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They were contactable at any time I needed them and their words of wisdom and encouragement were invaluable. Eliza: Everyone talks it up so much before you go into Year 12 that I got so scared. Lewis: You are pretty bombarded. But I do think you grow up a lot in Year Eliza: Think of the boys in Cuthy. Lewis: Term 3 is when it really starts to show. When you see your buddies heading off to the Fisher Library every afternoon or heading into their study.

Eliza: You have to study.

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Eliza: It did make a difference that everyone was into working hard and studying. Eliza: I think it is more important knowing that you tried your best in Year Lewis: What PC Peter Craig used to say was that if you really wanted to do something, it might take a roundabout route, but you will get there if you are really determined.

Laughs That was a bit rough. I chose Science because I have no idea what I want to do. I can do so many different things through Science. I chose Engineering as one of my subjects and I hate it. I am also guilty of choosing this path for lifestyle reasons. I thought living in Melbourne would be really cool and I wanted to go to college — my cousin went to Trinity and he loved it, so I really wanted to go there too. Lewis: Linguistics sounds a lot more specific. It is a real mix of Science and The Arts. I studied French from Year 7 up to Year I had Japanese going for a while too and really regretted it when I dropped it, because Languages are really interesting to me.

Eliza: I think college is probably very similar to boarding, but different. There are eight of us from GGS at Trinity.

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I think people have found that difficult at times and get quite lonely. Lewis: I am pretty sad to be saying goodbye to people for such a long stretch of time — the next time I will be back here is in a full year, which is a long time to spend away from really close friends. Eliza: Lewis: at Trinity and thousands at Melbourne Uni. Eliza: Social media and FaceTime make things easier. Lewis: Having said that, I kind of hate Skype.

I hate that.

Lewis: Calling is good. Even though everyone has dispersed, it makes it more exciting when you do catch up. Lewis: The last few months have been a nice contrast to the end of last year, because it was pretty full on, so this mini gap year is really nice.

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Eliza: Have you been bored yet? The term is quite short at Cambridge but very intense. This break is pretty important for me. Who was the first Bishop of New Zealand.



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Thanks Colly-P for the random fact. Eliza: How does he know that? Lewis: I think remembering dates is the most impressive. How do you attach meaning to a number? Eliza: He would have so many events he would know of and remember. Lewis: Do you think he has a visual in his mind? Is it like a web or a timeline? Eliza: You should ask him. Lewis: I should, the next time I see him. I will definitely write him a letter because I think it is cool that he can live through all the letters that we send him, particularly the younger OGGs.

He gets to see into our world.

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Eliza: My younger brother, who is in Year 8, visits him. He knows my Grandpa too. He has relationships with generations of my family. That must be so weird. Lewis: Weird or cool? I reckon it would be cool. Eliza: I think the main thing to remember is that Year 12 is not the end of the world. People forget about your ATAR by the next week. Students measured the room and furniture, visited a variety of other rooms and began designing their own learning spaces.

I thought it was great because we could all express our ideas to make the room so it is suited for all of us. We established in our minds what makes a good classroom and then we started designing; drawing scale maps of where the furniture should go and why. We trialled different things and the students sat in different spots for different activities, then reflected in class meetings on what was working well and what changes could be made.

The common understanding is that the flexible spaces need to be flexible for different students and for different activities. Michelle, Jye and Year 6 teacher Geoff Carlisle went on fact-finding missions last year, touring Middle Schools around Melbourne to identify elements to support inquirybased, transdisciplinary learning.

Open-plan classrooms need to be flexible and support the number of students you have. Depending upon what the class is or the activity is, we can adapt and tweak to suit. Teachers and students alike are flourishing in this new-found freedom. The kids are more open to inquiry. The re-design of our Year 5 and 6 Middle School classrooms into contemporary, flexible learning spaces was not just student agency in the classroom, but student agency of the classroom.

Frank Zhao Yr10 M dreams in mathematical equations; of trigonometry and impossible triangles, of calculus and lambda expressions. It was really good. Frank was invited to sit the exam after an outstanding performance in the Australian Mathematics Competition AMC , which requires students around Australia to solve 30 mathematical problems in 75 minutes. It was a challenging year but the reward at the end was really good. Encouraged by the Head of Mathematics, Michele Wakeham, he arranged an inaugural meeting.

Unfortunately, Frank was the only attendee.

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But word soon spread and more than 30 students were crammed into the D12 classroom for the second meeting. I normally just write some cool mathematical equation on the whiteboard and it goes from there. Trudy Purcell liked the idea of living and working in a community, while Jennifer Chin was curious about Positive Education.

The unique programme offers two full-time, two-year fixed term teaching positions to the best graduate applicants from Master of Teaching Secondary Education courses at Sydney, Melbourne and Monash universities. Trudy completed a Bachelor of Commerce at Monash University and worked as an accountant before returning to university to undertake a Master of Teaching. She teaches Science and Mathematics in Year 8 and Year The aims of the programme are multi-faceted — to attract the best and brightest graduate teachers in Australia, to position GGS as a preferred employer in the education sector, to raise the profile of teaching as a profession, and to forge stronger links with universities, not only for recruitment purposes but also to keep abreast of the latest thinking in educational research.

The programme was actively promoted at partner universities from Term 1 last year through posters, flyers, videos and formal presentations. This the Graduate Recruitment Programme is a great opportunity and I knew straight away it suited me to a tee. Consequently, Jennifer has been surprised at how easily she has adapted to the busy boarding school environment at Corio. When I was at university I was working part-time, at least 25 hours a week, on top of my studies, so you get used to that pace. In a boarding school there are so many layers of support for students.

Both graduates have enjoyed the relationships they have developed in their Middle School boarding houses. She initially deleted the email she received about the programme before having second thoughts and fishing it out of her trash. Everything has been new to me. At Bostock House, the focus of the day was doing good and feeling good. ELC verbalised what things made them happy; Prep students made cards to give to a selected role model in their lives; Year 1 looked at the meaning within a picture story book about the gift of giving nothing but time; Year 2 made large flowers where the petals were gratitude letters from one student to another; and Year 3 and 4 classes spent time engaging in a conversation with special visitors from Rice Village aged care facility which was followed up with the creation of a meaningful gratitude card.

Joke telling, party games and happy dancing completed an enjoyable day. Continuous running, mindful colouring and basketball trick-shots were incorporated into the day, while students made buddy bracelets as part of In Kind Giving. Our definition of In Kind Giving is: making a positive difference in the lives of others and the world around us by performing actions that show appreciation, respect and compassion. If schools can create a culture in which our students learn to give more and see the value in this, then we are helping to prime the next generation to be a community of citizens who intentionally consider the wellbeing of others and who action care and support.

We believe that this Positive Education is an important shift in education and there has been a growing interest from beyond the School to learn more about promoting wellbeing in education. I have really great girls. I feel my mind is more at peace. Today I spent a few minutes talking about the ways I am a good mother.