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

Next Week @TC

23/06/2023

  • Applications for the 2024 VCE Vocational Major

  • Semester 2 Timetables

  • TC Ration Challenge Team

  • TC Opening/Closed in the Holidays

  • Return to Term 3 Arrangements

  • Semester 1 Reports Now Released

  • TCNEWS - Peer Support

Applications for the 2024 VCE Vocational Major (VM)

Applications are now open for the 2024 VCE Vocational Major (VCE VM). Please visit the link below to learn more about the VCE VM and why it may be a great option for students in their final two years at TC. A link to the application form can be found here too.

https://www.subjects.tc.vic.edu.au/vm-information

Applications close on Friday 14 July. They will still be accepted on a case-by-case basis from that point on. Early in Term 3 students and parents/carers will be invited to attend an interview (in approximately Week 3) to ensure that the VCE VM stream is the right pathway option. Please note that places in the VCE VM may be limited. If you have any interest in undertaking the VCE VM please ensure you submit an application. You can always decline your offer later if you change your mind.

Please contact Liam O’Neill LONE@tc.vic.edu.au should you have any questions.

Semester 2 Timetables

Today your students will have received their Semester 2 timetable in their email. It comes from an email 📧 called “Timetables-Admin@tc.vic.edu.au”. If they cannot find it, check if they have a ‘focused’ and ‘other’ inbox as it could be in the ‘other’ folder.

If their is an issue with their timetable such as a blank or you want to change your classes students can fill in this form which also has information on the process.

Over the holidays if your want to talk to someone about their timetable please ask them to email their community team on the following emails:
BLUE@tc.vic.edu.au
GOLD@tc.vic.edu.au
GREEN@tc.vic.edu.au
RED@tc.vic.edu.au
The Community Teams will respond next term once we are back.

TC Ration Challenge

Thank you to everyone who donated to the TC Ration Challenge team, they have done an amazing job eating the rations of a refugee for a week. The team surpassed their goal of $5,000 and are now up to over $6,000, a great achievement. You can still donate here: TC 2023 - Ration Challenge Schools 2023 or use the page below.

TC Opening/Closed in the Holidays

TC will be closed throughout the holidays. We do have a few VCE students who will be in as arranged with their teachers.

Should you need support from IT, please use the helpdesk link.

We do have an emergency phone line, but you may need to leave a message.

Return to Term 3 Arrangements

We look forward to seeing everyone for a normal start time on Monday 10th July.

Semester 1 Reports Now Released

The reports for Semester 1 are now available on Compass. If you have any questions, please do reach out to the classroom teacher in the new term.

TC NEWS

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

Peer Support Wrap

As the final week of the term comes to an end, so does this year's Peer Support Program. This term at TC, our student leaders continued to help our new Entry students succeed in their transition to high school. In small groups, Peer Support Leaders acted as mentors and worked with Entry Connect classes, running sessions that focused on how to build positive relationships with others. Part of their role also included encouraging participation at Community events, and generally being a friendly face! 

This week, school captain Chloe worked with our other student leaders to host a celebration for Entry students and Peer Support Leaders. Last year marked the start of a new school captain initiative titled 'Legacy Projects', which aims to make the School Captain role worthwhile by sparking inspiration in leaders and strengthening student collaboration. Since the start of the year, Chloe has been planning and coordinating all the moving parts involved in this festivity and has been incredibly dedicated to creating an amazing experience for those students. 

During Connect and Recess 1 on Wednesday, Entries flooded S-Wing to celebrate the victorious term. The event opened with a welcoming thank you message from Peer Support Program Coordinator Leija. Then, students in Blue and Red were either able to engage in an intense game of dodgeball or invited into the 'Mellow Room', which included activities like giant Jenga, Uno and other board games. Those in Gold and Green had a bit of a dance and were offered tasty treats like snags, cinnamon doughnuts and drinks, courtesy of the Canteen. Later, the communities swapped activities and then the party closed with a lovely farewell message. Overall, the event was a certified success. It was great to see our peer support leaders and other student leaders be so involved and connected to our Entry students, through tallying up dodgeball points, serving food and bringing electric energy! 

In the role of, Director of Community Events, Duncan praises Chloe, describing the party as a "necessary project and one that should be written into the future program of the school" and was "constantly impressed with how considerate you were [she was] of the students, staff and fellow leaders; always ready to say "yes" to anything they suggested or wanted."

Earlier in the year, I spoke with the incoming Peer Support Leaders about their expectations and anticipations for the role. Here, I was able to follow up with them on their experiences and achievements. Read on. 

As a Peer Support Leader, how do you think you went? 
Jessica R: Being a Peer Support leader for the first time was a big experience for me and gave me lots of insight into the things we do at TC and how I play a part in developing an image, identity and community for our school. I found the whole term an interesting learning journey, building on my confidence and skills as a leader.
Imogen: This term was a great success for Peer Support and our team. We found that by collaborating regularly we had more successful and organized lessons. We would often meet or discuss how we could readjust the lesson plans and focus on the feedback our classes gave us: how to make the lessons educational but also fun! Taking this feedback into account, a lot of our lessons contained games outside such as “ Charades” and “The Kindness Plan – Octopus Edition” which were more enjoyable for the students and successful for us leaders.
Kate D: I think most kids had fun eventually. It is scary first meeting older kids and talking to them but by the end, we had everyone happily running around! 

What were the challenges?
Imogen: Organising collaborative games with multiple classes was definitely a challenge at times. Making sure that the intention of the activity was understood and could be performed in a controlled manner, tested us at times. However, in saying that, we used these experiences as ways to reflect on how our Peer Support Team could improve our lessons for the future.
Samara: The main challenge we faced was to make the activities "interesting and fun" and to change them to suit/match our group's different ways of participation. 

Can you recall a specific example during your sessions where your training earlier in the year, came in handy?
Imogen: My favourite part of Peer Support this year was when we organized “The Kindness Plan – Octopus Edition” which personally, I believe, was one of our most successful and memorable lessons of them all. To see our plan for the lesson in action, taken so excitedly and eagerly by all the Entry Connect classes, was for sure a great pat on the back to our team. I found it beneficial to have our training with us when it came to preparing us on how our sessions are received from different classes this was according to their interests, and we learnt how to be flexible in designing lessons for each class. This made the sessions more exciting for the students, therefore we had growing interest and participation each time. 

What were the rewards/favourite parts?
Jessica R: It was often a brain-wracking job trying to come up with ways to make peer support fun but also educational. The other leaders and I took the initiative to brainstorm ways we could make it a more outdoorsy, game-based session. This resulted in lots of flexibility and improvisation on our part, but we learnt heaps from it and hopefully will be able to keep developing and building upon peer support in the future.
Kate D: When I found people sitting to the side or not wanting to do things, I went over and sat with them, I didn't ignore them or make them participate but after talking with them watching them actually go and willingly participate is so rewarding you actually feel like you have done something [valuable].
Samara: The thing that made me really happy about the whole thing was when we changed one specific lesson and did it outside with a bit of a twist, and seeing everyone together and genuinely enjoying the activity made me so happy.

Any advice to next year's peer support leaders?
Jessica R: Well done to all peer support leaders this year - you have done an amazing job and should give yourselves a big pat on the back! And for potential leaders next year, don't forget that it's okay to do things differently and to always keep trying.
Samara: The advice I would give to next year's peer support leaders would be to not be afraid of changing things like the activities to make it more fun and so that people can participate more and also to work as a team with all the other peer support leaders. The other thing would be to just follow your instincts and to come to your session very prepared.
Kate D: I think doing what you think would be good because sometimes we followed the lesson and sometimes we went completely rogue! You have got to remember the kids don't necessarily want to do it so you've just got to make it fun and go with what you think would work.

Congratulations to our 2023 Peer Support Leaders on their hard work and dedication to the valuable program. Also, fantastic job to Chloe and all of the staff and student leaders involved in the celebration and ensuring an enjoyable event for all of the entries. Well done everyone!

By Bonnie-Mai Smith
TC Journalist 

Last Weeks Announcements

  • VET Applications 2024

  • Semester 2 Timetables

  • Semester One Reports Available Next Week

  • Beginning of Term 3 Arrangements

VET Applications 2024

Applications to study a VETDSS (Vocational Education and Training Delivered to Secondary Students) course in 2024 as part of your secondary education are now open. Please follow this link VETDSS 2024 to find out about all things VET. Here you will find a 2024 VET presentation video, the VET application form and the VET course guides.

Applications are due by Friday 14th July (end of week 1 of term 3). Applications after this date will be considered on a case-by-case basis.

PLEASE NOTE: Current 1st year VET students who wish to continue with the 2nd year are required to submit a new application. Your enrolment will not automatically roll over.

Unsure? Submit an application anyway!

As places in VETDSS courses are limited, submitting an application early means that you are less likely to miss out. You can withdraw from VET courses before the end of Term 4 2023, as long as you let us know.

It is best to keep your options open if you are still figuring things out.

If you have any questions, please email tmcc@tc.vic.edu.au or pop in and see Tammy in the HUB.

Semester 2 Timetables

The timetable database is currently being created ready for the beginning of Term 3. In this process students who unfortunately did not receive their first elective preferences will be helped to choose new classes early next week by the timetable team. We hope to release timetables to students by Wednesday morning so everyone is able to view them before the holidays and reach out to CET if there are any issues. All students will have the opportunity to rearrange their timetable in ‘Change Week’, term 3 week 3 if they are unhappy with their choices. We hope this process empowers all students to take control of their subjects and have a great second semester.

Semester One Reports Available Next Week

We are looking to release Semester one reports at the end of next week. We will let families know when we have done so.

Beginning of Term 3 Arrangements

As a reminder, term 3 begins on Monday 10th July. We will run classes as normal on this date.

Previous Weeks Announcements

  • Free Triple P Parenting Course Online

  • Child Safe Student Briefings

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/

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.

Previous TC NEWS Articles

Careers Expo

After the smashing success that was last year's Careers Expo, the annual event is back and bigger than ever! From 3:30 to 5:30 this Monday, the HUB will transform into your one-stop source for all things careers. Students, parents and carers will have the opportunity to meet and network with some of the best tertiary and employment institutions around Australia, investigate pathways of interest and learn all you need to know about transitioning into a study or work environment.

While wandering from stall to stall, exploring and building your pathway plan, you will be able to chat with a variety of providers about courses offered at the Tafe or Universities, subjects that best suit the pathway/s of interest, prerequisite requirements for entry, Tafe into Uni pathway courses, deferring courses, fee structures and scholarships, apprenticeship opportunities and any other careers enquires.

Last year was the first time TC hosted the expo, with the attendance ratings incredibly high. To suit more areas of interest, the guest list has expanded to include – the Australian Defence Force, Australian Catholic University, Richmond Football Club Institute and the University of Tasmania. RMIT, Collarts, Headstart, Latrobe, Monash and more are also back to answer your questions on the spot. Also, in most cases, these providers will give away industry merchandise such as cool pens and stress balls. From personal experience, I would definitely recommend bringing a tote bag to carry all the free swag!

In the role of, Director of Careers & Pathways, Liv is excited to "hear the buzz of the students visiting from stall to stall" and hopes the event will promote career meetings with the pathways team to "discuss how we can achieve their future plans, and better provide subject support to ensure eligibility for different programs." 

You should also check out TC's Careers site. By creating an account on the career tools page, you will gain access to valuable information such as career profile quizzes, career action plans, resume and cover letter templates, job interview prep, OHS certificates, E-Portfolio building and much more. Additionally, you can keep up to date with careers information on your teams community page and compass.

So don't miss out on this exciting chance to learn new skills beneficial to your studies or future career. 

See you there!

TC Careers: Career Tools (tccareers.com.au) 
TC Careers Login Page: Career Tools - Templestowe College (tccareers.com.au) 

By Bonnie-Mai Smith
TC Journalist

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 

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.