Ad Astra - COVID-19 Rising to the challenge of learning remotely - The Geelong College
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Ad Astra Issue No 138 | June 2020
COVID-19
Rising to the challenge
of learning remotely
Exploring our new Junior School Campus
From the Editor
2020 so far has been a great period of learning for
all of us as the COVID-19 pandemic saw us close
our doors. The only other time The Geelong College
was closed was for one month in 1919 due to the
Spanish flu pandemic when there were restrictions on
gatherings greater than 20 people. The College moved
to a Remote Learning platform in the last week of Term
1 and through a staged approach we welcomed all
students back to face-to-face learning on Tuesday 9
June.
It has been a challenging time. We have all had to
adapt, be it to Remote Learning or working from home,
and we have changed our lifestyles and learned the
importance of connection, even if it is virtual. Our
teachers, staff and students have been exemplary
throughout and we know that what we have learned will
help us tackle the future with confidence. COVID-19
has impacted people in so many ways. Now is the time
to connect with your community, reach out if you need
help and remember to take care of yourselves and one
another.
In this edition you will read articles that were written at
the heart of the pandemic, and others completed as
our students moved back to campus, and life returned
to some semblance of normality. It is a very different
magazine to what we expected to deliver, but we hope
you love it regardless.
Stay safe!
Mike Howell,
Director of Community Relations
Editorial Team Design
Emma Chandler Nicole Roache Emma Chandler Reconciliation
Mike Howell Niki Nurnaitis Sam McIntosh
Action Plan
Contributors Last term, the College’s
Melissa Barnes Jess Henderson Ben Robbins Reconciliation Action Plan was
Phillip Bohun Deb Hynes Caroline Stok published.
Simon Bones Mike Howell Marita Seaton RE CO NC ILI
AT IO N AC TI
ON PL AN
Jen Chiu Thane Joske Dr Hugh Seward We now have a collaborative,
Georgie Cullen Peter Lawson Matthew Thacker comprehensive road map for
Lachy Bowker Andrea McGuckan Stephanie Williams our continuing commitment to
Iona Bulford Dr Peter Miller Sondra Wood Reconciliation.
Emma Chandler Peter Moran Steve Wright
Gerard Donovan Richard Morris To download a copy, please visit:
Emily FitzSimons Michael Pan www.cutt.ly/rec-plan or scan the QR code
Joan Gill Jaden Pawsey with your device.
2 Ad Astra Issue No 138
In this edition
Senior School Our College
14 A celebration of our 2019 Year 12 results 4 With disruption comes opportunity
A message from Chair of Council, Dr Hugh Seward AM.
20 Creating cultures of thinking
6
The Remote Learning experience
21 To Canada and back again A message from Principal, Dr Peter Miller.
22 Disturbing, masterful theatre 8 Leadership through 2020’s challenges
26 Not your ordinary school camp 10 The importance of resilience
28 Big-screen break for Edwina 12 Learning during these unprecedented times
23 A faith response to COVID-19
30 Leading where you live
Middle School 32 School activities
24 A coordinated approach to learning 35 Rising to the challenge of learning remotely
in Middle School 42 Staff farewells
40 Flexibility in the wake of unexpected 67 Days like these
change
Our Community
Junior School 41 Mentoring: a ‘win’ for all
16 A learning space that connects our 44 Foundation President’s Report
past & present 46 2019 Donor List
18 Citizens of Change 47 A lasting legacy
48 Junior School retrospective 50 OGCA President’s Report
52 OGC News
55 Albert Bell Club News
Cover image: Junior School students, Vivienne Wilson 57 Prestigious recognition of outstanding service
and Arthur Hill, exploring the mud kitchen.
58 Farewells
Above image: Middle School students Amelia
59 Old Geelong Football Club News
Christian and Emily Gilchrist collecting herbs in the
Year 4 Enviro Garden. 60 Events
With disruption
comes opportunity
DR HUGH SEWARD AM (OGC 1966), CHAIR OF COUNCIL
Over the last few years, it has become abundantly clear that we live in an age
of disruption but at no time did we anticipate 2020 would deliver the greatest
disruptor of our time: COVID-19
Information technology, including of the new Campbell House, our students of The Geelong College
tools such as the many modes of extraordinary new Junior School will eventually experience the joy of
social media, have altered the way facilities. learning in this revolutionary complex
we live our lives. These are great of buildings.
These marvelous buildings sit mostly
communication advances to connect
empty as the College embarks on a Five years ago, the School Council
people and spread knowledge.
period of online learning as we all, made a decision seemingly at odds
In a few short months, we have seen together, endeavour to manage the with many independent schools in
our creative skills extended to using spread of a viciously infective virus. Australia. As we planned our next 20
information technology to maintain years of building needs, we prioritised
So uncertain is the future at the time
our social structures, communication, building a state-of-the-art space for
I write this article that I cannot predict
work, and education delivery at a junior learning, while many of our
if, by the time of publication, the
time where isolation has imposed collegiate schools built senior gyms,
teaching and learning spaces will see
unfathomable change and when the learning hubs, libraries and other
the excited bustle of young students
future has never been so uncertain. facilities.
exploring their new domain, or will
The pandemic has arrived just as we remain unused. But, what is certain is We of course need these too, and they
are about to celebrate the opening that this period will pass. The youngest will follow, although given the current
4 Ad Astra Issue No 138
uncertainty and financial stresses, their its well-worn stairs bearing the mark the inventiveness and dedication our
delivery will be for a more distant future and tradition of previous generations. staff have displayed to their completely
than we originally planned. The renewal process has ensured this revolutionised job.
tradition now houses remodelled and
The Council decided to prioritise junior As we all continue to adapt to the
contemporary learning spaces for our
learning for two reasons. Firstly our disruptive effects of this global
current students.
delightful village cluster of original pandemic we must take up the
Campbell House buildings, and Our dream to fulfill our Master Plan of challenge to review and reassess. Our
remodelled portables, could not cope newly created teaching zones to add to community has been hit hard. Some
with the rising demand for student the old will be delayed for an indefinite parents may have been insulated
places. period as both our school and our from a financial hit, others have had
community reels in the throes of their business model devastated or
Secondly, our desire to dramatically
pandemic recovery. Now, the gradual employment lost. The school will
embrace and develop the Geelong
low-cost Cloisters renewal program endeavour to support all families in
College’s model of Regio Emillio
becomes even more important to their desire to keep their children
education to its full potential required
enrolled at our school.
improved facilities.
“As we all continue to adapt to the We have instituted a number
The investment, we anticipate, will
bring educational opportunities
disruptive effects of this global pandemic of strategies, with general fee
we must take up the challenge to review reduction and special provisions,
to develop our youngest students
to help those who require support
into the most able and versatile and reassess.”
in order to reduce the disruption
learners.
for students, especially those in
progress.
Our Junior School staff have recently their latter years.
been recognised with awards for their While we wait for the opportunity to
But the School Council also realises
educational leadership. Now, with our return to our normal approach to at-
that our financial model is challenged.
exceptionally talented and dedicated school teaching, I must acknowledge
We cannot rely on simply trimming
staff, combined with the extraordinary the magnificent work of our staff,
around the edges. Now is a time to
buildings designed by our acclaimed from ELC to Year 12, for using their
completely reassess how we manage
alumni architect John Wardle and his creative skills and ingenuity to rapidly
our school, how we deliver our
team, our students can now experience deliver an at-home and online model of
Geelong College model of an all-round
an education that will bear fruit education.
education, desired by our families and
throughout their lives.
Led by Dr Miller and the Executive recognised by our alumni. This is now
At the same time that we have been team they have worked incredibly hard an urgent piece of work that will involve
building our new Campbell House, we from the middle of Term 1 to prepare, financial, educational, recreational and
have undertaken a renewal process then throughout the term holidays administrative staff, along with policy
of our Senior School Cloisters to further develop, our school’s new direction from the Council.
classrooms. approach to teaching.
Disruption is a challenge, but not a
The Cloisters are seen by many as We are yet to see how the remainder of threat, and it creates an opportunity to
our jewel-in-the-crown space, a green the year progresses, especially for our innovate, create and use courage to
heart in the centre of the school, with VCE students, but I remain inspired by design a better future.
News from Council
Tour of Junior School Kim Peake & Bridgette Kelly
Brad Carr, Project Manager led a tour of Junior School for the Geelong College We welcome Kim Peake (OGC 1990) and
Council.
Bridgette Kelly (OGC 1997) as new members
of The Geelong College Council.
Ad Astra Issue No 138 5
The Remote Lear
DR PETER MILLER, PRINCIPAL
The circumstances of the first half of this year have been highly
unusual. The word “unprecedented” has been exhausted as we have
moved through the rapidly changing landscape resulting from the
COVID-19 virus.
All aspects of our lives and the opportunities for excellence and However, the moment required a
livelihoods of many have been great success. This is not easy to do revolution in the approach to enable us
significantly influenced by the COVID-19 when you are looking to move into to provide education for our students
pandemic because of restriction on unchartered waters. across College using a Remote
movement, face-to-face interaction Learning model.
The decision to transition to Remote
and the functioning of schools in their
Learning proved to be timely because There have been many logistical
normal manner.
it enabled us to provide a relatively challenges and considerations with
The decision to move to Remote uninterrupted transition from our normal Remote Learning. At the time of writing
Learning was announced to the College operations. The energy, skill, expertise this article it is clear to me that we
community on Wednesday 18 March. and professionalism of teaching and can “do” Remote Learning here. We
The need for this was apparent to the support staff was outstanding. An have the tools, expertise, agility in staff
College Executive team ahead of the extraordinary level of innovation and and resources as well as the desire to
significant disruptions anticipated to creativity was achieved by all. In some enable student learning. The largest
schooling. From the outset, the principle ways, we have been moving towards challenge for us is to ensure we do it
concern has been to endeavour to this moment for many years through well.
provide our students with continuity of the integration of ICT into classroom
meaningful educational experiences, practice, systems and procedures.
6 Ad Astra Issue No 138
rning experience
Case Study: Remote Learning at The Geelong College
Review, evaluation and improvement
of the Remote Learning approach is
research at College this term while the
Remote Learning approach has been
Principal’s News
important. The experiences of students, in place.
staff and parents are all important in
As Principal, a teacher and educational
this process.
researcher, I have been very excited
As an institution serious about learning to establish and oversee this research
and improvement in our professional project as a case study of The Geelong
practice we have devised a number of College. The project has provided rich
ways to collect information from the
information “We need to recognise the students themselves
to assist in “why” with technology rather which has been shared
this process. with teachers, guiding
We receive
than to be carried away with their practice in
information from the “what” it can do.” Remote Learning. Senior School House Swimming
parents and staff Held in the College Recreation Centre, the
This project has been 2020 winners were Wettenhall House.
quite freely.
a working model for all
Strangely, Central research of us about education in
information from questions: a contemporary context.
students of their It has required reflection
1. W hat is the experience of
experience does on experiences and
Remote Learning like for
not happen so will shape our actions
students?
naturally in schools. into the future. It has
Therefore, we have 2. H ow do students think served to simultaneously
embarked on a we can improve their extend both agility
research project to experience of Remote and engagement in
collect information Learning? professional practice.
from the students This project has also
in Years 4 to 12 in positioned students Student Leadership
which the students at the centre of the Peter Miller with School Captains Matthew
are able to share their experiences questions and methodology. Thacker and Georgie Cullen, and Vice-Captains
of Remote Learning. This research Charlie Lazzaro and Annabel Unkenstein.
The innovations we have witnessed
project will be a case study of student
in recent months have been
experiences of Remote Learning at The
considerable. We can expect the future
Geelong College.
in educational practice to be different
Research exploring student as a consequence, of and informed by,
experiences through focus groups is our recent experiences of a Remote
in the “boggy lowlands” of educational Learning approach. These differences
research. That is to say, it is very will be in our normal practices on a
much in the real world of students and day-to-day basis at school as well as
their teachers. This is a very rich and any need for Remote Learning in the
rewarding context within which to work. future.
Student feedback is typically honest The findings of the case study will
and to the point. In my experience be shared throughout the project, via
the College Bulletin (published each Friends of College Parents’ Garden
they are completely candid if they feel Party
Thursday) and other communication
there is value in their responses as channels. Peter and Naomi Miller hosted the inaugaral
information to shape improvements. Garden Party for parents of 2019 Year 12
This has been the purpose of the students.
Ad Astra Issue No 138 7
Leadership
through
2020’s
challenges
GEORGIE CULLEN & MATTHEW THACKER,
THE GEELONG COLLEGE CO-CAPTAINS
Term 1, 2020 has been full of challenges for The Geelong College community, but the
College Prefects, students and staff have risen to the occasion and taken on board the
new reality with courage and innovation.
Due to a variety of circumstances, the about service to the College, and we Those who adapt will thrive,
start to the year hasn’t been the one have enjoyed the added responsibility and we know the students of
that we are traditionally used to. We and embraced the sense of trust and
have been faced with many challenges respect that comes with the role. The
The Geelong College will hit
however, this is something that we are support from all teachers and staff this change in learning head on
sure will bind us together as Term 2 begins. members is invaluable and has helped
Whether it be back at our traditional us to recognise the amazing network of and important to accept across all of the
learning environment at either of the support at the school. year levels as we have quickly moved to
Geelong College campuses or at the this new learning platform of ‘home’, or
Even in the short amount of time we’ve
unfamiliar full-time learning environment ‘remote’ learning.
been working together, we’ve gained a
of being taught at home, we know our
wealth of knowledge and understanding Those who adapt will thrive, and we
fellow collegians will thrive.
of what will make us good leaders, and know the students of The Geelong
Being recognised as Co-Captains thus what skills will be valuable for both College will hit this change in learning
at the end of last year seemed a this year and in life after school. head on. This will hold them in good
daunting prospect, but one that we stead for now and for the rest of their
Our shared motto of ‘Giving everything
were extremely excited and honoured lives.
a go’ has never been more apparent
to embrace. The role of Co-Captain is
8 Ad Astra Issue No 138
One of the key learnings of being different to how we were able to
a good leader has been about the lead our fellow students earlier in
way we communicate, and the the year.
impact we have on others in their
Leading from afar is something
day to day learning and school
that we will need to adapt to in the
routine.
short term, and although different,
We’ve also learnt another important it is something we will take on with
aspect of leadership is delegation all our energy and experience to
and we understand the importance continue to be here for our school.
of having a diverse and dynamic
Through varying communication
leadership team. The team of
platforms we are still able to talk
amazing prefects who work with us
with and listen to the students when
are always very able and eager to
needed. We want you all to know
help us in any way.
that whilst we may not be on the
We are aware that our style and the school grounds together, we are
way we lead at the present time is all still together, and we are always
changing by the day and is quite here for you.
Ad Astra Issue No 138 9
The importance
of resilience
JOAN GILL, DIRECTOR OF STUDENT WELLBEING–PROGRAMS
There has been a deluge of information around how we look after the wellbeing of
ourselves and others in this time of lockdown and relative isolation. The three Rs
of TripleR – Resilience, Relationships and Reflection which frame our approach to
student wellbeing can usefully be applied to all of us – adults, and students alike.
Resilience only just seeded, this new uncertain denied them, and this reinforces to all of
Resilience is often described as the reality can be confusing at best. For our us that learning is essentially social.
ability to take up ‘plan B’ when ‘plan A’ Year 12 students, planning their exit from
Neighbourhoods have shown creativity
no longer works. All of us have dug deep school, whose expectations of their final
in reaching out to others especially
to find some level of resilience as the year have been dampened. We applaud
to the young and old. Local streets
new ‘plan B‘ has been forced on us in them for showing the resilience to
becoming mini hubs of support, sharing
ways we have never confronted before. making the most of ‘plan B’.
of resources and animated places for
It has been resilience that has enabled Relationships children to explore and create. These
children to take up the challenges of The relationships that we have taken relationships seem to be based on
Remote Learning, distanced from the for granted as part of the minutiae of empathy and concern.
networks of support they have been our lives, the myriad of daily social
A collective sharing of what matters,
surrounded by at school. interactions with peers, friends, teachers,
whether that be for neighbours to each
relatives, grandparents and colleagues
Asking parents to create a safe and climb a ladder to chat over the fence
has obviously contracted. And yet how
supportive learning environment for or for food to be winched down an
we interact with others seems to be far
their children at the same time as apartment block to a neighbour who has
more intentional.
juggling their own multiple roles requires recently lost her partner.
resilience. Similarly requiring teachers to The ‘how are you going’ question is
Professor Lea Waters from Melbourne
upskill themselves in an incredibly short asked with genuine concern as we
University talks about kindness,
period of time and asking non-teaching appreciate that everyone has their
compassion, empathy and altruism as
staff to make considerable adjustments own story which holds some degree of
the ‘social glue’ that holds us together.
to assumed ways of working...all this disappointment, pain, loss or grief.
It’s also important to remember that
adaptation has not been easy. We have
The nuclear family unit has been put these acts of kindness and connection
all had to accept ‘plan B’ and shape
under considerable strain, forced are shaping wonderfully positive
it as best we can for our individual
to be more inward focused with our behaviour norms for our children.
circumstances. This is resilience!
estrangement from extended family Reflection.
Mostly driven by necessity but also a
and friends. Yet there are heart-
determination to make it work for our If our resilience has helped us through
warming stories emerging from families
children and our students. The three-way this crisis, reflection will be what we can
expressing their appreciation for the
partnership between student, parent and take into the future. For some, pressing
closer interactions with each other and
teacher has never been more important. the pause button on the frantic schedule
the ingenuity that is reshaping these
of commitments has allowed time for
For two age groups of students ‘plan interactions.
reflection, maybe even a reset on what
B’ has seen a particularly significant
Nevertheless, the overwhelming really matters both personally and
disruption to their rites of passage. For
response to Remote Learning from our collectively. A recent speaker discussing
younger children just beginning school,
students is that they crave the social the social impact of this period
when their social frame of reference has
interactions that physical distancing has
10 Ad Astra Issue No 138suggested that we ask: What is difficult? Our Middle School students were recently asked what they
What is disappointing? What is delightful?
were grateful for in this lockdown state:
Gratitude has long been recognised as
a positive emotion which enhances our
sense of wellbeing and resilience. It is
often about looking at our lives through a Spending Staying In the
time with We can still home and
lens which asks us not to take things for go out and morning going
granted. family and connecting surfing with
playing exercise with siblings my dad
We teach our children that self-reflection, games
emotional regulation and emotional
intelligence go hand in hand. This period
of social upheaval, offers us all the
opportunity to gather some reflections
Parents and students would be familiar with our
on what it has meant individually and
‘Learning Remotely’ wellbeing guides.
collectively to change, adapt and
These were released at the commencement of
reassess. Our children and our students
Remote Learning, and are full of tips and reminders
will benefit from our insights.
on how to make the most of the time.
You can download a copy by visiting:
www.cutt.ly/TGCwellbeing
Ad Astra Issue No 138 11Learning during these
unprecedented times
EMILY FITZSIMONS, DIRECTOR OF TEACHING AND LEARNING
There is no doubt that this The period of Remote Learning, as a teachers have partnered together as we
result of COVID-19, has provided all of supported all students in their learning.
semester has presented us – as teachers, leaders and parents –
As a College we have valued the
all schools with a new with an opportunity to engage in a new
opportunity to foster student agency
and unparalleled way with each child’s
challenge, unprecedented learning.
and accountability, as well as building
students’ skills in how to learn.
in nature and scale. Parents have had a precious window
This period of Remote Learning
through which to view the daily life
provided an opportunity for students to
of their child or children at school,
become drivers of their own learning
something they rarely see. Parents and
and for teachers and parents to watch
on.
12 Ad Astra Issue No 138Centre for Learning, Research and Schools Victoria on the Cognizance • Contributing to our collective
Innovation Research Project. knowledge as a community through
Our 2019-2020 Strategic Priorities public addresses and written articles.
Our entire Year 9 cohort had the privilege
continue to frame the work of the Centre.
of spending four sessions with Dr Cooney We are very excited to bring this
This semester, we are focusing on:
Horvath, learning about the operation of residency to you, our community, and
1. D
eveloping a culture of learning their brains. encourage you to attend any public
informed by current advances in events that may be of interest to you.
So successful and engaging was the
educational practice.
program that a number of our current
2. E
ncouraging research, reflection Year 10 students – the “Jared fan club” –
and thinking that results in a greater attended the launch event, to reconnect
understanding of learning. with him.
3. E
xploring new practices that have the At the launch, we interviewed Dr
Formative Assessment
potential to maximise student learning. Cooney Horvath and then he delivered Practices
an address titled, “You and Your 21st During Term 1, our Middle
The CLRI has been working to streamline
Century Brain”. He explored a range of School staff had two workshops
our offering to embed a number of key
ideas and research relevant to how we, with Bronwyn Ryrie Jones, a
projects across the College. These
as humans, process information and how researcher and consultant in
projects for 2020 include a strategic focus
we learn. school assessment. Her workshop
on neuroscience in learning, the science
and practice of formative assessment, The audience were put through their focused on the importance of
and the role of a growth mindset in cognitive paces with a number of viewing assessment through
learning. challenging problems, and were also a developmental framework;
prompted to think a great deal about the staff have begun the process of
Neuroscientist in Residence: Project
Launch role of technology in our lives. reviewing their own approaches
to planning and feedback in their
On 27 February over 100 people Over the next two years Dr Cooney
Horvath will be working with our programs.
attended the launch of our Neuroscientist
in Residence program. College by: This work will lay a foundation for
• Teaching our Year 9s, again through Semester 2, where the College
A new project for The Geelong College,
the Cognizance Research Project. looks forward to hosting world-
this residency has arisen in response to
• Delivering follow-up workshops for renowned researcher and speaker,
the CLRI’s current strategic priorities.
Year 10. Emeritus Professor Dylan Wiliam.
We have been drawn to the work of During his two days with us in
Dr Jared Cooney Horvath, renowned • Introducing Years 11 and 12 to a September, he will be delivering
educator, researcher and speaker. He will range of learning strategies. both a public event for teachers and
partner with the CLRI and the College in • Educating staff across the College in school leaders, as well as working
exploring the role of the brain in learning. brain-based classroom practice. exclusively with all teachers at The
Geelong College.
Our relationship with him began in 2019,
when we partnered with Independent
Ad Astra Issue No 138 13A celebration of our
2019 Year 12 results
EMILY FITZSIMONS, DIRECTOR OF TEACHING AND LEARNING
On the 19th February, the College hosted an inaugural Celebration Assembly, in
honour of the extraordinary efforts and academic achievements of our 2019
Year 12 cohort.
It was satisfying to have the opportunity The Geelong College is not an us. Each earned an ATAR of 97.90 or
to re-connect with and congratulate academically selective school or a more, placing them in the top 2.1% of
our highest achievers from last year. school with a narrow focus on “hot- students in Victoria. They each studied
Welcoming their families back to the housing” students for ATAR results. We different subjects, and were all involved
Senior School event, it felt like a fitting welcome all students to our learning in different ways at College and they are
way to say congratulations and send community, from all language and all going on to do different things. Their
them proudly on their way into their next cultural backgrounds, each of them with dedication to their studies may serve as
stage of life. different strengths. motivation for other students.
Many will already be aware of our It is testament to the strength of our We acknowledged each of our top
incredible results from 2019. The community, the skill of our teaching students, who received a Celebration
Celebration Assembly was a chance to staff and the values of our College that Brochure, plus a specially designed
reflect on them once more as a Senior we can assist our students to achieve College Scholars pin. Following this,
School community. Impressively, all of results which are among the very best our Dux of School, Iona Bulford, spoke
our guests at the Assembly finished in in the state. Indeed, we are among the to the students and staff gathered.
the top 3% of the tens of thousands of highest performing schools outside She spoke with honesty and humility,
students in all of Victoria. The median of Melbourne. This speaks volumes encouraging those who come after her
ATAR at College last year was 83.725. for what we do here and what College to approach their Year 12 journey with a
This means that 50% of our students offers to our students. strong sense of perspective.
finished in the top 17%. For our middle
Our Celebration Assembly recognised Congratulations to all of our 2019 Year
student in our entire cohort to be in the
the very highest achievers. Of our top 12 cohort. We wish each of you well in
top 17% of the state is remarkable.
eleven scholars, nine were able to join your future endeavours.
14 Ad Astra Issue No 138“Gently depress
the accelerator”
IONA BULFORD, DUX OF SCHOOL
Having completed Year 12 so tell you it’s all going to be fine, and
recently, the memory of both the joys trust yourselves that nothing is being
and the more difficult times it held are thrown at you that you’re not able to
definitely still very fresh. do.
I’d like to share three pieces of 3. Be kind to yourself
advice that I received over the course It’s very simple, but can all too easily
of my VCE journey, which helped me be forgotten in the midst of stress.
infinitely and I hope can, in turn, help You can only try your best. It’s a
you. natural human trait that we all are
1. G
ently depress the accelerator hard on ourselves, but one that’s
19 University offers in Victoria
across the entire year. dangerous as it can impact both your
Of the 143 students who successfully completed their VCE,
s, 139 applied for tertiary study and 136 were offered a When driving, it’s rare to go straight state of mind and your results.
first and/or second-round university place.
from 0 to 100km/h. Instead, you Year 12 is a long year, so trying your
University % of students
slowly increase your speed over a best doesn’t mean working 24 hours
Deakin University 23
University of Melbourne 22
longer distance, ensuring you reach a day, 100% of the time. Trying your
Monash University 13 top speed at the right time. best means recognising some nights
RMIT University 12
e 99.
What I’m trying to say through that you need to do no homework and
Swinburne University 9
. Australian Catholic University 9 metaphor is that VCE is a marathon instead have a bath, eat Nutella
an
La Trobe University 6
not a sprint. It is important to put in straight from the jar while watching
d Victoria University 3
consistent work across the whole Love Island and have an early night.
nd Federation University 2
year in order to reach your best form It means accepting that not all SAC
Offers from universities Offers in key
outside Victoria areas of study
at exam time, rather than simply results will be amazing, but knowing
e
• University of Adelaide: 5 • Science: trying to floor it directly before exams that this in no way shape or form
31 students
d • University of NSW (including or indeed at the start of the year, and jeopardises your ATAR.
VCE RESULTS 2019
ADFA): 4 • Arts: 11 University offers in Victoria
• University of Sydney: 3 • Engineering: 10 burning out.
• Australian National University: 2 • Medicine: 3 Of the 143 students who successfully completed their VCE, It means knowing it’s okay to feel
When challenged to aim for the stars, 139 applied2. for
F tertiaryon
ocus study
theand 136 were and
process, offered a stressed, sad, tired, over everything
The Geelong College VCE class of first and/or second-round
the resultsuniversity place.
will take care of or even all of these at the same time,
2019 has excelled. themselves.
University % of students and equally okay to seek help from
Key Results I’m sure this is one you’ve heard
Deakin University 23friends, older students or teachers for
• Dux of the College, Iona Bulford, before,
University but for me in the context
of Melbourne 22this. Because at the end of the day
achieved a high ATAR of 99.65. Monash of Year 12, I found it unbelievably
University 13YOU, your health and your wellbeing,
• Four students’ ATARs were above 99. valuable in order to stop me freaking 12
RMIT University are the most important thing.
• Two perfect study scores were SwinburneoutUniversity
about my ATAR and concentrate 9
achieved in Further Mathematics. instead
Australian Catholicon the tasks at hand.
University 9 Year 12 can be a tough year but it
La Trobe University 6 can also be a great year, it really is
• 28.2% of our students achieved an It is all too easy to fall into the trap of 3 what you make of it. I know so many
ATAR of 90 or more, which placed Victoria University
them in the top 10% of Victoria and focusing
Federation Universitytoo closely on SAC results 2 of my year level, myself included,
Australia. or worrying about your ATAR. While who would in fact deem it the best
• The median ATAR was 83.73, I certainly
Offers from was not innocent
universities of that,
Offers in key of their schooling years. So enjoy it,
placing 50% of our students in the outside Victoria
it quickly becomes dangerous areas ofasstudy
it make the most of it, because before
top 17% of Victoria . • University of Adelaide:
distracts from5 the work you• Science:
need to
31 students too long you all, not just the current
• University of NSW (including
• 16.3% of all study scores recorded do. Year 12s, will be sitting where we’re
ADFA): 4 • Arts: 11
were 40 or greater, significantly
higher than the state average of • University
And of trust
Sydney:the3 process – trust
• Engineering:
the 10 now sitting and wondering where on
8.74%. • Australian National University: 2 •
amazing teachers here at College, Medicine: 3 earth the time went.
your older siblings or friends who
Ad Astra Issue No 138 15A learning space that
connects our past & present
SONDRA WOOD, HEAD OF JUNIOR SCHOOL CAMPBELL HOUSE
The construction I began as Head of School Campbell Through the architectural approach of
House in January 2017. This was also the John Wardle and the team of Wardle
process of the new time we commenced rebuilding, reshaping Architects, Campbell House has
and repurposing our original school. maintained its rich history and design
Campbell House integrity, with foundations that will now
During the past few years our community
buildings is near speculated and became curious as we
firmly transform us into a lighthouse of
21st Century Learning.
completion and it is grappled with the changing landscape
of the familiar, comfortable, and historic John has utilised the original buildings
timely to reflect upon Campbell House. that were once his own classrooms,
as a student of Campbell House and
our journey, its strong It is a great privilege, and I feel immense
developed them into efficient state-of-
pride being part of this auspicious journey.
links to our College I have enjoyed the narrative that I have
the-art learning centres, meeting and
administration spaces. Spaces that fluidly
been able to share throughout our wider
Vision for Learning link the old to the new in functional and
community. The buildings, our school from
purposeful ways.
and the links to our Early Learning to Year 3 and our staff’s
trust in the process of the ‘teacher as The provocative brick work that wraps its
wider community. researcher’, have grown and been shaped way around our school, is representative
within our identity of The Geelong College. of our rich Scottish history. The intricate
pattern of our strong College coloured
16 Ad Astra Issue No 138We value space, to create a handsome environment and its potential to inspire
social, affective and cognitive learning.
- Loris Malaguzzi, founder of the Reggio Emilia approach to early education
green bricks, being reflective of the warmth
of the pattern on a fairisle jumper. The
imposing ‘city wall’ captures the city wall
Reactions from our students & staff
of the town of Reggio Emilia, the approach
to education which supports our school
pedagogical practice. Just as in the town of
Reggio Emilia, our ‘piazza’ will be central to
our community, protected by our walls and
symbolic of our community that will wrap
itself around our children, to nurture, love
and protect.
With Geelong identified as a UNESCO
City of Design, Campbell House will We can get to know this I love the new outside
present learning experiences through our
place and find out all about it – Jack G
environment, curriculum and pedagogy
– Remy
which embraces creativity and innovation
for all learners. The differing levels of
the building connect our school to our
community, with sweeping views across the
Ceres hills and to the north views across
Corio Bay. This has created a sense of
place, our place, a place to be.
At the beginning of the 2020 school year the
children of Early Learning were the first to
experience, explore and evaluate our new
spaces. As a collective group they have
It’s very different to our old We are lucky to have all
been thrilled with the outcome.
Early Learning and I love it this in our school
The new purpose-built Early Learning is an – Clem - Luke
amazing place to work with children. The
natural and open outdoor design coupled Our new learning space has created a space that
with the light filled indoor areas invite
is welcoming, with its natural beauty both inside
children to transfer their learning between
spaces. It promotes the fluidity of learning
and out. There is an abundance of natural light and
and highlights the capabilities of our flexibility within our environments. I feel fortunate
children. When children returned from the to be the first to work in these rich, considered
summer holiday break there was surprise learning spaces, most importantly watching first-
and a large amount of gratitude for what hand the delight and wonder from children’s faces
was offered to them. as they explore their landscape.
The design of our school reflects our - Rachel Forsyth 4B Educator
school values and through the rights of
the child is, linked to our Reggio Emilia
approach to learning. It is also linked to
The Geelong College Vision for Learning,
which ‘expresses our beliefs and values and Watching children play and engage in the spaces
outlines how our youngest people become certainly proves we are very fortunate indeed.
independent, global citizens’. The buildings - Julie Bickett 4A Educator
are reflective of our College motto ‘sic itur
ad astra’, where together we reach for the
stars, our future, connecting our past and
present. Our new Early Learning space is beautiful.
As a community we are all looking forward My thinking is constantly inspired and challenged by
to our future. the new environment and how we can best learn in
it. It is a journey that will evolve with the seasons
Take a virtual tour and the passage of time. I feel privileged to be
Visit the link below or scan the part of it.
QR code with your device: - Anita Dye 3A Educator
www.cutt.ly/juniorschool
Ad Astra Issue No 138 17Citizens of Change
SONDRA WOOD, HEAD OF JUNIOR SCHOOL CAMPBELL HOUSE
For the past two years we have embarked on a whole school project titled,
‘Landscapes of Change.’ The children were presented with the provocations,
‘What is Change?’ and ‘How does change affect identity?’
Although year-level projects spun off are now moving to active change as Curriculum when considering the
in different directions, they had many citizens. possibilities of the project.
common themes such as change,
A beautiful quote from our Thinker in Our Specialists are working
identity, emotive reactions, change
Residence, Stefania Giamminuti, also collaboratively with Homeroom
agents, community, diversity and
inspired this direction, ‘A citizen is a Teachers to connect with each year
collaboration.
creator and custodian of collective level project.
When reflecting on these ideas, we memory, a connoisseur intimate with
All of our teachers look at
wanted to move from the individual to her surroundings, in solidarity with
documentation and plan authentic
the collective identity. people and place.’
and purposeful learning experiences
Our focus was to shift the notion that We see teachers as researchers and for the children.
change happens to us, to: have embarked on exploring the
Early in the year, children bring their
• How are we inspired by change? question, ‘How do we promote the
ideas to class meetings. Teachers
• How will we thrive in change? citizenship of children in a changing
discuss and interpret the children’s
• How will we influence change? landscape?’
thinking which leads to project work.
As a school, we have had to adapt Staff have been using our Vision
to our changing landscape and we for Learning and the Victorian
18 Ad Astra Issue No 138We look forward to seeing how the projects unfold throughout the year and watching the
educators and children co-construct their learning.
EL3B are enjoying their project, EL4B have titled their project, The After discussions around the word
The Stories We Bring. Colourful Clubhouse. citizen, Year 1 decided that they are
citizens of their home, Geelong and
‘Mum and Dad and Grandma read me ‘It will be kind, colourful and nice. A The Geelong College.
stories. It makes me happy.’ place where we can pretend
- Lucy Chambeyron
‘Did they have desks in a row?
to do things which we cannot do in
When did that change?’
The children have shared stories the real world.’
- Willow Ryan 1A
and tales in many ways. We know – Henry Montgomery and Tilly Read.
Using an image of different classrooms
that sharing stories teaches us about
The children want to create a beautiful from around the world as a provocation,
ourselves and others and broadens our
space for the group. They used their children discussed similarities and
understanding of the world.
imaginations and shared their ideas on differences.
It is a powerful tool in building strong how to create a space to play and learn. They then looked at the Campbell House
relationships and is a unique way to
As teachers shared their documentation History book and shared their wonderings.
develop respect and appreciation for
with each other, a common thread
ourselves and others. Year 2 discussed the word citizen
was identified when looking at all of
EL3A are exploring ‘Hundred Ways of the documentation at a team meeting, ‘You can be a citizen of more than one
Me’. resulting in an Early Learning project place; like I’m a citizen of Australia,
Similar to EL3B the children have spent focus ‘What is the story of our place?’ Victoria and Geelong’
time sharing stories and have had We hope this exploration will lead - Finn Ritchie 2B.
discussions about feelings. children on a journey of discovery of the Throughout the conversation many
The children expressed themselves history and future of our new spaces. ideas were connected, extended and
through drawing self portraits and some pondered.
The Prep students were introduced to
experimented using different mediums Children’s rights as a group. The children had many theories on
to create ‘me’. what a citizen is and their connection to
‘Children might just have better
Discussions also centred around what place.
more interesting ideas than adults!’
is a friend and how can we be a good
friend?
- Oliver Anderson Prep C. Year 3 also explored what a citizen is.
The concept of meeting to make
‘A citizen gets to choose a Prime Minister’
Darkness is the focus for EL4A. - Jacob Young.
decisions was uncovered when children
Children shared their theories on what The themes of government, citizenship,
saw the picture on the UN sitting. The
darkness is. diversity and identity came through.
children discussed their rights, and
We have explored concepts such as the importance of respect and being During a Year 2 and 3 Professional
light and dark, natural phenomena such listened to. Learning Project meeting, educators
as the sun, moon and stars as well identified that following a House History
The children were invited to represent a
as positive attributes such as bravery, Connection event, the children were
meeting through the language of clay.
imagination and friendship. interested in Greek Mythology, Legends
and Mythical beasts. The teachers have
since used this as a provocation and
lens to explore citizenship.
Ad Astra Issue No 138 19Creating cultures
of thinking
MELISSA BARNES, SENIOR SCHOOL LEADER OF LEARNING
As part of the professional growth and learning model for all teachers, and in working
towards ensuring our learners are both active and aspirational, the Senior School
teachers have started a journey exploring the creation of a 'culture of thinking.'
A team of six teachers recently
Dr Ritchhart juxtaposes five belief sets that can He also explores the importance
undertook online study from
either develop a culture of thinking or hinder it. of eight cultural forces that can
Harvard University Graduate transform schools into cultures of
They include:
School of Education based on the thinking:
• Focusing students on learning vs the work
work of Dr Ron Ritchhart of Project
• Teaching for understanding vs knowledge • Expectations • Opportunities
Zero. The course considers the • Encouraging deep vs. surface learning • Language • Routines
vital role of school and culture on • Promoting independence vs dependence • Time • Interactions
student learning. • Developing a growth vs a fixed mindset • Modelling • Environment
The teachers were from a range
of departments and brought
differing experiences to the The main goal of this work is to ensure learning more information about the topic.
journey. Still, all felt the resources teachers are conscious of making time for Importantly, they could also review and learn
were both thought-provoking and their most important priorities and ensure from their peers' ideas.
practical and inspired positive emphasis on learning with personal meaning Supporting thinking at home
improvements in our teaching for students rather than the mere completion
Parents may wonder how they can contribute
practice. of work. The collective and individual thinking
to this process and have conversations
in a classroom is valued and made visible.
We are now sharing the that support these ideas. A straightforward
strategies of the course across Creating a culture of thinking suggestion is to ask 'what makes you say
all departments as we start One way that teachers can achieve a culture that?' This question encourages further
our school-wide book club. All of thinking in their classroom is by designing thought and clarification of concepts and
teaching staff have a copy of the learning tasks to challenge students to possibly some justification with evidence to
text and will be considering ways extend their thinking by exploring new support a position.
to implement the ideas across ideas or reconsider their existing opinions.
their different teaching For example, in the above photo of a Legal
Studies classroom, students are using a Further resources
areas, exploring strategies to
thinking routine "I used to think, but now I The website below includes
cultivate a culture of critical and
think" where they consider how their thoughts simple yet effective suggestions:
deep thinking.
on representative proceedings changed after www.cutt.ly/TGCapps
20 Ad Astra Issue No 138To Canada and back again
GERARD DONOVAN
In 2019 Senior School teacher Gerard Donovan, as a recipient of the College
Foundation Fellowship, undertook a 12-month teaching exchange to Canada,
swapping roles with Canadian teacher, Daryl Cadman.
In reflecting on my Canadian teaching that we are preparing students for new these beverages, they found it very
exchange, it is hard to believe how jobs through feedback from industry. We difficult to sit still and focus in class.
quickly the time went. are focusing on the core competencies
It was not only important to develop the
I spent a year living and working in the for the attributes employers tell us they
academics of the students but to teach
city of Kelowna in British Columbia. are seeking, and ensuring these are
general habits around how to learn best
Located about three-and-a-half hours adaptable to multiple areas.
such as getting the appropriate amount
from Vancouver, Kelowna is in the Examples of the core competencies of sleep and eating healthy food at the
middle of the Rocky Mountains. include communication, critical right time. I had more success with
I taught at Rutland Middle School, thinking, personal awareness and social some students around this compared to
a public school catering to students responsibility. This is quite different others.
from Years 6-8 across a diverse socio- compared to the prescriptive nature
economic demographic. It highlighted to me the importance of
of the VCE study design where we
ensuring the students are ready to learn
My time there, and the experiences I are really covering key skills and key
prior to attempting to engage them.
had, gave me an opportunity to look knowledge. However, it can be linked
This is something I haven’t really had to
upon my teaching practice with fresh to the College’s Vision for Learning
worry about at College as most students
eyes. with the key learning dimensions
come ready to learn and participate.
including communicating, thinking and
The Canadian education system contributing. On a personal level it was an amazing
had more differences compared to opportunity for myself and my family.
Australia than I expected. I was presented with far more
challenging behaviours from the My children are having regular contact
There is a strong focus on developing with the friends they made in Canada,
students compared to the students
core competencies and preparing here at College. which I think really helps them to
students for jobs that don’t exist An example of this included students become more aware of the world around
yet. This is central to guiding the coming to school with two large cans them. I would like to thank Dr Miller,
teaching and the foundation from of energy drink which they claimed was The College Foundation and numerous
which curriculum competencies are their breakfast, morning tea and lunch. staff members for their support of me in
developed. The thinking behind this is Obviously once the students consumed doing this exchange.
Ad Astra Issue No 138 21Disturbing,
masterful
theatre
DEB HYNES, SENIOR SCHOOL DRAMA
Who would have foreseen the relevance of
William Golding’s 1954 classic ‘Lord of the
Flies’ being reinterpreted in a dynamic and
disturbing production by this year’s Year
12 Theatre Studies class.
Amidst a world in turmoil, individual
choices have never in our history been
more important and this very theme was
prevalent in a brilliant physical production
with design qualities that gave poignant
insight.
The performance opened with cast
members dressed in a variety of APS
blazers, cleverly establishing the sense
of privilege that prevailed. It concluded
90 minutes later after what can only be
described as a rollercoaster of emotions
and unrelenting tension.
All members of the production team
are to be congratulated on the very
high standard of performance and their
commitment to sharing this story.
Bravo Year 12 Theatre Studies students,
it was masterful.
Images: Jaden Pawsey
22 Ad Astra Issue No 138A Faith response to COVID-19
STEVE WRIGHT, COLLEGE CHAPLAIN
As a nation the start to 2020 was very challenging. Widespread devastation by
bushfires had left communities in a state of despair., then came COVID-19.
I started in my role at The Geelong purpose. Young people who look outside through acts of kindness bringing hope
College as College Chaplain in February themselves, who value compassion, to a world that desperately needs it. As a
this year, and we commenced the year grace, serving others and who see Religious Education team, we have great
with a Staff Chapel service. There are themselves as young people who can expectations that Religion and Values
few occasions that all staff can come change their world for the better. education creates a space for relevant,
together, so this is a special time. A time engaging and life-applicable learning that
Working alongside a wonderful team of
to reflect, sing songs of faith and to be will greatly benefit our students.
Religious Education teachers across the
encouraged.
school and our Junior and Middle School
The theme of ‘Hope’ was something I felt Chaplain, Leanne Earl, the discussions
many needed to hear. ‘Hope: A feeling of around faith and values within our
expectation and a desire for a particular curriculum has been exciting. Sharing
thing to happen.’ This would be a theme I ideas of how to engage our students in
would revisit many times this term. meaningful learning that will not only be
relevant to their life, but that can also
I have greatly enjoyed getting to know
impact the lives of others around them.
staff, students and families at The
Geelong College. It was evident to me “Now faith is the confidence in what
as a new staff member that our students, we hope for and assurance about
through their learning, school values and what we do not see.” (Hebrews 11:1)
genuine care shown by staff, are given At the end of Term 1, as we moved to
every opportunity to develop an outlook Remote Learning, our RE team has
on life that encompasses much more been looking at ‘A faith response to
than academic success. It is a great COVID-19’. We are exploring how people
privilege to play a role in empowering the of faith across our world are bringing Principal, Dr Peter Miller and College Chaplain,
next generation to be young people of encouragement, serving others, and Steve Wright.
Ad Astra Issue No 138 23A coordinated approach to
learning in Middle School
For those who haven’t met me, my name is James Colbert. I have taken over as the
Year 4, 5 and 6 Coordinator from Doug Wade.
I’d like to start by thanking Doug Wade inclusivity and respect of others. It encouraging, and the activities teachers
for his commitment and guidance teaches our children how to build prepare and work through are engaging
throughout the past years and wish him healthy relationships, resilience and and exciting. The teachers challenge
all the very best as he steps away from confidence. the students to think not only about
full-time employment . themselves but others.
The evidence supporting ‘Respectful
What a fantastic start to the school year Relationships’ is overwhelming and As such, students and teachers have
all students have made despite the comes from respected institutions such developed a year level or class level
challenge of Remote Learning across a as the World Health Organisation and set of guidelines which cover learning
number of weeks. The Royal Commission into Family and behavioural expectations. These
Violence. connect to our College values and it is
A big focus this year in Upper Primary
quite fascinating that students across
is the ongoing commitment to the Helping children develop an
our three year levels have come up with
‘Respectful Relationships’ program. understanding of healthy relationships
similar ideas. The themes of empathy,
and respect is key to preventing family
‘Respectful Relationships’ supports gratitude and support present quite
violence in the future.
school and early childhood settings to strongly.
promote and model respect, positive In TripleR classes, students have already
We look forward to a fantastic year in
attitudes and behaviours. touched on topics such as emotional
Upper Primary at the Middle School and
literacy, gratitude, positive peer relations
As part of the school’s TripleR approach, the exciting challenges that lay ahead.
and personal strengths.
building respectful relationships with
peers, staff and the wider community The discussions the students have
goes a long way towards fostering around these are diverse and
24 Ad Astra Issue No 138You can also read
