College News

JuneMonday 3rd - Friday 7thYear 10 Work Experience

Friday 7thLarapinta Rest Day

Saturday 8th40th Anniversary Gala Dinner

Wednesday 12thYear 10 2020 Experience Day

Thursday 13thYear 10 2020 Parent Info Evening

Tuesday 18thCross Country

Thursday 20thBoarder's Travel Out

Monday 24th - Monday 22nd JulyMid Year School Holidays

JulyMondy 22nd

Student Free DayBoarder's Travel In

Tuesday 23rdTerm 3 commencesBoarder's resume

Diary Dates Primary Athletics

M A R R A R A C H R I S T I A N C O L L E G E P R E S E N T S

3 1 S T M AY, 2 0 1 9 | T E R M 2 , W E E K 6

A very BIG thank you to all of our wonderful parent volunteers who helped make our

Athletics Carnival awesome! Your help was very much appreciated by us all. The winning

house this year was Livingstone!

AGE CHAMPIONS:

Girls 12: Ella Taylor Boys 12: Mwaka Balu

Girls 11: Kiriaki Hourdas Boys 11: Titobiloluwa Bamidele

Girls 10: Tayah Stripling Boys 10: Noah Macdonald

Girls 9: Blythe Little Boys 9: Jake Park

Girls 8: Joy Ojo Boys 8: Ely Novinetz

"Athletics carnival is a fun and joyful event! You can have a day off school and cheer for

your team. GO WYCLIFFE!" - Amaya

"Athletics day was definitely a highlight of this semester. We dressed up in our house

colours and we did our house cheers. We went around doing different field events, and

most of all, we had a bunch of fun! Over all, the athletics carnival was a huge success,

even though Aylward didn’t win!" - Lydie

"The Athletics Day was great! Everyone participated amazingly. It was fun, but very hot

for teachers and students. Great job, for people who made it to the next level. If you

didn’t, you still did a great job for participating. Great job, Aylward, Carey, Wycliffe and

LIVINGSTONE!" - Jaydon

"I liked how everyone was cheering people on, and how we worked together." - Emily

Hey Primary Parent's! You are warmly invited to join together for morning tea with other parents across the Primary School at the conclusion of Primary Friday

Assemblies.

This will be held in the staffroom and will be available until 10am. Coffee, a variety of teas and a light morning tea wil be provided.

We look forward to seeing you all there!

Awards Assembly!

Contact UsC O M B I N E D C A M P U S O F N T C H R I S T I A N S C H O O L S

8 9 2 0 2 0 0 0 | W W W. M C C . N T. E D U . A U | A D M I N . M C C @ N T S C H O O L S . N E T | P O B O X 8 4 K A R A M A 0 8 1 3

At our recent Awards Assembly, so many students recieved well deserved recognition! Congratulations to all who have particpated and achieved great results in our sporting season so far.

4Th

e C

hris

tian

Teac

hers

Jour

nal F

ebru

ary

2019

By G

reg

Ger

ber

All

Lear

ning

is

Tran

sfor

mat

iona

l 5Th

e C

hris

tian

Teac

hers

Jour

nal F

ebru

ary

2019

In s

eeki

ng e

ffici

ent w

ays

of ‘d

oing

sch

ool’

it is

eas

y to

forg

et a

bout

how

big

a d

eal t

he im

pact

s of

teac

hing

and

lear

ning

real

ly a

re.

A fe

w w

eeks

ago

, I w

as s

peak

ing

with

a C

hris

tian

coup

le w

ho w

ere

delib

erat

ing

whe

ther

to

enro

l the

ir ch

ildre

n in

a C

hris

tian

or a

pub

lic s

choo

l. T

hey

cite

d m

any

com

mon

pos

ition

s, qu

estio

ns, a

nd c

onsi

dera

tions

incl

udin

g pe

rcep

tions

of t

each

ers

at C

hris

tian

scho

ols

cari

ng

mor

e fo

r the

ir ch

ildre

n, a

nd q

uest

ioni

ng w

heth

er th

eir c

hild

ren

wer

e m

eant

to b

e a

light

in th

e lo

cal g

over

nmen

t sc

hool

. T

hey

spok

e of

aca

dem

ic a

dvan

tage

, ext

racu

rric

ular

act

ivity

, the

impa

ct o

f hav

ing

Bibl

e co

urse

s, an

d w

heth

er th

e as

soci

ated

tuiti

on c

osts

bal

ance

d po

tent

ial b

enefi

ts. T

hese

par

ents

wer

e ca

ught

in th

e qu

agm

ire

of d

ecid

ing

for o

r aga

inst

Chr

istia

n sc

hool

ing

base

d on

dom

inan

t so

ciet

al s

tori

es c

once

rnin

g th

e pu

rpos

e of

edu

catio

n.T

his

coup

le h

ad d

one

thei

r hom

ewor

k. B

ut I

was

str

uck

by o

ne m

ajor

om

issi

on fr

om th

eir

litan

y of

exp

ositi

on. H

ad th

ey n

egle

cted

to c

onsi

der t

he fo

unda

tiona

l and

inal

tera

ble

trut

h th

at

scho

olin

g is

fund

amen

tally

abo

ut p

erso

nal t

rans

form

atio

n?Le

t tha

t sta

tem

ent s

ink

in fo

r a m

inut

e. S

choo

ling,

and

mor

e sp

ecifi

cally

, lea

rnin

g, is

abo

ut

tran

sfor

mat

ion.

Lear

ning

, or t

o ha

ve le

arne

d so

met

hing

, mea

ns th

at th

e co

nten

t, co

ncep

ts, u

nder

stan

ding

s, or

abi

litie

s ga

ined

thro

ugh

the

lear

ning

pro

cess

es w

e en

gage

in, b

ecom

e re

adily

ava

ilabl

e to

us

in n

ew s

ituat

ions

. We

carr

y th

at w

hich

we

have

lear

ned

into

our

con

vers

atio

ns a

nd in

to

our t

hink

ing.

Our

lear

ning

tran

slat

es in

to a

nd a

ffect

s ou

r und

erst

andi

ng o

f how

we

com

e to

se

e, e

xper

ienc

e, a

nd in

terp

ret t

he w

orld

. Wha

t we

lear

n pe

rmea

tes

how

we

unde

rsta

nd o

r m

isun

ders

tand

thin

gs, w

hich

, in

turn

, sha

pes

our d

omin

ant p

ersp

ectiv

e of

the

wor

ld a

roun

d us

. Pia

get s

aid

it th

is w

ay, “

Wha

t we

see

chan

ges

wha

t we

know

. Wha

t we

know

cha

nges

w

hat w

e se

e” (P

iage

t, 19

26).

In s

hort

, lea

rnin

g fo

rms

us.

Bein

g fo

rmed

thro

ugh

lear

ning

or b

eing

invo

lved

in th

e fo

rmat

ion

of o

ther

s th

roug

h ou

r te

achi

ng is

a B

IG D

EAL.

It is

a b

ig d

eal b

ecau

se w

e ar

e ta

lkin

g ab

out c

hang

e—ch

angi

ng h

ow

we

thin

k, h

ow w

e in

terp

ret e

xper

ienc

es b

ecau

se o

f wha

t we

know

, how

we

see

thin

gs, h

ow

we

com

e to

inte

ract

with

oth

ers.

Ove

r tim

e, o

ur le

arni

ng in

form

s wha

t we

valu

e an

d w

hat w

e be

lieve

.A

ll le

arni

ng is

tran

sfor

mat

ive.

Lea

rnin

g aff

ects

thin

king

, thi

nkin

g aff

ects

beh

avio

ur, a

nd b

oth

info

rm th

e fo

rmat

ion

of v

alue

s an

d be

liefs

. Pa

ul u

nder

stoo

d th

e po

wer

of l

earn

ing

and

its tr

ansf

orm

ativ

e po

wer

on

our a

bilit

y to

bec

ome

mor

e C

hris

t-lik

e. H

e w

rote

, “D

o no

t con

form

to th

e pa

ttern

s of

this

wor

ld, b

ut b

e tr

ansf

orm

ed

by th

e re

new

ing

of y

our m

inds

” (Ro

m 12

:2).

Wha

t we

thin

k ab

out,

wha

t we

view

, rea

d, o

r par

ticip

ate

in, t

rans

form

s us

.

All

Lear

ning

is

Tran

sfor

mat

iona

l

Plea

se se

e be

low

a fa

ntas

tic a

rticl

e ta

ken

from

"T

he C

hris

tian

Teac

hers

Jou

rnal

."

6 The Christian Teachers Journal February 2019

And so I return to the conversation I had with the prospective parents considering whether Christian school was the right decision for their children. We discussed how all learning is transformational and that any engagement with curriculum necessarily teaches some dominant underlying value. For example, outside of a biblical worldview, mathematics education might convey a humanistic portrayal of man’s ability and self-reliance while when taught from the Christian worldview, math proclaims the consistency of God’s design within creation. Or, biology and science outside of a Christian worldview reduce creation to an examination of happenstance rather than serving as an invitation into a deeper relationship with the Creator. In consideration of this context and the real effect of education and learning informing and transforming values, beliefs, and who we become, the young couple noted something profound. “We have been asking the wrong questions. Our values define who we are—of course, education affects what our children will come to value.”

This article originally published as: Gerber, G. C. (2018, May). All Learning is Transformational. The Link, 40(4), 4-6 © Society of Christian Schools in British Columbia.

ReferencesEducation. (n.d.) OED Online. Retrieved April 3, 2018, from http://www.

oed.com/.Palmer, P. (2007). The courage to teach: Exploring the inner landscape of a

teacher’s life. Jossey-Bass.Piaget, J. (1926). The language and thought of the child. London: Routledge

& Keagan.

The Oxford English Dictionary defines education this way: “The process of bringing up a child, with reference to forming character, shaping manners and behaviour, and so on” (Oxford University Press, 2018). The goal of education is change. We expect children to be different when they are finished their schooling than when they first began it. We want them to grow, to learn, to have insights, and to be able to think. However, we also must recognise that education is necessarily a value-laden proposition. Shaping one’s character is directly related to moulding one’s values. Values are learned and adopted through experience, knowledge, understanding, and through the modelling by mentors in our lives.I’m not sure that we think about this very often. Curriculum and education are often conceptually reduced to consideration of the ‘stuff’, the subject content focus, the deliverables of what we expect to come to know as a result of schooling. By some form of conditioning and a dominant cultural narrative, the idea of curriculum is most often construed as being neutral, or secular, and value-free. This idea is incongruent with what we know of how learning happens, of the realities of teaching and what it means to engage students in uncovering and making meaning of that very stuff.Teachers teach in a manner consistent with their value system and personal understanding. As Parker Palmer states so powerfully:

We teach who we are. Teaching, like any truly human activity, emerges from one’s inwardness, for better or worse. As I teach, I project the condition of my soul onto my students, my subject, and our way of being together. The entanglements I experience in the classroom are often no more or less than the convolutions of my inner life. Viewed from this angle, teaching holds a mirror to the soul. (Palmer, 2007).

In keeping with this truth, teaching also frequently discloses glimpses of the fabric of who teachers are, complete with values, beliefs, constructions, and misconstructions. Teaching is an exercise in vulnerability. Palmer (2007) argues that it is next to impossible for a teacher to separate their identity, their underlying values and belief structures, from their teaching. From the content engagements a teacher selects, to the perspectives offered for consideration, a teacher’s values necessarily contribute to the landscape of the learning environment.

Greg is the director of learning at the Society of Christian Schools in British Columbia. He is a passionate educator who is deeply engaged in the practice and scholarship of teaching and learning.  He finds great joy in resolving tensions between teachers’ espoused learning theory and classroom practice, and finding clear and creative ways to engage professional educators in refining and enhancing their learner-centred practice.

“Why is it important there are successful learners, confident and creative individuals,

and active and informed citizens?”

Volunteer Sign On & Induction

Saturday 1st June 2019

We are a charitable community organisation & we welcome volunteers.

riding develops abilityLot 3710, Catalina Rd, Marlows Lagoon NT

Follow us on Facebook or email rdanorth@bigpond.com

Can you spare a few hours aweek or fortnight to help in our

community organisation? Volunteers are currently

needed to help in lessons onweekdays & weekends.

GET INVOLVED TODAY!

Sign up as a volunteer

sign on daytour of facilities

induction sessionrefreshments

sausage sizzle

riding for the disabled in the top end

10 am to 12.30 pm