VITAL COMMUNICATION…….Last week, we conducted our first series of Parent-Student-Teacher Interviews for 2018. These interviews are an opportunity for parents and students to meet with staff to discuss progress within specific subject areas. You will notice the inclusion of the word ‘student’ in this title. We have recognised the importance of student attendance at these interviews so they can be involved in the ongoing discussions and consequent actions about their learning journey. It is vital that students start to take ownership of their learning. Teaching staff have a range of strategies to support learning and enable high quality student outcomes. We believe that if teachers, students and parents build strong relationships, they can work together to improve learning outcomes.

Constructive feedback is a very useful tool and one way to receive this information is via Parent-Student-Teachers Interviews. John Hattie, a leading researcher in education, states that ‘feedback is among the most powerful influences on achievement’. It is the chance to reflect upon and evaluate progress. Hattie also says that ‘for feedback to have a positive effect, we need transparent and challenging goals (learning intentions), an understanding of current status (knowledge of prior achievement) and transparent and understood criteria of success. In Greenways, we continue to work to embed Visible Learning and Formative Assessment philosophies. Through regular reflection and collaboration with staff and parents, students can determine the strategies that they need to employ to improve their personal best in subject areas.

The online reporting system is also a vital link to enhance the conversation between you, as the parent, and your child about their academic progress. The system allows you to receive updated information about your child’s learning – not only what they are learning but how they are learning. Recently, you will have received feedback about your child’s Learning Behaviours relevant to specific subject areas. This encourages discussion around their approach to learning, data and online comments and urges students to seek feedback about strategies for improvement. Please use the parent-student-teacher interviews as another platform to instigate dialogue with your children about their learning journey.

You can also further assist your children by ensuring that they have a solid homework and revision timetable. If they would like assistance with this, students can speak to either myself or their Mentor to assist with the development of a study routine at home. We have started to look at study skills in our Mentor Program to provide students with the tools to develop effective revision strategies. I encourage students to continue to use the Greenways Campus to establish sound study and homework routines before- and after-school.

As we near the end of term, I would like to extend my thanks to all students and their families for a wonderful start to the year in Greenways. I wish you a fantastic Easter spent with family and friends and hope you have the opportunity for a restful break. We look forward to seeing you refreshed and ready for Term 2 on Monday 16 April.

Mrs Natalie McLennan Head of Greenways

WHAT’S ON

MONDAY 26 MARCH

9A Rural

9E Shoreham

TUESDAY 27 MARCH

Learning Journeys Information Night - 9B, D & H 6.00pm

WEDNESDAY 28 MARCH

Years 9-12 Sport Training

Summer Sport Awards Night

THURSDAY 29 MARCH

Greenways Easter Service

End of Term 1

ISSUE NO 4 - TERM 1

23 MARCH 2018

STUDY AND FITNESS SESSION UPDATE The Year 9 Study and Fitness Sessions have commenced with many students exceeding the minimum requirement of 3 study and 1 fitness sessions per cycle. The first and second cycle of the term had 9A take out the average number of sessions per students with 5.06 in the first cycle and 5.67 in the second cycle.

Lana Tilli in 9B was commended for her outstanding efforts and consistency completing 12 study and 2 fitness in the first cycle and 14 study and 2 fitness in the second cycle, as well as Daniel Matthew in 9G who was also commended for his achievements completing 12 study and 2 fitness sessions.

CYCLE LEADER BOARD TERM 1 WEEK 1

9A- 5.06

9B- 5.05

9C- 4.74

9G-4.70

9E-4.33

9D-4.14

9H- 3.82

9I- 3.60

9F-3.09

CYCLE LEADER BOARD TERM 1 WEEK 3

9A- 5.67

9B- 5.27

9G-4.65

9D- 4.59

9E- 4.48

9F-4.23

9I- 3.95

9H-3.77

9C- 3.32

OVERALL LEADER BOARD AFTER 2 CYCLES

9B- 12.82

9G- 11.87

9A- 10.72

9I- 10.30

9D- 10.23

9C- 9.26

9H- 9.23

9E- 8.81

9F- 8.77

Reminder: Students should now be bringing their ID card with them to every study session and putting them up on the table outside of the classroom with their phone. This will ensure their name is marked off on the roll and is counted as a study session for the cycle.

Ms Vanessa Moore Deputy Head of Greenways

GREENWAYS LEARNING JOURNEYSTerm 1 2018 has seen two classes undertake their Learning Journey: 9A and 9E. While in Greenways, our students will experience a variety of activities that will take them out of the classroom. In order to provide challenges, we will expose them to learning situations that will cover elements of the Year 9 Curriculum with a hands-on approach. This allows our students to immerse themselves in a range of different environments they may not otherwise experience; they are challenging, stimulating and fun. One component of the Learning Journey involves a First Aid course that gives the students a qualification that allows them to Provide First Aid. This will hold them in good stead for the remainder of the year as they navigate the Greenways Campus.

Mentone Grammar ensures that the Learning Journeys Program provides students with a variety of skills that can be transferred across all aspects of their lives. This includes having lessons about the degradation of Port Philip Bay due to dredging while sitting in the bay; discovering the paths our ANZACs took while fighting in Gallipoli and being able to pay their respects to them while at the Shrine of Remembrance; and, learning about farming techniques and life on the land while staying on a farm in Dookie. Each class will undertake a variety of experiential activities throughout their four-week Learning Journey, which will take them all over Victoria.

DOOKIE The opportunity to spend time at a working farm in the North East Region of Victoria provided our students with the chance to learn about life on the land at Dookie Agricultural College. In doing so, our students will learn just how much work goes into providing the food that ends up on our tables. Whether it is herding sheep, considering the paddock to plate process or looking at the technology associated with a Robotic Dairy, our students will develop an understanding and appreciation of farming life.

The time at Dookie provides classes with a great opportunity to work together and learn the characteristics of their classmates. A trip to Echuca, where the students spend a day at The ScienTwists science museum, allows them to participate in a range of scientific activities while taking in the historic Port town. Time spent at Healesville Sanctuary also allows Greenways students to consider the environment for our native wildlife.

MELBOURNE While in Melbourne, students are completely responsible for themselves – Learning Journey staff require them to be punctual, dressed in full school uniform and the best ambassadors of their school that they can be.

Experiences in the City vary for each class and can include time at the Australian Centre for the Moving Image (ACMI), where students learn about the technology associated with film production. Further to this, they will have a classroom session at The Big Issue, where they are exposed to those facing marginalisation and disadvantage. Sessions at The National Sports Museum, The Shrine of Remembrance, The Old Melbourne Gaol and The Koorie Heritage Trust teach our students about the history and culture of Melbourne. A day with either The Brotherhood of St Laurence or Urban Seed also allows our students to gain insight into how some Australians live and what Mentone Grammar can do to support them. The culmination of these activities provides Greenways students to gain an appreciation of the city while challenging them geographically and giving them independence.

SHOREHAM Both classes have spent time at Shoreham, where they have undertaken aquatic and coastal activities with a focus on sustainability and human impact on the bay. Activities include snorkeling, scuba diving, horse riding and bush walking. All students also had the opportunity to take the ferry over to Queenscliff where they had a session at the Marine Discovery Centre. This lesson enabled them to consolidate their learning about the bay and our impact on it, as they studied the environmental factors and marine life.

While many of the days in Shoreham focus on how we can use the bay, our other focus is teamwork, communication and learning about one another. The living quarters relied on the classes working together to ensure we were in a safe and supportive environment that was well maintained. The cooking of our evening meals was a priority, with groups of students required to cook for the community every night.

The Learning Journeys Program allows our Year 9s to participate in a wide variety of activities that they may not otherwise experience. While the four-week program is full with a variety of experiences, it flies by. Luckily, the time away from the classroom at Mentone Grammar provides a number of lifelong learning experiences and outstanding opportunities.

THE FOLLOWING ARE STUDENT REFLECTIONS FROM OUR CURRENT CLASS GROUPS:

YEAR 9E LEARNING JOURNEY WRITTEN BY HARRY OFFICER Leaving school at 8.30am to head to Shoreham, all the boys in the bus were excited to start the 4-week Learning Journey. Before reaching Shoreham, we stopped at Moorabbin Airport where we flew planes in a simulator (and crashed) and sat in the passenger seat as a professional pilot flew us into the sky. The simulator was so much fun but the actual flight was exhilarating – we turned and tipped in the air, even free-falling for 3 seconds! The following day, after settling into Shoreham, we groomed and rode horses along roads and tracks. Unfortunately for me, my horse was very slow and very hungry, stopping at nearly every tree which made the people behind me frustrated. On Wednesday we visited a national park near Point Leo and swam at the beach near Flinders. It was very hot where we were so we were sweating even more due to the amount of basketball and cricket we played in our free time. On Thursday before we left Shoreham Mathew Pepi, an ex-soldier who was shot in battle told us about his life story. He was an artist and he showed us how to use water colour correctly to paint the ocean. We headed home at around 1.30pm exhausted from our long week. Friday was spent doing a First Aid course with the school nurses.

After the long weekend, the first day in the city was about learning all about the amazing work the Brotherhood of Saint Laurence does for immigrants and people seeking asylum. We headed to Epping to visit people in this position and spent time with them doing activities together. On Wednesday we visited the Shrine of Remembrance and paid our respects to those who lost their lives in World War 1 and 2. On Thursday we went to the old Melbourne Gaol and learnt about the history of the building and some of its notorious occupants. Later that day I found myself in the Judge’s chair in the Magistrates court playing through a scenario about a boy who was convicted of a number of sexual abuse charges. The same day we toured the MCG and the sports museum. Our last day in the city started with a talk from the Big Issue about homeless people what the Big Issue does to help, but also what we can do to help. We looked at Street Art, the different artists and the stories behind their work. To finish the week, we did a small Amazing Race throughout the city and my group completed that via Hungry Jacks.

Overall, the past two weeks have taught me a lot about how lucky I am to live where I live and not be affected by war. I have learnt how stereotypes can affect people including the homeless and those seeking asylum. It was uplifting to learn that there are companies such as the Big Issue and Brotherhood of Saint Lawrence who work to improve the lives of others in need. So far, my journey has been great and I am excited for Dookie and spending a second week at Shoreham.

9A LEARNING JOURNEY The Year 9A girl’s four-week Learning Journey started with the city week. We explored many different parts of the city such as Urban Seed, The Big Issue, Street Art, the Shrine of Remembrance, Magistrate’s Court and the Old Melbourne Gaol. We learnt about homelessness and the impact it has on society today. One of the highlights of our week that was unique for 9A, was the Magistrates Court because we got to visually experience the process of being in courtroom and join in on something that happens every single day. It showed us the reality behind the proceedings of court and how a real life situation would work out. Another highlight of our City Week was the Street Art Tour because we learnt so many things that you wouldn’t have known by just walking down the colourfully painted laneways.

The second week of our learning journey was at Shoreham where we had many activities planned. In this week we had to learn how to work in groups to cook meals for a large group people. Each day, two people had to pick up the skill of being leaders for the day where they ran an activity and the scheduling throughout the day. The biggest day we had was when we went to the Horseback winery tours. We spent the day grooming, riding and learning about the horses which everyone found interesting and pretty fun.

On Thursday we had a visitor, Matthew Pepi come to Shoreham to talk to us about his experience fighting the war in Afghanistan and how it has affected his life. We found this was an extremely motivating and powerful story and we think that it will help us in our future. The next week at Shoreham he came back for another session to get deeper in his story and showed us how we are all connected to each other in one way or another.

Today is Tuesday and we are going scuba diving. This is something we have been looking forward to because it’s something none of us have done before and it’s an opportunity to see things not many people get the opportunity to see. That has been one of the themes throughout this learning journey. When we try new things they help us view the world in new ways which is important.

We are looking forward to flying in planes on Friday and going to Dookie next week.

PANTHER PRODUCTIONS PRESENTS

SHORT FILM & PERFORMANCE FESTIVAL JULY 2018

To book: www.trybooking.com/364305

Film entries or scripts (10 mins maximum) to be submitted by 29 June 2018 to: pantherproductions@mentonegrammar.net

Successful entries will be advised by 9 July 2018

FRIDAY 20 JULY GREENWAYS CAMPUS 6.30PM for pre-festival drinks and food

THE MENTONIANSCONTINUING THE ASSOCIATION

Connect with us: pandf@mentonegrammar.net

Mentone Grammar Parents & Friends Association

Event

Mentone Grammar & Holland Foundation

TRIVIA NIGHTMENTONE GRAMMAR FUNCTION CENTRE DATE: Friday 18 May TIME: 7pm for 7.30pm start

• Nibbles and soft drinks provided

• Amazing spot prizes, gift hamper prizes, lucky question prizes, auction prizes

• BYO ‘picnic baskets’, bring a share plate

• BYO wine/beer

• $25 per head

• 50% of proceeds will go to funding new Mentone Grammar student equipment as nominated by parents and students!

• 50% of proceeds will go to Holland Foundation employment training programs

BOOK HERE: trybooking.com/359077