in our lives. It reminds us of the value of intelligent planning followed up by hard work, which not only gives meaning and purpose to our lives but also strengthens our sense of self-respect and self-worth when we can see the results of our own efforts.  It highlights the basic precepts of treating other people with kindness and respect, and not taking what is not ours. But most of all, it teaches us that when we have strength and power, we should use it to make the world better for everybody, not just ourselves.

Mark Hassell
Dean of Students

MIDDLE AND SENIOR SCHOOL ATHLETICS INTER-HOUSE CARNIVAL

/ Middle School, Senior School

We are pleased to announce that the 2020 Middle and Senior School Athletics Carnival will take place, although in a slightly different format. The event will take place at Scotch Oakburn Park (SOP), the Middle School event on Tuesday 22 September and the Senior School event on Thursday 24 September, both from 12.00pm until 3.15pm.  Students will be collected from the main campus as normal at the end of the day.

The running track will be placed on our main oval (McLauchlan Oval), with field events on Lecomte Oval. Students will be able to participate in any of the ten track and field events available. The High Jump will be completed in the HPEC at lunch during Week 9 (for safety reasons) and the 3000m to be run at SOP on the Friday of Week 9 (Friday 18 September). The other eight events will be 100m, 200m, 400m, 800m, Javelin, Shotput, Discus and Long Jump. Students must have selected the events they want to participate in prior to the day. This year will allow for a wider range of events and decide our age champions.

We have around 50 students within the Middle and Senior School who would normally compete outside their year level at our carnival. Those who wanted to be considered for age champion, who would normally compete out of their year group, should have moved up or down as needed when nominating for events. If this did not happen, please see your Head of House immediately. For the majority who are within their age group, you do not need to nominate for age champion, you simply choose as many events as you want to participate in.

For those not so athletic, yet wanting to still gain House points, we have 11 novelty events, allowing students to have fun and still participate within the carnival. We will also have a team challenge that will take place on Dixon/ Chugg Oval, where teams from each House will compete in a number of physical challenges.

This year we will not be using the timing gates, so we will be manually timing and using an iPad to film the finishes of track events. Although we are limited on numbers at SOP due to COVID restrictions, we can invite 15 parents, who will assist with timekeeping throughout the afternoon. As much as we would love to allow more parents, it is unfortunately not feasible this year, so only 15 at each carnival will be possible. This will work on a first in basis by emailing me at paul.mckendrick@soc.tas.edu.au.  Please advise in your email which day you are able wanting to help.

Paul McKendrick
Head of HPE

FROM THE JUNIOR SCHOOL

/ Junior School

Mindsets and learning

“I have no special talent. I am only passionately curious.”

“It’s not that I’m smart, it’s just that I stay with problems longer.”

These quotes, typifying the importance of a growth mindset towards learning, are attributed to Albert Einstein. Writings refer to how, as a young child, Einstein’s parents sought medical advice because he was so late to begin speaking. He was also a late reader. He had to take his College entrance exams a second time after failing the first.

Undoubtedly Einstein had natural mental acuity where maths and problem solving were involved, but he often said that it wasn’t natural intelligence that took him to his greatest discoveries in physics, it was his unceasing determination – his growth mindset. When faced with failure, he tried again and again.

Among the plethora of quotes often credited to Einstein, others include:

“Failure is success in progress.”

“Anyone who has never made a mistake has never tried anything new.”

“The only sure way to avoid making mistakes is to have no new ideas.”

The important message is that all learners – from the very youngest – can continually work at building a growth mindset approach to all aspects of their learning, thus enhancing the personal and academic achievements that flow from this.

Lachie Wright
Head of Junior School

Prep Education Outdoors

Last week Prep children engaged in their Education Outdoors learning in the Wetlands at Scotch Oakburn Park. The children explored various learning experiences in their four House groups, including basic navigation, sensory experiences, pond dipping to find invertebrates, fire making and damper eating.

Many of the children are quite familiar with the Wetlands, having spent their Bush Learning days there while in Early Learning. The Wetlands is an incredible asset to our College, providing endless learning opportunities for all ages. Our Education Outdoors team offer programs to each year level from Early Learning to Year 12 in various outdoor environments. The programs are a carefully thought out progression from year to year and each provides tremendous benefit to all learners throughout the College.

While at the Wetlands last Friday, the children’s level of engagement, curiosity and teamwork was very evident. The Wetlands environment and the expertise of our Education Outdoors team made for an incredibly rich day full of learning, adventure, friendship and fun. Deeper connections were made and lines of inquiry have continued back in the classroom.

Thank you to the Education Outdoors team for a fantastic day of learning and for the broader Education Outdoors program across all years at our College.

Becca Biggs, Louise Black and Linda Neville
Teachers

 

FROM THE MIDDLE SCHOOL

/ Middle School

Teen Mental Health First Aid Workshops for Year 7 students

This week our Year 7 student participated in their first Teen Mental Health First Aid workshop.  These workshops give our students the skills they need to recognise and help with mental health problems and crises in their friends, and to get the help of an adult quickly.  Research shows that young people often turn to each other when stressed or upset and try to help each other, and sometimes take on too much.  The course emphasizes that students do not need to take on these problems alone and where to go to seek help.  There will be another two sessions for our Year 7 students in the next few weeks.

Julie Kemp
Head of Middle School


Year 6 Round Square students make a difference

In April of this year twelve Year 6 students were due to attend a Round Square conference at Prem Tinsulanonda International School in Chiang Mai, Thailand. This adventure was to include a pre-conference service project under the auspices of our regular partners, NoLimitEduTravel. The service project was to take place in the Chiang Rai region, in the mountains north of Chiang Mai, where they would have worked with the Hill Tribe villages situated around the Ban Palai School. Scotch Oakburn has previously been involved in assisting this kindergarten school which is not supported by the Thai government because the ethnic groups that are served by the school are not recognised as Thai citizens.

When COVID intervened and the trip was cancelled it was decided that the money that we had raised for the service project, through student effort, would still be donated to the school. All the funds that were paid for our on-ground costs were refunded by our partner company, but we elected to donate the funds raised by the students so that the Ban Palai school could install four large water tanks. It was therefore a great pleasure to receive the accompanying photographs this week and a note from our friend Jeab Ploykrachang who was organising the service project on our behalf. She wrote:

“With the donation from Scotch Oakburn College from the cancelled April trip we have provided 4 water tanks to Ban Palai School. Thank you very much for your kindness as always”

Congratulations to the following students who worked to raise these funds: Gabrielle Birrell, Amelie Djatschenko, Makaela Fulton, Gemma Hodgetts, Lucy Johnston, Surya Koirala, Abbi Lloyd-Bostock, Ali Reynolds, Abhinav Sundaram, Lucy van der Aa, James Walker and Georgette Wilks.

Stuart Walls
Round Square Representative


Student Achievement

Congratulations to Samantha Kirschbaum (Year 6) who has reached the national final of the Take the Mic online singing competition. The competition required the production of video recordings of songs with careful attention to lighting, staging etc.  In previous rounds, Samantha performed ‘Part of Your World’ from The Little Mermaid and ‘Lamest Place in the World’ from the musical ’13’.  Her performance of ‘Lamest Place in the World’ will be used in the national final, streaming live on YouTube soon.

Julie Kemp
Head of Middle School  


 

Year 6 Music

Mr Conor O’Brien has composed a new piece of music for Year 6 classes to learn.  It is called Rockin’ G.R.A.D. (which stands for Goosen, Robinson, Auton, Dondas).  All four classes have just started learning this piece with the goal of performing it as a class ensemble in a few weeks’ time. We are also hoping to be able to perform this in a future Middle School assembly!

Julie Kemp
Head of Middle School


 

 

Cows Create Careers

Year 8 are enjoying the company of two beautiful Friesian calves. As part of our annual Cows Create Careers program students are learning all about the Dairy industry, including how to take care of calves. Different groups are responsible to visit each day to feed and measure them. The data is then used to write a Scientific report. They will also create a video to highlight what they have learnt about the Dairy Industry including possible careers. The Cows Create Careers program finishes with an excursion to a Dairy farm in week 9, something all students and staff are looking forward to.

Kyla Thorp
Teacher


 

Vision boarding you say…?

Recently, students in Year 7Z were lucky enough to attend a virtual Vision Boarding workshop with renowned teen author, Tristan Bancks.

Tristan tells stories for the page and screen. His books for kids and teens include Two Wolves, The Fall, Detention, and the Tom Weekly series. Two Wolves won Honour Book in the 2015 Children’s Book Council of Australia Awards and was shortlisted for the Prime Minister’s Literary Awards

In the workshop, students learnt how to use visual tools to inspire their own extraordinary written stories. From soundtracks to Google Maps, Street View, movie trailers, and storyboards, writing a book can be a totally 3D experience. Students were shown how, by looking at a streetscape of a place in the world they want to visit, ideas and events begin to take shape. By zooming in and paying attention to details, clues to events within stories appear. Add in music themes, images, and writing blasts and whole stories of adventure, wonder, and invention emerged.

“One thing I will remember is when Tristan says, ‘Don’t think just write!’ Just get ideas down and then worry about the rest. – Sophie Marshall

“I enjoyed using Google Maps and Street View to look for the details within an image to set the scene for writing. I also enjoyed using music to come up with random words to create more ideas.” – Chloe Robins

“I just enjoyed the whole thing! It gave me some great ideas for starting my writing in the future.” – Madeline Mitchell

It was over in a flash but will be remembered for a lifetime.

You can find out more about Tristan’s books, play games, watch videos and help him try to change the world at www.tristanbancks.com.

Simon Dray
Teacher

 


Japanese Kanji with nature

Springtime in Japan is a time of new beginnings and appreciating nature.  This week students of Japanese embraced the Tasmanian spring weather and got creative outside producing words and sentences using objects from nature.

Jenny Banbury
Coordinator of Japanese

 


 

Da Vinci needs you!

The da Vinci Decathlon is an academic competition designed to challenge and stimulate the minds of school students; all students no matter their ability. Students compete in teams of eight across 10 disciplines: engineering, mathematics and chess, code breaking, art and poetry, science, English, ideation, creative producers, cartography, and legacy. In 2020, despite not running due to COVID-19, ‘Legacy’ replaced the General Knowledge task, with the focus being more on honouring significant people, inventions and events from the past and the present.

The da Vinci Decathlon began in 2002 as an exciting offshoot of the very successful da Vinci Program for gifted and talented students at Knox Grammar School in Sydney. The Decathlon is designed to celebrate the academic gifts of Australian youth by providing a stimulating and challenging competition run in the spirit of an Olympic Decathlon.

What began as a local competition for Australian public and private schools has grown to be a national and global phenomenon, involving thousands of students from Years 5 to 11. The growth has been enormous, and interest so high, that chapter schools have been formed in Western Australia, Victoria, Queensland, South Australia, and Tasmania. These schools now run individual local and state competitions, in order to choose representatives for the National da Vinci Decathlon Final held each year at Knox Grammar School in Sydney over several days of competition and cultural events.

Scotch Oakburn College has been very successful in this event in the past, taking out the inaugural Year 7/8 Tasmanian event in 2016. Being crowned Tasmanian winners meant we qualified to take part in the National event held over several days at Knox Grammar School.

We would like to be able to offer this to our Year 7, 8, and Year 9 and 10 students on an ongoing basis, and therefore we need you.

We have scheduled a regular meeting time starting in Term 4, every Tuesday at lunchtime in the da Vinci 2 Studio, upstairs in the Middle School. We currently have enough students to form a Year 7 and Year 8 team but would love to be able to have two teams for each year level. If you are interested in joining, please contact me by email or pop in to see me, upstairs in Ravenscraig to have a chat if you are not sure if it’s for you.

Looking ahead, the 2021 event schedule is as follows:

  • Tuesday 23 March 2021 – Year 7
  • Wednesday 24 March 2021 – Year 8
  • Friday 26 March 2021 – Years 9, 10, 11

The theme next year is Icons.

Simon Dray
Teacher

FROM THE SENIOR SCHOOL

/ Senior School

Year 10 Masterchef

Throughout this term, students have been learning about and applying design thinking and their creative styling and abilities.

Students completed an assessment task that looked at what it takes to be a chef including the study requirements and qualifications needed to have a successful career in this hard-working industry.

Students had the opportunity to research a chef of their choosing that inspires them, and give a presentation to the class on signature dishes and what these chefs are known for, their inspirations for food design, and also include 2 chosen recipes and food orders from this chef’s repertoire.

Throughout the term we have been working through these recipes, expanding our idea of food literacy, trying new skills, using design thinking, evaluating learning and recreating.

The class has also been practising knife techniques and specialised cuts with a range of ingredients such as Mirepoix, Chiffonade, Brunoise, Julienne, Macedoine, Slicing, Mincing and roll cutting.

Our last practical lesson saw students using specific cutting techniques to prepare fresh raw sashimi tuna for sushi. The colour was a vibrant pink/orange coral, with no scent whatsoever- beautiful and fresh. Many of the students were initially put off by the idea of eating raw fish, but they all gave it a taste, and to their credit, were pleasantly surprised and enjoyed the textural experience as well as the knowledge of its nutritional benefits. A select few were not so fond, choosing instead to sear the tuna to make it more palatable for them to enjoy.

We have some ‘Mystery Box’ practical lessons coming up, requiring students to design a dish from scratch, with no prior knowledge of what ingredients they will walk into the classroom to use. They will have 10 minutes planning and designing time in pairs, using nothing other than their own creativity, no research, no google, no recipe books, nothing. It is truly wonderful seeing what they create and the skills they apply during these lessons.

Lauren Knight
Teacher

Year 9 Pastry Chef

Students in Year 9 studying The Pastry Chef are embarking on a design opportunity where they are creating a High Tea.

This High Tea has a bit of a twist due to restrictions, so it is a ‘High Tea on the go!’ Each student has created 2 menu items, one savoury and one sweet, and they are working collaboratively to produce an exciting menu, theme, atmosphere, decorations etc. Each student has chosen and invited 2 staff members as their guests to this ‘ on the go’ event.

This class began exploring the idea of High Tea earlier in the Term, but student’s really didn’t know what it was all about. So to provide some background understanding we had an experiential learning activity where we attended a unique experience hosted for us by Cataract on Paterson.

The Chef and Maitre De spoke to the class about considerations with menu options, the organisation of an experience like high tea, variations for dietary requirements, preparation and planning of an event like this, and a time to ask questions whilst we enjoyed some delicious treats and a range of tea’s. We had a wonderful time, and we look forward to sharing some details of our ‘ High Tea on the Go’ event soon.

Lauren Knight
Teacher


Outdoor Leadership

Last week the TCE Outdoor Leadership class ventured to Freycinet for a three-day bushwalk around the peninsula.

The trip is a mix of beautiful beaches and forests with some challenging climbs to the summit of Mt Freycinet and over Mt Graham.  All the trip planning, logistics, menu planning and risk management was completed by the students, and each took turns in leading different sections of the trip.

Students were assessed on their leadership, decision making, group management, environmental sustainability, and risk management throughout the walk. Every student did an excellent job planning the trip and leading the group. The students’ next leadership opportunity is running an adventure day in mid-September at the Valley Campus for Year 3 & 4 students from Fingal and St Marys Primary schools.

Mark Hassell
Dean of Students


 

Year 9 Textiles

Year 9 Textiles students have been engaged in several projects this semester involving many skills, including investigation, design processes, planning and sketching, managing and creating, technical skill development and shopping!!

Given the current global pandemic, students made face masks for themselves and then made masks to donate to the Tassie Face Mask Project. Then, in preparation for the summer season, they each created a bucket hat.

Most recently, the class has been looking at sustainable ways of creating fashion. This involved a trip to the Salvation Army Store to purchase a garment that they are currently upcycling or refashioning into something new. Upcycling requires a blend of factors such as environmental awareness, creativity, innovation and hard work and results in a unique sustainable product.

Come and make your own face mask

The textiles room will be open at lunchtime on Fridays (and a few other days – a schedule will be on the Textiles room door). Staff and students are welcome to come along and make their own face mask.

Julie Heggarty
Teacher


 

9Alive Program

This week our Year 9 students participated in various activities as part of the Year 9 Alive program.  Students travelled to Fosterville in the Midlands to explore ‘sheep, soil and pastures’ in their quest to gain a greater understanding of the farming decisions and science behind ‘paddock to plate’.    Another group travelled to the northern beaches to collect, sort and record marine debris after visiting Environex, while others participated in the “Community Minded Kids’ program with the aim to increase community and civic participation so that students can contribute and influence communities in different ways.  Finally, while the Indigenous Walking tour and the City experience was modified due to forecast high winds and bad weather, these groups were able to complete some of this valuable learning back at school.  Groups will rotate around the activities in the next fortnight.

Kate Croft
Deputy Principal / Head of Senior School


 

Group Photographs – Friday 11 September

Next Friday 11 September, MSP Photography will be photographing many of our larger groups including House and cultural activity groups. The timetable for the groups is on the ePlanner on The Dash. These photos are used in both the Yearbook and for historical purposes. Please ensure that your son or daughter’s shoes are clean and that they arrive at school wearing full winter uniform including blazer.  Hair should also be neat and tidy as per the rules in the student planner.

Thank you in advance for your assistance.

Kate Croft
Deputy Principal / Head of Senior School


 

Working on Water

The Working on Water (WoW) program gives students in Years 9-12 an opportunity to find out about careers in the seafood industry.

This year’s Working on Water (WoW) program will be hosted online and there’s still plenty of opportunities to engage with people working in the industry. Students will complete hours of content in the form of short videos and quizzes, and then attend live webinars with industry members.

The video and quiz content explores the seafood and marine resource industry in four sections: marine science and research, marine resource management, the seafood industry, and training and transferable skills. Students will gain an understanding of how the different components of the marine sector operate and find out where to look online for key information relating to careers in the industry. During the live webinars, students will get a look at what it’s really like to work in the seafood industry. They’ll also be able to ask people working in the industry questions about their current roles, how they got there, and what skills and qualifications have been useful in their pathway.

WoW provides students with an authentic experience, seeing and hearing how you can get into different jobs, and what is involved once you are working.

Student applications can be submitted online via the WoW website www.wowtasmania.com.au.

Visit the Futures Centre if you have questions.

Teresa Darcy
Careers Advisor / VET Coordinator

HELP KIDS TAP INTO THEIR INNER RESOURCES

Author: Michael Grose


 

My first parenting mentor, Maurice Balson, author of Becoming Better Parents constantly reminded parents, “If you want your child to be resourceful you need to put them in positions to develop their resources.”

Balson’s resourcefulness message is just as apt today. Coping with change, dealing with small losses, handling rejection and overcoming disappointment are the types of experiences that build a child’s or young person’s inner resources.

Developing resourcefulness is the appropriate approach to take when considering the disruptive impact that coronavirus is having on kids’ lives. A child who is struggling to come to grips with the changes brought about by the pandemic initially needs an emphatic, supportive approach. They also need encouragement to tap into their inner resources to help them manage the hard times. The following strategies will help develop your child or young person’s inner resources.

Give them a chance to be resourceful

Harry, age 10, often leaves his lunch at home. His father, who works from home, won’t take forgotten items to school. Harry either misses lunch or persuades his friends to share their lunches with him. Either way, when Harry leaves his lunch at home he’s forced to rely on his emotional or physical resourcefulness to get by. And he does.

Catch them being resourceful

A child’s behaviours that gain a parent’s attention generally expand. Highlight a child’s good manners, acts of kindness or honesty and you’re more likely to get a repeat of those behaviours. Positive parental recognition is a high motivator for most kids. To encourage your child’s resourcefulness, focus your attention and positive comments on acts of resourcefulness and resilience they exhibit.

Encourage creativity

Sylvia, age 13 walked to school each day, saving her bus fare to spend on clothes that were out of reach of her parents’ budget. Sylvia found a way to overcome her money problem in her own way. Children and young people usually come up with very creative solutions when they’re allowed to own their problems.

Develop coping skills

Kids rely on their coping skills to help them manage their emotional states when life throws them curveballs. Build your child’s set of coping skills through direct teaching, modelling and discussion. Humour, distraction, relaxation, exercise, play and thought-distancing are some of the more common coping skills kids can use to help them tolerate their difficult feelings.

The resourcefulness a child develops when they experience adversity doesn’t desert them when life returns to normal. It waits in the background, ready to be drawn upon again when hardships, frustrations and difficulties come their way.


 

Kylie Wolstencroft
Wellbeing Coordinator

 

Kate Croft – celebrating a wonderful career at Scotch Oakburn

After nearly seven years in the role of Deputy Principal and coming up to 23 years of teaching and leadership at Scotch Oakburn College, Kate Croft has accepted the role of Deputy Principal – Learning, at Carey Grammar in Melbourne, commencing in January 2021.

Kate commenced teaching at Scotch Oakburn in 1998 in the Junior School. In 2006 she was appointed to the role of Head of Teaching and Learning, Middle School and then Acting Head of Middle School in September 2009. Kate was then formally appointed to the role of Head of Middle School in January 2011. In January 2014 she stepped into the role of Acting Deputy Principal, being permanently appointed to that role in April of that year.

Kate’s experience in all facets of the College’s teaching, learning, management and leadership has been invaluable in her capacity to fulfill all of these roles professionally, empathetically and with the utmost care and consideration for her colleagues and the students in her care. Her dedication to the College and her determination to provide the best possible educational experience for our students is an example to us all. And her integrity and professionalism have won her the respect and admiration of the College Community.

In her role as the Deputy Principal/Head of Senior School, Kate has been outstanding. Often her work behind the scenes goes un-noticed as she deftly organises events to ensure that others appear front and centre, whilst making sure that everything runs smoothly. Her work with Heads of House to ensure that student needs are met whilst upholding high standards requires empathy, compassion and emotional intelligence, and sometimes that difficult conversation to ultimately ensure a positive outcome. Throughout the last seven years, I have admired the manner in which Kate balances these complementary roles. On a personal note, I have greatly appreciated her support, honesty, wisdom and collegiality; she leaves large shoes to fill.

On behalf of the staff, students and the College community I wish Kate all the very best in her new role, a role that I am certain she will perform to the highest level. I wish her every success and know that Carey Grammar will flourish under her leadership.

Andy Müller
Principal

From the Junior School

/ Junior School

Junior School House Captains

Congratulations to the following Year 5 students on their election as House Captain for this next part of the year:

Nance:  Kayla Flood, Clancy Lilywhite
Fox:       Preston Toh, Elizabeth Moore
Briggs:  Ava Corbould, Sam Allen
Dean:    Charlie Goodlock, Esme Dell

The lead up to the House Athletics Trials and preparations for the Term 4 Athletics Carnival will be part of their responsibilities now, along with generating participation in the Year 2 – 12 House Languages Carnival in September.

Lachie Wright
Head of Junior School


 

Communication Skills

Learning and developing strong communication skills plays a central role in the English curriculum in parallel with most aspects of school life at every year level.  This week students in Year 1 Batt put their communication skills into practice in their LIVE@Elphin as they presented puppet shows to Year 1 and Prep classes. Their carefully researched and prepared scripts were drawn from the current Year 1 Literacy theme revolving around the origin and structure of traditional fairy tales.

Following the presentations, the students reflected on the experience. A sample of their reflections (their own words) highlights the excitement of learning for Year 1’s as well as their developing literacy skills:

Before the puppet show –  I was …

  • I felt like I was going to forget what I was going to say.
  • Very nervous. I thought I was going to make a mistake and I would be embarrassed.
  • I was shy but I still did it.
  • A bit nervous. My tummy was bubbling like a milkshake.  My legs felt droopy.

During the puppet show –  I felt …

  • A little bit nervous but I didn’t know that I could do it.
  • Felt like I had bugs in my tummy.
  • I was brave but I did feel nervous too.
  • Fired up!  My heart was beating fast and I was feeling pumped.
  • I was really scared because I’ve never done something in front of lots of people, only in front of my family.

After our Live@Elphin – I was/felt…

  • Good, but my stomach was still feeling a little bit weird. My head was saying, “How did I do that?’ I surprised myself!
  • I was like ‘Phew, I am glad that is over”. The butterflies (in my tummy) fell out and flew away.
  • I was happy because I could read my words.
  • I was excited because I’ve never done that before and I felt like I did a really good job. Everyone did a great job!
  • I was happy because I finished, and I had done it.
  • I was proud of myself. I got over my nerves.

My favourite part of the puppet show was…

  • At the end when the audience asked questions because they asked good questions.
  • Listening to the other puppet shows.
  • The act with the puppets because I got to use the puppets and the background that I made.
  • I liked the whole thing!

Lachie Wright
Head of Junior School


Year 5 Author and illustrator event

Sharing a love of literature was the drive behind connecting Year 5 class groups with interstate author, Julie Hunt and illustrator, Dale Newman through Zoom for a live drawing and writing workshop. We are currently at the mid-way point of our exciting graphic novel project exploring the award-winning book, KidGlovz and being able to work with both artists is an inspiring component of this project. For the past three weeks, we used The Dash as our vehicle for communication with Julie and we have used audio components, written feedback and the Social Stream component to interact and develop our understandings of the process of writing a graphic novel. Each child has an ePortfolio with their personal reflections on their individual feedback received thus far. This project authentically connects students to experts, providing genuine feedback for the purpose of challenging and extending their thinking.  The next three weeks are comprised of an online workshop with Dale, focusing on creating images for a graphic novel.

Students will now apply the scaffolded character brainstorming techniques that Dale demonstrated in her illustrations of new characters; Philomena Fandango, Whisper and Fern,  to their work next week.  More information about the project can be found here.   I encourage you to visit this Dash page with your child.

Kylie Brewster
conneXions


Children with disability and early childhood education and care

The Australian Government is looking at how well the Disability Discrimination Act 1992 (DDA) is known, understood, and applied in early childhood education and care.

They invite the public to engage with and participate in the early childhood education and care consultations. Members of the public can make a submission or complete the early childhood education and care questionnaire. You can also register to participate in a DESE webinar. The webinar will take place from 4.30 pm – 6 pm (AEST) on Thursday 27 August
2020. Anyone interested in attending the webinar may register here.

To view the consultation toolkit and be involved, go to https://disabilitystandardsreview.education.gov.au/early_childhood/.

 

From the Senior School

/ Senior School

Year 9 Experiential Learning Program

Next Thursday and Friday 3-4 September, Year 9 students will be participating in the 9Alive programs.  We recognise the importance of students in Year 9 learning outside of the classroom and programs have been designed to meet the learning outcomes for the students while encompassing the leadership and service aspects of the Our Land, Our Future programs.  The programs will give students opportunities to explore different environments and actively engage with the local Tasmanian community.

Kate Croft
Deputy Principal / Head of Senior School


 

Year 10 and TCE – Moderation Day 4 September

A reminder the next Friday there are no timetabled classes for Year 10 and TCE students due to state-wide moderation meetings.  Students are expected to continue with their study from home.

Kate Croft
Deputy Principal / Head of Senior School


UTAS Virtual Open Day this weekend

Hear about courses, scholarships, accommodation, student life, sports and more.

Opportunities for one-on-one chats about applications, scholarships and student life.

Register on the link below.  If you register and miss a session they will be recorded and a link sent to you.

Register at https://www.utas.edu.au/open-day


 

Agricultural Systems

This week our Agricultural Systems students visited the Southern Farming Systems (SFS) site at Cressy. SFS is running a field trial to test the productivity of wheat varieties, bred to be resistant to Barley Yellow Dwarf Virus; this aligns with our recent studies into research and development in agriculture, including the issues surrounding funding and plant breeders’ rights. Students were also provided with the opportunity to revisit the role of experimental design in agricultural research.

Under the guidance of Ian Herbert, the Tasmanian Projects and Trials Manager for SFS, the students performed plant counts on the eight varieties of wheat. This data will be used by SFS in their evaluation of the trial and has also formed the basis of a class activity on data processing.

We would like to thank Ian and SFS for inviting us to collect authentic and relevant data on plant trials.

Kate Gard
Teacher


 

Housing and Design

Students of TCE Housing and Design are now compiling their major folio, to be externally assessed, that will showcase their learning in this design-based subject.  Folio topics are individually selected by the students around the major criteria of function, aesthetics and environmental issues and can be based on real-life projects.

Students must analyse the user needs of the building they are working on, and work through a detailed design development process to arrive at their solution. Folios are very detailed and should accurately demonstrate the design process through a range of sketches and finished drawings accompanied by clear and concise annotations.

Earlier in Term 3, students were presented with a design brief based around the concept of a new bus shelter to be located on Penquite Road just outside the College Chapel.  The brief required the students to work in pairs to design a shelter to house up to 20 people and to be aesthetically sympathetic to both the 70-year-old Chapel as well as the more contemporary buildings across the road in the Middle School.

To finish the project the designs had to be modelled to scale.  This particular challenge has demonstrated very clearly to our students, that no matter how big or small a design brief may be, the same complexities of design must be worked through to arrive at a suitable solution.  It is also clear that a design brief can result in a wide variety of solutions which all may be valid. This is, of course, the beauty of design.

John Poynter
Teacher

Vision 2035: A 15-year strategic plan

I am thrilled and excited this week to share with you videos that outline the strategic drivers of our 15-year strategic plan, Vision 2035.

The four Strands – Learning, Wellbeing, Community and Capacity – will underpin our thought process and decision making as we lay the foundations for the next 15 years at Scotch Oakburn College. These define the fundamental elements that combine to constitute the progressive and future-focused Scotch Oakburn College educational model.

Collaboration has been and will remain, essential as the strategic plan evolves. As a member of our community, your voice is valued, important and critical to further refine this strategic plan.

To view the videos simply click on this link, I encourage you to watch one or all the videos then answer the four associated questions. Community consultation will close midnight, Sunday 6 September.

I sincerely hope you are as excited as I am as we plan to ‘Create the Future’. I look forward to receiving your feedback soon.

Andy Müller
Principal

Wear it Purple Day

We at Scotch Oakburn College are committed to being an inclusive and diverse educational setting, where every student feels they can bring their full selves to school each day. This includes fostering a strong and supportive environment where gay, lesbian, bisexual, transgender, queer, intersex, asexual and agender (LGBTQIA+) and those who are just unsure, students feel safe and welcomed within our Scotch Oakburn community. By creating a school where everyone feels the psychological safety that allows them to be who they are with ease, we increase student wellbeing as well as academic performance.

This Friday we celebrated Wear it Purple Day which is an annual LGBTQI+ awareness day, especially for young people. Our students were invited to wear purple (a lot or just a bit) to celebrate diversity and young people in the LGBTQI + community.

To help achieve our vision we encourage parents to take some time to explore any questions they may have about LGBTQIA+ children and teens. Here are some resources which you may find helpful:

https://www.minus18.org.au/
https://www.wearitpurple.org/

Kylie Wolstencroft
Wellbeing Coordinator / Registered Psychologist