NAPLAN AND MORE…

It was exciting to have the whole year level back on campus last week. Our students have undertaken the National Assessment Program – Literacy and Numeracy (NAPLAN) testing. It is an annual assessment for students in Years 3, 5, 7 and 9. The assessments are undertaken nationally and are made up of tests in the four areas (or ‘domains’) of: Reading, Writing, Language Conventions (Spelling, Grammar and Punctuation) and Numeracy. The data from the NAPLAN test results gives schools and systems the ability to measure our students’ achievements against National Minimum Standards and student performance in other states and territories.

The data will be incorporated into our Student Performance Management System that is accessible for teachers to inform all facets of teaching and learning. The results should be available for parents towards the end of Term 3. Our Greenways students have also experienced the opportunity to develop examination etiquette throughout the week. The students should be congratulated on the way they conducted themselves during the NAPLAN testing. This will allow them to build skills to deal with the end-of-year examination period and other forms of testing in their senior years. Catch-up testing was also available for individual students who were absent on test days.

Our 9E boys celebrated their recent learning journey at their dinner. The 9E group spoke to their families and friends about their journey over the four weeks at Shoreham, Dookie and in the city. They shared a meal and reflected on their experiences. One of the most important aspects of the evening is for students to not only articulate what they have learnt, but spend valuable time with their families sharing these experiences. Today, it is often difficult to find time in our fast-paced lives to sit down and have a meal together. Sport, after school cocurricular commitments and working parents sometimes struggle to make time for the family unit to sit down together, as a family. We want to be able to support you to do this.

Natalie McLennanHead of Greenways

STUDY AND FITNESS SESSIONS UPDATEThe first Study and Fitness Session for Term 2 has seen a number of students achieve over and above the minimum study and fitness session requirements. Our 9C group managed to attend the most study/fitness sessions averaging 4.52 sessions per student. Many students are undertaking weekly boxing with Beast Fitness as their fitness session on a Thursday lunchtime and Yoga is continuing to prove popular on a Wednesday lunchtime in the second week of the cycle.

Cyclic Study and Fitness Session Leader board

9C- 4.52, 9B – 4.09, 9A – 3.88, 9F – 3.59, 9E – 3.43, 9G – 3.42, 9H – 3.41, 9D – 2.54.

ISSUE 14- TERM 224 MAY 2019

Mentor Group Leaders Year to Date

9A – Helen Zang (56 study and fitness sessions)

9B – Irene Lu (42 study and fitness sessions)

9C – Annalisa Calvi (49 study and fitness sessions)

9D – Amelia Johnson (36 study and fitness sessions)

9E – Hayden Selby (17 study and fitness sessions)

9F – Phong Phan (49 study and fitness sessions)

9G – Peter Zhu (37 study and fitness sessions)

9H – Henry Mentiplay (35 study and fitness sessions)

ENGLISHYear 9 English classrooms are a hive of activity as students undertake their new unit of study; Argument Analysis. Students have and will be exposed to a broad range of opinions through various formats including opinion pieces, newsletters, blogs and advertising material.

Students are asked to critically evaluate a writer’s intention and what methods they implement to convince an audience of their point of view. They will consider the argument writers implement, language devices utilised and tone incorporated.

Walking around the classrooms of Greenways, it’s inspiring witnessing students adeptly explain various language devices such as rhetorical questions, appeals to fear and use of repetition. Our students are encouraged and guided to question the motives behind an author and in the age of ‘click bait’ and ‘fake news’, such skills are fundamental in our young people.

Sarah Connell

Year 9 English teacher

HEALTH AND PESo far this year our Year 9 Greenways students have approached Health and Physical Education in an enthusiastic and energetic manner. Students have participated in a range of invasion games this semester including Basketball, AFL, Ultimate Frisbee and Hockey. During these sports students have learnt how create space whilst attacking, and conversely how to occupy or block their opponents’ space, to minimise their opponents scoring.

Our Greenways students are currently undertaking Fitness Testing in Physical Education and this is the second year where we will be using a data recording program called Visual Coaching. We are using this online program to record students’ fitness test results. This program will allow us to more effectively track students’ fitness levels monitor their progression and evaluate their results throughout their time at Mentone Grammar.

Whilst fitness testing can often be seen as a daunting process for a lot of students, the key aim for undertaking the testing in Year 9 is to encourage students to reflect upon their personal outcomes and enhances their knowledge surrounding fitness testing, components and there role in the sporting domain. We believe it’s important to assess current fitness levels in order to determine any health risk areas. In addition, we are interested in identifying personal fitness goals, interests and motivations for exercising, within the Year 9 cohort. Along with the testing, students are learning about the different fitness components, which together make up overall health. This is supported with the awareness of ways in

which students can maintain or improve their fitness in each of the tested areas.

Our Year 9s are now undertaking the same tests that AFL and AFLW prospects undertake at their draft camp. These tests include the Yo-Yo test for aerobic capacity, the AFL agility test, and a 20m-sprint test amongst others.

This aspect of the PE Program gives our Year 9 students a small insight into the content that the Year 10 elective Sport Science offers, which is a pathway into VCE Physical Education.

Students have so far enjoyed undertaking the new tests and comparing their own results with their favourite AFL or AFLW players. We encourage you to speak to your son or daughter about how to access the Visualcoaching site if you are interested in seeing their fitness test results.

Website: https://cloud.visualcoaching2.com/

In Health Education classes, Year 9 students are continuing to explore Respectful Relationships which has a key focus on elements of healthy relationship, communication, consent and the law, and contraception.

Michael Woolhouse and Jenna OliverHeads of Health and PE

HUMANITIESOver the course of Humanities in Term 2, students in Greenways will be investigating and unpacking the complex underpinnings of World War One. Tracing their family lineage back through the sands, the ships and the shells of the first great war, students will be asked to discover the conditions of frontline servicemen or women. Moreover, they will be tasked with discovering and, ultimately, articulating who should take blame for the conflict’s outbreak. Drawing, again, upon the historical skills developed in Term 1, students will be asked to formulate their answers using a mixture of primary and secondary sources. Ultimately, such historical analysis will culminate in an end of term test, whereby they will be asked to draw back upon their semester’s learning and demonstrate their skills across the content from Terms 1 and 2.

Mr Aaron CookHead of Humanities

MATHEMATICSAs we progress through Term 2, Year 9 students are experiencing more of what the Greenways program has to offer. Each class is approaching a different stage of the Mathematics curriculum to support the students’ involvement in the highly valued Learning Journeys and Café outside the classroom. Some classes are beginning to create a school logo using Desmos, whilst others are learning how to apply index laws in a real life context. The structure of the Mathematics course continues to focus on providing students with learning environments that support critical thinking, problem solving and healthy discussion. Classrooms incorporate creative and effective forms of technology to enhance student learning alongside familiarising them with advancing ICT structures. This includes the CAS calculator, Desmos and Geogebra.

The LMS is a primary source of communication between teachers, students and parents. Both students and parents can access the work requirements and expectations, course documentation including individual class timelines, topic set work checklists and relevant Learning Intentions and Success Criteria. In addition to these materials, the LMS contains several resources that students can access if they require additional support or further extension. Assessment dates are posted well in advance on the LMS Newsfeed for all classes.

Within the Mathematics course, one of the important work requirements is completion of the work book and summary book. As Mathematics is learnt cumulatively, students are required to maintain structured working out, reasoning and a self-corrected work book. The summary book is used in most assessment tasks and is essential when students are consolidating their learning and understanding of both familiar and new content. To support students in creating a sound work book and summary book, a rubric can be found on the LMS. The expectations surrounding the work book and summary book are continued in the senior years of Mathematics to reinforce their knowledge base for the subject.

Projecting a positive mindset is a vital part of learning, particularly in the field of Mathematics. The Greenways Mathematics program is consistently encouraging students to utilise their resources and regularly practise effective study habits. Building resilience allows students to develop their independence and best prepare them for their remaining schooling years and the pathways beyond. The School provides many opportunities outside class time where students can receive extra support with their Mathematics work. Some of these include:

• Extra Maths Help sessions before school (Tuesday and Thursday) and at lunchtimes (Monday, Wednesday and Friday) in room F006.

• Greenways Study sessions before and after school where tutors and Mathematics staff are available.

• Tutors in the Gregory Fish Library after school.

All students will undertake a Semester 1 Module Task at the end of Term 2, which will assess their ability to recognise and then recall information studied earlier in the year. Content will be chosen from the first three chapters (Linear Equations, Trigonometry and Linear Relations) studied this year. Students are encouraged to start preparing and reviewing material for this task by updating their summary book and utilising the various support structures available to them. The task is a feedback tool that will act as a guide for students, parents and teachers during subject selection later in the year.

Looking ahead, students considering studying Year 10 Mathematics (Methods) next year must maintain at least a B+ average throughout this year. Students with an A+ average in Year 9 Mathematics and a B+ average in all other subjects may be invited to consider studying Unit 1 Maths Methods in Year 10. In conjunction to academic grades, student learning behaviours are also considered as a part of the subject selection process. Nadia Janetzki Year 9 Mathematics teacher

RELIGIOUS EDUCATION This term the Year 9 Religion classes have been exploring different world religions through online research and in a class project. Students began by looking at the differences between the Christian denominations and the historical background that has led to the various sub groups within the Christian tradition. Classes then explored an overview of the similarities and differences between the five major world religions – Hinduism, Judaism, Buddhism, Christianity and Islam.

Students were given a particular religion to research and they then presented their findings to the class. They came away with a new appreciation of the difference that religion makes in the lives of adherents and valued the opportunity to reflect on the beliefs that they have grown up with.

Rev. Andrew Stewart Chaplain

STUDENT WELLBEING – MINDFULNESS IN GREENWAYSWhat better way to build resilience, self-awareness, self-regulation and stress management than to learn about and practice mindfulness. Throughout our students Greenways journey, all mentor groups experience a mindfulness program by an expert facilitator, Angela Chaousis “Be You Living”. Each mindfulness session has a specific focus:

• Mindfulness, meditation and self-awareness• Breath awareness• Mind body connection - Mindful movement• Stress - Understanding positive and negative stress• The mind• The senses -engaging the senses for self-awareness• Creating meaningful relationshipsEvidence based research has found that mindfulness helps improve memory, engagement and performance. Its positive effect on the brain can improve immunity, mental wellbeing, learning ability, emotional health and even, time management. It is especially important in this era of information overload as our attention is constantly being pulled in many directions making us more distracted.

For families, the following link shares the best ways you can introduce mindfulness to children, implementing it into their daily lives in order to have an overall positive impact on family relationships: http://mentonegrammar.schooltv.me/newsletter/mindfulness

Other useful apps include:

• Smiling Mind• Calm – meditation and sleep• Mental Stillness• The mindfulness app

Take care

Bridgitte RobertsHead of Student Wellbeing

KEY DATESSaturday 25 May AGSV Winter Sport

Monday 27 May 9B Dookie

9F Shoreham

9A Group 1 Barista training Cafe Week 1

Tuesday 28 May Greenways Assembly – 9C Motivated

Wednesday 29 May Sport Training Year 9 – 12

Saturday 1 June AGSV Winter Sport

Monday 3 June 9B Shoreham

9F City Week

9A Group 2 Barista training/Cafe Week 1

Tuesday 4 June Greenways Assembly – Cadet course briefing

Wednesday 5 June Year 9 Campus Activity

Monday 10 June Queen’s Birthday holiday

Tuesday 11 June No Scheduled Classes ELC – 12

9B Shoreham

9F Dookie

Wednesday 12 June Semester 2 commences

9H Café Group 1 Week 2

Sport training Year 9 - 12

Friday 14 June 9H Group 1 Market Day

Saturday 15 June AGSV Winter Sport

Monday 17 June 9H Café Group 2 Week 2

Tuesday 18 June Greenways Assembly – 9H Supported

Wednesday 19 June Year 9 Humanities exam afternoon

Thursday 20 June Cadet training day

9C/9D/9G/9H Learning Journey Information Night

Friday 21 June 9H Café Group 2 Market Day

End of Term 2

CAMPS, SPORTS AND EXCURSIONS FUND (CSEF)The Department of Education and Training is again assisting eligible families to cover the costs of school trips,camps and sporting activities. This is called the Camps, Sports and Excursions Fund (CSEF).

The allowance will be paid directly to the School to use towards expenses relating to camps, excursions or sporting activi-ties that your son or daughter regularly participates in.You can download an application from:

http://www.education.vic.gov.au/about/programs/health/Pages/csef.aspx?Redirect=1 or print a copy from our website.

If you meet the eligibility criteria, please complete the application form, attach a copy of your current Centrelink Health/Concession Card and return to the School Reception by Monday 17 June 2019. Application forms are also available at School Reception, upon request.Mentone Grammar Finance Team

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