“To challenge the status quo, so that everyone is empowered to learn”
— TC Our Purpose

Next Week @TC

09/06/2023

  • Free Triple P Parenting Course Online

  • Curry Lunch Sign Up

  • TC Ration Challenge Team

  • TC Merchandise Update

  • Student Employability Opportunity

  • Laughs with Staff EPISODE 12

  • TCNEWS - The GAT

Free Triple P Parenting Course

Do you want to support your child’s emotional wellbeing (and improve yours, too!)?

The Triple P – Positive Parenting Program has been developed here in Australia and is now the world’s most widely researched parenting program with hundreds of clinical trials and real-world studies to back it up. Triple P is a toolbox of strategies, skills, and knowledge. It can help you create a closer bond with your child as you support their learning, development, life skills and emotional wellbeing. It can work for you too—and it’s online!

Thanks to funding from the Australian Government Department of Health and Aged Care under the Parenting Education and Support Program (free online Triple P programs for parents/carers of children under 12) and funding from the Victorian Government through the Department of Health the Triple P – Positive Parenting Program® support is available free to all Victorian parents!!

Sign up to the teen program here: https://www.triplep-parenting.net.au/vic-en/free-parenting-courses/teen-triple-p-online/

Curry Lunch Sign Up

Niro is a Tamil asylum seeker who runs his own food catering business. Each year we host him to cook at TC around Refugee Week. Pre order your (mild) curry lunch or take away dinner before this Sunday night (11/6) using this link: https://www.trybooking.com/CIYCI

Date: Tuesday 13th of June
Details: Students can collect lunch from the PAC and students/parents/carers can collect dinner from 3-4pm at the canteen.

Ration Challange

TC are once again raising money for refugees through the Ration Challenge. If you would like to sponsor one of our team members to boost their rations please select from the list below.

Meg B • Ration Challenge Schools 2023
Claire M • Ration Challenge Schools 2023
Alex C • Ration Challenge Schools 2023
Duncan S • Ration Challenge Schools 2023
Kate M • Ration Challenge Schools 2023
Ella S • Ration Challenge Schools 2023
Reilly P • Ration Challenge Schools 2023
Mireya P • Ration Challenge Schools 2023
Camille C • Ration Challenge Schools 2023
Elli B • Ration Challenge Schools 2023
Will K • Ration Challenge Schools 2023
Clark D • Ration Challenge Schools 2023

TC Merchandise Update

A reminder that students and staff can purchase TC Beanies anytime at the general office for $15. As the weather gets colder they are a great addition to your TC wardrobe!

Due to increased interest in the standard hoodie and zip hoodie we have opened an additional order with REFROM so families can purchase these for a limited time only. This will be the last opportunity to by TC REFORM products until Term 4. Please follow this link to create an account and complete an order: https://shop.reformclothing.com/join/tu4941 

  • Hoodie: $74

  • Zip Hoodie: $79

If you have ordered from reform before your browser might show 'order closed'. To avoid this problem, use an incognito or private web browser and check the URL is showing you the order number 'tu4941'. Please note all REFORM jumpers are made directly to order so we are unable to provide refunds so please check your sizing. Sizing is listed on the ordering page with helping information.

ORDER CLOSES FRIDAY 16TH of JUNE

Student Employability Opportunity

The below role is currently being advertised with the Student Employability Skills Program:

  • Early Morning Grounds Maintenance

If students are interested in role please visit: https://templestowecvicedu.sharepoint.com/sites/InfoHub/SitePages/Student-Employability-Skills-Program.aspx to read the role descriptions and to apply.

Applications close FRIDAY 16th of JUNE

Laughs with Staff EPISODE 12

What did you last Google?

Watch it now on Instagram

Meg : Compass! The app wasn’t working on my phone so I had to launch the browser
Ellie : uh I was checking my netball stats
Kat: How to make the trifle from the thanksgiving episode that Rachel makes that has meat in it, yeah I googled that
Hayden: Sporting results, definitely
Jack: What time the barber was open this afternoon
Jessie: this British comedian/actor, and I’ve already forgotten who it was (laughter), I didn’t learn anything!
Leija: I think I probably looked up how to spell something which for an English teacher I don’t know maybe it’s a bit embarrassing.
Guy: I just finished 1883, the Yellowstone prequel, and there a little bit on the civil war so I was googling some town locations from the American Civil war which is unlike me to go google something educational so yeah.
Neil: Genuinely, the rugby league scores from the weekend to see how the storm went on. I did, cause the comedy comes in now, this is comedy with teachers, I did. Google the west coast eagles score and they lost by 116 points so that is tragically comical.
Tony Cozza: Oh Damien Hardwick quit his job, so I wanted to find out if it was real, and it is, so tigers bad luck!

TC NEWS

Journalist Bonnie-Mai Smith writes TC NEWS, articles that give our community an insight to life at TC 📰

The GAT

It’s that time of year again, the GAT is steadily approaching and contrary to popular belief, it matters more than you might think. It's super important to perform well on the test, so know what to expect and familiarise yourself with how the GAT can impact your overall VCE results.

For first-timers, what is the GAT? Well, if you missed Liam’s briefing last week, the GAT is the General Achievement Test. It indicates whether or not you have demonstrated the "literacy and numeracy skills typically expected of someone completing their secondary schooling – giving another indication of your readiness to move on to further education, training or employment."

The GAT is also used to check that your SACs have been "accurately and fairly marked, double-check your exam scores and calculate a Derived Exam Score (DES), should you need it." Think of it as a safety net! If something goes disastrously wrong for you, such as, on the morning of your exam, you are stuck in the worst traffic jam ever and are therefore unable to attend or complete your exam(s), VCAA will use your GAT scores in the process of creating a DES for you.

The 2023 GAT will be held on Thursday, the 15th of June, with a Pre-GAT Briefing on the Astroturf at 8:30 AM. This is when you will be finding your seating arrangements, so get there early to avoid chaos. The GAT will be taking place in S WING, The Hub and A WING, commencing at 9:00 AM and concluding at 3:00 PM.

All students enrolled in one or more VCE or scored VCE VET Unit 3-4 sequence (scored or unscored) are expected to complete, Section A and Section B of the GAT. 

It will be an externally assessed and administered exam, with no TC staff present in the room. Make sure to familiarise yourself with the information brochure detailing the rules (which can be found at the end of this article) including regulations surrounding mobile phones. 

The 2023 GAT is split into two sections. Section A, starting at 9:00 AM, focuses on Literacy (Reading and Writing) and Numeracy with 15 minutes of reading time and 2 hours of writing. The writing time includes one writing task with two parts. Students are presented with a stimulus (for example, an image or text) and asked to respond to two prompts. Part One is a short answer (10 minutes) and Part Two is a more detailed response (20 minutes), followed by 50 numeracy and 50 reading multiple-choice questions. 

From 11:15 AM to 1:15 PM, you will have a break. The Canteen will not be open on the day, so remember to pack snacks and lunch. Take this time to relax and stretch before Section B starts.  

Section B will commence at 1:15 PM and is the General Knowledge and Skills portion with 15 minutes of reading and 1.5 hours of writing time. The writing time has one extended writing task in which you will develop a piece presenting a point of view in response to several prompts. Followed by 25 mathematics, science and technology multiple-choice questions, 25 arts and humanities multiple-choice questions and then you’re done! 

Regarding, Special Exam Arrangements (SEA), emails (containing advice slips) have gone out to students and families whose SEA applications have been VCAA approved. The GAT team will communicate the results of the outstanding SEA applications as soon as VCAA has approved them. 

Students with a separate room and or a computer approved by the VCAA will receive the locations of GAT rooms closer to the date. Also, if you experience the sudden onset of illness or injury in the lead-up to the GAT, you may be eligible for Emergency SEAs. For any questions regarding SEAs please speak to Liam O’Neil. 

After completion, the GAT Statement of Results will be mailed to each student and indicate if you have/have not met the standard and demonstrated a level of excellence. Also, if you have completed both, Sections A and B, your results will include a standardised score for each GAT component. Included in the scores are writing (Section A), written communication (Section B), numeracy (Section A) and mathematics, science and technology (Section B), reading (Section A) and humanities, the arts and social sciences (Section B). 

What you need to bring on the day:

  • A sticky note/piece of paper with your VCAA student number on it.

  • An English and/or bilingual printed dictionary into both sections of the GAT, but not a thesaurus or a combined thesaurus–dictionary.

  • A scientific calculator is permitted in both sections of the GAT.

  • Pens, pencils and an eraser.

  • Water bottle. Clear, plastic no bigger than 1.5 litres.

  • Warm clothes

If you don’t know your VCAA number, TC staff will have copies during the 8:30 AM GAT briefing. This student number will also indicate where you will be seated during the GAT. The seating plan will be posted around the astro turf on the day.

Despite the lengthy time of the test, it surprisingly goes quite fast. Here, are some tips I recommend for surviving the GAT:

Organise your time well
Managing your time is extremely useful not only for GAT but for all of your tests. I made the mistake of not leaving enough time to go over my multiple-choice answers and writing pieces and instantly regretted it. At the start, I recommend a quick skim and then reading the questions! Then, go back, and take a closer look at everything. This ensures you can keep an eye out for the relevant information, saving you some time. 

For writing tasks: 
VCAA suggests 30 minutes for both Writing Tasks, One and Two, with the rest of your time on the multiple-choice questions. While this approach may work for you, if you are completing English 3/4 this year, invest more time into the two writing tasks as it is definitely in your top 4 subjects and significantly contributes to your ATAR. 

For multiple-choice questions: 
The average student spends around a minute per multiple-choice question. When organising your time, you should keep in mind that some questions will be more complex than others, so dedicate extra minutes to guarantee you complete them all. 

Go over previous GATs
All past GAT papers are available to read on the VCAA website. Definitely go over these before the GAT to familiarise yourself with the content. You can practice by answering some of the questions and then checking the solutions to see which areas you may need to focus on. 

Bring a dictionary!!!
Seriously you are just making it harder on yourself if you choose not to bring a dictionary. There is always a question asking “What word has a similar meaning to this word?”, open up your dictionary, look at each definition and see which is similar. It will also be helpful for other vocab questions. Make sure to organise a dictionary before the day of! 

Do not shade in the wrong bubbles
Carefully make sure you shade the answer. The worst feeling in the world is when you are nearly done with all your multiple-choice questions and then realise you accidentally skipped a question, so then, your previous answers are all out of order. Since your multiple-choice answers go through a scanning machine, make it clear which bubble you have selected!

Have fun with it
As a fan of logic puzzles, some of the GAT questions are surprisingly quite enjoyable. In the past, some questions have been sudoku-esque, so it can be a fun challenge to put your problem-solving skills to the test! 

Think of it as a practice run
Most people will finish with some spare time, so use this time effectively to go over your multiple-choice answers and proofread your writing pieces. As you comb through, you might find some of those silly errors for multi-choice questions or spelling mistakes in your work that could have cost you easy marks. Treat it like a practice opportunity to further develop those exam skills that will come in handy later in the year!

Also, the GAT is a shared experience, resulting in heaps of jokes and memes about the questions. Last year, people could not get enough of the E-Scooter question. Do you really want to miss out on all the jokes? But in all seriousness, you should not lose sleep over the GAT. However, from personal experience, make sure to put in the effort because no one ever thinks they are the one that ends up getting a derived score!

Good Luck to all undertaking the test. You've GAT this! 

By Bonnie-Mai Smith
TC Journalist 

Last Weeks Announcements

  • Entry Parent/Carers Invite to PBL

  • Laughs with Staff EPISODE 11

  • WASHI’s Now Released

Entry parent/Carers invite to PBL

The Entry Cohort Project Based Learning expo is on next Friday 9 June. TC has invited Entry parents to come along to see students hard work. The focus question for the project is, how could I offset the energy I use to get to school to reduce my impact on the environment?

There are many benefits to running cross-curricular programs like this such as engagement in real world issues, deep-diving into themed learning and developing student agency. Especially towards the end of the project students should be self-managing their time, research and resources and seeking assistance from teachers on an ‘as needed’ basis. As such, we hope this program will help develop in students useful areas of our Expanded Measures of Success (EMS) including collaboration, independence, use of technology for research and creating artefacts, problem solving and active citizenship.

The final presentation day will be ‘expo-style’ in SWing during period 3 on Friday 9 June. We invite parents and guardians to come and see the students’ presentations during this time. There will be an Acknowledgement of Country and a guest speaker from Manningham Council at 1pm and you are welcome from 12:50pm until 2:30pm.

Laughs with Staff Episode 11

Transcript: Laughs With Staff
Athletics Day Edition
Episode 11

Watch it now on Instagram

If a movie is made of your life, what genre would it be and who would play you?

Meg: Adventure and maybe Reese Witherspoon
Ellie: Probably a romcom and Rebel Wilson 'cause she's funny
Kat: Comedy and Leah Michelle, you know the Glee girl... yep
Hayden: Ah yeah yeah I'd go a comedy as well, we will say ah Tom Holland even though he is younger than me.
Jack: Ah probably some sort of tragedy and Denzel Washington because he can just do it all really
Kat: [laughs]
Jessie: Mine would be a tragic comedy I love it if it could be Mae Martin or Anne Edmonds something like that.
Leija: Um I would like to think that mine is a romantic comedy but it's probably not it's probably just a comedy or like Thriller maybe
Jessie: [laughs]
Leija: I'd like to think if it was a younger version of me, that Katherine Langford could play me but also I've been told that the comedian Katy Wix looks a bit like me or acts like me so maybe, maybe that could be it
Jessie: Totally I love he, she's excellent.
Guy: Definitely comedy and looks nothing like me but I'd wanna say Adam Sandler
Neil: Can you have a dramatic comedy? Yes a dra dra a dromedy which I think is a camel. Um talk, dark, handsome um Danny Devito at least yep I think he's the right kinda person for me either or Arnold Schwarzenegger... who have played twins in the past but I think it would be the Danny Devito side of it
Cozza: Definitely a comedy and uh Danny Devito

WASHI’s Now Released

The latest WASHI’s have been released and are available on Compass.

Previous Weeks Announcements

  • Thursday 15th June - No Classes Running Onsite Due to GAT Exam

  • Child Safe Student Briefings

  • New Canteen Ordering System

Thursday 15th June - No Classes Running Onsite Due to GAT Exam

On Thursday 15th June the State is running the GAT Exam. This exam is a 3 hour (for VM Students) - 5 hour (for all VCE students sitting at least 1 VCE Unit 3/4 subject) exam. Due to the large number of students who will be sitting this exam (well over 300) we do not have the space to run classes on the day. We therefore use this as a day to run our staff Professional Practice Day that all schools are required to hold to minimise the disruption through the year. There will therefore be no on site classes running on this day. For those students who need supervision on the day we will have a supervised space open but students will not be able to access A & B Wing, or S Wing the Hub or the portables.

Those students sitting the GAT have a briefing in Connect on Wednesday in the PAC, and VM students are being briefed in their classes.

Child Safe Student Briefings

At the end of the week we will begin our annual Child Safe Student briefings. We (the Principal group) meet with year level cohorts one group at a time (splitting our Entry and FLE1 students into 2 groups) to brief students on an overview of our school policies on:

  • Bullying and Harassment

  • Anti smoking, drugs and alcohol

  • Relationships within the school

  • General student safety and child safe practices

These will usually take 20 minutes for each cohort and are tailored to be age specific. Each event will appear on Compass. More information on these policies can be found on our school website.

New Canteen Ordering System

Previous TC NEWS Articles

Project Based Learning

Project-Based Learning or PBL is a cross-curricular program spanning two weeks in which students are supported to learn about a focus topic, question or issue and then collaborate in small groups to create a final product. Generally, the first few sessions tend to be teacher-driven, content and skill-based and then over time, as Meg Bailey describes, the "training wheels come off and students are encouraged to work independently." The aim of the program is to develop "useful project management skills like how to find and apply useful information, formulate and test solutions and communicate ideas." It also helps students develop their 'Expanded Measures of Success' (EMS), which values skills in collaboration, independence, use of technology for research and creating artefacts, problem-solving and global citizenship.

Most recently, the FLE 1s held a 'mock United Nations' where each student role-played a diplomat from a different country, debating on issues such as refugees, climate action and the war in Ukraine. They spent a few lessons researching their country and collaborating on a Position Statement speech, in response to their global issue or challenge. The final day of the project was the conference which saw the students present their statements, debate on policy, and vote on how to fix the issues, involving diplomacy, negotiations and deals. The incursion was fitted with flags representing each country, table arrangements so all participants could easily present and argue their points, and even a morning tea for the 'delegates'.

Dara's group was Syria and their topic was refugees and asylum seekers. She recounts her favourite part of the experience as the, "discussion on the operatives and arguing over them, also learning about the situation and issues in other countries, not just Syria, was really eye-opening." 

Also, Jessica's group and represented China and debated about climate change. Her group were supporting minor pro climate action initiatives and acknowledging that the effects of climate change were being felt, but weren't inclined to act on something major or that went against China's real life views. She found this "quite hard as I [she] strongly support[s] climate action and ... had to suppress the urge to agree to certain parts of the debate! But ... gained lots of insight into why solving global issues is so complex due to different countries' motivations."

Our Entries have also just started a Project on energy and sustainability with the focus question, 'How could I offset the energy I use to get to school to reduce my impact on the environment?' Students will be participating in a series of maths and science workshops about energy use, efficiency and sustainability and then working towards presenting their projects at the end of the second week. After completion, they will have an expo held in S-Wing with parents and carers invited to come along to see what unique solutions our students have come up with!

This isn't the first time TC has had a PBL Program. A while back, 'Edventure' included Entry English classes reading Oliver Twist and learning about the industrial revolution in Science classes. There were lots of good things about it but it was decided that it was "better to do PBLs in smaller, more manageable chunks." The program was then revitalised, by Meg Bailey and Wendy Gooley in 2020, but due to COVID was put on hold until last year, with the first PBLs in Entry Maths/Science and English/PE, run by Michelle and Kat. 

Another important part of the PBL is that it is authentic, something that happens in real life, like the UN or a real problem like unhealthy lifestyles or climate change. The team are trying to incorporate more external presenters and visitors to help validate the project and get an insight into what other have to say. Dr Dan Bray, a Senior Lecturer in International Relations from LaTrobe University, came to launch the UN project. After his presentation, Dr Bray described TC's program as "valuable for highlighting the relevance of humanities and social sciences to students." Similarly, a guest speaker from the Manningham Council will be launching the Entry expo next week.

As a teacher, Meg loves seeing the "variety of ideas and the 'aha' moments when it all clicks for kids ... it's also fun for me [her] to work with teachers from other subject areas I'm [she's] not so familiar with and try new things out. It's all a big PBL for us [the team]!"

Project Based Learning at TC offers learning opportunities outside those offered in their regular classes and illuminates how TC subjects are interconnected. Currently, the team have been focusing on, how to better support students with diverse learning needs, and help students become more "independent learners while also building collaborative skills through working together and sharing ideas." 

By Bonnie-Mai Smith

TC Journalist

The Australian Education Awards

TC's purpose, to "challenge the status quo so that everyone is empowered to learn" was recognised on a national level this month when it was announced that our school has been shortlisted for the Australian Government Secondary School of the Year! TC has been shortlisted for this award in 2019 and 2021, demonstrating our continued goal to challenge the status quo as we look to set the standard for progressive education in Australia. The Australian Education Awards recognise and celebrate the "outstanding achievements of the country’s top-performing schools, principals, department heads and teachers' educational excellence". Our principal, Peter Ellis, wrote the successful application, with staff then nominating themselves to attend the award show, held on Friday the 11th of August in Sydney!  

In line with the criteria, Peter believes over the last 12 months, our "programs, mindset and culture continue to inspire the many educators who visit us each year, as well as those within our community." Last year our school focused on "consistency of practice across the school" and the "implementation of new programs that enhanced the sense of connectedness that students felt to their community", which can be seen through the new Community Integrated Learning weeks that occur throughout each term, with a common theme such as, 'Global Citizenship' or 'Body, Mind and Spirit', incorporated throughout all of our classes with additional whole school activities and events for students and staff. The highlight for our school community was "Our Place on Country" week, which as Peter explains, resulted in the "relationship with our local First Nations peoples strengthen[ed], including our staff all learning and then implementing First Nations pedagogies into their classes."

The creation of our new School Strategic Plan, titled "TC: The Next Level" was also a major milestone for our school last year. The plan came off the back of a school review which collated from the school, feedback from the diverse members of our community and of course, TC's ongoing purpose to innovate. Similarly, aligning with the introduction of "5-year plans" for all TC staff, the school successfully implemented a talent management framework to "support our aspiring leaders in developing their leadership capabilities." The school has also continued to think entrepreneurially to "manage resources to provide unique opportunities" for our students and staff and create "authentic learning to develop a set of measures for transferable skills, through staff professional development", which are being, fully implemented this year!

Last year through staff collaboration, this was further enhanced with TC's 150 + subjects focusing on existing as cross-curricular and supportive of each student's chosen pathway, which was strengthened by the processes of our individualised learning plan for each of our 1250 students, with no compulsory subjects! Also, in terms of academic results, VCE Scored students continued to "achieve at high levels, with an increasing number of students entering tertiary education through alternative pathways."

Over the last year, the TC Student Employability Program grew further after a revamp to see more areas of the school supported by student employees in roles such as Journalist, Maintenance, Lab Techs, Tutors and more. TC Consultancy also grew and consists of staff and students, delivering "professional development sessions to over 100 schools in 2022, supporting other schools from all across Australia from different sectors to challenge their thinking about what education can look like." We also saw the implementation of a new Sexual Education program which emerged after students found traditional programs did not align with the needs of young people today. As a result, they worked collaboratively with staff at the school to create the whole school program and support the delivery of this.

In addition, Meg Bailey, was also nominated for Secondary School Teacher of the Year, which is a massive achievement! Since her start at TC, Meg Bailey has been a shining example of a devoted and passionate teacher, As her nominator and Assistant Principal, Wendy Gooley, describes Meg as someone who is continuously striving to make TC a better place and "truly embodies our 'Yes is the Default' philosophy. " 

 "Meg has great energy, [is] passionate about her subjects, there for her students and is constantly contributing to programs ... This year she is working on PBL's, Student Agency, Peer Support, Science Talent Search, Indigenous Science, Bee Club and EAG. In the past, she [Meg] has built the Zen garden and formed a partnership with Takuilau College in Tonga", she said. 

Here, I spoke to the staff members that will be attending the event. Read on. 

Why do you want to attend the awards ceremony?
Mia: It would be a memorable experience to be a part of this occasion in celebrating our school and teacher nominations (and hopefully WIN). It will be an opportunity to come together and show our appreciation for the dedication and commitment that goes into fostering a culture of learning and growth. I hope to be inspired by the stories and accomplishments and be part of an event that highlights and celebrates the importance of education. It is also an opportunity to continue to build collegiate relationships with my peers and network with other educators to improve learning outcomes for our students.
Iona: I wanted to go for a few reasons, as a leader in the school I wanted to go as a proud representative and advocate of TC; I wanted to share our unique vision with other attendees and experience other views from different nominated schools, and finally to celebrate what an amazing success this is for the school community.
Wendy: As Meg's nominee and someone who works closely with her, I'd really love to be there to celebrate her achievement. As someone in our leadership team, I'd also appreciate being part of the whole school award as its nomination includes many projects I contribute to or lead.
Stephanie: To be able to be there to support one of our incredible staff members receiving an award and to be part of a momentous occasion if we are to receive the award for TC. 
Ceri: Having been a member of TC for 11 years, I would love to be a part of celebrating so many of the great things we do and the wonderful people who work here. I am extremely proud of what we are and where we've come and have watched a lot of change and growth occur in my various roles. 

What difference has TC made in your career?
Sophie: I started working at TC in 2011 straight out of uni and have never left! I love how TC has given me the opportunity to work alongside great staff members and let my job evolve so I have been able to have so many great experiences. I've been the Resource Centre Manager, I did the Head of House role before we moved to communities and now I manage communications, student course planning & student employability!
Wendy: TC has given me lots of opportunities to try new ideas, innovate in our programs and make a difference in our student outcomes. I have been involved in developing the Solutions science course, the point-of-need Entry and FLE maths program, the Entry and FLE PBL's and the rollout of our EMS. I have also had lots of opportunities to grow as a leader in the school from Science learning area leader through to my new role as Acting Assistant Principal. I now get to spend time helping mentor other leaders in our school, particularly our Learning Area and EMS leaders.
Iona: I’ve learnt so much about the different ways education can be undertaken and that the ‘one-size’ fits all method certainly doesn’t work. Whilst I’m not a teacher, I still can see the engagement students have with being at school which is amazing to see, it’s very different to other schools I’ve been at! I’ve had incredible opportunities to up-skill at TC and to help others achieve their goals which has grown my career immensely. 
Ceri: Being part of student wellbeing and Community - it has allowed me to get to know a range of students outside of the classroom, I love problem-solving so trying to help families find solutions to challenges at school is very rewarding. 
Mini: When I started at TC I was relatively new to teaching after a long career working on my own as a designer, children's book illustrator and author. Working with others has given me a sense of community and I have benefited so much from collaborating with both students and staff. The unique approach to student voice here keeps me on my toes as we are continually developing new learning tasks that are broad and interesting enough to appeal to students passions and skills. Sometimes it's easy to forget that students are not the only learners in a school! TC has also offered a number of leadership and professional development opportunities that have allowed me to challenge myself, grow, and learn. 
Mia: TC really makes you think outside the square! You are consistently innovating your teaching approach, lessons and content. I feel encouraged to experiment and try new things in my classes and have definitely been a part of events and things that you don't see at other schools! 

What contribution have you made to TC that is most meaningful to you?
Sophie: One of the things I am most proud of is the upskilling I have done in tech and I now manage the website. Through this process I created the Subject Selection Website which is an integral part of the Course Planning Process and so much better and interactive than a static PDF document! Also working alongside Tim to improve our ILP platform for subject selection. 
Michelle: Getting the Entry English and PE joint PBL project up in 2022 was a huge cross-curricular project that I invested lots of passion into. Seeing it come to fruition was really cool. Working to get a school library up and running in 2023 has also meant a lot to me.
Wendy: The biggest impact my contributions have had has been the development of the Entry and FLE maths programs but I think my biggest impact long term will be the importance of teaching Expanded Measures of Success (EMS) skills to support the development of the whole learner.
Mini: I hope that my major contribution to TC is to develop relationships with students so that they develop and value creative thinking and feel proud of what they can achieve. 
Mia: Working within the Community Teams has been and continues to be a meaningful role to me at TC as I get to know a lot of students, and families and work together with lots of staff to be able to support everyone achieve their best. I have also loved seeing media grow as a subject!

What do you think may distinguish TC from another awardee?
Sophie: We are unique! I always say every day at TC is different and we are really trying to make everyone's experience the best it can be. I have currently been working with the International Team on recruitment, and talking to students their main feedback about TC is it is so great to be able to choose your own subjects right away, this definitely distinguishes us from other schools at an Australian and international level. 
Michelle: TC is genuinely a place that tries to challenge the traditional ways of doing education. It is also a place where all individuals have opportunities to thrive. I think this sets us apart from other state schools that may be working towards this but not consolidated it in the way we have.
Iona: I think it’s all the amazing things that make TC what it is - our subjects, our student-centred focus, our community and the feeling that everyone is excited to contribute and be a part of it!
Ceri: We are not a one-size-fits-all school, we cater to such a diverse range of abilities and interests which I think is rare in a school setting. We as a school do not accept that the traditional school system is the right one for everyone, and continually work with students and families to figure out what is possible in education. 
Mia: We challenge the status quo and push boundaries! We aren't afraid to experiment and are always seeking to improve.

To view the extended responses click here.

Although this is only a snapshot of the continued evolution of TC, "our entrepreneurial leadership and mindset, matched with our strong culture of innovation, ensure that our current programs have continued to develop in 2022, alongside the introduction of new programs within the school". 

A huge thanks to the whole TC Community for their continued support of our school. 

We wish all staff attending the award show the best of luck on their trip to Sydney and look forward to continuing to challenge the status quo!

By Bonnie-Mai Smith
TC Journalist

LIVING CULTURE

Another term, another amazing Community Integrated Learning theme! 

Next week will mark the start of 'Living Culture'. As explained by Ryan Griffiths, this theme "brings together our commitment to Reconciliation and learning about First Nations' perspectives, as well as exploring global citizenship, advocacy, and our place in the world." Over term two, students will immerse themselves in different cultures and participate in many activities, both in the classroom and at whole school and opt-in events. 

'Living Culture' emerged from community surveys last year with a strong sense that families, students, and staff view the exploration of First Nations perspectives and global citizenship as really important themes to explore. This term's theme aims to empower and "celebrate the diversity within our community, elevate the voices of young people and marginalised groups within our community, and explore the complex and varied perspectives on our shared history and contemporary culture." 

What to know more? Here are some of the awesome subject and community-based experiences happening this term:

The following events are open to all students:

LIVING CULTURE LIVE! feat Djirri Djirri - Tues May 16 & Wed May 17, TC Performing Arts Centre 

Ryan: Our musicians have been researching aspects of culture and have come up with an incredible array of songs. Singer and concert curator Nikita Kranz has worked with the bands to weave a story of place, identity, personal reflections, and social justice. We are so proud to share these songs with the community and look forward to seeing people at the gigs. 

Athletics/Indigenous Games Day with Wanyara - Tues May 23
Doncaster Athletics Track
All day, all staff, all students. 
Consent is required on Compass! 

Buroinjin Cup celebrating 100 year anniversary of the Aboriginal Advancement League, Thurs May 25

If you love sport, can run fast and catch a ball, this traditional Indigenous game could be for you! Compete against other schools and be part of the first Victorian Cup run by Wanyara. 

Reconciliation Week May 27 - June 3 
Various events and focus groups happening during class time and Connect. 

Woi Wurrung Language Workshop with Wurundjeri language knowledge holder Mandy Nicholson - Tues June 6
Lunchtime opt-in workshop: https://forms.office.com/r/TYMP07U5jz

Refugee Week - June 18-24 
Keep an eye on Compass Newsfeed for info about Ration Challenge and other Refugee Week events. The annual Ration Challenge is back, with lots of staff and students already undertaking the task to raise money for refugees and people who have been forcibly displaced, from their homes, by providing them with emergency food, healthcare and life-changing support. 

Contact MBAI@tc.vic.edu.au or Meg Bailey on Teams for any questions. 

Reconciliation Action Plan (RAP)
TC has a draft Reconciliation Action Plan. In 2023 we will be renewing and publishing our RAP and deepening our commitment to reconciliation. If you would like to view, collaborate, or contribute to our Reconciliation Action Plan, please contact RGR@tc.vic.edu.au. 

Subject Based Activities: 

Humanities
FLE Model UN forum is running throughout week 5. 

Jack's Entry Humanities are doing a lesson in Week 6/7 specifically on culture as part of their unit on creating a society, thinking of ways they can foster a culture in their society, and what elements of culture will be important to them!

Students will be teaching students in Craig's 1/2 History class who will present their 'Inquiry Task' on 1920/30s USA and Germany to Cassidy's FLE Humanities class. Then Cassidy's class will present their findings from their learning task on 'National Identity Inquity' with the 1/2 class!

Unit 3/4 Sociology will have a guest speaker coming in to talk about her experience of Ethnicity, for their Research SAC on Monday, the 15th of May.

VCE/VM 
There will be a screening of 'Face to Face' and on Monday the 22nd of May, David Moore will be coming in for an incursion on Restorative Justice that will prompt further discussions in class. 

MAP
Yesterday 'Didgeridoo Australia' gave a comprehensive presentation and discussion of traditional bush food sources, hunting tools, musical instruments, and arts and crafts. There was also live didgeridoo music, with the students joining in and playing clapsticks alongside our Filipino Montessori guests!

Stage & Beyond 
Students collaborated with Melbourne Indigenous Transitional School's Yidaki group. 

Food and Baking
Students will visit the Dandenong Market to explore different cultural foods and buy ingredients for a recipe representing their cultural heritage and family traditions. 

Physics 
Yesterday the 1/2 classes ran a debate on nuclear energy for Australia, explicitly addressing cultural and social issues. Teacher Penelope was "so proud of their clearly articulated and evidence-based arguments, both for and against nuclear energy or nuclear waste storage in Australia."

And so so so much more! Be sure to check the Community pages on Teams and Compass News posts with sign-up opportunities. 

It's been so amazing to already see all of the staff and student contributions to this term's 'Living Culture' experience! So make sure to get involved in a range of classroom-based activities and don't miss out on our whole school events like the Aths/Indigenous Games day on Tuesday, the 23rd of May!!! Also, the Community Integrated Learning team are thrilled to announce term three's theme, "Me, You, We", which will explore, careers and subject pathways, employment, and entrepreneurship.

If you'd like to be involved in 'Living Culture' or have any questions, please contact: RGR@tc.vic.edu.au 

By Bonnie-Mai Smith
TC Journalist

International Student Recruitment to South Korea and Japan 2023 

As you may know, COVID, lockdowns and border closures have significantly affected Victoria's International Program. Towards the end of the month, our principal, Peter Ellis, will be embarking on an International Student Recruitment trip to South Korea and Japan! For two weeks, Peter alongside some other government schools, will travel around Seoul and Tokyo to represent Victorian education at Trade Fairs, and meet with education agents and potential families and students. The aim of this trip is to market TC as part of the Victorian educational experience in the International Education Market and recruit new students to come to study here. The Education Fairs include schools from all over the world like Canada, Britain, New Zealand and Australia, all showing how great their education can be for international students!

This is not our principal's first International Student Recruitment trip. He's previously been to China and Japan. This year he chose to visit South Korea and Japan as he admires "their cultures around innovation and being creative." To prepare for his trip, Peter has been doing a lot of research about Korea and is particularly interested in how "entrepreneurial and future-focused [they are], which really aligns with the [our] school".

Upon meeting the education agents, they will receive a gift bag that includes, Royal Botanical Gardens Victoria tea towels, Macadamia nuts, TC pens, an Aussie Pride Rotary badge, a TC notepad, a TC USB with all of the information from TC loaded onto it, all packaged in a TC tote bag. The contents of the gift were decided by, Peter and our International Student Program Coordinator, Belle.

With a Korean background, our Hub Manager Jin also used to work in the International Program and would recommend that Peter try authentic "Tteokbokki and Gamjatang." Also, if he has time in Seoul, he should check out the "Gyeongbokgung Palace, Insadong, Bukhansan National Park and Bukchon Hanok Village." 

TC currently has thirty international students from Chile, China & Hong Kong, Germany, Indonesia, Japan, Malaysia, Russia, Venezuela, and Vietnam! The international program "mainly supports students who plan on graduating with a VCE, but we also offer study abroad options so students can come for a short term". 

Our international students' journey at TC begins with Belle! Her role encompasses many different things, such as reviewing and accepting their application, if they come without family, she will pick them up from the airport, and bring them to their host family. Also, she collaborates with their families and if needed, helps them with banking, myki cards and other things they might need to get settled in. Throughout the enrollment process, Belle assists students with the overall subject selection and transition into our school. She explained that TC’s program is different to other schools because "just like TC, we support students to explore their interests, to see each student individually, their needs and wellbeing and give them an opportunity to explore outside the traditional pathways they know."

When they first come to TC, most international students will start at our onsite English Language Centre. They may also attend homework club, which is run once a week on Wednesdays and allows Belle to "check in with students and also give them some space to finish up work they might have and ask questions they might have." The program also has multicultural aides who support students in and out of class. The VCE Chinese First language subject is also offered at TC, so our "Chinese-speaking students (both local and international), who are most of our cohort, can potentially boost their VCE results!"

Here, I spoke to some of TC's students in the international program and our International Student Leader. Read on. 

Where are you from and how long are you here for? 
Tat:  I'm from Malaysia and I've been here for about four months.
Shirley: I am from Anhui, Ma’anshan, China. I plan to stay here in Australia until I get to work here, or maybe I will go to other countries to graduate school.
Jade: I’m from Vietnam. I will be here for studying university.
Jelto: I'm from Germany and I am here for one year.

What is your aim as an International Leader?
Santiago: As an international leader, I’m aware that I represent and look out for not only international students but also regular students who have English as their second language. I want to ensure that everyone in the international program feels included and welcomed since a lot of us international students experience homesickness very often. This community is not as big as others, but it’s just as important. I want to make international students connect with Australians more, so both parties can share and know each other more. 

What made you want to study abroad in Victoria? 
Tat: The opportunities and education here made me want to study abroad in Victoria
Shirley: The reason for me to come here and study aboard is because I love the learning environment here, where I could be engaged to do what I like to do. Also, I love the teachers here.
Jelto: My main reason to study abroad was for the experience. I looked through a bunch of options and in the end, I decided on Melbourne as it seemed like the best option for me.
Santiago: I wanted to study in Victoria since my Uncle and Aunt had come here before me and my family, and they told me the immense amount of opportunities one has here, unlike Ecuador or Venezuela. 

What has been your favourite part of TC? 
Tat: My favourite part of TC is that we can choose our subjects ourselves.
Shirley: Art is my favourite part of TC. 
Jade: My favourite part of TC is the TC environment, tools, subject, students, and friendly teachers [who are] helpful and support students with disabilities.
Jelto: Definitely the Animals' Program. Working with all the different animals is just a lot of fun and something I never got to do like that before. 

How are classes different in your home country from classes here? 
Tat: First of all, classes here are using English as their major language for teaching. Besides, classes here provide more opportunities for us to communicate with each other.
Shirley: The lessons are completely different from classes back in China. In my previous schools, we have never-ending homework and test practices. You won’t usually have breaks because the teachers would use these times to give punishments or continue their lessons. We have way much more lessons than here in Victoria, approximately 7~9 lessons a day. The complete atmosphere of schools in China are tense and desperate, everyone are being expected to get a high mark even if they don’t want to. Feeling depressed is normal in Chinese schools. I may say, studying schools in Victoria seems to be like having a relaxing holiday where you can do what you want and learn what you like. And by the way, we don’t get to choose what we will learn before university. 
Jade: The classes here are different from my home country’s classes. There are many subjects to choose from than in Vietnam, many equipment and tools to support the subject and the way to learn here is also different, students can use computers to take notes and look up to learn.
Jelto: The freedom to choose every single one of the classes I want to take is the biggest difference I'd say. The content, complexity and way of teaching may not be the same but they aren't too different either.
Santiago: When it comes to classes, there are A LOT of differences between my country and TC. First, I’m able to choose my subjects, in any year level, something that is not offered in Venezuela/Ecuador. Second, there’s a range of options, I can’t do Media, Drama, Food tech, Art and other subjects like that in Latin America, it’s amazing! And last but not least, teachers are more comprehensive and friendly here. More than a teacher, it feels like a friend who is trying to help you. This really helped me to feel included when I first came here. 

What advice would you give to a new international student?
Shirley: Please do not take the content of the lessons too seriously when you first come here. Also, the lessons are all great fun and interesting except that there are only maximum four lessons in a day.
Jelto: Get out there and experience stuff! You're only here for so long, take this opportunity to get to know new people and this country.
Santiago: My advice to a new international student would be to look for a community or club to join so you can make friends quickly, this helps to reduce homesickness, as you won’t feel as alone. This also will help your English learning, as you’d be in constant touch with English speakers.

In light of this terms, Community Integrated Learning theme, "Living Culture", Belle would like to acknowledge our "international students who bring diversity to TC, that living experience of intercultural worlds, and different perspectives on world view and concepts. I [Belle] would like to encourage everyone to embrace these differences and that this is also true for many of our newly migrated students who speak English as a second language." Stay tuned for next week to learn more about Term Two's Community Integrated Learning theme, "Living Culture"!

Through talking to students and staff about the International Program, I realised, how diverse and big the TC Community actually is! I also learnt you can support our community by providing homestay accommodation for international students. This experience offers the opportunity to learn about another culture and build lifelong friendships. Our program is currently looking for TC families keen to host international students. 

We wish Peter the best of luck on his trip to South Korea and Japan and look forward to welcoming new international students to TC in the coming terms!

Please email Belle if your family is interested in hosting: bau@tc.vic.edu.au

By Bonnie-Mai Smith 
TC Journalist

Schools ANZAC Day Commemoration Service

Yesterday, Assistant Principal Darren, Nurse Donna and School Captains, Chloe, Finn and I attended the 32nd School ANZAC Service held at Templestowe Memorial Park and laid a wreath on behalf of our school community. This year, the service was attended by over 600 students and staff representing schools in the City of Manningham and prominent attendees included The Hon. Keith Wolahan MP (Member for Menzies), The Hon. Matthew Guy MP (Member for Bulleen), Councillor Deirdre Diamante (Mayor - City of Manningham) and Mr Brian Atherton (Past President - Templestowe RSL Sub Branch). 

Starting at noon, the ceremony began with a welcome delivered by the Rotary Club of Templestowe. Then the Deputy Mayor, Deirdre Diamante gave a response speech and an Acknowledgement of Country. Following the speeches, we all stood to sing the hymn ‘O God, Our Help In Ages Past’. After the hymn, Keith Wolahan delivered the ANZAC Address. His speech was incredibly moving and personal as he provided us with some wise words and reflected on his friend in the army who had sadly lost his life. 

After the touching speeches, representatives from all the participating schools then laid their wreaths at the foot of the monument. The structure was surrounded by four members and an armed guard of the Australian Defence Force School of Signals Catafalque Party as a sign of respect for those who have fallen. The wreath is used as a commemorative symbol to help us honour and remember those who served and died in all wars, conflicts and peacekeeping operations. Provided to us by Donna the rosemary on our wreath signifies remembrance and the colour purple for mourning, spirituality and ceremony. 

After, School Captains from East Doncaster Secondary College delivered the ANZAC Requiem (see below), which was followed by the Templestowe RSL Sub-Branch reciting 'The Ode' then the playing of the last post, flag rising and a minute of silence to honour those that did not return home. The ceremony concluded with everyone standing to sing Advance Australia Fair and God Defend New Zealand, performed by the Doncaster Secondary College Wind Symphony. 

As a Captain, it was an honour to represent TC at the ANZAC Service. It was an emotional tribute to the ANZACs, recognising how their qualities of courage, endurance, mateship and sacrifice continue to be relevant today. 

Thank you to the Rotary Club of Templestowe for providing the annual Schools ANZAC Day Commemoration Service.

Lest we forget. 

By Bonnie-Mai Smith 
TC Journalist

ANZAC Requiem

On this day above all days, we recall those who served in the war and who did not return to receive the grateful thanks of the nation.
We remember those who still sleep where they were left - amid the holly scrub in the valleys and the ridges of Gallipoli - on the rocky and terraced hills of Palestine - and in the fields of Flanders and France.

We remember those who lie asleep in the ground beneath the shimmering haze of the Libyan Desert - at Bardia, Derna, Tobruk - and amid the mountain passes and olive groves of Greece and Crete, and the rugged, snow-capped hills of Lebanon and Syria.
We remember those who lie buried in the rank jungle of Malaya and Burma - in New Guinea - and the Pacific.

We remember those who lie buried amid loving friends in our Motherland and in our own far North.
We remember those who lie in unknown resting places in almost every land, and those gallant men whose grave is the unending sea. Especially do we remember those who died as prisoners of war, remote from their homeland, and from the comforting presence of their next of kin.

We think of those of our women’s services who gave their lives in our own

foreign lands and at sea, and of those who proved to be, in much more than name, the sisters of our fighting men.
We recall, too, the staunch friends who fought beside our men on the first ANZAC Day - men of New Zealand who helped to create the name of ANZAC.

We recall of those who gave their lives in the Royal Navy, the British Army, the Royal Air Force, the Merchant Service and in other British and Dominion Forces.
We think of those British men and women who fell, when, for the second time in history, their nation and its kindred stood alone against the overwhelming might of an oppressor.

We think of every man and woman who in those crucial hours died so that the lights of freedom and humanity might continue to shine.
We think of those gallant men and women who died in Korea, Malaya, Borneo, Vietnam, East Timor, Iraq and Afghanistan and in Peacekeeping Forces assisting to defend the Commonwealth and other countries of the Free World, against a common enemy.