- Welcome Back for Term 2
- Term 2 in Foundation
- Years 1 & 2 in Term 2
- Year 3 Are Kicking Goals In Term 3
- Even Steven, or Odd Todd? Mathematics in Year 4
- Year 5 – Ready for Term 2
- 5/6 Activities Program at Minimbah – Creative Business 101- Mothers’ Day Stall
- Calling In vs Calling Out Microaggressions
- ‘Almost, Maine’ – Tickets Now On Sale
- Year 12 Drama Ensemble Performance – Christmas Down Under
Welcome Back for Term 2
Dear Minimbah Families,
Thank you all for supporting such a smooth start to Term 2. Despite Covid continuing to impact us in various ways, we were able to complete our first full term back at school since 2020, and we look forward to all that Term 2 has to offer.
Year 6 Canberra Study Tour
As I write this Update, I have just returned from a night walk in the National Botanic Gardens in Canberra with our Year 6 students. Today, our schedule saw us make an early visit to the National Museum, followed by a walk through the wonderful National Art Gallery and time spent exploring and learning about the voting system and democracy in Old Parliament House. A highlight of today’s experiences was a visit to the Aboriginal Tent Embassy, now in its 50th year of protest. We were able to talk with a member of the Aboriginal Tent Embassy Community who gave generously of his time and answered the children’s very respectful and thoughtful questions. We can learn through stories and deepen understanding when we open our hearts and minds to the experiences of others. This was undoubtedly a key takeaway for the children and staff today.
The children’s transdisciplinary Unit of Inquiry, ‘How we Organise Ourselves’, forms the context for the study tour. As Inquirers and Thinkers, the children reflect upon their learning in the classroom and make authentic connections with real-world experiences. Canberra is a treasure-trove of national archives and collections, and its history as a planned city is fascinating. The week away provides the children with an opportunity to explore our Nation’s Capital and deepen their understanding of government systems.
The Australian Government recognises the importance of all young Australians being able to visit the National Capital as part of their Civics and Citizenship education. To assist families in meeting the cost of the study tour, the Australian Government is contributing funding of $45 per student under the Parliament and Civics Education Rebate program towards those costs. The rebate is paid directly to the School upon completion of the study tour.
Our PYP Authorisation Journey – Congratulations!
Following an earlier authorisation visit from representatives of the International Baccalaureate, we were pleased in the final week of Term 1 to receive confirmation that the Junior Campuses (Minimbah and Penbank) had been approved for authorisation to offer the Primary Years Program. This was terrific recognition of the efforts of all staff and students across our Junior Campuses. The report was wide-ranging in its feedback and acknowledged the strength of the school’s philosophy, values, and overall educational setting.
A quote from the report:
‘Observations of learning spaces and environments across both campuses demonstrate rich opportunities and support for the implementation of the programme. All children have access to extensive outdoor and natural spaces, sport, additional language and art facilities and well-resourced libraries. Learners have ready access to a range of information technologies to support their learning. Inclusivity teachers describe a range of assistive technologies that are available for students with specific needs. The learning environments are welcoming and support diversity.’
Work in implementing and growing the PYP does not stop because we have achieved the milestone of authorisation. The evolution of the PYP across the Junior Campuses continues. Staff, ably led by Jodie Kirchner, Head of Learning – PYP, will reflect on the authorisation process, and the report provided by the International Baccalaureate. It will continue to influence our efforts and inform our direction in implementing the PYP across the next five years. I congratulate Jodie and the team of teachers and support staff across both Minimbah and Penbank for their amazing work.
Modelling Lifelong Learning
We expect our children to embrace the concept of lifelong learning, so it is wonderful to see our staff also modelling this. Our recent Staff Professional Learning Day saw staff working collaboratively across all campuses on projects and professional development to deepen understanding and strengthen practice. Our Early Childhood team across Minimbah and Penbank is engaged in an exciting action research project working with Early Childhood consultant Kirsty Liljegren from the Australian Reggio Emilia Exchange. Kate Bird and Andy Khoza, our respective campus Deputy Heads are leading the way in student wellbeing, ensuring it is completely coordinated with the PYP. Several staff are engaged in individual projects to strengthen their professional practice, while others are sharing their knowledge with colleagues across the school in learning labs. We thank Dr. Richard Owens, Director of the Woodleigh Institute for his leadership and support of the staff professional learning program which ensures all our teachers continue their love of learning.
It's Definitely Time to Forge Ahead
Term 1 saw us gradually welcome parents and friends back on campus after the covid hiatus. Activities and events slowly began to run without the dread of cancellation. As we head into a new term, we look forward to seeing you more regularly at assemblies and in supporting classroom programs and being able to volunteer at the Creek or out on Discovery Day.
In Week 2 we welcomed our Mums, Grandmas, and those special people in our children's lives to a gathering in the Gym, followed by the Mother’s Day Out at the Merricks General Store. Great fun and so good to welcome so many of you to both school and the luncheon.
Cultural Immersion
All Woodleigh staff participated in a Cultural Immersion Training with Tasneem Chopra at the commencement of the term. Tasneem is an experienced Cross-Cultural Consultant and Diversity, Equity, and Inclusion trainer. Passionate about female representation and as an anti-racism champion, Tasneem’s work has been widely published in journals and anthologies. Tasneem often presents on national television, radio and significant events providing expert perspectives related to diversity, gender, people of colour and social justice and cohesion.
Significantly impacted by Tasneem’s presentation, as a School we aspire to provide an inclusive space for students, ensuring feelings of acceptance, value and self-worth as an individual; being seen, listened to and heard.
In doing so, we look forward to IDAHOBT Day and National Reconciliation Week this term.
IDAHOBIT Day – Rainbows in Schools
This week, Thursday, 19 May, Woodleigh School is celebrating IDAHOBIT Day.
International Day Against Homophobia, Biphobia, Interphobia and Transphobia.
At both Minimbah and Penbank, IDAHOBIT provides an opportunity to encourage children to reflect, share and discuss the diversity that they already engage within their school, families, and the broader community. It engages with the School’s values of respect for self and others. It provides an opportunity to build understanding and knowledge about inequality and the processes that lead to discrimination and exclusion. The children are invited to express themselves through colours of the rainbow. Dress-ups may include colourful ribbons, rainbow designs, or colourful clothes and shoes. At Minimbah, we will also welcome extraordinary guest storyteller and drag artist, Frock Hudson, who will read a variety of stories to the students. The children will also be engaged in various visual art activities throughout the day.
National Reconciliation Week – 27 May to 3 June
The National Reconciliation Week 2022 theme, ‘Be Brave. Make Change’ is a challenge to all Australians— individuals, families, communities, organisations, and government—to Be Brave and tackle the unfinished business of reconciliation so we can Make Change for the benefit of all Australians.
It is with pleasure Woodleigh School will be hosting several events across the week. On Thursday, 27 May, our Reconciliation Assembly will commence with a smoking ceremony in the courtyard at 8.50 am. All members of the Minimbah Community are invited to attend. We will be launching the School’s Reconciliation Action Plan RAP at an event held at the Senior Campus on Wednesday, 1 June. Including Aboriginal and Torres Strait Islander guests, speakers, and artists, we are looking forward to involving our school community in this fundamental commitment to Reconciliation. A time for all Australians to learn about our shared histories, cultures, and achievements and to explore how each of us can contribute to achieving reconciliation in Australia, I encourage you to put this important date into your calendar.
BDPSSA Cross Country – Friday 17 May at Senior Campus
The annual BDPSSA cross-country running event will be held at Woodleigh School – Senior Campus on Friday 20 May.
The reserve date due to inclement weather is Monday 23 May.
All parents, relatives and friends of the school are most welcome to come and support our students in their endeavours. The cross-country course is situated with the start and finish at Cruden Oval, so access is via the main entrance at Senior Campus. Please observe all parking signs and directions given. The PFG will be running a canteen at the event with hot and cold drinks and snacks available throughout the day.
Times for the races are given below, and students will require their complete sports uniform, including a weatherproof jacket, snack and drink.
There will be no charge for this excursion.
9-Year-Old Girls – 10.00am 9 Year Old Boys – 10.15am
10-Year-Old Girls – 10.30am 10 Year Old Boys – 10.45am
11-Year-Old Girls – 11.30am 11 Year Old Boys – 11.50am
12-Year-Old Girls – 12.10pm 12 Year Old Boys – 12.30pm
Students who qualify in the top 10 at this event will be invited to compete at the Northern Peninsula Division Championships on Tuesday 31 May at the Hastings Foreshore Reserve in Hastings.
Minimbah Disco – Please note the change of date
We are looking forward to the annual Minimbah disco, which will be held on Friday 17 June. Please note this is a change of date from Friday 10 June, which would have seen the disco fall on the eve of the Queen’s Birthday Long Weekend.
ROD DAVIES
Deputy Principal – Head of Minimbah Campus
Term 2 in Foundation
Welcome to Term 2! It has been wonderful to see the Foundation students' enthusiasm and energy as they returned to school this Term. We have an exciting, busy term ahead!
Thank you very much for attending our Spa last Thursday. It was so lovely to see the children’s enthusiasm and excitement as they treated you to some special pampering.
Our central idea for our unit of inquiry this term is: 'We can learn about living things through observation and investigation.' We will be continuing to work on this unit throughout the term and explore adaptation and change, lifecycles, interdependence, and habitats. So far, the children have been really interested in animals and insects, and over the next few weeks, we will start to explore the features and needs of plants. If you have any great books or websites that you have found about living things or observe something interesting in your backyard, please feel free to share photos or links with me via email.
Our focus in maths this term will be on numbers, shapes and data. So far, we have learned some new maths games to help us understand that numbers can be constructed in multiple ways, for example, by combining and partitioning to make 10. We will continue to work on constructing numbers in different ways by modelling and solving number problems. We will also explore how shapes can be described and sorted based on their properties. We will connect our data investigation to our unit of inquiry by collecting information to find out about the world around us.
We have just finished learning all of our Set 1 individual speed sounds as part of our 'Read Write Inc' program. The children are not expected to be able to read and write each sound independently at this stage; however, many of the children are becoming very confident in identifying and writing most of the sounds that we have learned. We will continue to work on blending our sounds by 'Fred Talking' to read and write decodable words. Please try to help your child to remember to return their reading folder each Friday.
Kind regards,
JACQUI WISHART
Foundation Teacher
Years 1 & 2 in Term 2
Welcome to Term 2!
It was great to venture out to our beach and Sweetwater Creek sites for Discovery Day and explore all the sites together for a day. We look forward to forming our new groups and working together to develop new relationships.
Unit of Inquiry
In our inquiry unit, we've been exploring the central idea, 'Materials can be used and combined in different ways for creative expression.'
Our key lines of Inquiry are:
- How the observable properties of materials influence the way they are used
- The connection between technology and materials
- Ways we can use and combine materials to express ourselves creatively.
Students have looked at the properties of different materials such as paper, wire, and found natural materials. The children have been open-minded learners, looking beyond the typical function to think critically about creative ways to use these materials. It has been great to see the children learn and inspire each other as they create their own forms of artistic expression.
Year 1 & 2 enjoyed a morning with Emma Anna (local international artist) exploring different paper materials to creatively express their ideas through collage.
Our next unit will be inquiring into how people’s daily life is connected to the place in which they live.
English
Throughout Term 2 we will –
- strengthen our phonic understanding through our Read Write Inc. sessions, reading decodable books and through writing
- develop our understanding of the characteristics, systems and purpose of recount writing, narrative writing, and information text
- continue to improve our handwriting through practice, demonstrating developing formation, spacing, pencil grip and placement
- develop the reading skills of fluency and expression during Read, Write Inc., quiet reading, and through the take-home reading program
- have opportunities to express ourselves orally and improve listening skills.
Maths
In our maths sessions this term, we will explore -
- estimating, modelling, and representing addition and subtraction
- patterns related to addition and subtraction
- simple addition and subtraction problems using a range of strategies, including counting on, partitioning and rearranging parts
- number sequences to and from 100 by ones from any starting point. Skip count by twos, fives and tens starting from zero and non-zero numbers.
We look forward to a busy term!
LIANE & LEXI
Year 1 & 2 Teachers
Year 3 Are Kicking Goals In Term 3
Year 3 have made a great start to Term 2. I talk with the students about the personal growth and maturity that I have seen developing across the cohort. There has been noticeable development in terms of personal management skills and social interactions. These areas play a significant role in determining a student’s ability to be organised and focused when it is time to commence academic work. The changes in the culture of a cohort are difficult to measure or share in Semester reports; hence I feel my anecdotal observations are essential to share, and I am proud of the team for the successes so far and positive about continued development this year.
I am sure your child has mentioned to you, Miss Allen! Bree is a student-teacher who has joined us this term to teach the students and support their learning as part of her training to become a qualified teacher.
Here is a little bit about Miss Allen that she would like to share:
- I am in the final year of my teaching degree
- I enjoy staying active by taking part in sports such as basketball and I am also a basketball referee of 13 years
- I have a keen interest in health and PE, Arts and Science
- I have been gaining further experience while having fun working with children from ages 6 to 12 in a before and after school care program.
To say that students have warmly welcomed her into the class is an understatement. They have thoroughly enjoyed her presence in the classroom, engaging lessons and individual support. Thank you, Miss. Allen!
Homework: Reading
I have also spoken to the students about the importance of continuing to engage with reading. It is of the highest priority for Year 3 students. As a guide, reading for at least 20 minutes, 5 days a week is highly encouraged. Reading affects every aspect of children’s learning. It truly is a gateway to access learning independently.
If your child is participating in the Read Write Inc program, they should be bringing new books home each week. We have a vast selection of Read Write Inc books and a huge selection of age-appropriate texts in the classroom and library. Please get in contact if your child needs reminding at school or help to bring books home as part of RWI or personal reading.
Ideas to support reading
Whilst building skills around reading is powerful, so is developing a love of reading by making it a joyful and rewarding experience whenever possible. Here are some ideas for providing some variety to the reading experience
- Share your favourite stories, read to each other and model the art of reading by making a ritual of reading a book of your own.
- Audiobooks are another great tool and a good free selection can be found at https://app.kidslisten.org/ and on Epic! Books.
- Read stories and then talk about them. Ask, ‘What was your favourite part of the story?’ or ‘Who was your favourite character? Why?’
- Take turns reading. You could read half the page while your child reads the other half. You could also point out single words here and there for your child to sound out. Start with words that are easy to sound out – for example, two-letter and three-letter words like ‘mat’, ‘on’ or ‘sip’.
- Try alphabet books with younger school-age children. Ask your child to tell you words that start with the same sound as the letter you’re looking at.
- Ask your child to make a storybook and have your child draw the pictures. Your child can do this on a computer or with pens and paper. Help your child write the words or at least some of the letters in the story.
- When you’re out and about, ask your child to pick out or sound out letters or words on billboards, shop fronts, street signs or items at the supermarkets.
- Turn the captions on in your streaming service.
If you have any questions or would like to discuss reading further, please let me know.
Unit of Inquiry
For our second unit of inquiry, Where We Are In Place and Time, our student inquired into the central idea that innovations in technology have changed the way people live their lives.
To finish this unit of inquiry, our students were challenged to follow the design process to identify and solve a real problem that exists in the world, exploring how their own innovations may be able to help people in their lives; using a social justice lens to help elevate their thinking around this central idea.
For our next unit of inquiry, Sharing the Planet, we will inquire into the central idea that living things are connected to the places in which they live. If you have any relevant connections or ideas for excursions/incursions related to the topic, please let me know!
CRAIG KENNER
Year 3 Teacher
Even Steven, or Odd Todd? Mathematics in Year 4
Learning is a consequence of thinking. Retention, understanding, and the active use of knowledge can be brought about only by learning experiences in which learners think about and think with what they are learning.
– Cultures of Thinking, Harvard Graduate School of Education
As we design learning experiences for our students, the development of thinking is always forefront of mind. Here is an example which highlights how students are developing as thinkers, and therefore growing their retention, understanding and ability to apply their knowledge.
In mathematics, we have begun a new unit focusing on addition and subtraction. To begin with, we have explored the properties of odd and even numbers. We played a game called ‘Even Steven vs. Odd Todd’, in which students played against a partner. Each player nominates to either play as Even Steven or Odd Todd. Two dice are rolled – if the total is even, Steven gets a point. If the total is odd, Todd gets a point. Simple right? Well, what if you were asked the question…
If you had first choice, would you prefer to play as evens or odds?
After playing a round of the game, we used the thinking routine, ‘Claim, Support, Question’ to scaffold their thinking. This routine sees students make a claim about who they would play as if given a choice, to find supporting evidence for their claim, and then ponder any questions that arise.
Claim
Student 1 – The game is fair; there is no skill in rolling a dice.
Student 2 – Even is better than odd; it is luckier.
Student 3 – There are more odds on a dice, so it is better to be even because two odds make an even.
Student 4 – On a ten-sided dice there are actually an equal number of odd and even numbers. On a dice, if it starts with an odd, it will end on an even.
Student 5 – If you are odd, you get 7 which is one of the most likely numbers.
Student 6 – You should choose to be Steven because there are more ways to make even. E+E=E, O+O=E and O+E=O.
After making these claims, alongside others, students were given the opportunity to find supporting evidence to prove or disprove, their own or other student's claims.
Support
Student 7 – On an eight-sided dice, there are more possibilities to roll an even total. There are 12 possibilities to roll an odd total, and 16 possibilities to roll an even total. It supports my claim.
Student 8 – We were surprised that there are actually an equal number of odd and even on the different dice.
Student 9 – We rolled heaps of times and odd won so it doesn’t always matter.
Student 10 – On a ten-sided dice, we think there were 23 combinations to roll even, and only 13 to roll odd.
Question
Student 11 - Is zero an even number?
With a clear goal in mind – a deeper conceptual understanding of the properties of odd and even numbers - this inquiry enables students to BE mathematicians: making hypotheses, testing their claims, finding supporting evidence, and readjusting their thinking. The question posed at the end provided another chance for students to inquire using the same thinking routine – can you find supporting evidence to prove that zero is an even number?
Follow up lessons included adjusting the game to use subtraction, adding more dice and using different types of dice.
Please enjoy some photos of our students as they explore the meaning of the equals sign through a card game.
Unit of Inquiry
For our second unit of inquiry, Where We Are In Place and Time, our student inquired into the central idea that innovations in technology have changed the way people live their lives.
To finish this unit of inquiry, our students were challenged to follow the design process to identify and solve a real problem that exists in the world, exploring how their own innovations may be able to help people in their lives; using a social justice lens to help elevate their thinking around this central idea.
For our next unit of inquiry, Sharing the Planet, we will inquire into the central idea that living things are connected to the places in which they live. Stay tuned!
Language
This term, the Year 4 students are embarking on a journey into imaginative texts. A central part of this inquiry is our student-led book club. Book club is an inclusive approach in which students choose a book to share with their peers and are responsible for taking notes and bringing discussion points to their regular meetings. Each student has a role to undertake for each session, helping build their comprehension and communication skills, alongside their self-management skills. To learn about these roles, and the protocols for running discussions, we’ve been practising with rich picture literature. Please enjoy the photos of our students and their thinking as they engage in lively discussions about these books, and a couple of examples of how students engage with their roles.
JAMES CLAPHAM Year 4 Teacher
Year 5 – Ready for Term 2
The Year 5 students have returned to the Homestead with a refreshed outlook and a sense of excitement for the term ahead. We are excited to work alongside them as they develop into confident, independent learners who are developing their identities and passions.
Units of Inquiry – How we organise ourselves
Our first unit of inquiry for the term centres on the concept of responsibility, as we have been inquiring into the central idea: ‘businesses function on the understanding of a marketplace.’ Students have been enthusiastically investigating and reflecting on the role of supply and demand in the marketplace, factors that contribute to the success of a business and are now developing a business plan to produce goods or services. The culminating action will be a marketplace in Week 6 where students can showcase their inquiry and reflect on their business ventures.
Numeracy
Our Year 5 students are continuing with the Australian Primary School Maths Olympiad (APSMO) and targeted problem-solving skill development sessions. We have been inquiring into multiple strategies for solving problems in whole number and will continue to look at conceptual ideas and strategies that we can apply to solve a range of maths tasks. There will be a focus initially this term on developing skills with multiplication and its relationship to other mathematical processes. Through our unit of inquiry, ‘How we organise ourselves,’ we are also exploring financial numeracy as the students begin investigating the factors that contribute to the success of a business.
Language
Earlier this term, the proposal of a 6-day school week to catch up on the missed learning from past lockdowns was put forward to the students. Unsurprisingly, an overwhelming majority disagreed with the proposal and put forward their arguments to state their case. However, the students were challenged to view this from an unfamiliar perspective and argue AGAINST their instincts. This gave students the opportunity to deepen their conceptual understanding of how perspective and bias inform our opinions and values. It also supported the development of their persuasive language and writing skills. This will continue in our Unit of Inquiry as we examine the factors affecting businesses and the way we persuade our audience to consume our goods and services.
5/6 Sport
Interschool sport has kicked off for the Homestead with the first round taking place last Friday at Minimbah against Frankston Primary School. All teams demonstrated fairness and support for both their teammates and opponents, while simultaneously turning up the heat in the freezing conditions. The comradery, teamwork and perseverance shown by all were a testament to the community and relationships developed in Term 1 in the Homestead. Stay tuned for more updates throughout the term.
Looking ahead
Homework
A feature of Term 1 was the establishment of a regular homework routine. We have resumed this routine in Term 2 with a new homework grid that encourages students to take risks with their learning. We thank you in advance for supporting the students in managing their time when they are at home as they develop independent learning skills. With each new task, we encourage students to be open-minded and take on feedback with the aim to improve the quality of their work for the next task. These are all important skills as they work towards a homework expo in Week 9.
Activities
Teachers are in the final stages of preparing their activity selections for Term 2. Students will have a chance to ballot for their preferred activity and will then work collaboratively with others in the homestead to pursue an area of interest while challenging themselves to take risks and be open-minded with the opportunities presented through their chosen activity.
Production preparations
This year, the whole school production will take us under the sea as we reimagine ‘The Little Mermaid.’ Later this term and into term 3, we will begin our rehearsals for our part in the production. Stay tuned!
Body safety – Who We Are
Also, this term during our unit of inquiry, ‘Who we are,’ the Year 5 students will participate in the ‘Unique You’ education sessions presented by Body Safety Australia. All classes are delivered in an age-appropriate fashion in line with the National Curriculum and the Respectful Relationships Framework. We encourage families to continue these conversations at home to support our students as they begin to experience significant physical and emotional changes.
ZARA LOVE-DAVEY & ANDREW HICKS
Year 5 Teachers
5/6 Activities Program at Minimbah – Creative Business 101- Mothers’ Day Stall
Last week, Thursday 5 May, saw the culmination of one element of the Year 5&6 Activities Program at Minimbah – The Mothers’ Day Stall.
Ethan G – Personalised Glass Pen Holders, Milla & Olivia – Dreamcatchers, Margaret & Mae – Flower Ring Bowels, Amelia & Jess – Message in a Bottle – Vouchers, Sofia – Decorated Quote Frames
Working weekly from Week 4 in Term 1, a creative group of eight students accepted the challenge to design and create products that could be sold to students as gifts for their mothers for Mothers’ Day.
The students had to design their item based on their intended customers, source and price materials and create their final product. They are to be commended on their commitment to the process, as it did require more time than anticipated. A special thank you to:
- Ethan G, Olivia, Mae, Jess, Amelia, Sofia, Milla and Margaret for their stellar efforts, with help from Jo Jillett & Mrs Love
- The Minimbah PFG for shopping for our materials and being gift wrappers on the day
- The Minimbah Staff for answering the call when extra hands were needed.
Hoping you all enjoyed your gifts and had a joyous Mothers’ Day.
GABBY WILLIAMS
Inclusion Teacher
Calling In vs Calling Out Microaggressions
Respectful Language
Words can be hurtful. They can be racist, sexist, homophobic, transphobic, misogynistic, or discriminatory. Yet the use of derogatory and offensive language on the streets, on social media and streaming services, and in music lyrics can normalise, glamorise, and sanitise their meaning. For young people, this influence can be significant, and if left unchecked, that influence can be quite damaging.
The use of derogatory language or the act of swearing at someone or about someone is a form of verbal violence. It transgresses the usual rules of social interaction by affecting an individual's self-image and sense of dignity. Therefore, many schools enforce a zero-tolerance policy regarding such language.
Parents and carers play an important role in building an understanding of language use and its effect by monitoring what their children are exposed to and discussing the use of words and their origin. This can help prevent inappropriate or disrespectful language from being used at school, online and in other situations.
Whilst some students may use offensive and derogatory language for attention-seeking purposes, others may use it simply because they are still learning how to moderate their language. As young people develop their language skills, they need to clearly understand the impact of their choice of words on others and how their words can impact other people's perspective of them - an important and essential skill to learn as they progress in their personal and professional development.
https://woodleigh.vic.schooltv.me/wellbeing_news/special-report-respectful-language
Microaggression
The everyday indignities, insults, and subtle acts of exclusion that members of marginalised groups endure in their routine interactions with people from all walks of life, including at school, are also known as microaggressions. Microaggressions come in many forms; verbal & non -verbal, overt & covert, direct & indirect.
Microaggressions can target any marginalised group identity, such as race, socioeconomic, gender, sexuality, nationality, citizenship, ability, etc. and can cause students to experience serious cognitive, behavioural, and emotional reactions, making it very difficult for them to learn.
These remarks and behaviours happen casually and often without any intended harm, but they do demonstrate that the initiator harbours an unconscious bias. Meanwhile, the person on the receiving end who belongs to the group discriminated against – be it because of their race, gender, sexual orientation, disability, or religion – is often left to suffer in silence.
As someone who wants to be a good ally to marginalised groups of young people who, as evidence reports, are overrepresented in their experiences of depression, anxiety, self-harm, and suicide compared to the general population, how can we do better as a community?
- How do i/you/we apologise after committing a microaggression?
- How and when should i/you /we try to make amends?
- And what's the best way to ensure that i/you/we do better in the future?
Be aware of implicit bias and stereotypes & where that can lead.
https://implicit.harvard.edu/implicit/Australia/takeatest.html
https://hbr.org/2020/07/youve-been-called-out-for-a-microaggression-what-do-you-do
Calling In vs Calling Out
There are moments when "calling someone out" is appropriate to stop words or actions that are actively hurting someone. But, often, it's effective to instead "call someone in." When we call someone in, we acknowledge we all make mistakes. We help someone discover why their behaviour is harmful and how to change it. And we do it with compassion, kindness and patience.
These conversations can be difficult, but I have come across a 5-step communications approach -- the B.U.I.L.D model – to help navigate these challenging conversations.
1. Benevolence
The first step of calling someone in is to have their best interest in hand while holding them accountable. Approach the conversation with respect and kindness yet remain firm in communicating the impact of their actions.
This approach helps create psychological safety. People feel respected and not on guard, thus more open to feedback and change. By giving them the benefit of the doubt, they know you have their back. You create the climate for vulnerability, mutual trust and respect. This is the foundation of inclusive communication.
2. Understanding
Practice deep listening to understand the facts of the situation, as well as the feelings and values of the individual. This will help you gain insight into the intentions behind their actions. This step requires listening in a way we don't often do in everyday life. As you listen, also be aware of your own biases and assumptions, as they can affect your understanding of the other person's intensions, feelings, and values.
3. Interacting
Get off autopilot and engage with curiosity – not pre-judgement – as your guide.
Take on the mindset of an investigative journalist by asking non-leading "what" and "how" questions: "What was your intention when you said ...?"
"How might the other person view this situation?"
"Tell me more."
4. Learning
The goal of calling someone in is to help them evolve. Acknowledge that mistakes happen. Correcting them requires expanding our reference points and understanding different perspectives and experiences.
If someone calls you out, think before you react. First, thank the person for sharing this valuable feedback with you. Second, think about their input. What does it mean? What will you do with it? Third, respond positively. Fourth, act on what you learn.
5. Delivery
This is when you put it all together into action. Often, the action includes providing constructive feedback and saying what needs to be said to the right person, at the right time and right place, respectfully, accurately, and clearly.
We can all benefit from being reminded that inclusion is a continuous, all-in practice, and "calling-in" conversations are one step forward in the right direction. Inclusion and belonging are key predictors of academic success and social and emotional resilience.
Next Steps
To develop and strengthen a culture that celebrates diversity and inclusion at Woodleigh, one where values and traditions learned through our community are shared, where social rules of behaviour and respect for self, others and the environment is the expectation, and not the exception, where everyone can flourish, let's call it in together.
Register for our upcoming Woodleigh P.E.P talk with Nevo Zisin on Wednesday 18th May @ 7pm (via zoom).
In Kindness,
DONNA NAIRN
Director of Counselling
‘Almost, Maine’ – Tickets Now On Sale
The cast and crew of this year’s senior production, ‘Almost, Maine’, are excited to be able to give you an update about the school play. We have achieved a great deal in just two months, and we are on track to film a version that can be screened (as a Covid backup). In addition to weekly rehearsals at lunchtimes and after school, students have been working incredibly hard behind the scenes. Traditionally, staff have been responsible for finding props, making and painting the set, making or sourcing costumes, and writing or arranging the music. In this production, we have set out to empower and mentor students to take on each of these roles.
Set and Props
Maya Stubbs Y10 has sourced all the set pieces and props, and in true Woodleigh style, the cast and crew all lent a hand in the last two weeks of term and had a lot of fun helping to paint everything.
Costume
Indra Stubbs Y10 has worked with staff and the cast to finalise the costumes needed for the show. She has left no stone unturned, sourcing snow boots, ski goggles, a moth-eaten jumper and a tatty old coat. A big thanks to Zoe Heffernen Y9 for lending us some of the more specialised snow gear.
Photoshop projected backdrop
Jake Aronleigh Y11 has sourced copyright-free images and manipulated them for the series of night sky and northern light projected backdrops. Emma Cleine has kindly supported this process, working in PhotoShop to enhance the snowy scene and vibrant light effects.
Lighting
Carey Saunders and Kylie Stephenson have finalised the lighting design, creating the lighting states for each scene, ready for us to film.
Sound
Tommy Lewis Y11 has collected the majority of the sound effects for the show and is working with Anthony Bingham to create ambient bar noise for the ‘Sad and Glad’ scene.
Music
The northern lights “Magical Moment” vocal music was composed partway through last term. The Hall Tech students recorded the student musicians and mixed the sound to create a magical motif.
Milly Evenden Y11 has worked incredibly hard as the Student Musical Director. She has used the weekly lunchtime music rehearsals to shape and polish the 14 pieces of music composed for the show. All the music is original and it features the incredible musical talents of Rani Jones Y9, Milla Lee Y9, Tabi Plummer Y10, and Tayla Basso Y12.
Milla Lee Y9 has also written the lyrics and melody to a very beautiful and catchy song, ‘Love You So’, that will be recorded in the next couple of weeks. Keep an ear out for it. It will be featured in an upcoming Messenger and will be able to be found on Woodleigh’s social media.
Amy White is creating a short montage of kisses (from film and television) that will be played each time a couple need to kiss in a scene. This allows the production to be COVID safe for the actors!
Adelie Marshall Y12 has almost completed the animated snow globe titles for each scene. These add an extra magical element to the play. Adelie has also created a fabulous short animation that we’ll use to promote the show later this term. Keep an eye out on social media for it.
This will be an uplifting performance that is rated PG, and we are excited to announce that tickets are now on sale! The students are incredibly proud of their work. Book your seats now and support live theatre.
CAREY SAUNDERS & LUCY WHARINGTON
Directors
Photos by Lou Lou Burton Y12
BOOK NOWYear 12 Drama Ensemble Performance – Christmas Down Under
Live theatre is back at Woodleigh!
The Year 12 Drama Class of 2022 is presenting their VCE Ensemble Drama performance,
‘Christmas Downunder.’
‘Christmas Downunder’ is an original piece of theatre devised by the students. It is an entertaining, family-friendly show focusing on different perspectives of Christmas.
Seating is limited. Book your tickets today and don’t miss out!
Gold coin entry – all proceeds to our Community Partnerships.
Book NowWelcome to Term 2! It has been wonderful to see the Foundation students' enthusiasm and energy as they returned to school this Term. We have an exciting, busy term ahead!
Thank you very much for attending our Spa last Thursday. It was so lovely to see the children’s enthusiasm and excitement as they treated you to some special pampering.
Our central idea for our unit of inquiry this term is: 'We can learn about living things through observation and investigation.' We will be continuing to work on this unit throughout the term and explore adaptation and change, lifecycles, interdependence, and habitats. So far, the children have been really interested in animals and insects, and over the next few weeks, we will start to explore the features and needs of plants. If you have any great books or websites that you have found about living things or observe something interesting in your backyard, please feel free to share photos or links with me via email.
Our focus in maths this term will be on numbers, shapes and data. So far, we have learned some new maths games to help us understand that numbers can be constructed in multiple ways, for example, by combining and partitioning to make 10. We will continue to work on constructing numbers in different ways by modelling and solving number problems. We will also explore how shapes can be described and sorted based on their properties. We will connect our data investigation to our unit of inquiry by collecting information to find out about the world around us.
We have just finished learning all of our Set 1 individual speed sounds as part of our 'Read Write Inc' program. The children are not expected to be able to read and write each sound independently at this stage; however, many of the children are becoming very confident in identifying and writing most of the sounds that we have learned. We will continue to work on blending our sounds by 'Fred Talking' to read and write decodable words. Please try to help your child to remember to return their reading folder each Friday.
Kind regards,
JACQUI WISHART
Foundation Teacher
Welcome to Term 2!
It was great to venture out to our beach and Sweetwater Creek sites for Discovery Day and explore all the sites together for a day. We look forward to forming our new groups and working together to develop new relationships.
Unit of Inquiry
In our inquiry unit, we've been exploring the central idea, 'Materials can be used and combined in different ways for creative expression.'
Our key lines of Inquiry are:
- How the observable properties of materials influence the way they are used
- The connection between technology and materials
- Ways we can use and combine materials to express ourselves creatively.
Students have looked at the properties of different materials such as paper, wire, and found natural materials. The children have been open-minded learners, looking beyond the typical function to think critically about creative ways to use these materials. It has been great to see the children learn and inspire each other as they create their own forms of artistic expression.
Year 1 & 2 enjoyed a morning with Emma Anna (local international artist) exploring different paper materials to creatively express their ideas through collage.
Our next unit will be inquiring into how people’s daily life is connected to the place in which they live.
English
Throughout Term 2 we will –
- strengthen our phonic understanding through our Read Write Inc. sessions, reading decodable books and through writing
- develop our understanding of the characteristics, systems and purpose of recount writing, narrative writing, and information text
- continue to improve our handwriting through practice, demonstrating developing formation, spacing, pencil grip and placement
- develop the reading skills of fluency and expression during Read, Write Inc., quiet reading, and through the take-home reading program
- have opportunities to express ourselves orally and improve listening skills.
Maths
In our maths sessions this term, we will explore -
- estimating, modelling, and representing addition and subtraction
- patterns related to addition and subtraction
- simple addition and subtraction problems using a range of strategies, including counting on, partitioning and rearranging parts
- number sequences to and from 100 by ones from any starting point. Skip count by twos, fives and tens starting from zero and non-zero numbers.
We look forward to a busy term!
LIANE & LEXI
Year 1 & 2 Teachers
Year 3 have made a great start to Term 2. I talk with the students about the personal growth and maturity that I have seen developing across the cohort. There has been noticeable development in terms of personal management skills and social interactions. These areas play a significant role in determining a student’s ability to be organised and focused when it is time to commence academic work. The changes in the culture of a cohort are difficult to measure or share in Semester reports; hence I feel my anecdotal observations are essential to share, and I am proud of the team for the successes so far and positive about continued development this year.
I am sure your child has mentioned to you, Miss Allen! Bree is a student-teacher who has joined us this term to teach the students and support their learning as part of her training to become a qualified teacher.
Here is a little bit about Miss Allen that she would like to share:
- I am in the final year of my teaching degree
- I enjoy staying active by taking part in sports such as basketball and I am also a basketball referee of 13 years
- I have a keen interest in health and PE, Arts and Science
- I have been gaining further experience while having fun working with children from ages 6 to 12 in a before and after school care program.
To say that students have warmly welcomed her into the class is an understatement. They have thoroughly enjoyed her presence in the classroom, engaging lessons and individual support. Thank you, Miss. Allen!
Homework: Reading
I have also spoken to the students about the importance of continuing to engage with reading. It is of the highest priority for Year 3 students. As a guide, reading for at least 20 minutes, 5 days a week is highly encouraged. Reading affects every aspect of children’s learning. It truly is a gateway to access learning independently.
If your child is participating in the Read Write Inc program, they should be bringing new books home each week. We have a vast selection of Read Write Inc books and a huge selection of age-appropriate texts in the classroom and library. Please get in contact if your child needs reminding at school or help to bring books home as part of RWI or personal reading.
Ideas to support reading
Whilst building skills around reading is powerful, so is developing a love of reading by making it a joyful and rewarding experience whenever possible. Here are some ideas for providing some variety to the reading experience
- Share your favourite stories, read to each other and model the art of reading by making a ritual of reading a book of your own.
- Audiobooks are another great tool and a good free selection can be found at https://app.kidslisten.org/ and on Epic! Books.
- Read stories and then talk about them. Ask, ‘What was your favourite part of the story?’ or ‘Who was your favourite character? Why?’
- Take turns reading. You could read half the page while your child reads the other half. You could also point out single words here and there for your child to sound out. Start with words that are easy to sound out – for example, two-letter and three-letter words like ‘mat’, ‘on’ or ‘sip’.
- Try alphabet books with younger school-age children. Ask your child to tell you words that start with the same sound as the letter you’re looking at.
- Ask your child to make a storybook and have your child draw the pictures. Your child can do this on a computer or with pens and paper. Help your child write the words or at least some of the letters in the story.
- When you’re out and about, ask your child to pick out or sound out letters or words on billboards, shop fronts, street signs or items at the supermarkets.
- Turn the captions on in your streaming service.
If you have any questions or would like to discuss reading further, please let me know.
Unit of Inquiry
For our second unit of inquiry, Where We Are In Place and Time, our student inquired into the central idea that innovations in technology have changed the way people live their lives.
To finish this unit of inquiry, our students were challenged to follow the design process to identify and solve a real problem that exists in the world, exploring how their own innovations may be able to help people in their lives; using a social justice lens to help elevate their thinking around this central idea.
For our next unit of inquiry, Sharing the Planet, we will inquire into the central idea that living things are connected to the places in which they live. If you have any relevant connections or ideas for excursions/incursions related to the topic, please let me know!
CRAIG KENNER
Year 3 Teacher
Learning is a consequence of thinking. Retention, understanding, and the active use of knowledge can be brought about only by learning experiences in which learners think about and think with what they are learning.
– Cultures of Thinking, Harvard Graduate School of Education
As we design learning experiences for our students, the development of thinking is always forefront of mind. Here is an example which highlights how students are developing as thinkers, and therefore growing their retention, understanding and ability to apply their knowledge.
In mathematics, we have begun a new unit focusing on addition and subtraction. To begin with, we have explored the properties of odd and even numbers. We played a game called ‘Even Steven vs. Odd Todd’, in which students played against a partner. Each player nominates to either play as Even Steven or Odd Todd. Two dice are rolled – if the total is even, Steven gets a point. If the total is odd, Todd gets a point. Simple right? Well, what if you were asked the question…
If you had first choice, would you prefer to play as evens or odds?
After playing a round of the game, we used the thinking routine, ‘Claim, Support, Question’ to scaffold their thinking. This routine sees students make a claim about who they would play as if given a choice, to find supporting evidence for their claim, and then ponder any questions that arise.
Claim
Student 1 – The game is fair; there is no skill in rolling a dice.
Student 2 – Even is better than odd; it is luckier.
Student 3 – There are more odds on a dice, so it is better to be even because two odds make an even.
Student 4 – On a ten-sided dice there are actually an equal number of odd and even numbers. On a dice, if it starts with an odd, it will end on an even.
Student 5 – If you are odd, you get 7 which is one of the most likely numbers.
Student 6 – You should choose to be Steven because there are more ways to make even. E+E=E, O+O=E and O+E=O.
After making these claims, alongside others, students were given the opportunity to find supporting evidence to prove or disprove, their own or other student's claims.
Support
Student 7 – On an eight-sided dice, there are more possibilities to roll an even total. There are 12 possibilities to roll an odd total, and 16 possibilities to roll an even total. It supports my claim.
Student 8 – We were surprised that there are actually an equal number of odd and even on the different dice.
Student 9 – We rolled heaps of times and odd won so it doesn’t always matter.
Student 10 – On a ten-sided dice, we think there were 23 combinations to roll even, and only 13 to roll odd.
Question
Student 11 - Is zero an even number?
With a clear goal in mind – a deeper conceptual understanding of the properties of odd and even numbers - this inquiry enables students to BE mathematicians: making hypotheses, testing their claims, finding supporting evidence, and readjusting their thinking. The question posed at the end provided another chance for students to inquire using the same thinking routine – can you find supporting evidence to prove that zero is an even number?
Follow up lessons included adjusting the game to use subtraction, adding more dice and using different types of dice.
Please enjoy some photos of our students as they explore the meaning of the equals sign through a card game.
Unit of Inquiry
For our second unit of inquiry, Where We Are In Place and Time, our student inquired into the central idea that innovations in technology have changed the way people live their lives.
To finish this unit of inquiry, our students were challenged to follow the design process to identify and solve a real problem that exists in the world, exploring how their own innovations may be able to help people in their lives; using a social justice lens to help elevate their thinking around this central idea.
For our next unit of inquiry, Sharing the Planet, we will inquire into the central idea that living things are connected to the places in which they live. Stay tuned!
Language
This term, the Year 4 students are embarking on a journey into imaginative texts. A central part of this inquiry is our student-led book club. Book club is an inclusive approach in which students choose a book to share with their peers and are responsible for taking notes and bringing discussion points to their regular meetings. Each student has a role to undertake for each session, helping build their comprehension and communication skills, alongside their self-management skills. To learn about these roles, and the protocols for running discussions, we’ve been practising with rich picture literature. Please enjoy the photos of our students and their thinking as they engage in lively discussions about these books, and a couple of examples of how students engage with their roles.
JAMES CLAPHAM Year 4 Teacher
The Year 5 students have returned to the Homestead with a refreshed outlook and a sense of excitement for the term ahead. We are excited to work alongside them as they develop into confident, independent learners who are developing their identities and passions.
Units of Inquiry – How we organise ourselves
Our first unit of inquiry for the term centres on the concept of responsibility, as we have been inquiring into the central idea: ‘businesses function on the understanding of a marketplace.’ Students have been enthusiastically investigating and reflecting on the role of supply and demand in the marketplace, factors that contribute to the success of a business and are now developing a business plan to produce goods or services. The culminating action will be a marketplace in Week 6 where students can showcase their inquiry and reflect on their business ventures.
Numeracy
Our Year 5 students are continuing with the Australian Primary School Maths Olympiad (APSMO) and targeted problem-solving skill development sessions. We have been inquiring into multiple strategies for solving problems in whole number and will continue to look at conceptual ideas and strategies that we can apply to solve a range of maths tasks. There will be a focus initially this term on developing skills with multiplication and its relationship to other mathematical processes. Through our unit of inquiry, ‘How we organise ourselves,’ we are also exploring financial numeracy as the students begin investigating the factors that contribute to the success of a business.
Language
Earlier this term, the proposal of a 6-day school week to catch up on the missed learning from past lockdowns was put forward to the students. Unsurprisingly, an overwhelming majority disagreed with the proposal and put forward their arguments to state their case. However, the students were challenged to view this from an unfamiliar perspective and argue AGAINST their instincts. This gave students the opportunity to deepen their conceptual understanding of how perspective and bias inform our opinions and values. It also supported the development of their persuasive language and writing skills. This will continue in our Unit of Inquiry as we examine the factors affecting businesses and the way we persuade our audience to consume our goods and services.
5/6 Sport
Interschool sport has kicked off for the Homestead with the first round taking place last Friday at Minimbah against Frankston Primary School. All teams demonstrated fairness and support for both their teammates and opponents, while simultaneously turning up the heat in the freezing conditions. The comradery, teamwork and perseverance shown by all were a testament to the community and relationships developed in Term 1 in the Homestead. Stay tuned for more updates throughout the term.
Looking ahead
Homework
A feature of Term 1 was the establishment of a regular homework routine. We have resumed this routine in Term 2 with a new homework grid that encourages students to take risks with their learning. We thank you in advance for supporting the students in managing their time when they are at home as they develop independent learning skills. With each new task, we encourage students to be open-minded and take on feedback with the aim to improve the quality of their work for the next task. These are all important skills as they work towards a homework expo in Week 9.
Activities
Teachers are in the final stages of preparing their activity selections for Term 2. Students will have a chance to ballot for their preferred activity and will then work collaboratively with others in the homestead to pursue an area of interest while challenging themselves to take risks and be open-minded with the opportunities presented through their chosen activity.
Production preparations
This year, the whole school production will take us under the sea as we reimagine ‘The Little Mermaid.’ Later this term and into term 3, we will begin our rehearsals for our part in the production. Stay tuned!
Body safety – Who We Are
Also, this term during our unit of inquiry, ‘Who we are,’ the Year 5 students will participate in the ‘Unique You’ education sessions presented by Body Safety Australia. All classes are delivered in an age-appropriate fashion in line with the National Curriculum and the Respectful Relationships Framework. We encourage families to continue these conversations at home to support our students as they begin to experience significant physical and emotional changes.
ZARA LOVE-DAVEY & ANDREW HICKS
Year 5 Teachers
Last week, Thursday 5 May, saw the culmination of one element of the Year 5&6 Activities Program at Minimbah – The Mothers’ Day Stall.
Ethan G – Personalised Glass Pen Holders, Milla & Olivia – Dreamcatchers, Margaret & Mae – Flower Ring Bowels, Amelia & Jess – Message in a Bottle – Vouchers, Sofia – Decorated Quote Frames
Working weekly from Week 4 in Term 1, a creative group of eight students accepted the challenge to design and create products that could be sold to students as gifts for their mothers for Mothers’ Day.
The students had to design their item based on their intended customers, source and price materials and create their final product. They are to be commended on their commitment to the process, as it did require more time than anticipated. A special thank you to:
- Ethan G, Olivia, Mae, Jess, Amelia, Sofia, Milla and Margaret for their stellar efforts, with help from Jo Jillett & Mrs Love
- The Minimbah PFG for shopping for our materials and being gift wrappers on the day
- The Minimbah Staff for answering the call when extra hands were needed.
Hoping you all enjoyed your gifts and had a joyous Mothers’ Day.
GABBY WILLIAMS
Inclusion Teacher
Respectful Language
Words can be hurtful. They can be racist, sexist, homophobic, transphobic, misogynistic, or discriminatory. Yet the use of derogatory and offensive language on the streets, on social media and streaming services, and in music lyrics can normalise, glamorise, and sanitise their meaning. For young people, this influence can be significant, and if left unchecked, that influence can be quite damaging.
The use of derogatory language or the act of swearing at someone or about someone is a form of verbal violence. It transgresses the usual rules of social interaction by affecting an individual's self-image and sense of dignity. Therefore, many schools enforce a zero-tolerance policy regarding such language.
Parents and carers play an important role in building an understanding of language use and its effect by monitoring what their children are exposed to and discussing the use of words and their origin. This can help prevent inappropriate or disrespectful language from being used at school, online and in other situations.
Whilst some students may use offensive and derogatory language for attention-seeking purposes, others may use it simply because they are still learning how to moderate their language. As young people develop their language skills, they need to clearly understand the impact of their choice of words on others and how their words can impact other people's perspective of them - an important and essential skill to learn as they progress in their personal and professional development.
https://woodleigh.vic.schooltv.me/wellbeing_news/special-report-respectful-language
Microaggression
The everyday indignities, insults, and subtle acts of exclusion that members of marginalised groups endure in their routine interactions with people from all walks of life, including at school, are also known as microaggressions. Microaggressions come in many forms; verbal & non -verbal, overt & covert, direct & indirect.
Microaggressions can target any marginalised group identity, such as race, socioeconomic, gender, sexuality, nationality, citizenship, ability, etc. and can cause students to experience serious cognitive, behavioural, and emotional reactions, making it very difficult for them to learn.
These remarks and behaviours happen casually and often without any intended harm, but they do demonstrate that the initiator harbours an unconscious bias. Meanwhile, the person on the receiving end who belongs to the group discriminated against – be it because of their race, gender, sexual orientation, disability, or religion – is often left to suffer in silence.
As someone who wants to be a good ally to marginalised groups of young people who, as evidence reports, are overrepresented in their experiences of depression, anxiety, self-harm, and suicide compared to the general population, how can we do better as a community?
- How do i/you/we apologise after committing a microaggression?
- How and when should i/you /we try to make amends?
- And what's the best way to ensure that i/you/we do better in the future?
Be aware of implicit bias and stereotypes & where that can lead.
https://implicit.harvard.edu/implicit/Australia/takeatest.html
https://hbr.org/2020/07/youve-been-called-out-for-a-microaggression-what-do-you-do
Calling In vs Calling Out
There are moments when "calling someone out" is appropriate to stop words or actions that are actively hurting someone. But, often, it's effective to instead "call someone in." When we call someone in, we acknowledge we all make mistakes. We help someone discover why their behaviour is harmful and how to change it. And we do it with compassion, kindness and patience.
These conversations can be difficult, but I have come across a 5-step communications approach -- the B.U.I.L.D model – to help navigate these challenging conversations.
1. Benevolence
The first step of calling someone in is to have their best interest in hand while holding them accountable. Approach the conversation with respect and kindness yet remain firm in communicating the impact of their actions.
This approach helps create psychological safety. People feel respected and not on guard, thus more open to feedback and change. By giving them the benefit of the doubt, they know you have their back. You create the climate for vulnerability, mutual trust and respect. This is the foundation of inclusive communication.
2. Understanding
Practice deep listening to understand the facts of the situation, as well as the feelings and values of the individual. This will help you gain insight into the intentions behind their actions. This step requires listening in a way we don't often do in everyday life. As you listen, also be aware of your own biases and assumptions, as they can affect your understanding of the other person's intensions, feelings, and values.
3. Interacting
Get off autopilot and engage with curiosity – not pre-judgement – as your guide.
Take on the mindset of an investigative journalist by asking non-leading "what" and "how" questions: "What was your intention when you said ...?"
"How might the other person view this situation?"
"Tell me more."
4. Learning
The goal of calling someone in is to help them evolve. Acknowledge that mistakes happen. Correcting them requires expanding our reference points and understanding different perspectives and experiences.
If someone calls you out, think before you react. First, thank the person for sharing this valuable feedback with you. Second, think about their input. What does it mean? What will you do with it? Third, respond positively. Fourth, act on what you learn.
5. Delivery
This is when you put it all together into action. Often, the action includes providing constructive feedback and saying what needs to be said to the right person, at the right time and right place, respectfully, accurately, and clearly.
We can all benefit from being reminded that inclusion is a continuous, all-in practice, and "calling-in" conversations are one step forward in the right direction. Inclusion and belonging are key predictors of academic success and social and emotional resilience.
Next Steps
To develop and strengthen a culture that celebrates diversity and inclusion at Woodleigh, one where values and traditions learned through our community are shared, where social rules of behaviour and respect for self, others and the environment is the expectation, and not the exception, where everyone can flourish, let's call it in together.
Register for our upcoming Woodleigh P.E.P talk with Nevo Zisin on Wednesday 18th May @ 7pm (via zoom).
In Kindness,
DONNA NAIRN
Director of Counselling
The cast and crew of this year’s senior production, ‘Almost, Maine’, are excited to be able to give you an update about the school play. We have achieved a great deal in just two months, and we are on track to film a version that can be screened (as a Covid backup). In addition to weekly rehearsals at lunchtimes and after school, students have been working incredibly hard behind the scenes. Traditionally, staff have been responsible for finding props, making and painting the set, making or sourcing costumes, and writing or arranging the music. In this production, we have set out to empower and mentor students to take on each of these roles.
Set and Props
Maya Stubbs Y10 has sourced all the set pieces and props, and in true Woodleigh style, the cast and crew all lent a hand in the last two weeks of term and had a lot of fun helping to paint everything.
Costume
Indra Stubbs Y10 has worked with staff and the cast to finalise the costumes needed for the show. She has left no stone unturned, sourcing snow boots, ski goggles, a moth-eaten jumper and a tatty old coat. A big thanks to Zoe Heffernen Y9 for lending us some of the more specialised snow gear.
Photoshop projected backdrop
Jake Aronleigh Y11 has sourced copyright-free images and manipulated them for the series of night sky and northern light projected backdrops. Emma Cleine has kindly supported this process, working in PhotoShop to enhance the snowy scene and vibrant light effects.
Lighting
Carey Saunders and Kylie Stephenson have finalised the lighting design, creating the lighting states for each scene, ready for us to film.
Sound
Tommy Lewis Y11 has collected the majority of the sound effects for the show and is working with Anthony Bingham to create ambient bar noise for the ‘Sad and Glad’ scene.
Music
The northern lights “Magical Moment” vocal music was composed partway through last term. The Hall Tech students recorded the student musicians and mixed the sound to create a magical motif.
Milly Evenden Y11 has worked incredibly hard as the Student Musical Director. She has used the weekly lunchtime music rehearsals to shape and polish the 14 pieces of music composed for the show. All the music is original and it features the incredible musical talents of Rani Jones Y9, Milla Lee Y9, Tabi Plummer Y10, and Tayla Basso Y12.
Milla Lee Y9 has also written the lyrics and melody to a very beautiful and catchy song, ‘Love You So’, that will be recorded in the next couple of weeks. Keep an ear out for it. It will be featured in an upcoming Messenger and will be able to be found on Woodleigh’s social media.
Amy White is creating a short montage of kisses (from film and television) that will be played each time a couple need to kiss in a scene. This allows the production to be COVID safe for the actors!
Adelie Marshall Y12 has almost completed the animated snow globe titles for each scene. These add an extra magical element to the play. Adelie has also created a fabulous short animation that we’ll use to promote the show later this term. Keep an eye out on social media for it.
This will be an uplifting performance that is rated PG, and we are excited to announce that tickets are now on sale! The students are incredibly proud of their work. Book your seats now and support live theatre.
CAREY SAUNDERS & LUCY WHARINGTON
Directors
Photos by Lou Lou Burton Y12
BOOK NOWLive theatre is back at Woodleigh!
The Year 12 Drama Class of 2022 is presenting their VCE Ensemble Drama performance,
‘Christmas Downunder.’
‘Christmas Downunder’ is an original piece of theatre devised by the students. It is an entertaining, family-friendly show focusing on different perspectives of Christmas.
Seating is limited. Book your tickets today and don’t miss out!
Gold coin entry – all proceeds to our Community Partnerships.
Book Now