Principals' Report

Executive Team Report

We are now coming to the end of what has been another term mostly undertaken in remote conditions. I imagine at times everyone has felt overwhelmed and exhausted, however, we should also reflect on what has been achieved, the skills we have learnt, the resilience we have shown and the relationships we have nurtured.

I am really proud that, despite the current adversity, we have managed to continue to participate in a different, yet rich, learning program. I would like to applaud our community for continuing to progress during the remote learning period. Students are maintaining their commitment to their studies, staff are working long hours to conduct their courses and maintain services, while parents and friends continue to support the school through associations like the College Council, the PFA (love the video clip) as well as being strong carers for their own families.

Our teachers are working extremely hard to minimise the impact of remote learning on their students’ progress. Whilst it is difficult to provide the direct physical feedback that would normally occur in the classroom, teachers have changed their approach to checking for student understanding and to completing assessment. This adaption is also taking place in an environment where workplace demands are competing with family needs.

Fortunately for all of us, our teachers, students and parents are being assisted by the education support (ES) staff, who are working to ensure the administration of the school and its programs continues seamlessly. Our ES group are a vital part of the staff team and our school could not function effectively without them.

This term has been different and challenging, however, our students have the made the most of the opportunities presented to them. They have completed art projects, played musical instruments, undertaken physical workouts, participated in Course Counselling, navigated virtual excursions and of course, engaged in the learning tasks set by their teachers. I have really enjoyed visiting classes, participating in student leadership forums and interacting with students and staff on line as well as with the small band of students who are working onsite.

Thank you to the student leaders for your initiative and drive in creating a range of ways for students and staff to maintain connection. The Leadership Instagram pages and frequent competitions have been well received. One of the highlights of this remote learning period has been the Fancy Friday initiative. Each week there is a different theme and the staff have engaged enthusiastically as can be seen by the number of photographs being sent via email each Friday. Everyone has done their best under the circumstances that have arisen in this year, 2020.

I would like to particularly acknowledge the dedication and perseverance displayed by our Year 12 students. This year has not been the final year they envisaged but they have generally stayed the course and worked extremely hard. We are now able to have them on site for some final SACs. I have observed their mature and positive approach to these and feel certain they will continue to overcome any challenge going forward. We are all looking forward to having our VCE students back on site next term and hopefully it won’t be too long and we can welcome everyone else back too. We miss you: schools are lonely places without our people.

When we come to look back on this year, we will all be able to identify numerous challenges we have faced individually and collectively. In time, we shall do so with great pride in our achievements.

Marianne Lee

Principal

Beyond 2020

As Term 3 draws to a close and we eagerly anticipate the lifting of some of the restrictions in metropolitan Melbourne, we continue to focus our attention on ensuring that all our students are well prepared for life beyond 2020.

Early next term our Year 12 students will commence targeted revision in preparation for the upcoming VCE exams. Exam revision packs for every subject have been prepared and will be distributed this term. Practice exams in all Unit ¾ subjects will be conducted in week 2 and plans are underway to mark the conclusion of their time at Koonung Secondary College. It is a busy time for these young people and we remind each of our VCE students of the many layers of support readily available to them at Koonung as they navigate this challenging time.

Over the course of this term, students from Years 8-11 have submitted subject selection preferences for 2021 and work has commenced on the blocking grid for 2021. We hope to notify students before the end of term of the outcome of this stage and their provisionally allocated subjects. In the Middle Years, work is about to commence on class groupings for next year and students will be asked to provide input to support this process.

Interest in Koonung Secondary College remains very strong and we anticipate welcoming well over 200 Year 7 students in 2021. This high level of interest reflects the positive image presented by our students both at school and in the wider community, our continued focus on excellence and the strong sense of cohesion and community which is evident at Koonung.

Sandra Greenhill

Assistant Principal

Formative Assessment & Progress Reports

“The fundamental purpose of assessment in education is to establish and understand the points that students (either as individuals or groups) have reached in their learning at the time of assessment” Masters, (2015)

Formative assessment provides the answers to the questions: Is learning on track? What needs to change? Where does learning go next? It can be immediate (a specific question, thumbs up or thumbs down) or planned (a quiz, a student moderation, viewing workbooks). Using multiple forms of formative assessment in a classroom strengthens assessment practice overall. The purpose of formative assessment is to provide feedback for learning. This can be:

feedback to the teacher about how and where to modify the teaching program to meet the needs of one or more of their students
feedback on what achievement of standards looks like
diagnostic feedback incorporated into the design of a learning program with learning outcomes in mind.

During Term 3, teachers have been developing various formative assessment tasks to enable teacher feedback to occur throughout the unit of work rather than at the end of the test. For example:

Teachers have been using OneNote to check a student’s workbook to give them specific feedback on questions/work completed
Teachers have used OneNote to provide video feedback on a written task
Teachers have used online mini tasks to check their students’ understanding of the concepts and provided feedback on what they need to improve
Teachers have been using the break-out rooms to give group or individual feedback on their progress
Teachers enabling students to share work via an online platform to obtain feedback from their peers
Teachers uploading detailed assessment rubrics to show where student learning is at.
Teachers uploading detailed feedback on tasks completed

Formative assessment has become an import part of our continuous reporting package where teachers provide specific feedback throughout the semester. Please regularly check Compass Learning Tasks to read the specific feedback.

The Term 3 Progress Reports will be available on Friday 18 September 2020. The following criteria will be used to assess student progress:

Active engagement with learning
Completion of assigned work
Attendance at remote lessons

Please take the time to read and discuss the report with your child. If you have any queries about their progress, please do not hesitate to contact the subject teacher or coordinator.

Mark Quinlan

Assistant Principal

Specialised curriculum programs during Remote Learning

Ask any Year 12 student what was the highlight of their years at Koonung; invariably a beaming face and the words ‘Live Life’ ensue. The teamwork, life skills, and sheer fun, as well as a regular out of uniform day, combine to provide valuable experiences and memories for our Year 9 students. This year’s cohort has missed some of the interaction, however during Term 3, Live Life has continued and flourished during this second period of remote and flexible learning. Ably and enthusiastically led by Kate Hindell and Shaun Sanderson, each Wednesday sees a post-recess and post-lunch session, in which the key elements of the program have been honoured. It is a challenge to make it meaningful and compensate for not being able to be onsite, attend excursions and engage with the community. However, Shaun and Kate, supported by Karen Riding, have put together great lessons, activities and guest speakers.

I have joined the team this term and have had the pleasure of delivering engaging lessons to my class, which has seen them continue with an as-close-as-possible, authentic Live Life experience. So far, we have covered subject selection and course-counselling, careers (resume and interview skills) sessions leading into Year 10 work experience, a moving online presentation by Brett Hunt on the Vietnam war experiences of his father (Dusted Off), and an educational and enriching unit on disability and inclusion, with a Zoom visit to SCOPE. Our students asked thoughtful, intelligent and challenging questions of the presenters, a selection of which follow.

What made you two want to educate students like us about disability? Was it an initial thought for you both? Did you always want to educate people about Disability?

Before I was first employed by Scope, I was unemployed for quite a while because employers thought that hiring someone with a disability would too ‘risky’. So, when I was offered this job, I was ecstatic! Not only did I get a job, but I got an opportunity to highlight my strengths and to make a difference for the next generation with or without disabilities.

Every single time we meet new people, we learn something. For those who have different backgrounds and/or identities to us, we can learn even more. I’m just in the fortunate position of being paid for it.

What is the best advice you've been given or can give?

Growing up, my parents brought me and my sister up to be curious, to always ask questions. Learning about things that pique your interest is amazing and doesn’t have to be restricted to a classroom. If you have a question, find out the answer; whether it be from a book, a site or a person.

I used to volunteer at a nursing home, there were a couple of disabled residents and I loved talking to them etc. I didn't want to treat them differently to everyone else, but how can I tell if I'm doing the right thing etc., is there a certain way I should talk to them or act ?

I think what everyone should be doing every day is, treat people with respect, be kind and be patient. If we do those things, then you pretty much can’t go wrong.

Quicksmart Literacy and Numeracy

During remote learning, our Year 7 students have continued with their extra literacy and numeracy support through regular, online Quicksmart sessions. Tutors have adapted their resources to enable online delivery of the program, with each student having 3 sessions a week, either before school or during the school day. Koonung is one of the few schools to have continued with this program in the remote space, and it has been welcomed by the parents and students involved. Well done to all our Quicksmart tutors, and their pupils!

Mary Eade

Assistant Principal

Term break time

Wishing all of our College community members a relaxing break, don't forget to stop and smell the roses and take some time for yourselves.

Stace Kerr

Business Manager