News - ��Ů��

Details: Published: 03 March 2020

Tanya McKenzie-Sleeth and Adam Glasson share a motivation to improve secondary education in Greater Shepparton shaped by their own experiences as students, parents and now community leaders.

Tanya, as the new President of ��Ů�� School Council, and Adam, as Vice-President, will help provide oversight and governance for the new school in its first year of operation.

It is familiar territory for both. Adam, a product of Shepparton’s North Tech before its closure, returned to education as a school council member in recent years – serving as President of the Mooroopna Secondary College School Council for the last two years.

Tanya’s old high school has also closed its doors. Tanya’s children were third generation students at the former Shepparton High School, where she served on its school council before also stepping up as President for the last two years.

"I stepped up to contribute and support school council because I saw gaps in engagement in education when I was going to school," Tanya said. "Back in my day paretns weren't really part of the child's education journy and the schools didn;t really encourage them to get involved.

"I want that to change and while it has been challenging, this community is now more engaged in education than ever before, which is a great thing."

With children in Years 1, 3, twins in Year 12 and two others having graduated, Tanya is more than familiar with the Shepparton education system. As a parent who attended discussions about possible school mergers in 2010, and the development of the Better Together Alliance of Greater Shepparton’s secondary schools, Tanya saw improvements in education delivery but not the extent of change she felt was needed.

Adam’s inspiration to join school council stemmed from his Fairley Community Leadership Program experience in 2016 and having a daughter at Mooroopna Secondary College.

“I’ve been a CFA volunteer for many years and when the opportunity came up to join the school council, I thought I could contribute a little more,” Adam said.

Both Tanya and Adam say being part of the ��Ů�� development and its innovation and investment is a unique and historic opportunity.

For Adam, a major bonus will be replacing the tired buildings and outdated facilities of all the existing campuses with a state-of-the-art development. “The students will see an amazing difference and so will the staff, who’ve put up with the old for too long.”

For Tanya, it’s not so much the “bright and shiny” facilities she is looking forward but the learning and development opportunities the merged model will bring.

“I went into hairdressing at 16 and you know what? You could use a $45 pair of scissors or a $2,000 pair of scissors but what mattered most is what you learnt to do with them,” she said.

“What will change with ��Ů��? It’s the broader curriculum and teaching methods the school will be able to deliver and the support, encouragement and diverse opportunities for our students to get the better outcomes they deserve.

“We’re already seeing excitement without the new facilities,” she said. “The kids are engaged, they look great, they’re arriving on time – I haven’t seen such bright, enthusiastic kids at all the campuses until this year.”

The inaugural ��Ů�� School Council will serve the school community until elections are held for the next council in 2021.

Details: Published: 24 February 2020

Teacher Kylie Hoskin and My 2040 students Brodie and Drew with household items that have been up-cycled as a bird feeder and mobile phone holder.

Year 9 classes at ��Ů�� (��Ů��) have never been so creative with a record 80 elective subjects being taught this year at the school’s Mooroopna campus.

For students, it’s a case of being spoilt for choice with subjects as wide-ranging as Criminology to Lego Robotics to the role of women in war.

All of the subjects aid students in core subject areas like Health, Humanities, Science and Mathematics. The Fantasy AFL elective, for example, allows students to apply mathematics and problem-solving to analyse sporting statistics, deal with injuries and conduct trades to become a successful team manager.

For teachers, the focus on delivering a diverse range of Year 9 electives has allowed them to develop courses around their personal interests and areas of expertise.

Megan Michalaidis, Associate Principal of Teaching and Learning at ��Ů��, said she was impressed by the dedication, passion and creative ideas teachers had in developing the electives throughout last year.

“Now that the electives are under way at the Mooroopna campus, I’m impressed by how students are enjoying the variety of subjects and some of the amazing activities going on in our classrooms, outdoors and on field trips.”

Megan said finding new and innovative ways to inspire children in their education had particular importance around Year 9, an age where students can often disengage from the traditional classroom routine.

Elective case study one – My 2040: Saving the Planet

The elective developed by experienced science teacher Kylie Hoskin challenges students to imagine life in 2040 if we were able to apply the best solutions now available to improve the health of our planet.

“I was inspired by Damon Gameau, who produced the documentary 2040,” Kylie said. “I wanted to develop a subject that was hopeful and helpful amid all the concern around Climate Change.”

Through a combination of hands-on investigation and learning, My 2040 explores the differences between weather and climate, studies alternative energy solutions and looks at ways we can be ethical consumers, reduce waste and improve farming sustainability.

Kylie, who studied zoology in university, is “a dairy farmer’s daughter” and has taught science for 16 years, said she was able to combine her interests and personal experience in developing the elective.

As part of their studies, students will learn to upcycle – creating a new use for a redundant product that might otherwise end up in landfill.

“In partnership with Australian charity SolarBuddy, we will also assemble solar light kits and write to students who live in countries that lack safe and reliable lighting,” Kylie said.

My 2040 will also take the students into their own backyard, with field trips to farms and Dookie College where soil science and composting methods are being used to rehabilitate the land and improve yields.

Elective case study two – Café Culture

Learning has never tasted so good at Mooroopna Campus with a range of electives on food preparation, presentation and understanding how we get from paddock to plate.

One of the more unique is Café Culture, where students gain hospitality skills while serving up fresh fast food, brunches, lunches and barista-quality coffee.

Teacher and qualified chef Damian Townsend said the elective was first offered last year and is about building confidence and skills.

“We had a young student last year who was lacking in confidence and now she has a job in hospitality,” Damian said.

Café Culture is applied learning in action, with students examining global trends, the emergence of fair trade certification and the impact food miles have on the environment.

At the same time, the course involves students running a school café, with students operating several espresso machines.

“It’s self-directed learning,” Damian said. “The students have to manage the café and they make up rosters.”

Damian said initially, gourmet coffee was provided free to staff. However now, with the students gaining very good barista skills, teachers are purchasing coffee cards allowing them 10 coffees for $25.

Students completing the course also receive an immediate practical benefit: a record of attainment from TAFE on espresso coffee preparation and food hygiene and safety.

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