Secondary

Mr Chris Graham

Assistant Principal (Secondary)

A function of time

During our assemblies this past week, I asked the students to compare and contrast two aspects of their time. The first is screen time. I asked them to add up the hours that they spend either on their phone or playing games, or generally scrolling. For many of the students, it was between 3-7 hours per day.

I then asked them to add up the time that they spend doing the things they want to get better at, i.e. sport, art, music, study, etc. For most of the students, they spent far more time on a screen rather than doing things they wanted to develop. As I’ve worked as a PE teacher and sports coach, I’ve encountered many students who tell me that they’d like to be a professional sports person. My response is generally, ‘That’s great; who do you play for and how often do you train?’ Surprisingly, I’ve had students that don’t actually play for a team and rarely train, yet tell me that they’re ‘going pro’.

Generally, ‘going pro’ is extremely rare, but for those that do not spend many hours training, it is almost impossible. Someone who spends larger amounts of quality time training is more likely (but definitely not guaranteed) to become a professional. Students who play one game a week and train once a week are simply not putting in enough hours. They need to greatly increase their efforts in this area. This is also comparable to schooling.

Simply ‘being smart’ does not necessarily equal a great ATAR score or provide an outcome that students actually want. Diligence and resilience have a much stronger correlation to students achieving their desired outcome (as opposed to intelligence). For some, this may mean a higher ATAR; for others, this may mean an apprenticeship or work.

Earlier in the year, many of you would have heard that we reviewed our school values and included the value of ‘excellence’. The reality of this value is that it does not necessarily mean intelligence. Rather, to have excellence is to show diligence and academic resilience; to ensure that we do our best.

As we are heading towards our exam time (for our Year 10 to 12 students), I’d like to take this time to wish them all the very best. I’d like to encourage them to be diligent in their studies and to strive to do their best. If any students are needing help, there are many, many teachers who are willing to help - all they need to do is ask.

Ms Melissa D'Amico

Deputy Head Secondary (Middle School Culture)

As we approach the midway point of the academic year, it's been an exciting time for our students as they embark on thrilling adventures to expand their horizons and deepen their knowledge. Today, I bring you news of two expeditions that our Year 9 and Year 8 students recently embarked upon.

Year 9 Central Australia Camp

Central Australia Bound! Our spirited Year 9 students gathered eagerly, brimming with excitement as they set off for their highly anticipated camp to Central Australia. Departing from the school grounds at the early hour of 5.00am last Saturday morning, their journey has taken them to Adelaide, Coober Pedy and then King’s Canyon. From there, they will venture further into the heart of the Australian outback, immersing themselves in the rich cultural heritage and breathtaking natural wonders that this region has to offer.

Throughout their journey, our students will be encouraged to develop essential life skills such as teamwork, resilience, and problem-solving. This camp promises to be an unforgettable experience that will forge lasting memories and foster personal growth among our Year 9 cohort. We eagerly await their safe return, excited to hear their tales of discovery and wonder.

Year 8 Werribee Gorge Excursion

Meanwhile, our inquisitive Year 8 students embraced their own geological adventure on Friday 12 May, as they embarked on a captivating excursion to Werribee Gorge. As part of their science curriculum, this excursion allowed them to deepen their understanding of geology by immersing themselves in a unique outdoor classroom.

Accompanied by their dedicated teachers, our Year 8 students journeyed to Werribee Gorge, a geological marvel nestled in the heart of Victoria. They explored the rugged terrain, observing geological formations firsthand. Their understanding of the Earth's natural processes deepened, enabling them to grasp the forces that have shaped our planet over millennia.

The students were guided by teachers, who shared their vast knowledge and instilled a sense of wonder and curiosity in our young explorers. Through this immersive experience, our Year 8 students developed a profound appreciation for the dynamic nature of our planet and the immense impact geology has on our everyday lives.

As we witness our students embarking on these remarkable journeys, we are reminded of the immense value of experiential learning. By providing opportunities for hands-on exploration and discovery, we empower our students to cultivate a genuine love for learning, encouraging them to become lifelong learners and passionate advocates for the world around them.

Mr Victor Salloum 

Deputy Head of Secondary (Senior School Pathways)

Theatre Studies Performance

The VCE Theatre Studies performance at Aitken College was an astounding success, captivating audiences and showcasing the exceptional talent and dedication of the students involved. The production, titled "Creche & Burn," was a comedic take on the great differences between parents and their children in a daycare setting. There were memorable performances of the characters and humour that had the audience laugh aloud for much of the show. Every aspect of the performance demonstrated the students' remarkable skills and creativity.

The success of the Aitken College VCE Theatre Studies performance can be attributed to the collaborative efforts of the students, teachers and support staff involved. Countless hours of rehearsals and preparation went into creating a seamless and polished production that left a lasting impact on the audience. The students displayed a high level of professionalism and commitment, embracing their roles and delivering exceptional performances that were both authentic and emotionally resonant. The guidance and expertise of the teachers and staff were instrumental in shaping the production and nurturing the students' talent, providing them with valuable mentorship and guidance throughout the process.

The impact of the Aitken College VCE Studies performance extended beyond the stage, fostering a sense of community and camaraderie among the students and creating lasting memories. The production not only showcased the students' artistic abilities but also instilled in them a sense of confidence and self-expression. It provided a platform for the students to explore their creativity and develop their skills in a supportive and collaborative environment. The positive feedback and accolades received from the audience and the wider community serve as a testament to the success of the performance, further motivating the students to continue pursuing their passion for theatre and the arts as part of their VCE.

Upcoming Year 10 & 11 examination period

The upcoming Year 10 & 11 examination week at Aitken College is a crucial period that will test students' knowledge and understanding across various subjects. It serves as a comprehensive assessment of their academic progress and provides an opportunity for them to showcase their learning and skills. With rigorous preparation and focused study, the students are gearing up to face the challenges presented by the examinations, demonstrating their commitment to their education and future goals.

During examination week, the students will be immersed in a structured and disciplined study routine, dedicating long hours to revising key concepts, practising problem-solving, and consolidating their understanding of the subjects. The examinations will cover a wide range of topics, demanding critical thinking, analytical skills, and effective time management. 

Students will also use this time to reflect on their time in each of the subjects to make changes to their approach next semester or decide on their future undertaking of the subject.

Reminder to all Brookhill families

I would like to take a moment to emphasise the importance of working together to guide the students to success by reinforcing the College's policies regarding uniform, punctuality, and behaviour. These aspects play a vital role in creating a conducive learning environment for our students.

Uniform compliance is not just about appearance; it fosters a sense of unity and pride among students. By adhering to the College's uniform policy, we promote a level playing field where all students feel included and equal. It also prepares them for future professional environments where adherence to dress codes is expected. Punctuality is another crucial factor in your child's academic success. 

Arriving on time not only shows respect for the learning process but also allows students to make the most of their educational opportunities. Consistently being late to school can disrupt classes, hinder learning, and create unnecessary stress for the student and the teacher. 

Behavioural rules are in place to maintain a safe and inclusive environment where every student can thrive. Teaching our children to follow these rules helps develop their social skills, empathy, and respect for others. By working together to reinforce behavioural expectations, we can create a positive and supportive atmosphere.

Mrs Jenny Lilley

Head of Faculty - Vocational Major

Personal Development Skills Food Technology

The students have been working on a community recipe book project where they must choose a recipe that meets a specific and detailed criteria. The recipes needed to be suitable for a young adult, be clear and easy to follow, be healthy, not too expensive, sweet or savory, a serving size for two and could be from a different culture. When the dish was made during the Food Tech class last week, the class assessed its suitability for inclusion in the recipe book by the recipe’s taste and appearance. The next school-based assessment task will focus on developing and formatting an appealing recipe book for community distribution.