GRAMMARIAN ISSUE 1 – 2022
2 ARTICLES FROM THE PRINCIPAL BMG AND PARKS VICTORIA - SIGNAGE COLLABORATION 2022 LEADERS DUX 2021 DUKE OF EDINBURGH AWARD THE WRITING REVOLUTION Illustrations provided by GoDesign
3 FROM THE PRINCIPAL I would like to share with the School Community an exciting new facility for the Maddingley Campus. The School has accepted tenders for a new classroom and library facility over three floors. The building will form the first and major component of a larger Middle School building which will provide an exciting new precinct for students in Years 5 to 8. A major component of the new facility will be a new Library/ Resource Centre for the whole campus. It will be built over the ground and first floors of the new building and will become a focus for student learning and the promotion of literacy across the school. The school is enormously pleased to be working with McIldowie Partners on this new project, which has the capacity to be transformative in the nature and quality of learning for students. The building is scheduled to be open in July/ August 2023. Mr Andrew A. Neal - Principal Illustrations provided by McIldowie Partners
4 BMG AND PARKS VICTORIA – SIGNAGE COLLABORATION In 2021, Year 9/10 Environmental Science students were given an exciting opportunity to make a lasting contribution to the community. Parks Victoria Education Officer, Vanessa Wiggenraad and Parks Victoria Ranger, Alex Shellard invited BMG students to design new permanent signage for the Brisbane Ranges National Park and Lerderderg State Park. Wherever it is safe to do so, rangers preserve dead trees and fallen branches in national parks, recognising the importance they play in providing habitat for animals. A program creating artificial hollows and installing nesting boxes also support greater biodiversity. To prevent visitors from illegally collecting branches or chopping firewood, new signage was needed to protect the valuable habitat. The project started in April 2021, with Parks Victoria representatives and students touring Anakie Gorge to see the work being done to preserve habitat and show examples of interpretive signs. Students worked in small groups to develop an attractive, engaging interpretive sign that clearly explained why habitat trees are important and should be protected. The challenge was to make signs clear and concise, appeal to park users and encourage them to look around, listen and think. There were 10 outstanding examples of creativity when each group presented their design. Three entries were particularly notable and ranked highly by all participants. Park rangers worked with designers to pull elements of all three together, producing a single interpretive sign to be replicated in aluminium and mounted throughout the Brisbane Ranges and Lerderderg parks. The launch of the new signage was delayed due to COVID. In March, representatives from Parks Victoria, DELWP and the school, together with Environmental Science students, were thrilled to finally venture out to Lerderderg State Park and formally launch the new signs. Stuart Lardner, Area Chief Ranger Geelong explained “We are delighted to launch new visitor signage with Bacchus Marsh Grammar. The signs will make a great difference illustrating the importance of protecting habitat trees in parks.”
5 “The idea was to make the high visitor usage areas safe, increase biodiversity and nesting opportunities for native wildlife, and ensure we did not lose any tree hollows. Old trees provide more food and nesting sites than younger trees so it is important to protect as many as we can.” – Stuart Lardner, Area Chief Ranger Geelong. Congratulations to all students for their creative and passionate contribution to an environmental project, whose significance will last for many years to come and preserve habitat in our local parks. We look forward to working with Parks Victoria on other exciting projects in future. To see the signs and habitat trees protecting native wildlife, visit Lerderderg State Park and Brisbane Ranges National Park on www.parks.vic.gov.au. To learn more about how Parks Victoria is protecting vital ecosystems visit the Conservation and Science page (https://www.parks.vic.gov.au/get-into-nature/conservation- and-science). Mrs Serena Richards and Ms Kimone Stacey-Missen
6 2022 LEADERS At Bacchus Marsh Grammar, we are driven by the belief in “Leading as Service” and that true leadership comes from a desire to serve and assist others and the environments and settings in which they work and live. The service-focused leader puts the needs of others first and helps others achieve their goals and do their best. Earlier this term, the 2022 Leadership team was presented to the school community via a virtual assembly. Traditionally, this event would also incorporate a celebratory component acknowledging students from 2021 who received Academic Excellence in VCE subjects. Due to COVID, a full presentation has not occurred. Bacchus Marsh Grammar congratulates all appointed Year 12 Leaders. May their service to the school community inspire all students, particularly our younger year level Leaders, to develop and practise their leadership skills by participating in activities and refining existing skills. Mrs Erin Thornton - Head of Senior School (Maddingley) Name Role Eloise Driver Captain Patrick Binks Captain Iesha Spiteri Captain Olivia Ogston Captain Madeline Wilson Vice Captain John Cusmano Vice Captain Deanna Rubino Vice Captain Emily Thistlethwaite Vice Captain Odin Otteraa Vice Captain Cooper Pitts Academic Captain Isabelle Perry Academic Captain Name Role Daniella Camacho Academic Captain Charlotte Stevenson SRC Captain Grace SandersSavage SRC Captain Micah Toms House Captain - Braeside Chloe Oughtred House Captain - Pentland Sarah McInerney House Captain - Hilton Ellie Ierodiaconou House Captain - Bacchus Mari Aninon Prefect Tashi Saini Prefect Emily Attard Prefect Tiahn Carlesso Prefect Name Role Briony Mort Prefect Hannah Slee Prefect Tahlia Mort Prefect Mehtab Dosanjh Prefect Jemma Collins Prefect Aseka Ratnayake Prefect Nava King Prefect Bianca Gionzago Prefect Duraiz Dhingra Prefect Paige Blake Prefect Zeney Steyn Prefect LEADERSHIP TEAM FOR 2022
7 DUX 2021 Congratulations to Ella Noorman on her hard work and success! For all of 14 years, Bacchus Marsh Grammar became my second home. From my beginning as a 4-year-old in Prep Reception, I had no idea of what was to come and never did I foresee myself graduating as DUX. However, over my time at Bacchus Marsh Grammar, I was always looking up to senior students; theywerean inspiration for me as it was so influential seeing others with such a passion whether it be sport, studies or a hobby. Throughout my schooling, I immersed myself in my academic pursuits and I always tried new things; but the one thing that I kept constant was the effort that I put in. As clichéd as it sounds, getting involved in the life of the school made my time at BMG memorable. I never set the goal of achieving DUX or obtaining a certain ATAR, but I aimed to make the most of my education, no matter the outcome. Since graduating from BMG, I have commenced a Bachelor of Medical Imaging at Deakin University and I plan to work as a Radiographer and, hopefully, undertake postgraduate studies in Sonography or Ultrasound. So, the message that I’d like to leave for current students at BMG is, now that things are (hopefully) returning to ‘normal’, try things you never thought youwouldbecauseuntil youdo, youwill never know what you are capable of. Make every effort to try your best and do it for yourself, not anyone else, and you will make yourself proud of what you have achieved. Miss Ella Noorman - DUX 2021 GENERAL EXCELLENCE VCE Ella Noorman Hannah Farmer Victoria Ly Jack Prelec-Smith Zoltan Earnshaw Samara Peel Claire Newcombe Jaz Ward Megan Llaneza Samuel Davey Luke Phelan Sophie Wall Solomon Erhardt Ella Grahek Madeline Chincarini Mia White Eloise Shirra-Gibb Zali Ward Catherine Walters Braedon Mulheran Megan Seric Samuel MacKelvie Melisa Nguyen Adam Micevski Name Award Ella Noorman DUX of School Mehtab Dosanjh Award for Perfect Score: Further Mathematics Sarah Zakeer Award for Perfect Score: Tamil Hannah Farmer Award for Perfect Score: Business Management Claire Newcombe Award for Perfect Score: Food Studies John Cusmano Award for Academic Excellence - Subject Award: Systems Engineering Jack Buskens Award for Academic Excellence - Subject Award: Further Mathematics Ella Noorman Award for Academic Excellence - Subject Award: Biology & Chemistry Claire Newcombe Award for Academic Excellence - Subject Award: Business Management Aiden Walmsley Award for Academic Excellence - Subject Award: Further Mathematics Hannah Farmer Award for Academic Excellence - Subject Award: Legal Studies Jaz Ward Award for Academic Excellence - Subject Award: English & History: Australian History Narelle Collins Award for Academic Excellence - Subject Award: Music Performance (VCE VET) Kieran Todd Award for Academic Excellence - Subject Award: Further Mathematics Maddox Edwards Award for Academic Excellence - Subject Award: Further Mathematics Xavier Hasiotis-Welsh Award for Academic Excellence - Subject Award: Further Mathematics Eloise Shirra-Gibb Award for Academic Excellence - Subject Award: Visual Communication Design Sarah McInerney Award for Academic Excellence - Subject Award: Outdoor & Environmental Science Anchal Singla Award for Academic Excellence - Subject Award: Further Mathematics Jackson Brown Award for Academic Excellence - Subject Award: Further Mathematics Daniella Camacho Award for Academic Excellence - Subject Award: Spanish VCE ACADEMIC EXCELLENCE 2021
8 DUKE OF EDINBURGH AWARD Bacchus Marsh Grammar prides itself on the delivery of an internationally recognised qualification in The Duke of Edinburgh Award. The award enables students to not only gain valuable skills but also develop their own self-confidence. Bacchus Marsh Grammar has the highest number of participants in the state. This in itself is a testament to the support provided by Mr Neal and the dedication of the staff who help to support students through the award. At Bacchus Marsh Grammar, all students take part in the Bronze Award and are encouraged to progress through to Silver and Gold. The Bronze Award sees students complete four competencies which include Physical Recreation, Skill, Service and Camp. The award is organised in such a way that our students can combine activities they complete outside school, such as coaching and volunteering in op shops, to fulfil the requirements of each section. By completing either the Gold or Silver Award, students may also benefit from access to programmes such as Aspire at La Trobe University which sees students given priority access to early entry, or even up to three additional points on their ATAR at Macquarie University. The Duke of Edinburgh Gold or Silver Award can also be used tomeet the co-curricular and service requirement of their application to the Australian National University. Universities value the Duke of Edinburgh Award as it demonstrates that students can commit to activities which benefit the community. Over the past four years, a dedicated team of staff has volunteered to support excursions outside of normal school hours. This has led to students hiking around the Gunbower National Park, Lake Eppalock and, on two occasions, completing the 124km Great Ocean Walk over eight days. The aim of the Duke of Edinburgh Award at Bacchus Marsh Grammar is inclusion and accessibility. Students of all abilities are welcome to take part in the optional camps throughout the year. Camps such as the Great Ocean Walk understandably have a fitness requirement due to the distance covered. I am always impressed by the range of sports, skills and service in which our students take part. As they progress through the award, we see students grow in confidence and improve their self-esteem. Our staff also offers to act as assessors for some of the sports and skills students are developing. One member of staff runs a Knitting Club whilst others help students to develop their reading and cooking skills. We hope that 2022 will provide us with the opportunity to arrange more excursions and see a greater number of our students progress to Silver and Gold. Mr Michael Howell - Duke of Edinburgh Coordinator
9 REFLECTION FROM OLIVIA OGSTON – CURRENT YEAR 12 STUDENT ON COMPLETING THE GOLD AWARD I have enjoyed working through the levels of the Duke of Edinburgh Award over the last 4 years, even though I encountered many challenges and interruptions due to the pandemic and lockdowns. For each stage of the award, there are various activities which must be completed. They consist of Physical Education, Skill, Service, and an Adventurous Journey. I was very lucky to have had the opportunity to continue to the Gold level through my sporting community, where I could use the same skills, service and physical activity for each level. I was given the opportunity to coach, which I used as my service, referee as my skill, and play basketball as my physical activity. The Duke of Edinburgh has allowed me to become more involved in the community, for without the requirements, I would have never put my hand up to coach; but I’m so glad I did. The sporting community and the School have both supported me through to the completion of each level. If I could say anything to younger students looking to embark on the journey to complete the Silver and Gold “Duke of Ed”, I would say first of all, find ways within your own community to complete the tasks. This makes it more enjoyable as you are in an environment where you are comfortable but trying something new. Secondly, by saying “yes” to going on extra trips, the school gave me the opportunity to complete the Great Ocean Walk which turned out to be one of my favourite trips and all it took was to say “yes”. If you ever have the opportunity to complete Silver and Gold, take the opportunity. I also discovered how much I enjoy coaching and giving the girls the opportunity to enjoy a game, win or lose. REFLECTION FROM HANNAH MCLEAN – PAST STUDENT – GRADUATED IN 2017 During my high school journey, I embarked on completing the Duke of Edinburgh program, not really knowing what to expect but figuring I had nothing to lose. The requirements were clear but the options they presented were numerous which made the decision of what to choose that much more exciting. In the end, I decided to do more of the activities I was already doing, which turned out to be a very practical decision and certainly made the completion of the program much less difficult. Compared to the number of students who started the program, those who finished were in the minority which I feel gave me a distinct advantage when applying for university. Through my involvement with the Duke of Ed, I was able to secure an early entry offer to attend La Trobe University to study my preferred course. Had I not finished the program, opportunities such as this would not have been possible and, looking back on it, I really appreciate the doors that this program opened. The program gave me stories to tell in interviews and applications, and display community engagement and commitment which are both very attractive to selection panels. I was also able to continue the community volunteering that I did through the Duke of Ed even after I had completed the program. This was again incredibly beneficial to my post-school opportunities and helped me to get those jobs I didn’t even know I wanted. The program is certainly an example of “the more you give, the more you get”, and completing both the Bronze and Silver Awards contributed greatly to both my school and post-school experiences.
10 THE WRITING REVOLUTION At Bacchus Marsh Grammar, we are committed to ensuring strong literacy outcomes for all students, from our youngest Prep students through to our graduating Year 12s. We are steadfast in our view that accomplished literacy skills are the key to success – not just in the classroom, but in all facets of life. Studies have indicated that writing skills of Australian students nationwide have declined over the past decade. Whilst our NAPLAN results clearly indicate that students at Bacchus Marsh Grammar achieve above the national standard for writing, we are consistently working to improve and ensure our students achieve high growth in this area each year. Research clearly shows that students need explicit instruction in writing in order to yield best results. Our Teaching and Learning Framework identifies explicit teaching as the core instructional practice at Bacchus Marsh Grammar. In line with this, we are beginning to implement the Hochman Method, perhaps better known as The Writing Revolution, into our writing instruction. Our immediate focus is the English curriculum; however, we are intending to expand into other curriculum domains in the near future. The Writing Revolution model is used in a broad range of schools worldwide and spans all grade levels. It is essentially a carefully sequenced set of strategies that focus initially on writing structure at the sentence level. Some of the strategies involve: expanding sentences with more detail, adding appositives to further explain the noun, unscrambling sentences, varying the position of the dependent clause through the use of subordinating conjunctions and identifying and repairing fragments and run-on sentences. Of course, students must learn to write at length as well, which is an essential part of The Writing Revolution. Once students have acquired basic sentence level skills, there is structured support for sustaining these skills across paragraphs and compositions. Because the sentence level work is embedded in curriculum content, the benefit of The Writing Revolution is that the strategies remain the same, regardless of the age of the student - it is the content that drives the rigour. For example, one of the strategies utilises the conjunctions ‘because, but and so’ to stimulate students to think critically and then write about a topic or a text by completing a sentence stem utilising each conjunction in turn.
11 For example, a young student might apply this strategy to their work on fairy-tales like so: Cinderella had to leave the ball because the magic wore off at midnight. Cinderella had to leave the ball, but she dropped her slipper on the way down the stairs. Cinderella had to leave the ball, so the Prince sent all of his servants to find the owner of the slipper so he could marry her. The exact same strategy could then be utilised by a Year 10 student studying Shakespeare’s, Romeo and Juliet: At the beginning of the play, Romeo sees love as a ‘madness’ and a ‘disease’ because his unrequited feelings have completely taken hold of him. At the beginning of the play, Romeo sees love as a ‘madness’ and a ‘disease’ but completely changes the language he uses to describe love when he meets Juliet for the first time. At the beginning of the play, Romeo sees love as a ‘madness’ and a ‘disease’ so Benvolio suggests that he forget about Rosaline and attempt to ‘examine other beauties.’ You can see that the rigour is increased in the second example purely because of the content the student is being asked to process. The writing strategy is identical and this is the same for all of the strategies we will teach. Students are exposed to each of the strategies in a deliberate and explicit manner, with each one being revisited and practised recursively within the year, and each year that follows. Of course, paragraphing is also a focus and we are utilising The Writing Revolution strategies for both single and multiple paragraph writing. Explicit writing instruction using The Writing Revolution will help students and teachers at Bacchus Marsh Grammar in many ways. Some of these are outlined below. We all know that making lasting change can take time. We want to ensure that we are implementing the strategies with fidelity, and making tangible improvements to our writing instruction within our classrooms. To help achieve this, we are putting groups of staff through comprehensive and intensive professional development led by The Writing Revolution team in person, direct from New York. We are implementing changes strategically throughout the English curriculum in stages, to ensure that we are focusing on embedding the strategies within high-quality resources that remain consistent across all classes at all levels. We need to get it right. Our students deserve that. I look forward to reporting to you again on our progress in a future edition of the Grammarian. Mrs Kelly Dilges - Assistant Principal Director of Literacy Education and Development Benefits for Students Benefits for Teachers Boosting comprehension: When students learn to use more sophisticated syntax in their own writing, they become better able to understand it when they encounter it in reading. Enhancing speaking abilities: As students begin to use more complex terms and sentence constructions in their written language, they begin to incorporate those features into their spoken language as well. Improving organisational and study skills: TWR activities and strategies teach students to paraphrase, take notes, summarise and make outlines. These techniques help them absorb and retain crucial information. Developing analytical capabilities: The process of writing requires even young students to organise their ideas and sequence information. As they move through the grades they often have to sift through multiple texts, deciding for themselves what’s important, which facts and ideas are connected to one another and how to organise their thoughts into a logical progression. When done in a systematic and sequenced way, teaching students to write is equivalent to teaching them how to think. Helping to identify comprehension gaps: When students are asked to write about what they are learning, teachers may uncover significant gaps in their knowledge and comprehension – in time to do something about them. Quality Feedback: We know that feedback is most useful to students when it is timely and targeted. By explicitly teaching the TWR strategies, teachers will be able to provide very specific feedback quickly to their students. Common Language: As TWR strategies are to eventually be taught from Junior School through to Senior School, students and teachers will share a common language year-to-year, regardless of who is teaching them. This commonality will ensure smooth transitions from teacher to teacher and give students and their teachers the tools to effectively communicate about writing expectations and performance.
GRAMMARIAN ISSUE 1 – 2022 Reg. No 1919 ABN 24 128 531 078 PO Box 214, Bacchus Marsh VIC 3340 Maddingley Campus South Maddingley Road, Bacchus Marsh VIC 3340 P +61 3 5366 4800 F +61 3 5366 4850 Woodlea Campus 111 Frontier Avenue, Aintree VIC 3336 P +61 3 5366 4900 F +61 3 5366 4950 Early Learning Centre 111 Frontier Avenue, Aintree VIC 3336 P +61 3 5366 4999 F +61 3 5366 4850 E email@example.com www.bmg.vic.edu.au Illustrations provided by McIldowie Partners