Foundation

In Inquiry, we are learning about emotions. This week we created our very own “Foundation Philharmonic Orchestra”. When an emotion was called out, the children used their voices to create matching sounds. It was a wonderful way to explore how feelings can be expressed in different ways.

We continue to enjoy reading picture books with cats as characters! This interest has led to something very exciting — our two class cats, Patty and Paris, are now travelling home with the children. The class has been eager to take them home and then return to school to share stories about their adventures. We are loving hearing about where they go and what they get up to!

Reminders

Children attend school on the next two Wednesdays.
We are collecting donations of much-loved toys and books for the F–2 Fete Stall. If you are having a clean-out at home, we would greatly appreciate any suitable items.

Mrs Tanya, Classroom Teacher

Year 1 & 2B

Mrs Torney, Classroom Teacher

Dear Parents and Carers

Mrs Tanya, Miss Lockhart and Mrs T classes will be holding a Trash & Treasure Stall at our School Fete on Thursday 2nd April.

We were hoping that you would like to donate items such as toys, games, books etc that you no longe

r want, or your children have grown out of. You can start collecting them now, to drop off at school.

This would be gratefully received.

Thanking you in advance

Mrs Tanya Miss Lockhart Mrs T

Year 3/4

The school year is well and truly underway and we have had a fabulous start in Grade 3/4!

In the classroom, we have been preparing students for the upcoming NAPLAN to ensure they feel as comfortable as possible during this process. Students have asked the appropriate questions and followed instructions exceptionally well during this time.

Just a reminder to make sure homework is being completed and handed back to school each Tuesday.

Thank you to all families for your ongoing support to begin 2026.

Upcoming information/dates:

Friday 6th of March: Curriculum day (no students at school)

Monday 9th of March: Labour Day

Mr Campbell & Mrs Gleisner, 3/4 Classroom Teachers

Primary Music

Year 9

Ms Piccoli & Miss Van De Wetering, Year 9 and Duke of Ed Teachers

VM

Mrs Postle

Year 11

Week 6 Already!

It’s Week6 — where is the term going? We have a short week coming up with a Curriculum Day on Friday followed by the Labour Day public holiday on Monday, and straight after that we’ve got something very exciting happening…

From Wednesday to Friday we’re heading off to Torquay for camp! We’re all looking forward to the much-anticipated MasterChef Challenge (we can’t wait to see what culinary masterpieces are produced this year!) and of course our surfing lessons. It promises to be a fantastic few days of teamwork, fun and challenge.

A big congratulations to Kayla, Jamie and Aidan for representing the College at the NCD Swimming Sports. We’re proud of the way you competed and represented the school.

It’s also been fantastic to see our VM students out on their work placements, gaining valuable real-world experience. They’re incredibly fortunate to have such amazing opportunities organised by Robyn, and we’re grateful for the support she provides to our students.

In Huddle, we’ve been working through our Ready to Learn Plans, identifying our escalation signs and developing strategies to help us stay regulated and focused. Understanding what helps us reset and respond (rather than react) is an important life skill — not just for school, but beyond. It’s great to see students engaging honestly in this process.

It’s been great to see the Year 11 students making excellent use of Homework Club. Just a reminder that Homework Club runs on Monday, Tuesday and Friday — a great opportunity to stay on top of your workload and seek extra support if needed.

It’s shaping up to be another big few weeks — keep up the strong effort!

Mr G’s Study Tip — Know Your Words, Know Your Marks

Strong VCE answers start with strong vocabulary.

✔️ Create a key terms list for each subject.✔️ Be able to define them clearly — without looking.✔️ Practise using them properly in full sentences.

Remember: exam questions are marked against key terminology. If the correct terms aren’t there, the marks often aren’t either.

Also, pay attention to marks per question:

1 mark = short, precise answer
2–3 marks = explain + key term
4+ marks = structured response with detail, examples and depth

Don’t write half a page for a 1-mark question — and don’t write one sentence for a 4-mark question.

“Marks aren’t random — they’re earned through precision.”

Have a fantastic week and we’ll see you on the surf!

Mr Gretgrix , Homeroom Teacher

Year 12

REMINDER - Year 12 Camp:

All things going well, our Year 12 students will be heading off on their final camp to Torquay on 30 March – 1 April. Students will take advantage of a few days down the coast to set some goals, discuss their motivations and identify ways that they can support their own learning. Please ensure to sign the permission form and return it to the office as soon as possible.

Supporting yourself through Study:

As this year has thrown us some curve balls already, now is an important time for students to begin considering or revise their learning and revision/homework approach. It is particularly important that our Year 12 students establish a routine and schedule to include revision and homework as well as important ‘down time’.

Here are a handful of strategies that you can use to get on track for a productive study timetable:

1. Routine, Routine, Routine.

You have them when you get out of bed, eat breakfast, brush teeth etc so why not formulate and use them to your advantage to study. Some students prefer using the routine of their school timetable: i.e. revising each subject that has been taught during that particular school day, where others prefer to have a priority list to complete.

Remember, having a good routine also means getting up a consistent time on weekends – don’t fall into the cycle of getting up late and going to bed late.

2. Break up each subject task list into smaller task lists.

Just writing “English homework” on a study planner won’t give you a crystal-clear idea of what is required for that study session. No idea = fluffing about = procrastination.

Be detailed with what is required such as:

Compile Unit 3 Outcome 1 summary notes

Complete end of chapter review questions

Pre-read next chapter topic

Summarise list of key quotations for XYZ

Make a list of questions for topics not understood and ask or email teacher for assistance

3. Break up the subjects and alternate

Short sessions of 45-60 minutes are good, but it is even better to alternate and mix up different subjects. Different subjects typically use different parts of the brain so get some variety into your study if you can.

4. Find your zone

Find a ‘safe haven’ where you can study. That may be in the garage, the school library, at Nanna’s place etc. Pick a place that is quiet and free from distractions to help you find your zone.

If you would like to discuss study tips or would like some support to develop a study timetable please speak with Mrs. Barker, Mrs. Postle or Mrs. Woodman to arrange a time.

Communication:

We would like to remind all senior students that they are expected to log on to Compass each school day and check their school-based Outlook account for any correspondence from staff. All official communication will be through these channels, and these places should be checked daily.

Please acknowledge receipt of your email when you get it.

If you are unable to attend a scheduled class or will be absent from an event, please notify one of your home room teachers by email, as a matter of courtesy.

Mrs Postle, Mrs Barker and Mrs Woodman, Homeroom Teachers

Sweet Learning in Psychology

Our Year 11 and 12 Psychology students recently brought neuroscience to life quite literally by constructing detailed neuron models using lollies!

As part of their study of the nervous system, students designed and built an accurate representation of a neuron, carefully labelling each structure including the dendrites, cell body (soma), axon, myelin sheath and axon terminals. They were required not only to identify each part, but also to clearly explain its function and how messages travel through the brain and nervous system.

Taking their learning a step further, students then demonstrated key brain processes such as synaptic pruning, neural re-routing, and neural plasticity. Using their lolly models, they showed how connections between neurons can strengthen, weaken, or reorganise in response to learning and experience.

Well done to our Psych students for their enthusiastic approach to learning and for resisting the temptation to eat their models before presenting them!

VCE Art

Last Thursday, four of our Year 12 VCE Art students attended the VCE Art Inspiration Day at La Trobe Art Institute in Bendigo, facilitated by Bendigo Art Gallery. The day provided a valuable opportunity for students to immerse themselves in contemporary art practice while gaining insight into the realities of developing and exhibiting a body of work.

Students explored the exhibition All That Is Alive, engaging closely with the themes, materials and conceptual approaches presented within the group show. Experiencing the works firsthand allowed students to analyse how artists resolve ideas through materials, scale, and presentation which is an important connection to their own Art Making and Exhibiting studies.

A highlight of the day was hearing directly from exhibiting artists Saskia van Pagee Anderson and Kylie Banyard. Both artists generously shared insights into their creative processes, from early experimentation and refinement of ideas through to exhibition design and installation.

Students also benefited from presentations by two 2025 VCE Art students, who spoke candidly about their folios and art making processes. Hearing from peers who have recently navigated the same study design offered practical advice, reassurance, and inspiration. The emphasis on consistent documentation, purposeful experimentation and reflective annotation provided some clear guidance for our students as they continue developing their own bodies of work.

Experiences such as this are invaluable in supporting students to understand the expectations of VCE Art beyond the classroom. Viewing high-quality folios and resolved artworks, while engaging in professional dialogue with practicing artists, helps students clarify their own artistic direction and strengthen their working processes.

We’d like to extend our sincere thanks to Mr Watson for generously supporting the excursion and transporting students to and from Bendigo to meet Mrs Barker at La Trobe Art Institute. It was a rich and inspiring day that will undoubtedly inform and strengthen our students’ creative journeys throughout the year.

Mrs Barker, VCE Art Teacher

Literacy and Numeracy