As we arrive at the end of Week 6, we have certainly been very impressed with the level of engagement and dedication we have seen from our students across the 9-12 Community.

This week, we are pleased to show you a range of learning activities that our students have been involved in. We hope you enjoy all the amazing work we have shared.

Michelle Downie

9-12 Community Leader Wellbeing

Brad Downie

9-12 Community Leader Student Learning & Professional Practice

From the Art and Technology Learning Area

In 9/10 Performing Arts, students have continued to develop their skills in their Solo Performances.

Students keep a video diary of their performances so that they can receive progressive feedback to develop their performance. Remote learning, of course, makes things tricky for practical/performance subjects; however, we believe this has been a very creative way of continuing to develop in the solo performance task. Art forms have included dance and music, with musicians performing on piano, voice and drums. Genres being explored are contemporary pop, classical, jazz and musical theatre.

During this term, students have been studying food product development, food product innovations and new food ideas. Students have been investigating reasons for developing food products and the steps involved in new product development with a major focus on responding to design briefs. This week, students were designing with chocolate. In the coming weeks students will design a healthy breakfast and either a family meal or a camping meal plan.

We are very excited to announce that Tamazin Sacco (Year 10 Visual Art student) has been selected to take part in the SAM (Shepparton Arts Museum) Scholars program.

SAM Scholars is a program designed specifically for senior students who are keen to develop their skills and understanding of art, design and their related contexts. SAM Scholars will engage with artists and designers, the SAM collection, guests and SAM staff.

SAM Scholars sessions will be virtual, with engaging zoom sessions interacting with vibrant young artists working in Melbourne. There will also be an emphasis on how to make it in the Art and Design industry, with tips and shared experience from successful artists and designers.

The Term 3 program is a cartoon/comic strip workshop looking at the rituals that make life bearable and enjoyable (especially relevant during COVID-19), with a special Q&A mentoring and industry chat with the artist, Aaron Billings, who co-runs Pink Ember Studios, an art studio in Melbourne. Term 4 will have an embroidery workshop looking at images and type and COVID-19 cheering patches! They both look amazing and we are sure that all involved will be looking forward to these events via Zoom from the comfort of their own homes.

Congratulations, Tamazin, we look forward to hearing all about this amazing experience.

Maths and Science Learning Area

Teenagers love videos

And it’s not just High School Musical and The Hunger Games. Our Maths Methods students gave unanimous feedback after our first round of remote learning:

“The videos were useful and the notes that went with them were good”

“I like the handouts, they helped me focus during class”

“I liked student engagement in Zoom, emulating a classroom setting”

“I liked worked example videos to go back and re-watch whenever”

Many of our maths teachers are busy pre-recording lessons that our students can watch and re-watch. While there are a lot of great resources available on you-tube, hearing your own teacher explain things in a way that you are familiar with is helpful. The teachers’ use of technology is expanding – it’s not only our students who are learning during our times of remote learning!

Year 10 Maths – If you’re that way inclined

This week one of our Year 10 maths classes explored angles and trigonometry by making their own inclinometer. These can now be used to determine the angle of inclination of tall structures and then determine the height of things that cannot be measured directly.

Physical Education and Health Learning Area

Below are some posters Year 9 health students have created during Weeks 4 and 5 of this term. The task was about physical activity and looking at local clubs or facilities that promote participation in physical activity.

Our Year 11 HHD students have been very busy creating these fabulous posters. Students have been investigating how relationships work and how they are important for improving physical, emotional, social and spiritual health for youth.

VCAL Learning Area

In 2020, we have aimed for our VCAL program to enable students to maximise their full potential. As 2020 has unfolded, we have been presented with new challenges and have adapted our program accordingly. While remote learning has been a new and unique experience, it has also allowed us to re-examine our curriculum and ensure we can continue to meet the requirements of the VCAL certificate. Teachers and students alike have adapted, and we have been able to strengthen our program through innovation and the use of several online platforms. We greatly appreciate the efforts of all our students during this time and understand the extra effort our students have put in. During remote learning, students have engaged in learning and connected with teachers and peers via Google Classrooms, live Zoom sessions and Google Hangouts. It has been great to be able to say “hi” to students via Google Hangouts and maintain daily contact. While the VCAL qualification aims to provide every student with the greatest opportunity for success in the ‘real world’, our current program and circumstances have equipped our students with the ability to be flexible, diligent and open minded. Our students have developed their communication skills and ability to meet deadlines in a virtual environment. Students have certainly used their initiative in applying themselves to projects being undertaken. Where it is safe and viable to attend Structured Workplace Learning (SWL), our students have continued to do so. We sincerely thank all our students’ employers for continuing to support SWL in this time where a number of businesses have been experiencing many changes and challenges. The impact you have on our students is unquestionably positive and vital to the development of their professional skills. Congratulations to all VCAL students, parents and teachers; our community spirit and support has been a bright light throughout 2020.

English and Humanities Learning Area

Unit 3 English – Year 12

Students are currently engaged in creating detailed essays comparing two modern texts with very different contexts. ‘I am Malala’ (2013) is a memoir of Malala Yousafzai, 'The Girl Who Stood Up for Education and was Shot by the Taliban'. As the subtitle suggests, this is a first-person account of the very difficult journey of Malala from humble beginnings in the Swat Valley, Pakistan, to the world stage as the youngest recipient of the Nobel Peace Prize.

The other text for consideration ‘Pride,’ (2014) currently featured on Netflix, illustrates the strange alliance between the lesbian and gay community who raise funds for the embattled striking Welsh miners in Margaret Thatcher’ Britain. Told with great pathos, the film demonstrates the idiom that ‘we are all better together.’ The highly recognisable union song ‘Solidarity Forever,’ strikes a chord that resonates through both texts.

We wish the students good luck in developing essays that capture the differences and the complex connections between the texts.

Unit 2 English – Year 11

Students have been examining two texts, a film, 'Invictus', and a documentary, 'The Australian Dream'. There is a central theme presented in both which involves the promotion of equality amongst all human beings, regardless of their colour, religion or race.

'Invictus' traces the resurgence of Nelson Mandela after serving twenty-seven years in a South African prison. 'The Australian Dream' follows the plight of Adam Goodes and how he stands up against the racial abuse he was subjected to on the football field and in society. Both protagonists seek to unify people through education, providing examples of why racism/apartheid has no place in a civilised community.

Year 11 Literature - Denise Stewart

Currently, Year 11 Literature students are studying 'Frankenstein' by Mary Shelley. I am currently reading the novel to students via Zoom, followed by a series of questions. On Friday 14th August, students viewed the classic 1931 film 'Frankenstein', directed by James Whale. Fun fact: This film was banned in 1932 for being too gruesome for nervous people.

Years 9 and 10 Religious Education

In Religious Education our Years 9 and 10 students are currently undertaking an analysis of Matthew’s Gospel. A recent task asked the students to re-tell one of the miracle stories in their own words.

The Gospel according to Matthew 8:23-27

Jesus Stills the Storm

The day was going great. Jesus and us (the disciples) had got into the boat and were out on the ocean when the wind started to pick up and eventually turned into a windstorm. The boat was being thrown around like we weighed just a shred of paper to the might of the ocean. Everyone on the boat was fearing for their life while Jesus was asleep so we decided to wake him. “Lord, save us! We are perishing!” He replied, “Why are you afraid, you of little faith?” He stood and rebuked the wind and sea, and just by his command, everything was calm. We were all in shock but so amazed at the same time. One of the disciples spoke up saying, “What sort of man is this, that even the winds and the sea obey him?”

What does this miracle tell us about God’s presence in the world?

The miracle shows us that God is so powerful he can calm something with such force, like a windstorm in the ocean, just by his voice.

Bayley Lloyd, Year 9

Great work Bayley!

St Augustine's College Kyabram

NEWSLETTER, TERM 3, WEEK 6, 2020 · 21 Aug 2020

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