In this issue
• Swannie Award
• Canteen Assistant Position
• Sport Update
• Alumni Profile – Tim Leeson
Traralgon Junior School
From the Head of Traralgon Junior School, Ms Tracey King. It has been delightful to see and hear all of our students back at school engaging with their learning and enjoying time outside in the school gardens. Teachers have been focused on classroom routines, student wellbeing and learning during this …
Traralgon Junior School
From the Head of Traralgon Junior School,
Ms Tracey King.
It has been delightful to see and hear all of our students back at school engaging with their learning and enjoying time outside in the school gardens. Teachers have been focused on classroom routines, student wellbeing and learning during this time of staggered return to school. It has certainly been a busy start to the term with lots of change and we are looking forward to the school weeks ahead, being more settled with our routines and regular activities in place.
Book Character Dress Up Tuesday 26 October
As part of the welcome for all students as they return to school after this most recent lockdown, we want to encourage everyone to dress up as a book character on Tuesday 26 October. We know that many of you had costumes all ready to go when we went into lockdown at the beginning of Book Week in August. So this is your opportunity to refresh them, wear them and show them off! Dress up characters can be simple costumes with items you already have at home. Please be aware that there is no expectation for ‘fancy’ store bought costumes. Our intention is to engage students in reading quality literature and to facilitate discussions about books. Participation is the key!
Requests: To reduce the risk of transmission of COVID-19 between adults, parents are asked to continue to respect the following requests:
• Parents are not to attend the campus unless absolutely necessary. Contact with administration and classroom teachers can be made via email or telephone. If you need to attend on-site, please contact the Junior School on arrival by calling 5175 0133.
• Parents are to avoid congregating in social groups at the school and must maintain social distancing at all times and be wearing masks.
• Parents are asked to remain in their cars during drop-off and pick-up times and are encouraged to use the drop-off and pick-up lanes.
Classrooms are being well ventilated with windows and doors open. For this reason, and due to the unseasonably cold weather we have been having, all students are encouraged to dress warmly. Students in Years 3 to 6 will be allowed to wear the formal winter or summer uniform during Term 4.
COVIDsafe Reminders
Please remind your children of the following hygiene practices so we can all do our best to reduce the spread of COVID-19.
Social Distancing
Socially distancing themselves from others is not impolite, it is actually very considerate and kind. We know that it is hard, but we must let our children know that hugging their friends is not okay at this time and that it is important to maintain a safe and respectful distance from others to keep our families safe.
Mask Wearing
Wearing the mask correctly is an act of respect towards peers, teachers and families. It is a visual indication and protective barrier that demonstrates that they care very deeply for their family and their friends because they want and need them to stay safe. We know they are uncomfortable and particularly annoying if you wear glasses but they are keeping us safe and they do work when worn correctly. Please send two or three masks to school with your child each day and teach them how to safely remove their mask. We have had an excellent response from our Years 3 to 6 students consistently wearing their masks at school I would like to thank students and families for their efforts.
Hand Sanitising
Hand sanitising each time they eat or use the bathroom, enter a classroom or a retail outlet demonstrates their commitment to their own hygiene and safety. Frequent washing of hands with soap and warm water is also a fabulous defence against COVID-19. It keeps all of the young people safe, as well as the elderly and vulnerable people in our community. This is an act of empathy and service for the safety of the community, their families and their friends.
Food
Bringing their own food and water bottle to school is a must at this time. Our children love to share their treats and delicious lunches with their friends but sadly this is not the time for that. It is a good opportunity to discuss food options with your child/ren and ensure that they have plenty of healthy food choices in their snacks and lunchboxes.
Physical Activity
Playing and socialising outdoors and enjoying their exercise in the warmer weather is vital. The children should spend as much time outside in the lovely sunshine. They should be encouraged to take a walk, play a game or find a fabulous spot under a tree for a catch up with a friend or two at a distance. I have no doubt there is much to catch up on after such an extended period at home. Regular physical activity is also of benefit to wellbeing and mental health.
Routines
Routines are essential and provide predictability and stability throughout the uncertainty. It is time for our children to re-implement those routines around bedtime and awake times. They need to ensure that there is at least thirty minutes or more of non-screen time before bed. Reading from a hard copy book prior to retiring for the night is a lovely way to forget the troubles of the day, to enrich the mind and to relax, preparing for some much-needed rest. Children can set the alarm for the morning and contribute to family routines each day. Assisting with breakfast, making the bed, packing the school bag with all of the resources for the day ahead, making lunches and of course cleaning those precious teeth are all vital to a fresh positive and organised start to the day for children. Educational research shows us that predictability of routine assists students to settle quickly, know they are safe and feel supported at school.
Dyslexia Awareness Month
October is Dyslexia awareness month and there are many awareness-building activities and sessions available for free to parents. A number of Australian communities are lighting prominent buildings and landmarks red to acknowledge dyslexia.
The word dyslexia comes from the Greek language and means difficulty with words. Early identification and evidence-based intervention are vital in closing the gap and avoiding the social and emotional issues that can be associated with not being able to read. Dyslexia affects one in ten school students with twenty per cent of students at risk of reading failure.
Individuals with dyslexia have trouble with reading and spelling despite having the ability to learn. Individuals with dyslexia can learn, they just learn in a different way. Often these individuals, who have talented and productive minds, are said to have a language learning difference.
Dyslexia is a specific learning disorder that is neurological in origin, meaning that it is brain-based. It is characterised by difficulties with accurate and fluent word reading and by poor spelling and decoding abilities that do not progress as expected with the provision of well-intentioned and targeted intervention.
When children are unable to read and spell with high levels of accuracy, they are more likely to experience problems in reading comprehension. Difficulties with reading can restrict the development of vocabulary and background knowledge. Dyslexia occurs on a continuum from mild to severe and no two are alike. There is no cure for dyslexia since it is a brain-based difference, however with appropriate instruction aimed towards their learning needs, most can overcome their literacy difficulties and lead productive lives.
This month Nessy is offering free training for teachers and parents for Dyslexia until the end of October. This is a fabulous opportunity for parents and teachers to learn more about Dyslexia. https://www.nessy.com/uk/product/understanding-dyslexia/ Free access code: TEACHUD
The course covers:
• Dyslexia explained
• Phonological and phonemic awareness
• Working memory
• Auditory processing
• Teaching children with dyslexia
For families with dyslexic children, there is a Victorian Support Group that provides advice, support and assistance, https://www.facebook.com/groups/dyslexiavictoriasupport/ This group is volunteer-run and regularly hosts events and webinars to support families and assist in building knowledge and awareness. For parents wishing to learn more about dyslexia please visit CODE Read https://codereadnetwork.org/help-is-here/where-to-go/ Here you will find a summary of factual information, places to go for help, resources and good advice.
The short film ‘MICAL’ was released last year and is about a young boy who is struggling to learn to read and write and the challenges his family face. It is a must watch for parents. You can view the film here: Silverprince Pictures Youtube Channel. https://rb.gy/2ljwit
Our Junior School will be acknowledging Dyslexia Awareness Month with participation in the CODE READ ‘Get Onboard for Dyslexia’ paper plane challenge on Friday 29 October. On this day students are encouraged to wear something red such as ribbons, socks, t-shirts, hats. Each class will engage with a paper plane STEM activity.
An Important Message from Mr Battista
Squid Game
As you may be aware, Squid Game, which can be viewed on Netflix, is currently smashing records all over the world as the most-streamed TV Show. However it is also creating significant concerns.
Squid Game is a Korean series airing on Netflix. Centred around forty-seven-year-old Gi-hun, who lives with his mother and sometimes works as a chauffeur. After stealing his mother’s savings and gambling with it, he is hunted down by debt collectors who threaten to take his kidney and eye if he does not come up with the money he owes within a month. His ten-year-old daughter lives with a wealthy stepfather, and many other things make life look pretty grim for Gi-hun. Then a mysterious stranger with a briefcase approaches Gi-hun in a subway station, enticing him to play a child’s game for serious money. When he loses, he is slapped. When he wins, he makes good money.
The messages in Squid Game are not appropriate for children, young teens and tweens. Parents should know that the level of violence is highly intense in Squid Game and it is not suitable for primary school-age children.
Some of the most popular and innocent children’s games in the 1970s and 1980s South Korea are reinvented as a mysterious survival game with a 45.6 billion cash prize for the winner. There is a catch, however: losers must pay with their lives! A group of 456 financially desperate people voluntarily risk their lives for the penultimate prize. They participate in six twisted games. Squid Game, in the words of writer-director Hwang Dong-hyuk, is a dark take on ‘modern capitalism’ that depicts extreme competition while still being able to incorporate emotional, dramatic and theatrical aspects to the story. Characters are killed and tortured for the sadistic pleasure of a game master. There is sex; there are threats of sexual violence, women assaulted. It also includes reference to the highs one gets from gambling; winning or coming into an enormous amount of money is the main focus of the squid game.
The Squid Game is named after the squid-like diagram usually drawn on sandy fields. Players split into two teams, with attackers trying to reach and dominate a “land” or home base, usually hopping on one leg out of bounds, while offensive players push, pull and try to keep their opponents outside the lines.
Even though adults have overwhelmingly positive reviews about this series, there is a lot of torture and murder that seems to be celebrated. The concept of the super-rich using the misery of poor and desperate humans is certainly not new for horror. The series has compared to a hybrid of Money Heist meets The Hunger Games and Stranger Things, but with increased graphic violence. The amount of killing is horrific and the methods are awful. There is a graphic image of an eyeball being taken out of the body – it is not easy to skip if you do not know it is coming.
As always, we recommend that you watch it first and talk to your kids about the themes if you decide to let them watch it. Consider the impact and possible desensitisation to extreme violence, gambling and addiction.
At school, we are continuing to remind students of what is expected. Playing violent games which involve killing or torturing will not be accepted under any circumstances.
Squid Game has certainly created a significant amount of social media buzz and videos have been reported on a number of different platforms, including Facebook, Instagram, Snapchat, Tik Tok and Roblox. It has also been reported that many Roblox games have been based on Squid Game.
As always, please discuss with your children the boundaries of using online platforms, along with being aware of which apps have age restrictions. Many of the apps mentioned are for children who are 13+.
During your communication with your children, explore what they have been discussing with their friends and what they have been exploring online, explain the inappropriate nature of the show for children and teens and support your children to make strong decisions if they are confronted with the show via videos, games or discussions with their peers.
If you have concerns around the impact of Squid Game, whether your children have watched it, have been exposed to it online or have been exposed to it through discussion with other students, please speak first with your child’s classroom teacher and we will continue to support and monitor their wellbeing.
Dr Justin Coulson – Happy Families Podcast #372 Is the Squid for Your Kid? https://podcasts.apple.com/au/podcast/dr-justin-coulsons-happy-families/id1082244480
Below are a range of ways you can restrict your children’s access to content while on Netflix and YouTube:
How to set parental controls on Netflix and YouTube. A step-by-step guide.
NETFLIX
Netflix has easy-to-use parental controls, which will allow you to block specific movie or show titles, change the ratings of the titles your children are offered while watching Netflix, and you can even remove the title from the menu options altogether.
Setting up parental controls and blocking specific movie/show titles will take some of the work out of trying to keep on top of what your children are viewing and supervising their content.
To do this:
1. Go to Netflix.com on your device and sign in to your account.
2. Click the ‘manage profiles’ button and click on which profile you want to edit/restrict.
3. Click on the edit button under ‘Maturity Settings.’
4. Enter your Netflix password.
5. Set the maturity rating for the programs and films you want to allow in that profile. (G up to R18+)
6. Under ‘Title Restrictions,’ type in the movie’s name or show you wish to restrict or block and select the title from the drop-down menu.
7. The title will now be listed in red and will be blocked. You can unblock by going back through steps 1-6 and clicking on the X to remove it from the blocked list.
8. Click ‘save,’ and the movie/show title will now be removed from their profile.
YOUTUBE
YouTube also has some restrictions that you can enable to help manage what your child can view and what content is recommended to them. You can also see what videos your children are searching and viewing while using YouTube and delete the history to stop irrelevant YouTube recommendations.
To do this, you will need to sign in to your Google account on YouTube. If you do not have an account, you should create one as you will not be able to manage their viewing selections without it.
NOTE: YouTube is owned and managed by Google, so you will need a google account or use one you already have. You will use this account to log in.
To do this:
1. Go to Youtube.com on your device and sign in to your account.
2. Click on the icon on the far right of the YouTube toolbar (top of the screen/open window), which should have your account user name or photo (if you’ve uploaded one) and a drop-down menu will appear.
3. Click on ‘Restricted Mode’ at the bottom of the menu. (This helps hide potential mature videos but is not 100 per cent accurate but will certainly help.)
4. Click on the ‘Activate Restricted Mode’ toggle button, so it is switched on.
5. Restricted mode will now be activated on that browser only. You will need to go and sign in on any other devices (including your home TV) to turn the restricted mode on all the devices in your home.
6. Click back on the icon at the top right-hand corner of the YouTube toolbar, so the drop-down menu appears again, and then click on ‘Your data in YouTube.’ A Dashboard with multiple options will appear.
You can see the content that you have posted on YouTube, your YouTube watch history and everything you have watched using this account, your YouTube search history, which shows everything that has been searched for while logged into this account and; further options around how and what data YouTube/Google collect and use.
We highly recommend looking through these settings and familiarising yourself with them to enable greater control over your data, as many of the settings can be restricted or switched off.
You can also alter and restrict what recommended videos are shown to your children by deleting the history, as the YouTube algorithm uses search and watched history to present and recommend further videos whenever they go onto the app.
To check and delete the YouTube watch history, do this:
• While in the ‘Your data on YouTube’ section, click on ‘Manage your YouTube Watch History’ (follow the same for steps to ‘manage YouTube search history’)
• A pop-up will ask you if you want to enable extra verification. Enable if you have tech-savvy children and you want to stop them from going back in and changing or deleting search histories they don’t want you to see. If you enable it, it will mean that anyone attempting to enter this part of the menu will need to put in a password to go further.
• Once you are in the ‘Manage your YouTube Watch History’ window, all of the YouTube videos watched on this account will appear by date order from most recent to oldest.
• There is a search/filter function available if you want to filter the selection, and also, you can set an auto-delete function so that all watch history is deleted after a specific date or automatically, depending on what you would like to set up.
• To delete a video from the list, click on the X on the right-hand side.
• Any videos deleted will alter YouTube’s algorithm and should stop those types of videos from being recommended to your account in the future unless someone searches them again.
• You can also use auto-delete options matching specific parameters by using the ‘Delete activity by’ option or turn off the ‘saving activity’ option altogether. Turning off the ‘saving activity’ option will make it harder for YouTube to recommend videos and potentially suggest random and maybe inappropriate videos, so consider your child’s age, maturity, etc, and what outcome works best for you.
We always recommend YouTube Kids for children under the age of thirteen years.
For more help with keeping your children safe on social media visit, www.safeonsocialtoolkit.com
Classroom Updates
Prep
It has been lovely to have the children learning and playing together, rekindling their friendships and enjoying their time back at school. This term Preps have been enjoying and investigating different fairytales. They have been making comparisons, sequencing main events, identifying traits of characters and solving different problems to help the characters live happily ever after. They have designed a door alarm for the “Three Bears” and a special container to help Jack carry the golden eggs down from the “Beanstalk”. Students have been learning about the concept of sharing things into groups evenly and learning about the different place values, understanding how numbers are made up of tens and ones
Year 1
Year 1 students have enjoyed being back at school together. They have especially looked forward to participating in Play is The Way and learning about our new topics including Indigenous and Torres Strait Islander studies and studying ‘Minibeasts’ in Science. Students were also very excited to begin The Mascot Challenge. This is a four-week program that involves daily practice of ball skills. The cricket-based challenges are designed to assist Prep to Year 2 students to develop basic fundamental motor skills.
Year 2
The Year 2 students have absolutely loved returning back to the classroom!
In Maths, we have revisited time and introduced fractions and in Literacy, we have focused on pronouns, topic sentences and syllables.
Our focus Science and Humanities has been Earth and its resources. It is currently National Water Week and to honour and acknowledge it, we have explored science experiments mimicking the water cycle.
To support our students and their wellbeing, we have continued to participate in Play is the Way games and explicitly teach relationship and communication skills to support them in their social interactions.
Recognising and labelling emotions has formed part of our emotional literacy sessions and will continue to be a focus as the term progresses.
It has been wonderful to have our students back on-site and we are looking forward to the remainder of Term 4.
Year 3
Year 3 students have enjoyed being back at school, working with their peers and getting back to normality. Both classes are having success completing their work with masks on and enjoying the ability to socially distance outside where the air is fresh and the sun is shining.
Year 4
In Year 4 we are happy to be back in the classroom and seeing our friends. We have been finishing our boats we were working on with Miss Oliver. In Science we enjoyed investigating elasticity, force, speed and distance using rulers as a rocket.
Year 5
Year 5 students have been fabulous online, showing great resilience to the continuous lockdowns that we have been experiencing this semester. They have been engaged in their learning on Microsoft Teams meetings, and have worked collaboratively with their peers. The students enjoyed experimenting with different materials found at home for their Science unit and sharing their results with the class. They have been excited to come back to school on Thursdays and Fridays and reconnecting with their friends and teachers.
Year 6
The past few weeks have seen the Year 6 students working on a variety of different skills and topics. During Science we have revised the three states of matter and have looked further into phase changes and how these occur when changes of temperature happen. Numeracy has seen the students extend and consolidate their understanding of expressing chance events in terms of fractions, decimals and percentages. We have also looked at statistical analysis and various forms of data representation. Our Literacy focus has been around developing our reading fluency and our descriptive creative writing. Students have explicitly learnt the difference between simple, compound and complex sentences and how to change their sentence structure to ensure there is a range of these sentence types in their work.
Below are some samples of our recent quick write challenges. Students were asked to use wow words, powerful punctuation, figurative language techniques and a variety of sentence structures.
Here is a worked example from Mr Battista which then supported the students to develop their pieces.
I slowly make my way to the kitchen bench, while my sibling’s squabble over which glass they’re going to have. I sit down. I’m eager to devour dinner yet exhausted from a long and tiring day.
Steam rises slowly off the melted cheese sitting atop my crisp schnitzel. It’s calling my name.
“Eat me!” It cries even though it knows its fate. I can’t hold back, consequently my mouth is singed like the foliage torched by flames that dance from tree to tree.
I throw a glass of liquid gold into my mouth to ease the pain. Slowly, I regain the confidence to bite and chew. Piece by piece it gets better and better. After battling the beast, it’s gone.
I can’t move. I can’t talk. I can’t even think about eating again but it was all worth it, every single last bite of goodness.
Emma Cullen
The meringue box sat on the bench as though it was the king of the world. I couldn’t help myself. I reached into the box and grabbed the biggest one I could find. I take a bite. Crunchy yet satisfying. The gooey centre begins to stick to my fingers, and I suck them free. I shove the rest in my mouth. Crunch, crunch, crunch. Mmm nice! I glance around no one has seen me. I grab another smooth tasty treat and smash it into my gob. Delicious!
Veratta Mbulawa
The fierce animal majestically flew out of the cave and gave the people a powerful stare. It had the back of a beautiful peacock and the wings of a butterfly. The people wowed in shock, a new discovery in the animal kingdom. Zoologist zoomed to the site holding the best quality cameras. The creature was the size of an elephant. Its wings flapped showing all its bright colours, the animal seemed as if it was struggling to hold itself up, it then laid on the ground. One of the Zoologists assumed it was pregnant meaning that this wasn’t the last they would see of the creature!
Chloe Ellen
Frail and feeble, Fred, the craftiest of all the mice, had a gruelling contemplation about his society. They had no food, nor nutrition to fill their miniscule bellies with. Everyone was hungrier than a pack of hyenas. Famine was spreading and all Fred’s family had perished due to malnutrition and starvation. So Fred set out on a quest, a quest to save his village, Micelvania. He promenaded for days on end combing through every last nook and cranny, until he located something upon the horizon… Food! Genuine food that he acquired. Even though Fred’s physical stature lacked, his bravery towered above everyone! Once a boy, now a hero!
Angie Warfa
Look at it and its majestic form. A perfect slice of cheesecake. Its soft cream cheese that melts in my mouth is dotted with blueberries. The base makes an explicit ratio to the cream cheese and blueberries. The cheesecake calls out to me. I can smell the aroma of the cake, I can see some stray crumbs from the base. I sink my spoon in the cream cheese, digging deeper until I reach gold. I make sure to have just the right amount of biscuit, cheese and blueberry. It is the first bite after all. I take slow bites while savouring every minute. I can taste the textured biscuit and the soft cheese, topped up with a strong blueberry taste. Everything maxes out perfectly. Spoon after spoon, the cheesecake grows smaller by the minute. It then comes to an end. The cheesecake all finished and all there is left is crumbs. I pick up the crumbs with my finger and feel the grainy biscuit. I look at the rest of the cheesecake, now missing one of its slices. I can hear the fridge door open and the cheesecake disappears in the fridge. We will save it, for next time.
Tracey King
Head of Traralgon Junior School
WHAT’S ON
OCTOBER
26 October All ELC to Year 6 students on-site
Book Character Parade
Prep 2022 Parent Information Session, online, 7:00 pm to 8:00 pm
NOVEMBER
1 November Mid Term Break
2 November Melbourne Cup Day Public Holiday
* Please note that all events/excursions are dependent on COVID-19 restrictions.
* (tbc) – to be confirmed.
Please note that density limits, masks and COVID-safe procedures apply. We thank you for your cooperation.
Order online or click and collect: Please ensure that you only attend the store to collect your items once you have received notification that your order is ready, order here.
CANTEEN ASSISTANT – St Paul’s Anglican Grammar School, Traralgon Campus
Casual position
Wednesday and Thursday, 10:00 am to 2:00 pm
Friday, 9:00 am to 2:30pm
Preferred:
Food preparation
Service skills
Essential:
Food Handling Certificate
Working With Children Check
Complete COVID-19 Vaccination Certificate
Resume and/or expression of interest to:
Food Services Manager – Ann Vanderzalm
AVanderzalm@stpaulsags.vic.edu.au
By Sunday 31 October 2021
SPORT NEWS
PE – Jump Rope for Heart
During Term 4 students from the Traralgon Junior School have been participating in the Jump Rope for Heart program. Jump Rope for Heart is a fantastic physical activity and fundraising program that has been run by the Heart Foundation for over thirty-six years. It is a great way for your child to keep fit and learn new skills but it also helps raise funds for vital heart research and education programs.
It is important you register your child online, so they can receive the full benefits of the program and participate in online fundraising, simply follow the link below to get started www.jumprope.org.au/parents. At the time of writing this article, we had so far raised $2,386 of our $5,000 target. Well done to the students who have created their fundraising page and received donations.
Students will be skipping throughout the term in PE lessons and during Tuesday and Thursday recess break.
We will hold our school Jump Off Day on Monday 8 November (Prep to Year 2) and Wednesday 10 November (Years 3 to 6) during their sport time. This will mark the end of the program and is a chance for everyone to come together to skip and show off their newly learned skills.
Thank you for supporting the Jump Rope for Heart program!
Kyle Bugeja skipping in PE.
Ellie Richmond-Smith and Evie Nicola skipping in PE.
Ollie Vercoe skipping in PE.
PE – Virtual Track and Field
This term students have been taking part in School Sports Victoria’s Virtual Track and Field event. Students participate in various events at home (or at school for students doing remote learning on-site) trying to set a personal best.
Gracie Hasthorpe completing the 800m run.
Georgia Hasthorpe completing the standing long lump.
Avaya Mittelmajer completing the tennis ball shot put.
Students measure/time their efforts in sprinting, distance running, distance walking, standing long jump, walking triple jump, tennis ball shot put and enter their results online to earn points for our school. At the time of writing this article, St Paul’s Traralgon Junior School was placed fourth overall out of all Victorian schools, for both secondary and primary and second overall in Victorian primary schools. This is an amazing effort by our students. Keep trying to beat your PB and continue to enter your results to earn more points for our school.
Mr Billy Rilen
Sport and PE Teacher – Traralgon Junior School
Traralgon Secondary School
From the Head of Traralgon Secondary School, Mr Brad McCabe. Dear Parents and Guardians, As all secondary students return to school this week, I thought …
Traralgon Secondary School
From the Head of Traralgon Secondary School,
Mr Brad McCabe.
Dear Parents and Guardians,
As all secondary students return to school this week, I thought it would be a timely reminder about school uniform expectations and the benefits it has for our students. Here is an article I used earlier in the year and would like to share again. Here are some examples:
1. School Spirit
One of the best ways to have students develop a sense of pride for their school is to have them wear their uniform each school day correctly and respectfully. By having every student wear the same set of clothes correctly, we can encourage a sense of unity, much like a sporting team, so that all students know they are part of the St Paul’s community.
2. Improves Discipline
The school uniform helps to establish a sense of discipline amongst students, helping them to respect and obey rules is an important life skill. The importance of obeying and respecting rules can also be connected to road rules, household rules and sporting rules, each needing to be obeyed and respected.
3. Helps to Establish Routine
When students wear a uniform, they have an easier time getting ready for school in the morning. There is no need to pick out an outfit, therefore getting dressed more quickly and with less stress, helping families get ready easier during their household morning rush.
4. Dress for Success
Students need to learn the importance of dressing appropriately for each situation they encounter, such as job interviews, outdoor adventure, or a celebratory event such as a wedding. Assigning a uniform helps teach them this.
5. Creative Expression
When students cannot vary their clothes, they have to find other ways to express themselves, which helps them to think more creatively in other areas such as story writing, problem-solving in mathematics and scientific exploration and research.
6. Soaring Student Expectations
Wearing the school uniform correctly helps students have a higher opinion of themselves, giving students the confidence to perform better in their learning, including assessments, exams and classroom tasks.
Uniform Policy
Here is a snippet from the School’s uniform policy relating to the Secondary School formal summer uniform for Terms 1 and 4:
Girls’ formal/summer uniform (compulsory Terms 1 and 4)
• St Paul’s regulation cotton dress, knee length or St Paul’s regulation silver grey shorts with summer shirt (short sleeve only) with School crest. PLEASE NOTE: While we are sourcing an appropriate shirt and shorts for girls, they can wear the boys version. Parents please be aware that a cost will be incurred for the new girls uniform once it is in place.
• Broad brimmed hat or bucket hat with School crest
• Blue jumper with School crest* (The maroon jumper will be phased out by the start of 2023. Students can still wear it until then).
• St Paul’s regulation blazer (to be worn to all assemblies, chapels and year level meetings)
• Black leather school shoes
• White knee length or mid length socks
Boys’ summer uniform (compulsory Terms 1 and 4)
• St Paul’s regulation silver grey shorts (worn with black belt)
• Summer shirt (short sleeve only) with School crest
• Tie not worn with summer uniform. (Optional: Can be worn with shirt tucked in)
• Broad brimmed hat or bucket hat with School crest
• Blue jumper with School crest* (The maroon jumper will be phased out by the
start of 2023. Students can still wear it until then).
• St Paul’s regulation blazer (to be worn to all assemblies, chapels and year level
meetings)
• Black leather school shoes
• Light grey marl socks
Hairstyle and Grooming
Girls must tie their hair back with a plain dark blue, burgundy or white ribbon, or a plain band in one of these colours.
Neither girls nor boys may have hair styles which are extremes of fashion in terms of length, style or colour. Boys hair must be above the collar at all times or tied back neatly.
Beards and moustaches are not permitted. Boys must be clean shaven at all times.
Jewellery and Makeup
No visible jewellery may be worn except for wrist watches. Girls only may wear one small, plain (gold or silver) sleeper or stud in the lobe of each ear. A small, discreet plain crucifix pendant on a thin chain necklace is accepted, but this must hang lower than the collar opening of the dress or shirt.
Boys are not to wear piercings or jewellery (including bracelets, necklaces and rings) of any kind.
Other than clear nail polish, cosmetics may not be worn at school. There should be no visible makeup. This includes blush, lipstick, eyeliner and mascara.
Wet weather protection
The spray jacket can be worn as an outer garment but only when it is raining. Please note: the spray jacket is an item of the sports uniform. It is not to be worn as a replacement for the School blazer but can be worn over the uniform during heavy rain when walking to and from the buses and also between buildings. It must be removed when inside a building.
For further details about the School’s uniform please follow this link, https://stpaulsags.vic.edu.au/wp-content/uploads/Uniform_Policy_2021.pdf
Mid Term Break and Melbourne Cup Day Public Holiday
A reminder that there is no school on Monday 1 and Tuesday 2 November.
Rescheduled: NAPLAN – Schools Readiness Test (SRT)
In 2018, the National Assessment Program – Literacy and Numeracy (NAPLAN) commenced the transition from a paper-based to an online assessment. All schools in Australia are due to administer the NAPLAN tests online in 2022.
St Paul’s is making the transition to NAPLAN Online by 2022, and as a result, we are required to conduct a School Readiness Test (SRT). The Traralgon Campus SRT will be Thursday 28 October from 9:00 am to 11:10 am. All students from Years 3, 5, 7 and 9 will be involved. On the day, Secondary School students are required to have their laptop, charger and earphones.
Mary Poppins JR Cancelled
It is with much regret and a heavy heart that we must advise that the proposed performance of Mary Poppins JR on 21 November will no longer proceed as planned. As a result, all rehearsals previously published have been cancelled.
Brad McCabe
Head of Traralgon Secondary School
WHAT’S ON
OCTOBER
22 October All Years 7 to 10 students on-site
NOVEMBER
1 November Mid Term Break
2 November Melbourne Cup Day Public Holiday
* Please note that all events/excursions are dependent on COVID-19 restrictions.
* (tbc) – to be confirmed.
Please note that density limits, masks and COVID-safe procedures apply. We thank you for your cooperation.
Order online or click and collect: Please ensure that you only attend the store to collect your items once you have received notification that your order is ready, order here.
CANTEEN ASSISTANT – St Paul’s Anglican Grammar School, Traralgon Campus
Casual position
Wednesday and Thursday, 10:00 am to 2:00 pm
Friday, 9:00 am to 2:30 pm
Preferred:
Food preparation
Service skills
Essential:
Food Handling Certificate
Working With Children Check
Complete COVID-19 Vaccination Certificate
Resume and/or expression of interest to:
Food Services Manager – Ann Vanderzalm
AVanderzalm@stpaulsags.vic.edu.au
By Sunday 31 October 2021
A WELCOME RETURN!
It was wonderful to hear the classrooms and corridors filled with the laughter and chatter of our students last week when they could finally return to school. I think they all have a new appreciation of school and all it offers, friendships, new knowledge, games and delicious canteen food. The smile would not leave my face as I walked around last Tuesday investigating all the hands-on activities enjoyed by the Year 9 students in their elective subjects. The Year 10 students focused on road safety with a presentation from Road Smart. This week also saw the Year 9 students engaged in a presentation by Elephant Ed on ‘Consent’, as part of their pastoral study into Respectful Relationships. The return of Timor Flowers was also welcomed by our budding amateur florists in Team Timor with many orders being placed for this week’s floral delights.
Allira ready to enjoy a tasty meal in Foodwise.
Alice shows off her culinary skills.
Ella’s beautiful dish.
Kirsten Enders
Head of Years 9 and 10
TERM 4 SEISA SPORTS CANCELLED
Quick update around proposed SESIA events for the remainder of Term 4. The decision was made to, unfortunately, cancel any proposed events which may have been permitted under guideline changes. We understand the disappointment for our students but it has just been one of those years again. We are very much looking forward to an undisrupted 2022!
Sandra Timmer-Arends
Head of Sport – Traralgon Campus
LATROBE VALLEY EISTEDDFOD
In a year where many performance opportunities have not been able to occur in a regular fashion, it has been exciting to see the Latrobe Valley Eisteddfod continue, albeit in a modified online format.
It is with great enthusiasm that I congratulate the following students for their placings for their Speech and Drama entries:
Section 610.2 – Secondary Students Prepared Reading Solo: Adam Guo (1st Place)
Section 614 – Secondary Students Recitation Verse or Prose Solo: Adam Guo (1st Place)
Section 610.1 – Secondary Students Prepared Reading Solo: Troy Aitken (1st Place)
Section 619.2 – Open Character Recital Solo: Troy Aitken (1st Place)
It is worth noting that although these sections were performed in unusual circumstances, there were many applicants who still chose to compete against each other.
Please join me in congratulating Adam Guo and Troy Aitken for their amazing result.
Nathan Byrne
Head of Performing Arts – Traralgon Campus
BUILDING BRIDGES
During online learning, Year 7 students researched types of bridges, designed their own and then made them using icy pole sticks and hot glue guns.
They needed to meet the design specifications and prove their bridge could hold weight. Most designs were truss bridges but I was very pleased with the effort put into the few arch bridges made.
Jennifer Witney
Head of Year 7 and 8
Warragul Secondary School
From the Head of Warragul Secondary School, Mrs Leonie Clark. Growing Incredible Young Minds “What if people’s Facebook postings were not just about their successes …
Warragul Secondary School
From the Head of Warragul Secondary School,
Mrs Leonie Clark.
Growing Incredible Young Minds
“What if people’s Facebook postings were not just about their successes and highlights but also about the challenges they are taking on, the goals they value and are struggling to reach, or the admirable ways they are reacting to setbacks? What if others provided helpful suggestions and support (and likes!) for these postings.” (Handbook of Wise Interventions: how social psychology can help people change, 2021).
Our Warragul Secondary School students have transitioned back to the classroom and together with you, we will continue supporting your children with any challenges that may present in the coming weeks in order to settle them into their academic learning routines once again. This includes the resumed fostering and promotion of a ‘Growth Mindset’ that will continue, as it always has, to underpin and permeate the lessons we provide for your children.
Our Year 12 ‘super stars’ have now completed their ‘formal’ lessons on-site and are making the most of their study at home to prepare for their VCAA examinations. We know that after many years in the secondary school, they will continue to embrace a ‘Growth Mindset’ as they revise content and approach the end to many years of study with fierce grit and determination.
The theory of ‘Growth Mindset’ as identified by Professor Carol Dweck has a significant impact on student achievement and the ability to foster success in academic and personal challenges. It has a lasting influence on lifelong personal attributes as well as professional qualities that promote creative risk-taking and success as citizens, leaders and innovators of the future.
‘Growth Mindset’ is the ability of children to see their intellectual abilities as “…not fixed but as capable of growth in response to dedicated effort, trying new strategies and seeking help when appropriate.” (Yeager, 2019). Students who are taught that the brain is similar to any other muscle in the body, come to understand that the brain requires frequent exercise and that without rigorous learning challenges it will not have a chance to grow both stronger and smarter. Teaching children that setbacks are normal, and that “…pushing [yourself] out of [your] comfort zone allows [you] to not only to learn something different, but that [your] brain can form newer stronger [neural] connections” (Dweck, 2013) is fundamental in assisting adolescent achievement and academic development.
‘Growth Mindset’ promotes academic and creative resilience, both highly valued attributes of future employers who seek employees that are able to demonstrate risk-taking and innovation. “Innovation requires… reaching across fields…”. The “… [acquisition] of more than a surface-level understanding…demands that individuals persist with the …material [as it] becomes complex and challenging”. https://www.themindfulentrepreneur.co.uk/wp-content/uploads/2021/03/HBR-Having-a-Growth-Mindset-Makes-It-Easier-to-Develop-New-Interests.pdf
I have shared below typical classroom observations of those students who display a ‘Growth Mindset’ as well as some responses that can be used when supporting our adolescents to promote ‘Growth Mindset’ and further enhance their academic and personal learning resilience/achievement. “Individuals and children who believe their talents can be developed (through hard work, good strategies, and input from others) have a ‘Growth Mindset’. They tend to achieve more than those with a more fixed mindset (those who believe their talents are innate gifts). This is because they worry less about looking smart and they put more energy into learning.” https://hbr.org/2016/01/what-having-a-growth-mindset-actually-means
Behaviours that students with a Growth Mindset might display in a classroom
“Students with a Growth Mindset might display behaviours in the classroom that include:
• Asking a teacher to demonstrate a different way to solve a problem
• Volunteering answers in a class even when unsure of the answer
• Asking a question in class even if it might seem basic or a bit silly in order to seek clarification of understanding
• Seeking out learning challenges that will extend them instead of staying within their comfort zone”. (Character Lab, n.d.)
https://www.techtello.com/fixed-mindset-vs-growth-mindset/
Strategies for fostering a Growth Mindset at home and in the classroom
1. “Normalise struggle. Struggle is part of the learning process, and emphasising and reinforcing that idea helps students react positively when they feel challenged.
2. Encourage engagement with challenges. Portray challenges as fun and exciting.
3. Embrace the word “yet”. If a student makes the statement “I’m not a mathematical person,” adding a simple qualifier will signal that a process exists for gaining ability. “You’re not a mathematical person yet.”
4. Tout the value of hard tasks to the brain. Promote the idea that brains are malleable “muscles” that can be developed. Research on brain plasticity supports the idea of neural growth, and mindset research has shown that believing the brain can grow has a demonstrative effect on behaviour and achievement.
5. Demonstrate mistakes and celebrate corrections. Mistakes should be viewed as learning opportunities. Teachers and parents can model this outlook in reactions to their own mistakes and the steps they take to correct a mistake.
6. Set goals. Having students set incremental, achievable goals demonstrates the attainability of growth and progress.
7. Develop cooperative exercises. Working together to solve problems emphasises process and reinforces the importance of getting help and finding solutions. It also deemphasises individual outcomes.
8. Provide challenges. Part of developing a growth mindset is teaching students to overcome obstacles. A particularly hard math problem or complex writing assignment that stretches their abilities can provide opportunities for growth and further instruction that emphasises problem-solving.
9. Avoid praising intelligence. This may seem counterintuitive, but praise for “being smart” reinforces the idea that intelligence is a fixed trait. This can be demotivating for the students being praised (“I’m smart; I don’t have to try harder”), as well as for those who don’t receive the praise (“That student is smart; I’m not”).
10. Don’t oversimplify. “You can do anything!” may feel like harmless encouragement, but if students aren’t put in a position to overcome challenges, they’ll conclude that such statements are empty, and the educator or parent will lose credibility.” https://soeonline.american.edu/blog
If you are interested in learning more about Professor Carol Dweck and her significant body of research into ‘Growth Mindset’, I highly recommend the following TED Talk ‘The power of believing that you can improve’ linked below for your reference.
https://www.ted.com/talks/carol_dweck_the_power_of_believing_that_you_can_improve
Important information for the Unit 3 and 4 VCAA Examinations
To provide our Unit 3 and 4 students with a COVIDsafe space, away from the rest of the year levels we have moved the VCAA examination centre directly across the road from the Warragul Secondary School to the Church of Christ. The Church of Christ has very kindly agreed to allow us to transform their self‑contained facility into our examination centre for the period of the VCAA examinations.
The centre was approved for our use by the Chief Examiner on Tuesday morning and the various rooms, bathrooms and secure spaces will enable us to fulfil all of the COVID-19 requirements for the examinations as recently published by VCAA. The Year 12 cohort met Tuesday and they were informed of the details and arrangements as listed below for your information and reference. The Year 11 cohort met on Thursday and all students studying a Unit 3 and 4 were provided with relevant information.
What will a typical day look like for my child throughout the VCAA examinations?
• Students must check and note their seating plan (via email) the night before their examinations.
• Students are to park vehicles in the school gymnasium carpark and use the crossing to make their way across the road to the Church of Christ. Parking will not be available within the church grounds. Parents/guardians may park along Bowen Street to deliver or collect their children throughout the examination period.
• Students must dress warmly, either in their sports uniform or formal summer/winter uniform.
• Students must arrive at the examination centre, ‘Church of Christ’, thirty minutes prior to the commencement of the examination and follow Mrs Percy’s directions.
• Once the examination is completed, students are requested to go straight home, if possible, and not socialise or mix with other people in the community where practicable.
My child has been identified as a Primary Close Contact (PCC) what should we do?
• Students can still attend their examination as long as they have no symptoms, and return negative tests (see below).
• PCCs must liaise with Mr Ellis regarding their examinations.
• Email: dmellis@stpaulsags.vic.edu.au
• School Phone: 0448 088 108
• A separate examination room (with a separate entrance and toilet) will be set up for PCCs, and will be supervised by an examination staff member dressed in Personal Protective Equipment (PPE).
• Upon arrival at the examination centre, PCC students must report to Mr Ellis and assemble in a separate area from all other students.
• Fully vaccinated PCC students are to remain in isolation for seven days and can only leave isolation to attend an examination or get tested. Tests are required on Day 2, 4 and 6 of isolation. You must keep evidence of all test results.
• PCCs who are not fully vaccinated or who are household contacts must remain in isolation for fourteen days and can only leave isolation to attend an examination or get tested. Tests are required on Day 2, 4, 6 and 13 of isolation. You must keep evidence of all test results.
What do I do if my child tests positive during the examination period?
• Students are not to attend examinations if they have returned a positive test or they are experiencing any COVID-19 symptoms. Families must contact Mr Ellis and keep any evidence from the Health Department (text messages, email, medical certificates).
What will happen if my child has to miss an examination due to COVID-19?
• Students who may miss an examination due to COVID-19 can apply for a Derived Examination Score (DES) and should contact Mrs Percy who will assist with this process.
• Email: ampercy@stpaulsags.vic.edu.au
• School Phone: 0429 407 594
Is my child allowed to be on campus during SWOT VAC and throughout the examination period?
• Students must not attend the Warragul Secondary School during SWOT VAC or the examination period if unwell.
• Students on campus at the Warragul Secondary School for SWOT VAC must wear a mask and remain socially distanced from other students/staff at all times, in order to protect them from a possible case on campus.
• Students are encouraged to ‘only’ attend a timetabled class to work with their teacher.
• After the class has finished, students are encouraged to go home.
• If at school during recess or lunchtime, students are to remain in the Year 12 Common Room. They are to avoid mixing with other students and staff. They will have access to their lockers during this time.
• If students need to remain at school because they have two examinations in one day, or are bus travellers, they must utilise the end of the VCE building in VC7 and VC8. Students are not to mix with other students and staff.
• If ordering lunch from the canteen, students are asked to use ‘MunchMonitor’. Their orders will be delivered to VC7/VC8.
We hope that protecting the ability of Unit 3 and 4 students to sit their examinations in a relatively secure space will give our students and their families greater peace of mind throughout this period. We cannot control COVID‑19 but we will continue to control what we can, to ensure that your children have every opportunity to succeed in their examinations. We sincerely thank all of our families for their unwavering support throughout this period of preparation.
Please do not hesitate to contact us should you or your child require further assistance or advice throughout this period.
2022 Subject Notifications Letters
All current Year 7 to Year 11 students have received their 2022 subject notification letter. All 2022 subject choices as well as any changes, must be finalised by Monday 25 October as this is the closing date for any Booklist orders you need to place.
If your child has misplaced their subject notification letter, please contact the respective Head of Year in the first instance.
Carpark Safety
This is a gentle reminder to take care when exiting the bottom of the main carpark near the Year 9 Centre at peak times. Understandably, when exiting the driveway near the crossing, drivers are looking to the right and focused on the traffic coming down the hill from the northern end of Bowen Street. While it can be challenging to find a break in the traffic approaching from the north we do need drivers to be aware of the pedestrian crossing to their left before they accelerate at that location. Please take your time when moving through and around pedestrian traffic in vehicles.
Introducing Sherryl Mannerheim
Congratulations to our new Head of Visual Arts Sherryl Mannerheim who has just been shortlisted as a semi-finalist in the Doug Moran National Portrait Prize. The Doug Moran National Portrait Prize is the richest art prize in Australia. Sherryl’s expressive work is included below and portrays Yalmay Yunupingu, a Yolngu Rirratjingu woman from Yirrkala, East Arnhem Land. Sherryl has kindly allowed us to share her work below, as well as her artist’s statement. We are immensely proud of Sherryl and delighted that her work has been chosen as a semi-finalist for this most prestigious award.
‘Yalmay Yunupingu’ Sherryl Mannerheim 2021.
Artist Statement
Yalmay Yunupingu, a Yolngu Rirratjingu woman from Yirrkala, East Arnhem Land holds a Bachelor degree in Education. As a linguistics teacher and advocate of bilingualism, Yalmay was a finalist for the Human Rights medal in 2013. Yalmay teaches Yolgnu Matha and produces books in Yolngu Matha Dhuwaya, the children’s lingua franca first language. She mentors team teachers, sits on various boards and carries on the legacy of her late husband, lead singer of the Yothu Yindi band and first Indigenous Australian to be appointed a school Principal. The Mawuka yam, seagull and Monitor lizard are significant totems in Yalmay’s life.
Mrs Leonie Clark
Head of Warragul Secondary School
WHAT’S ON
OCTOBER
27 October to 17 November VCE VCAA Unit 4 Exams
NOVEMBER
1 November Mid Term Break
2 November Melbourne Cup Day Public Holiday
* Please note that all events/excursions are dependent on COVID-19 restrictions.
* (tbc) – to be confirmed.
Please note that density limits, masks and COVID-safe procedures apply. We thank you for your cooperation.
Order online or click and collect: Please ensure that you only attend the store to collect your items once you have received notification that your order is ready, order here.
SWANNIE AWARD
Despite the ongoing challenges posed by COVID-19, our very own, Nithya Atla (Year 10), has been awarded the prestigious ‘Swannie Award’ for the C Grade DAV Debating competition that was held at St Margaret’s in Berwick earlier this year. The ‘Swannie Award’ is named after Alan Swanwick, a long-time member of DAV and a pioneer of Debating in Victoria. “Swannies” are awarded to the speaker who has the highest average speaker score after completing in at least three debates during the year. This is a sensational achievement and a testament to Nithya’s consistent work ethic and dedication to her debating craft. The topics for the on-site rounds conducted earlier this year included, ‘That alcoholic products should be subject to plain packaging laws,’ ‘That we should support mandatory service,’ and a secret topic round relating to ‘Education.’
In November, DAV Debating will hold an online ceremony where Nithya will be presented with her ‘Swannie Award’ certificate. Congratulations, Nithya! We are very proud of you!
Mr Bernard Laverty
Debating Coordinator – Warragul Secondary School
MODEL UNITED NATIONS ASSEMBLY (MUNA) ‘PEACE PRIZE’ WIN
This year the delegations were comprised of:
Fiji – Shivi Maheshwari and Lucy Shen.
Australia A – Anna Tsuchida and Hamna Mohamed Fahmi
Both teams are to be credited with their passion and enthusiasm. This year’s topic was ‘global warming’ where students represented a country and how that country could use its political power and connections to improve outcomes on an international level.
Last week the eight strong adjudication team met for the final deliberations over twenty-three MUNA resolutions videos created by forty-six student delegates from eight schools, supported by ten Rotary clubs across District 9820, an area that includes Melbourne’s Southeast, the Mornington Peninsula and Gippsland region.
We are delighted that during the final presentation Australia A (Anna Tsuchida and Hamna Mohamed Fahmi) were awarded the 2021 Peace Prize by Russell Northe MLA. The delegation worked hard to campaign for a better world where countries work together to provide better opportunities for everyone.
The amount of work both delegations put into this challenge was truly inspiring and allows you to believe, the world will be in safe hands if these four amazing representatives have their way.
Alice Zanella
Head of Humanities
From the Chaplain
DAYLIGHT SAVINGS, BEARS AND HOPE. I have a bit of a love/hate relationship with daylight savings. On the one hand, those first few days after …
From the Chaplain
DAYLIGHT SAVINGS, BEARS AND HOPE.
I have a bit of a love/hate relationship with daylight savings. On the one hand, those first few days after “springing forward” are often more of a struggle than a “spring”. On the other hand, the beginning of daylight savings marks an end to the winter doldrums and the hope of longer, brighter days ahead. I can cope with the temporary discomfort of a clock change because I know that it brings with it the promise of better things to come. It’s all about hope. Something which we humans are remarkably good at. In the words of poet Alexander Pope, “Hope springs eternal in the human breast”.
After so many months of lockdowns, remote learning, and various levels of restriction on our lives, it has been hard to hold on to hope. In fact, a frequent piece of advice we have been given for coping with this pandemic has been to “live in the moment”. To stop us catastrophising about the future (and who hasn’t been guilty of that at some point?), we are encouraged to be more mindful, more present, more focused on the “now”. This isn’t bad advice, but as clinical psychologist Leisa Aitken points out, “thinking about the future does not have to be catastrophising. It can also engage with our most meaningful hopes. And if we spend too much time living minute-by-minute with no plan for the future, we could end up rudderless and sailing into uncertainty.” (https://www.publicchristianity.org/dont-just-be-mindful-of-the-present-its-also-important-to-be-hopeful-for-the-future/?_sft_category=hope)
As we begin to emerge from our lockdowns and restrictions, we would do well to recover our sense of hope and start dreaming about what the future might look like. Third-century Christian theologian Tertullian describes hope as “patience with the lamp lit”. Our patience has certainly been tested but now it’s time to light the lamp and reveal the options before us. Having all students back on-site together at school has felt a little bit like the lighting of the lamp. It won’t all be smooth sailing I’m sure, but it is a sign, like the changing of the clock, that brighter times are coming. Like the daylight savings transition, there will be some struggles. Not everyone is keen to return to things at the same pace. When bears emerge from hibernation, they apparently go through a state called “walking hibernation”: they still sleep more, don’t eat much, and don’t roam very far. They naturally and sensibly ease into the transition of normal bear life — slowly. We would be wise to learn from the bears as we emerge from our COVID-induced hibernation. We can also be reassured that those things which sustained us during lockdowns can continue to sustain us and bring us hope in our growing freedom. Our friends, our family, and for many of us, our faith. In the same article quoted earlier, Leisa Aitken observes, “Now more than ever perhaps, we realise that life is so dependent upon outside forces. Our small stories are always part of a bigger story, with bigger “agents” acting within it — be it a virus, politicians, multinational corporations, or a spiritual struggle between good and evil. Likewise, when we hope, we often need the help of others to bring our hopes about.” In this time of transition, we need to be gentle with ourselves and others. And as we walk softly together, we can draw strength in the knowledge that the God of all creation walks with us, nurturing and sustaining us. As Czech philosopher, playwright, former president (and serious overachiever) Václav Havel puts it, “hope is not the conviction that something turns out well, but the certainty that something makes sense, regardless of how it turns out”. It is so hard to know how the coming days, weeks and months will turn out, but we can trust that in the end, by God’s good grace, it will make sense. To quote another literary giant, “Hope smiles from the threshold of the year to come, whispering ‘it will be happier’…” (Alfred Lord Tennyson).
And finally, some words of encouragement from the Old Testament book of Isaiah,
“The Lord gives strength to those who are weary.
Even young people get tired, then stumble and fall.
But those who trust the Lord will find new strength.
They will be strong like eagles soaring upward on wings;
they will walk and run without getting tired.”
Isaiah 40:29-31
May you find renewed strength and encouragement and hope in this time of transition.
Reverend Daniel Lowe
Senior Chaplain
Warragul Junior School
From the Head of Warragul Junior School, Mr Rowan van Raay. How wonderful it is to have our Years 3 to 6 students returning to …
Warragul Junior School
From the Head of Warragul Junior School,
Mr Rowan van Raay.
How wonderful it is to have our Years 3 to 6 students returning to face-to-face learning on campus lately. It has been so nice having our students back on-site. A real highlight this week was students finding a frog in the kitchen garden. While some uncertainties still surround us, I cannot help but feel a sense of pride for the way our Junior School community has conducted itself throughout these past months.
Please continue to check-in with your children as they settle back into school. Should you have concerns about your child’s mental health, please talk to your child’s teacher who can offer support, resources and referrals to our school counsellor.
We all need to remain vigilant, and families are asked to continue to respect the following requests:
• Parents are not to attend the campus unless absolutely necessary. Contact with administration and classroom teachers can be made via email or telephone. If you need to attend onsite, please contact the Junior School before arrival on 5622 6131.
• Parents/visitors are asked not to gather or congregate outside classrooms or on school grounds. For essential visits, please ensure that you check in with the QR codes at the Junior School Office, maintain social distancing at all times and be wearing a mask.
• Parents are asked to remain in their cars during drop-off and pick-up times and are encouraged to use the drop-off and pick-up lane. Our temporary drop-off/pick-up lane near the Prep playground will be removed today. We will move back to our usual routine for drop-off and pick-up from Monday.
A reminder that all students should have returned loan laptops by now. If not, could these please be returned on Monday.
Unfortunately, under the current guidelines, some planned activities have been cancelled. Please find below an update on the status of some of our regular events for Term 4. We are waiting for the next set of guidelines before plans can hopefully be confirmed.
Junior School Musical (modified, snapshot being filmed at school)
Soirée (to be confirmed)
Art Show (cancelled)
Parent Prayer Group (running off-campus with modifications)
Grandparents Day (cancelled)
Year 2 Sleepover (postponed, to be confirmed)
2022 ELC and Prep Transition Sessions (to be confirmed)
Prep to Year 2 Swimming (cancelled)
Remembrance Day Service (modified services planned for Year levels)
Prep to Year 2 Athletics Carnival (running, students in class groups – no adult spectators)
Book Fair (running with modifications)
Walk to School Day (to be confirmed)
Year 3 Camp (to be confirmed)
Year 7 2022 Orientation (to be confirmed)
Years 1 to 6 2022 Orientation Day (to be confirmed)
Year 6 Dinner (to be confirmed)
Presentation Assembly (to be confirmed)
Thank you, Sue: We would like to acknowledge and thank Susan Peters who is retiring from our ELC. Sue began working at the ELC in 2013, as an early childhood educator and artist. For a period of time, Sue worked as an ‘Artist in House’ and she shared her creativity with both the Pre-Kinder and Pre-Prep children. Sue’s kind, gentle and caring nature ensured she always had a huge waitlist of children eager to work with her on her many projects, including puppet making, clay designs and Easter rabbits. On behalf of the ELC community, the children, families and teachers that have had the privilege of working with Sue, we would like to say thank you Sue for the wonderful contributions that you have made.
Thanks once again and please continue to look after yourselves and each other. Let’s hope we get to enjoy some continuity for the remainder of the year.
Rowan van Raay
Head of Warragul Junior School
WHAT’S ON
OCTOBER
22 October All ELC to Year 6 students on-site
NOVEMBER
1 November Mid Term Break
2 November Melbourne Cup Day Public Holiday
5 November Prep 2022 Transition Day #1 (tbc)
Year 2 Sleepover (postponed, tbc)
8 November Parent Prayer Group (running off-campus with modifications)
11 November Remembrance Day Ceremony (modified services planned for Year levels)
State Athletics (selected students only) (tbc)
12 November Prep 2022 Transition Day #2 (tbc)
17 November Prep 2022 Transition Day #3 (tbc)
Prep to Year 2 Athletics Carnival (running, students in class groups – no adult spectators)
Walk to School Day (tbc)
19 November STUDENT FREE DAY
22 to 26 November Book Fair (running with modifications)
24 to 26 November Year 3 Camp – Merricks (tbc)
26 November Prep 2022 Transition Day #4 (tbc)
30 November Years 1 to 6 Orientation Day (tbc)
* Please note that all events/excursions are dependent on COVID-19 restrictions.
* (tbc) – to be confirmed.
Please note that density limits, masks and COVID-safe procedures apply. We thank you for your cooperation.
Order online or click and collect: Please ensure that you only attend the store to collect your items once you have received notification that your order is ready, order here.
STUDENTS WHO ARE UNWELL
The most important action school communities can take to reduce the risk of transmission of coronavirus, is to ensure unwell staff and students remain at home and get tested, even with the mildest of symptoms. We ask that our families support this advice, notify the school if a family member is tested and keep students who are unwell at home. Parents will be contacted to collect students if they become unwell at school or if they arrive at school unwell. We ask all families to follow the testing and isolation guidelines as outlined by the Department of Health.
Staff/school families should always contact DHHS for specific advice on personal circumstances. The following numbers may be useful:
COVID hotline – 1800 675 398
COVID contact tracing DHHS – 1300 651 160
Alumni Profile
TIM LEESON, Class of 2002. Class of 2002 Alumnus, Tim Leeson, started at St Paul’s in Year 7, coming from a primary school where he …
Alumni Profile
TIM LEESON,
Class of 2002.
Class of 2002 Alumnus, Tim Leeson, started at St Paul’s in Year 7, coming from a primary school where he had only six other pupils in his year level. Knowing only one other student, he was appreciative of being placed into Gilmore House with him and forming a lifelong friendship. Tim said “I sought to be donned in the striking purple as Xavier Dillon was in that house. He was tall, good at basketball and the only other person I knew at the school. One of the best decisions I have ever made. Gilmore was the superior house and I am still mates with Xav now (his jump shot is still as pretty as it ever was too)”.
Tim has many amazing memories of his time at St Paul’s that include outdoor education and co-curricular trips. One of his absolute highlights of St Paul’s was beating the senior boys netball team in the semi-final of a key international netball tournament. Tim said “The tournament itself was an utter hoot, even if I had to explain to Mum why honey had stuck together all my underwear… but playing in a team with legendary lads that just clicked at the perfect moment to defeat a team that was more highly touted was really special. Unfortunately, members of that team are no longer with us anymore, so it is now a pertinent reminder of how fleeting some of those magic moments can be”.
Tim filled many leadership roles including being a Peer Support Leader, Gilmore House Captain and Prefect. He was also involved in a multitude of co-curricular activities such as robotics, surfing, basketball, netball, hockey, and musicals and plays – although he playfully admits that he “could never actually crack a role!” He also had the opportunity to create some overseas memories. “Travelling to Seattle to compete in a robotics soccer competition was pretty wild, especially with the deadset hellcats that were on that memorable team.”
Tim remembers his teachers well, especially Dr and Mrs Pepper, Mr Devling, Mr Maud, Mr Guymer, Mr Wilson (both of them), Mr Delany, Mr Parish and Freddy Juarez. Tim said “All made their classes interesting, relevant and relatable to the real world, or they were really fun people. They also motivated me the right way both in and out of the classroom. As someone that did not always see the point of school (other than good times), they provided a reason to stick in there”. He was grateful for the guidance from these teachers.
He gleefully admits that his main goal after finishing Year 12 was to become “a highly paid beach bum” and also believes that since finishing secondary school, his pathway “has largely been dictated by waves”… which is obvious, quite literally, in his post-school education and occupations. Starting with studies in coastal engineering on the Gold Coast, he worked on a 1:10 scale wave pool model in New Zealand for his research. However, upon graduating, he began as the editor of Riptide Bodyboarding Magazine and “loved that challenge”. In 2013 Tim moved to Cape Town in South Africa for an engineering role in a ports and marine terminals team and thoroughly enjoyed the scale of the projects there. After hearing that there were “pumping beach breaks in the south of France” he travelled to Paris to undertake an Advanced Masters in computational design or Design by Data Mastère Spécialisé®, where he “met some rad people that had diverse career and cultural backgrounds” and they started a design studio together called ‘thr34d5’ (‘threads’).
In 2016, Tim learnt of the closure of the Hazelwood mine which led to what he does today. “In an effort to counter the negative narrative that some of the media was expounding, I became a part of a collective that launched the community newspaper, Gippslandia. I hunt down positive stories about the region I grew up in and still adore. The role allows me to live between two countries and better appreciate the best aspects of both. Gippsland is a remarkable place.” Whilst he loves having the ability to work remotely, he does however, find the effects of the pandemic challenging as he is unable to easily travel to Australia. Tim said “I would much rather interview people face-to-face, rather than having to do everything from afar”.
As he reflected on his time at St Paul’s Tim also said that the school “provides a lot of opportunities to expand your horizons. I felt the teachers were receptive and supportive to ideas or new programs, even if neither the students nor teachers knew where they would eventually lead”. Tim wanted to also mention his father, Don Leeson, a past teacher of St Paul’s. “It would be absolutely remiss of me not to include something about how much my old man enjoyed being a teacher at St Paul’s. To other Alumni that were taught by Mr Leeson, he is always rapt to hear how you are doing and learn of your successes.”
“My three siblings also graduated and gave meaningful contributions to the school. While it speaks volumes about the people they are and my folks, as the eldest I get to claim some of the kudos that whenever I run into someone that says, “Oh, are you Katherine/Melanie/Chris’ brother?”, they always follow it with something like, ‘They were cool at school’.”
Outside of work, Tim’s love of the water remains, as one of his favourite activities is to take long walks along the beach at sunset.
From the Principal
Warragul Secondary School families will be aware that Mrs Leonie Clark will be moving to the position of Head of Traralgon Secondary School next year …
From the Principal
Warragul Secondary School families will be aware that Mrs Leonie Clark will be moving to the position of Head of Traralgon Secondary School next year and Ms Laura Butterworth is not due to return to her position as Head of Warragul Secondary School until June.
I am therefore delighted to inform you that Mr Gordon Oldham has been appointed as Head of Warragul Secondary School for Semester 1, 2022.
Known by many in the St Paul’s community, Gordon is currently the Deputy Head of Toowoomba Anglican School, a position he has held since 2016. Prior to this, he was here at St Paul’s from 2011 to 2015, most recently in the role of Head of Warragul Secondary School. As a teacher of English and Drama, Gordon has a breadth of experience in a range of schools including Melbourne Girls Grammar, Camberwell Girls Grammar and Stowe School, England.
Gordon’s decision to return to St Paul’s has been driven by a desire to live in Warragul again, where he and his family still have their home. He is joined by his wife, Claire, and children, Rose and Willis. Claire is presently Head of the Learning Enhancement Centre (K-12) at Toowoomba Anglican School and will be joining the staff of the Warragul Junior School as a classroom teacher. Rose and Willis will also become part of the St Paul’s community, as students in the Warragul Junior School.
Upon Ms Laura Butterworth’s return in June 2022 from Parental Leave, Mr Oldham will be Deputy Head of Warragul Secondary School for Semester 2, 2022, while Mr David Ellis takes Long Service Leave.
Cameron Herbert
Principal
