Woodleigh Messenger
- Coming Together: A Message from the Head of Campus
- We can do hard things
- Welcome to the VCE Journey
- Year 10 University Visit to Swinburne
- Year 9 and 10 Design
- Coastal Landscapes in Year 8 HUMS
- Australian Maths Competition Results
- In the navy: work experience reflection
- Fundraising success at our Cambodian Night
- សួស្តី / suostei / Hello from Cambodia!
- Performance Anxiety and/or Public Speaking Support in 2023
Coming Together: A Message from the Head of Campus
Last week, I had the opportunity to attend a wonderful conference in Jakarta, learning about Compassionate Systems Awareness. The Compassionate Systems Collective is a growing network of people, schools, and organisations globally who are committed to advancing change in education through an integrated focus on systems thinking, systems sensing, and social-emotional learning.
The goal of this ‘system’ is to nurture and develop people who can engage with complexity, embrace diversity and develop compassionate, collaborative approaches to addressing real-world challenges. The focus of their work aligns with Woodleigh’s mission - the purposeful development of creative, compassionate, skillful, and resilient young people who can thrive in an ever-changing world.
Our mission is both aspirational and a big challenge - not one we have a precise formula for as educators. However, what we do know is that feeling safe, loved, cared for and valued are vital to personal growth, learning and, most importantly, wellbeing. Without wellness, we cannot function optimally. The conference explored a series of measurable tools that can be implemented to promote a deeper sense of wellbeing in both our lives to create compassionate spaces. We can all lead, learn and interact with each other in a positive way to create a generative space for us all to grow.
Unfortunately, during my week offsite, I missed two key ‘live’ events – the Arty Market and our annual Perberkoong event. The Arty Market is a large-scale community event I have heard much about since starting at the School. Unfortunately, COVID-19 impacted its ability to run over the last couple years and, as you would all agree, it's an event that was clearly missed by everyone.
Perberkoong is our special end-of-year celebration where our students present live music and re-enact the nativity scene. The term ‘Perberkoong’ is unique term gifted to Woodleigh for this event by N’arweet Caroline Briggs, Senior Elder, Chairperson and Founder of the Boon Wurrung Foundation. Perberkoong means ‘Come Together’ in Boon Wurrung language. It’s a time for us to come together and celebrate a year in the life of Woodleigh; our achievements and our challenges, reflecting on our own journey as part of our school.
This year, the concept of ‘coming together’ has a more heartfelt meaning to us as a community. We endured the trials and tribulations of COVID restrictions in 2020/21. The opportunity to be together, unite and enjoy each other's company has been valued this year and this was particularly evident in the feedback about these two wonderful events. We are re-connecting as a society and the importance of coming together has become cherished and not taken for granted.
It has been wonderful to see Woodleigh come alive this year.
I wish you a safe and happy festive season with those you love. Take care and I look forward to reconnecting with you in 2023.
NATALIE McLENNAN
Head of Senior Campus
We can do hard things
Dear Families,
Congratulations! We have completed a full school year without lockdowns, online learning, disruption to planned experiences and activities, camps, productions, concerts, graduations, sport, exhibitions, community gatherings and so much more. We bounced back with enthusiasm, anticipation and hope. While 2020 to 2022 were unprecedented in the challenges we experienced, in 2023 we demonstrated our individual and shared resilience, and that we can do hard things.
The 2023 school year, in and of itself, has been a huge success and reflects a strong and positive mindset moving forward. This is not to suggest that 2023 has been without its challenges or that there won't be bumps in the road ahead that will require moments of tolerance of distress, compassion, and courage. This is life. And there will always be opportunities that facilitate personal growth if we see it with an optimistic lens.
Returning to a full school experience after the past two-year meant that we were not necessarily 'match fit'. The students were largely denied of opportunities to strengthen and develop their social and emotional capabilities, as developmental milestones which are best learned in relation to others, in real-time and space. As parents, the challenge was to let them go, to let them grow.
This reflection, it is also a gentle reminder as to why we are exhausted: students families, and staff.
“No one I know began this year on a full tank. Given the vicious onslaught of the previous two years (let’s just call it what it was) most of us dragged ourselves across the finish line of 2021 … frazzled, spent, running on aged adrenaline fumes …
We crawled into 2022 still carrying shock, trauma, grief, heaviness, disbelief… The memories of a surreal existence…
And then it began… The fastest hurricane year we could ever have imagined. Whether we have consciously processed it or not, this has been a year of more pressure, more stress, and a race to 'catch up' in all departments … Every. Single. One. Work, school, sports, relationships, life …
Though not intentionally aware, perhaps hopeful that the busier we are, the more readily we will forget… the more easily we will undo the emotional tangle… the more permanently we will wipe away the scarring wounds …
We can’t.
And attempts to re-create some semblance of “normal” on steroids while disregarding that for almost two years our sympathetic nervous systems were on full alert, has left our collective mental health in tatters. Our children and teens are not exempt. The natural by-product of fighting a hurricane is complete and utter exhaustion …
So before you begin questioning the absolutely depleted and wrung-dry state you are in- Pause. Breathe. Remind yourself of who you are and what you have endured. And then remind yourself of what you have overcome.
Despite it all, you’re still going. (Even on the days you stumble and find yourself face down in a pile of dirt).
Understanding brings compassion …
Most of the world’s citizens are in need of a little extra TLC at the moment. Most are donning invisible “Handle with care” posters around their necks and “Fragile” tattoos on their bodies …
Instead of racing to the finish line of this year, tread gently. Go slowly.
Amidst the chaos, find small pockets of silence. Find compassion. Allow the healing. And most of all … Be kind. There’s no human being on earth who couldn’t use just a little bit more of the healing salve of kindness."
In closing, I wish to acknowledge all members of the counselling team, Alison, Henry and Aviv, for their efforts and unwavering commitment to supporting the young people in our care. I also want to share, that after almost six years of service at Woodleigh, Henry Bell is moving on to take up a similar role in a school closer to home. Whilst we will miss him, we only have admiration and respect for his contribution to our team, school, and community, and wish him all the very best for the next chapter.
May you all have a restorative, relaxing, and safe break and I look forward to the shape of things to come next year.
In gratitude,
DONNA NAIRN
Director of Counselling
Welcome to the VCE Journey
We welcome into the VCE journey families and students who are undertaking a VCE subject for the first time. Our Senior Years Handbook can be downloaded here. Please take some time to read this and hopefully we’ve managed to answer many of the questions that some of you may have. This will also be made available on SEQTA Engage under Documents.
The VCAA and VTAC websites also have some excellent informational clips on Study Scores and the ATAR. As can be expected, there are a number of variations that can apply to an individual’s VCE pathway and it is not possible to cover them all here.
VCE Results 2022 and Change of Preference
Students who have completed at least one Unit 3 & 4 subject in 2022 will be able to access their results on Monday 12 December. To view your results online, log on to resultsandatar.vic.edu.au using the instructions provided there.
VCE 2023 Orientation Week and First Day 2023
During the week 28 November - 2 December, our Year 10 and 11 students, and any Year 9s with an accelerated subject, will move into their 2023 Units 1 & 2 and Units 3 & 4 classes. This week is vital preparation for 2023 and all studies will be set some holiday homework tasks to be completed over the break. This work is designed to provide students with the best start they can have to their next VCE Units, and it is recommended that engaging with this preparatory work is best spread out over a number of weeks, rather than left to a few days before the return to school.
Tuesday 31 January 2023: Day 1 for Unit 3 and 4 Studies 2023(Day Zero)
On Tuesday 31 January 2023 the school year will begin for both our Year 7 and also our VCE Unit 3 and 4 students (note that this does include all Year 11s doing a Unit 3 and 4 subject). A special 6 lesson program will operate on this day whereby all Unit 3 and 4 classes will run one class each. The timetable for the day will be emailed as soon as it is finalised which will likely be in late January – it is expected that all Unit 3 and 4 students attend on this day.
VET studies 2023
By this stage most VET studies have been confirmed for next year. Those that have not received confirmation of their course will do so as soon as we receive information. The cost of VET courses is still yet to be confirmed by several of our providers, but no major cost increases have been forecast by our providers at this stage.
It is important that students inform us of any issues they are having with their VET courses as soon as possible next year. If there is a problem we need to be able to act quickly so that changes can be made before we get too far into the year. Once we get to March our choices are limited in what can be changed.
Special Exam Arrangements – applications to the VCAA through the school
Special Examination Arrangements (SEA) may be approved for students with disabilities, illnesses or other circumstances that affect their ability to access a VCE external assessment i.e a Unit 3 & 4 subject exam and/or the GAT. Disability and/or illness does not automatically entitle a student to Special Examination Arrangements.
Special Examination Arrangements applications are made to the VCAA through the student’s school and must be endorsed by the principal. Such applications will be considered by the VCAA in accordance with its policies. The VCAA considers each application for Special Examination Arrangements on the basis of independent professional and/or educational and academic assessments, any school-based evidence and recommendations provided with the application, and the VCAA’s assessment.
Students are eligible for Special Examination Arrangements if it can be demonstrated that their capacity to access a VCE external assessment is impaired due to one or more of the following:
- Mental health conditions
- Health impairment or physical disability
- Specific learning disorders
- Language disorder
- Motor coordination disorders
- Deaf and hard of hearing
- Vision impairment
There is specific paperwork that must be completed, some of which must be done by an external professional (ie a GP, psychologist, psychiatrist, paediatrician etc). Please contact the school should you wish to be emailed this documentation as we appreciate that appointments are difficult to obtain. Students have been extensively briefed on this requirement as well and are encouraged to chat with the school about the process.
The closing date for these applications to be returned to school is Thursday 6 April. No further extensions can or will be granted beyond this date – this is a VCAA mandated deadline that the school has no control over.
New VCE Coordinator for 2023
We also wish to inform students and parents that Gina Bolch will be taking over the role of VCE Coordinator from 2023. All future VCE queries should be directed to Gina or Haydn Flanagan.
After what has been a challenging period throughout the last three years, it has been refreshing to see the school come a little more alive this year as we collectively move forward.
BRYN BOWEN
Acting VCE Coordinator
Year 10 University Visit to Swinburne
Today at Swinburne Uni we were able to experience two different workshops. I went to the statistics workshop and then business. At the business workshop, we learned about the different concepts needed to run a fail-proof business because one problem can cause many more. Also, we discussed ideology and created different concepts with Lego. In between we went on a tour around the campus.
HUGO BRANCATISANO
Year 10
On a day trip to Swinburne, all Year 10s participated in two workshops and did a tour. I did design and engineering. In engineering, which was my first workshop of the day we designed bionic hands using straws, string, and tape we learned about medical engineering and how it is used in treatments. We then did a tour around the grounds and saw a lecture hall, mock court, and other classes and labs. After a lunch break, we headed back into the classroom. In the design class we thought out ways to make phones more sustainable and pitched our ideas.
It was a great experience of university life that helped us to further understanding our opportunities in the future. We have now done three visits to universities and explored many different areas of further study. These visits have helped us understand the expectations of university and inspired us to explore new areas.
PIPPA REMATO
Year 10
Throughout the year, the Year 10s have been visiting several different universities such as Swinburne, Deakin, and Monash to start to think about what comes after school. These trips have helped us learn and plan about the many different choices we can take after school; the opportunities are limitless. My favourite experience was seeing Monash Clayton Campus and being able to walk around and see all the amazing chances you can have once school is done. This has been a highlight of my year and I can't wait to go back.
I think for future years a trip to Melbourne University would be great instead of Swinburne or a full day at Monash because many people said they liked Deakin more because we didn't get a tour of Monash and get to see much.
ANDRE NASH
Year 10
Year 9 and 10 Design
Semester 2 saw year 9 and 10 students complete the design subjects Environmental Design and Visual Communication and Design.
The Year 9/10 Environmental design subject introduced students to technical drawing. They experienced practical design drawing skills to complete architectural floorplans, industrial design applications and landscape design plans. These drawing techniques facilitated their understanding of ‘spacial awareness’ whilst using design tools and techniques needed to structure their imagery.
The Year 10 Visual Communication and design subject introduced students to the world of graphic design skills and techniques applicable for advertising and packaging. Cropping, figure-ground and type were a mere selection of the many design elements and principles explored by the students in great depth to aid the development of their creative ideas.
LISA MacDONALD
Art & Design Teacher
Coastal Landscapes in Year 8 HUMS
In Year 8 Humanities students have been looking at coastal landscapes and the natural forces that help to shape them. Recently, they were tasked with the challenge of creating a 3D model that explained the formation of ‘stacks’.
KATE HADLEY and TOM RYAN
HUMS Teachers
ANTHONY PRITCHARD
Year 8
MAX RITTERS and WILL DAVIDSON
Year 8
INDI KAUFMANN
Year 8
Australian Maths Competition Results
This year 86 of our strongest Maths students participated in the Australian Maths Competition – a very challenging task attempted by thousands of students around the country. Congratulations to all involved.
A particular mention goes to Hywel Matthews (Year 8) who achieved a High Distinction, placing him in the top 3% of participants.
Special recognition also goes to the following students who were awarded a Distinction certificate placing them in the top 20% of participants around the country:
Year 7: Henry Brown, Oliver Edwards, Thomas Gallop, Rhyden Holmes, Xavier Kavanagh, Harvey Whinney
Year 8: Angelo Phipps
Year 9: Griff Matthews
Year 10: Tahran Holmes, Alex Maxwell
CAM McINDOE
Maths Learning Area Leader
In the navy: work experience reflection
In week seven I went to HMAS Cerberus to participate in work experience with the Navy. The program went on for 4 days. Along with 15 other students varying in age from 15 to 17, we experienced many things all around the base.
Each day we got to visit a different building on base and talk to the instructors and people who work there. They explained all about their jobs, experiences, and told stories about their time served in the navy. The jobs we heard about varied from engineers and marine technicians, to officers and recruit instructors. To finish off the week we got to visit the recruit school and the 4 S’s school (SSSS), where we learned how to put out fires on a boat with extinguishers and fire hoses and then went into a flood simulator building. We also participated in various sport sessions that included swimming, obstacle courses, and rock climbing. This work experience week helped me clarify whether or not I want to pursue a job in the navy and helped me to decide which jobs I would consider having.
CHARLOTTE THURSTON
Year 9
Fundraising success at our Cambodian Night
The Senior Campus hall was full to the brim for our Annual Cambodian Music Night to raise vital funds for our friends Chumkriel Language School, in Kampot, Cambodia. A massive thank you to the amazing staff who helped put the night together, to the student performers for putting on a great show, and to the wider community for their donations of raffle items and money. A whopping $6000 was raised on the night, which has funded 16 new laptop computers for our friends at Chumkriel.
Thanks also go to Frankston North Rotary Club for their generous donation to CLS.
សួស្តី / suostei / Hello from Cambodia!
After a 26-hour door-to-door journey, we arrived exhausted, but happy, in Kampot, Cambodia.
Our first day at Chumkriel Language School was met with much anticipation, and Mr Thy, the school director, was extremely grateful to receive all 16 laptops, bags, mouse pads, and mice. The laptops are now being loaded with software and will be ready for student use early next week. This year’s education theme for our Woodleigh students relates to the importance of reducing plastic waste, so our students have been busily creating lessons, games, songs, and worksheets which help to reinforce this message.
If you are interested in following along with our journey, please click here for the photo album – which will be added to daily. Woodleigh students are also creating a daily blog, and each day a different student will reflect & report on their experience. To follow the blog, please Click here.
We are so grateful for this opportunity, and would like to thank everyone for the huge team effort in making this trip a possibility.
PAIGE STROUTS
Teacher
Performance Anxiety and/or Public Speaking Support in 2023
In 2023, Woodleigh School is offering specialised tuition for students who are shy or anxious about public speaking, or for those who experience performance anxiety in different settings. The two programmes: Public Speaking and Performance Anxiety/Presentation Skills are tailored specifically to support the learning style, interests and needs of each student.
Public Speaking:
The central aim is to support all students, regardless of age or experience, to feel more confident presenting to an individual, class or larger audience. Students wishing to extend their public speaking skills will explore the fundamental techniques needed to connect with and communicate effectively with an audience, including preparing text, writing speeches, breathing, presence, muscularity/articulation and resonance.
Performance Anxiety and Presentation Skills:
Those wishing to address performance anxiety or develop their presentation skills, will learn and practice a range of strategies to support their ability to think clearly and optimise their performance in exams, auditions, job/university interviews or in performances. A range of techniques, drawing from Alexander Technique and those taught at Julliard and the University of Melbourne are at the core of this work.
The programmes are offered as part of the Senior Campus specialist and instrumental music program, allowing students to attend a 40 minute lesson once a week. Students not wishing to commit for a full year’s tuition can enrol for a single term.
Enrolment forms can be found on SEQTA or by visiting the music office – see Jo Corbel jcorbel@woodleigh.vic.edu.au
LUCY WHARINGTON
Voice teacher
Dear Families,
Congratulations! We have completed a full school year without lockdowns, online learning, disruption to planned experiences and activities, camps, productions, concerts, graduations, sport, exhibitions, community gatherings and so much more. We bounced back with enthusiasm, anticipation and hope. While 2020 to 2022 were unprecedented in the challenges we experienced, in 2023 we demonstrated our individual and shared resilience, and that we can do hard things.
The 2023 school year, in and of itself, has been a huge success and reflects a strong and positive mindset moving forward. This is not to suggest that 2023 has been without its challenges or that there won't be bumps in the road ahead that will require moments of tolerance of distress, compassion, and courage. This is life. And there will always be opportunities that facilitate personal growth if we see it with an optimistic lens.
Returning to a full school experience after the past two-year meant that we were not necessarily 'match fit'. The students were largely denied of opportunities to strengthen and develop their social and emotional capabilities, as developmental milestones which are best learned in relation to others, in real-time and space. As parents, the challenge was to let them go, to let them grow.
This reflection, it is also a gentle reminder as to why we are exhausted: students families, and staff.
“No one I know began this year on a full tank. Given the vicious onslaught of the previous two years (let’s just call it what it was) most of us dragged ourselves across the finish line of 2021 … frazzled, spent, running on aged adrenaline fumes …
We crawled into 2022 still carrying shock, trauma, grief, heaviness, disbelief… The memories of a surreal existence…
And then it began… The fastest hurricane year we could ever have imagined. Whether we have consciously processed it or not, this has been a year of more pressure, more stress, and a race to 'catch up' in all departments … Every. Single. One. Work, school, sports, relationships, life …
Though not intentionally aware, perhaps hopeful that the busier we are, the more readily we will forget… the more easily we will undo the emotional tangle… the more permanently we will wipe away the scarring wounds …
We can’t.
And attempts to re-create some semblance of “normal” on steroids while disregarding that for almost two years our sympathetic nervous systems were on full alert, has left our collective mental health in tatters. Our children and teens are not exempt. The natural by-product of fighting a hurricane is complete and utter exhaustion …
So before you begin questioning the absolutely depleted and wrung-dry state you are in- Pause. Breathe. Remind yourself of who you are and what you have endured. And then remind yourself of what you have overcome.
Despite it all, you’re still going. (Even on the days you stumble and find yourself face down in a pile of dirt).
Understanding brings compassion …
Most of the world’s citizens are in need of a little extra TLC at the moment. Most are donning invisible “Handle with care” posters around their necks and “Fragile” tattoos on their bodies …
Instead of racing to the finish line of this year, tread gently. Go slowly.
Amidst the chaos, find small pockets of silence. Find compassion. Allow the healing. And most of all … Be kind. There’s no human being on earth who couldn’t use just a little bit more of the healing salve of kindness."
In closing, I wish to acknowledge all members of the counselling team, Alison, Henry and Aviv, for their efforts and unwavering commitment to supporting the young people in our care. I also want to share, that after almost six years of service at Woodleigh, Henry Bell is moving on to take up a similar role in a school closer to home. Whilst we will miss him, we only have admiration and respect for his contribution to our team, school, and community, and wish him all the very best for the next chapter.
May you all have a restorative, relaxing, and safe break and I look forward to the shape of things to come next year.
In gratitude,
DONNA NAIRN
Director of Counselling
We welcome into the VCE journey families and students who are undertaking a VCE subject for the first time. Our Senior Years Handbook can be downloaded here. Please take some time to read this and hopefully we’ve managed to answer many of the questions that some of you may have. This will also be made available on SEQTA Engage under Documents.
The VCAA and VTAC websites also have some excellent informational clips on Study Scores and the ATAR. As can be expected, there are a number of variations that can apply to an individual’s VCE pathway and it is not possible to cover them all here.
VCE Results 2022 and Change of Preference
Students who have completed at least one Unit 3 & 4 subject in 2022 will be able to access their results on Monday 12 December. To view your results online, log on to resultsandatar.vic.edu.au using the instructions provided there.
VCE 2023 Orientation Week and First Day 2023
During the week 28 November - 2 December, our Year 10 and 11 students, and any Year 9s with an accelerated subject, will move into their 2023 Units 1 & 2 and Units 3 & 4 classes. This week is vital preparation for 2023 and all studies will be set some holiday homework tasks to be completed over the break. This work is designed to provide students with the best start they can have to their next VCE Units, and it is recommended that engaging with this preparatory work is best spread out over a number of weeks, rather than left to a few days before the return to school.
Tuesday 31 January 2023: Day 1 for Unit 3 and 4 Studies 2023(Day Zero)
On Tuesday 31 January 2023 the school year will begin for both our Year 7 and also our VCE Unit 3 and 4 students (note that this does include all Year 11s doing a Unit 3 and 4 subject). A special 6 lesson program will operate on this day whereby all Unit 3 and 4 classes will run one class each. The timetable for the day will be emailed as soon as it is finalised which will likely be in late January – it is expected that all Unit 3 and 4 students attend on this day.
VET studies 2023
By this stage most VET studies have been confirmed for next year. Those that have not received confirmation of their course will do so as soon as we receive information. The cost of VET courses is still yet to be confirmed by several of our providers, but no major cost increases have been forecast by our providers at this stage.
It is important that students inform us of any issues they are having with their VET courses as soon as possible next year. If there is a problem we need to be able to act quickly so that changes can be made before we get too far into the year. Once we get to March our choices are limited in what can be changed.
Special Exam Arrangements – applications to the VCAA through the school
Special Examination Arrangements (SEA) may be approved for students with disabilities, illnesses or other circumstances that affect their ability to access a VCE external assessment i.e a Unit 3 & 4 subject exam and/or the GAT. Disability and/or illness does not automatically entitle a student to Special Examination Arrangements.
Special Examination Arrangements applications are made to the VCAA through the student’s school and must be endorsed by the principal. Such applications will be considered by the VCAA in accordance with its policies. The VCAA considers each application for Special Examination Arrangements on the basis of independent professional and/or educational and academic assessments, any school-based evidence and recommendations provided with the application, and the VCAA’s assessment.
Students are eligible for Special Examination Arrangements if it can be demonstrated that their capacity to access a VCE external assessment is impaired due to one or more of the following:
- Mental health conditions
- Health impairment or physical disability
- Specific learning disorders
- Language disorder
- Motor coordination disorders
- Deaf and hard of hearing
- Vision impairment
There is specific paperwork that must be completed, some of which must be done by an external professional (ie a GP, psychologist, psychiatrist, paediatrician etc). Please contact the school should you wish to be emailed this documentation as we appreciate that appointments are difficult to obtain. Students have been extensively briefed on this requirement as well and are encouraged to chat with the school about the process.
The closing date for these applications to be returned to school is Thursday 6 April. No further extensions can or will be granted beyond this date – this is a VCAA mandated deadline that the school has no control over.
New VCE Coordinator for 2023
We also wish to inform students and parents that Gina Bolch will be taking over the role of VCE Coordinator from 2023. All future VCE queries should be directed to Gina or Haydn Flanagan.
After what has been a challenging period throughout the last three years, it has been refreshing to see the school come a little more alive this year as we collectively move forward.
BRYN BOWEN
Acting VCE Coordinator
Today at Swinburne Uni we were able to experience two different workshops. I went to the statistics workshop and then business. At the business workshop, we learned about the different concepts needed to run a fail-proof business because one problem can cause many more. Also, we discussed ideology and created different concepts with Lego. In between we went on a tour around the campus.
HUGO BRANCATISANO
Year 10
On a day trip to Swinburne, all Year 10s participated in two workshops and did a tour. I did design and engineering. In engineering, which was my first workshop of the day we designed bionic hands using straws, string, and tape we learned about medical engineering and how it is used in treatments. We then did a tour around the grounds and saw a lecture hall, mock court, and other classes and labs. After a lunch break, we headed back into the classroom. In the design class we thought out ways to make phones more sustainable and pitched our ideas.
It was a great experience of university life that helped us to further understanding our opportunities in the future. We have now done three visits to universities and explored many different areas of further study. These visits have helped us understand the expectations of university and inspired us to explore new areas.
PIPPA REMATO
Year 10
Throughout the year, the Year 10s have been visiting several different universities such as Swinburne, Deakin, and Monash to start to think about what comes after school. These trips have helped us learn and plan about the many different choices we can take after school; the opportunities are limitless. My favourite experience was seeing Monash Clayton Campus and being able to walk around and see all the amazing chances you can have once school is done. This has been a highlight of my year and I can't wait to go back.
I think for future years a trip to Melbourne University would be great instead of Swinburne or a full day at Monash because many people said they liked Deakin more because we didn't get a tour of Monash and get to see much.
ANDRE NASH
Year 10
Semester 2 saw year 9 and 10 students complete the design subjects Environmental Design and Visual Communication and Design.
The Year 9/10 Environmental design subject introduced students to technical drawing. They experienced practical design drawing skills to complete architectural floorplans, industrial design applications and landscape design plans. These drawing techniques facilitated their understanding of ‘spacial awareness’ whilst using design tools and techniques needed to structure their imagery.
The Year 10 Visual Communication and design subject introduced students to the world of graphic design skills and techniques applicable for advertising and packaging. Cropping, figure-ground and type were a mere selection of the many design elements and principles explored by the students in great depth to aid the development of their creative ideas.
LISA MacDONALD
Art & Design Teacher
In Year 8 Humanities students have been looking at coastal landscapes and the natural forces that help to shape them. Recently, they were tasked with the challenge of creating a 3D model that explained the formation of ‘stacks’.
KATE HADLEY and TOM RYAN
HUMS Teachers
ANTHONY PRITCHARD
Year 8
MAX RITTERS and WILL DAVIDSON
Year 8
INDI KAUFMANN
Year 8
This year 86 of our strongest Maths students participated in the Australian Maths Competition – a very challenging task attempted by thousands of students around the country. Congratulations to all involved.
A particular mention goes to Hywel Matthews (Year 8) who achieved a High Distinction, placing him in the top 3% of participants.
Special recognition also goes to the following students who were awarded a Distinction certificate placing them in the top 20% of participants around the country:
Year 7: Henry Brown, Oliver Edwards, Thomas Gallop, Rhyden Holmes, Xavier Kavanagh, Harvey Whinney
Year 8: Angelo Phipps
Year 9: Griff Matthews
Year 10: Tahran Holmes, Alex Maxwell
CAM McINDOE
Maths Learning Area Leader
In week seven I went to HMAS Cerberus to participate in work experience with the Navy. The program went on for 4 days. Along with 15 other students varying in age from 15 to 17, we experienced many things all around the base.
Each day we got to visit a different building on base and talk to the instructors and people who work there. They explained all about their jobs, experiences, and told stories about their time served in the navy. The jobs we heard about varied from engineers and marine technicians, to officers and recruit instructors. To finish off the week we got to visit the recruit school and the 4 S’s school (SSSS), where we learned how to put out fires on a boat with extinguishers and fire hoses and then went into a flood simulator building. We also participated in various sport sessions that included swimming, obstacle courses, and rock climbing. This work experience week helped me clarify whether or not I want to pursue a job in the navy and helped me to decide which jobs I would consider having.
CHARLOTTE THURSTON
Year 9
The Senior Campus hall was full to the brim for our Annual Cambodian Music Night to raise vital funds for our friends Chumkriel Language School, in Kampot, Cambodia. A massive thank you to the amazing staff who helped put the night together, to the student performers for putting on a great show, and to the wider community for their donations of raffle items and money. A whopping $6000 was raised on the night, which has funded 16 new laptop computers for our friends at Chumkriel.
Thanks also go to Frankston North Rotary Club for their generous donation to CLS.
After a 26-hour door-to-door journey, we arrived exhausted, but happy, in Kampot, Cambodia.
Our first day at Chumkriel Language School was met with much anticipation, and Mr Thy, the school director, was extremely grateful to receive all 16 laptops, bags, mouse pads, and mice. The laptops are now being loaded with software and will be ready for student use early next week. This year’s education theme for our Woodleigh students relates to the importance of reducing plastic waste, so our students have been busily creating lessons, games, songs, and worksheets which help to reinforce this message.
If you are interested in following along with our journey, please click here for the photo album – which will be added to daily. Woodleigh students are also creating a daily blog, and each day a different student will reflect & report on their experience. To follow the blog, please Click here.
We are so grateful for this opportunity, and would like to thank everyone for the huge team effort in making this trip a possibility.
PAIGE STROUTS
Teacher
In 2023, Woodleigh School is offering specialised tuition for students who are shy or anxious about public speaking, or for those who experience performance anxiety in different settings. The two programmes: Public Speaking and Performance Anxiety/Presentation Skills are tailored specifically to support the learning style, interests and needs of each student.
Public Speaking:
The central aim is to support all students, regardless of age or experience, to feel more confident presenting to an individual, class or larger audience. Students wishing to extend their public speaking skills will explore the fundamental techniques needed to connect with and communicate effectively with an audience, including preparing text, writing speeches, breathing, presence, muscularity/articulation and resonance.
Performance Anxiety and Presentation Skills:
Those wishing to address performance anxiety or develop their presentation skills, will learn and practice a range of strategies to support their ability to think clearly and optimise their performance in exams, auditions, job/university interviews or in performances. A range of techniques, drawing from Alexander Technique and those taught at Julliard and the University of Melbourne are at the core of this work.
The programmes are offered as part of the Senior Campus specialist and instrumental music program, allowing students to attend a 40 minute lesson once a week. Students not wishing to commit for a full year’s tuition can enrol for a single term.
Enrolment forms can be found on SEQTA or by visiting the music office – see Jo Corbel jcorbel@woodleigh.vic.edu.au
LUCY WHARINGTON
Voice teacher