From the Principal’s Desk

When most of our current teachers and parents were in school themselves, the major focus was on achieving marks and grades rather than on learning. Of course, they did learn, but the focus was not their learning.

Marks and grades have their place in benchmarking achievement at certain stages, but it is now well documented that when students focus predominantly on marks and grades, they often develop a “fixed mindset” which hinders future learning. While aiming high or striving to achieve one’s best is commendable, just focusing on marks and grades is not. When a grade or specific mark is the aim point, once it is attained learning sometimes stops. Furthermore, if students are challenged and feel unable to reach a particular standard or grade, learning stops too. On the other hand, if a student’s aim is to master a particular skill or learn to apply a new concept, the focus is shifted to personal effort and progress. Every student can try hard and apply themselves, and every student can make noticeable progress towards the goal. So in this situation, every student keeps learning until they master the skill or concept.

A focus on learning not only improves learning outcomes and achievement for students, it also helps students to take charge of their learning and measure their own success. After all, students are the only ones that can learn – teachers or parents can’t learn for them – so they need to know what it is they are meant to be learning and how to go about it. It is for this reason that our teachers are spending more time and certainly more focus each lesson, on making learning intentions explicit.

Our teachers have now been working together in Professional Learning Teams (PLTs) for over 18 months with the aim of exploring ways of making teaching and learning more effective. At the end of last term, we invited some Year 10-12 students to one of our PLT meetings to give us some feedback about what makes learning more effective for them. Whilst there was a great deal of useful discussion, one of the common observations was that students felt a shift to a focus on their learning and regularly making learning intentions clear and explicit was very helpful for them.

When your child comes home from school, ask them what they learned today, not just what they did or what mark they got!

Bro Andrew Johns

GEOGRAPHY OF THE

LAND—Mt Tabor and the

Valley of Jezreel—fear God:

“Serve God acceptably with reverence and godly fear.”

Hebrews 12:28

IN THIS EDITION:

Primary Concert Review

Year 10—News from the Students

UP & COMING EVENTS until next newsletter God willing:

WEEK 8

Tue-Thu 9-11 June

Year 8-10 & Year 11 Exams

Thu 11 June

Primary Lunch Day

Fri 12 June

Year 8-10 Electives

WEEK 9

Mon-Tue 15-16 June

Year 8-10 Special Focus Days

Term 2 No 4 | 10 June 2015

pronounce the names of the days in Hebrew, how to write them and how to understand their order in the Hebrew week and to use terms such as ‘yesterday’ and ‘tomorrow’. One of the activities the students did was to create a days of the week wheel as shown.

YEAR 6 EXCURSION

For Science, we went on an excursion to the SA Water Learning Centre. We all put on lab coats when we arrived and blue gloves and really blurry and annoying science goggles. We made groups of four and sat at tables with lots of Science stuff on them, including a bottle of REALLY dirty water. The man who was running the excursion went through the steps of water purification and told us we had to make our water pure. We missed a few steps (because it was just to get the idea) so we couldn’t drink it at the end but it looked pretty drinkable! Sophie Luke

My favourite part was when he was supposedly going to drench Jacob McColl and he kept on stopping so he ended up only tipping a tiny

PRIMARY NEWS

TISSUES

We would appreciate each family donating one box of tissues per student in your family for use in classrooms for this term please.

HEBREW NEWS

Recently some of the Primary classes studied the topic called ‘Days of the week’. Through the different activities, the students learnt how to

GENERAL NEWS

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Olivia Badger—Year 3

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PRIMARY NEWS arrangements such as: where are we going to sleep, what ‘World’s’ are we going to go to and which of my annoying cousins are going to come with us, because I have many cousins and we stick together like bark on a tree.

It turns out that none of my annoying, but loved, cousins are coming so we are here on our own, and on top of that I have a little, well I hope it’s little, disease called cellulitis in my right eye at the same time as having glandular fever, and so because of that I am now a moping, mop haired, medical ‘mergency.

Sadly, thanks to a doctor check up, I am now on a crackling hospital bed and have a drip going into my right arm (I’ve never known why they put it in your arm) whilst watching thousands of time consuming episodes of “Shaun the Sheep” when, if I didn’t have this giant, puffed-up eye, I could be going to Movie World like my siblings.

Three years later, after an amazing recovery, I learn that if I hadn’t gone to hospital as quickly as I did I would have lost all my sight in my right eye and no optometrist, except one, has ever known why. Saved Just in Time! - by Bethan Newall

The parched ground was difficult to move around on and the zebra herd was getting extremely tired and thirsty with every step, especially the smallest and youngest foal, Star.

At last the leader of them all, a strong stallion who was Star’s uncle, told the herd to stop for a well-earned rest but as the stars in the night sky woke up, one by one, strange noises were ringing in Star’s ears and before she knew what was happening, she was running like the howling wind, full speed ahead.

Feeling scared and shocked at being chased by aggressive cheetahs and having to leave her mother’s caring side, Star galloped on, heart pounding, till an abrupt noise made her stop and turn; and there, magnificent in the moonlight, Star’s strong, courageous uncle fought and chased the ferocious cheetahs away for good and Star’s petrified and devastated mother came, calling Star’s name as they lovingly embraced.

Star’s uncle wasn’t in too much pain but a nasty gash on his back leg needed tending to, so Star’s grandmother made sure he ended up in good condition; and, just like that, the rain belted down and the long drought in South Africa ceased.

amount on him! Sophie Luke

It was loads of fun. I liked it because when we were finished the acids and bases spelled water. I loved that! Sidita Douglas

I loved the information we were getting right in the middle of it all. Silas Bennett

I thought this excursion would be boring but it was awesomely FANTASTIC! My favourite part of this fantastic excursion was when we put this liquid into different acids and bases and it changed into awesome colours. Ella Risley

Matt, the instructor, was hilarious. He made lots of jokes and made the experience even better. I had a blast. Shaun Billing

YEAR 7 SCIENCE

Year 7 Science students are looking into the complexity of the monocotyledon / dicotyledon seed structure. We used a broad bean as our dicotyledon example and the students were able to observe the developing germ root and shoot. Amusingly, once you have removed the outer skin, the seed embryo looks very much like the face of a budgie!

YEAR 7—PRIMARY WRITING

COMPETITION WINNERS

Congratulations go to Wilby Bell, Abigail Evans, Daisy Mansfield, Bethan Newall, Phebe Pitcher, Chloe Robson and Luke Steele for their winning entries in our recent Primary School Writing Competition. The criteria was to write a short story in only four sentences! Here are a couple of examples from the above winners: A Scar of Sight—by Luke Steele

My family will finally be off to the Gold coast once my slow parents have made the final

PRIMARY CONCERT

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Primary Band

Year 2

Year 4

Reception

Year 4

Year 3

Primary Band Year 1

Year 1

PRIMARY CONCERT

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Rec / R-1

Primary Choir

Year 5 Year 6

Year 7

Year 2

Year 7

Heritage was the friendly behaviour from most people. I felt very welcome when I first came. One thing I do miss about my old school is the chips and gravy from the canteen and being able to go up to KFC for recess and lunch - I am disappointed this school doesn't have a canteen!

Emma Billing

BUDDING PICASSOS

Our Year 10s have made a special contribution to the newsletter this edition—this is their snapshot of some of their activities.

REVISION TIPS FOR EXAMS

Avoid distractions around you and try to find a quiet place to work.

Have a goal of how much work you are going to do in one night.

Don't start studying too late!

Jamie Gibson

PLP—WHAT IS IT?

PLP is a SACE subject that all Year 10s do. PLP stands for Personal Learning Plan. At the moment, we are looking at different career options and what subjects to do for Year 11 and 12. We were given a sheet where we had to write down 5 different career options and choose 2 to do more research on. Then we had to answer some questions like “Where can I study for this?” and “How much does the job earn?”.

To help us even more we went to the Careers Expo at the showgrounds for a morning, and looked at different job ideas, unis, careers options and much more. They ranged from doing engineering to midwifery. We all wandered around and looked at all the different stalls and we got lots of freebies! Our next PLP lesson was then a time where we discussed what we saw at the Expo and what our decisions were.

Kirra McColl

NEW TO HERITAGE

When I started at Heritage it was a massive change from my old school because I actually had to use my brain! I find it a bit stressful because there is so much work I need to do every day. Something which I noticed about

THIS IS YEAR 10!

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Liberty Parcell

Abigail Churches

Jess Kim

A MEXICAN TAKE ON A FAIRYTALE!

In English we were required to write a fairy story, emphasising character and setting development. Each sentence had to commence with a letter from the alphabet in consecutive order—it was pretty challenging!

Cinderello—Mexican Cinderella

Away, far away in Mexico, in a colossal castle set deep within an enormous pine forest, there lived an exceedingly handsome prince called Orlando. Besides slaying formidable dragons and enemies, Orlando loved three things: a beautiful farm girl who he had seen while hunting quails once, but had never talked to; his herd of cows, which was progressively getting bigger and bigger as the years went by; and burritos, which he ate for breakfast, lunch and tea on every day except Monday, when he had tacos instead. Coincidentally, the beautiful farm girl also had a deep love for Orlando.

Despite her love of hard work, she was fearful at the daunting prospect of a life herding cows and eating burritos without a husband; she desired to marry Orlando so they could herd cows and eat burritos together. Every day a question hung on her mind: when will I get away from my hideous step mother and sisters and summon the courage to ask the prince to marry me? Fortunately for her, Orlando decided to hold a ball at his palace. Gertrius, the beautiful farm girl's Roman stepmother, when she heard of the ball, immediately called for her two daughters (Patrius and Marius) and started applying hefty amounts of make-up to their faces. Her ultimate dream was to have one of her well rounded daughters marry the attractive young prince so that she could seize upon the vast wealth that oozed from the royal family, like blood from a wound inflicted by a mighty sword. Inquiring if she could go, the beautiful farm girl knew, deep down,

THIS IS YEAR 10! that Gertrius would never allow her to have the opportunity to go to such a formal occasion as this. Jewels of gold and silver were draped over the two step sisters and their mother, like ivy over a wall, as they left the house in an official looking carriage, leaving behind them in the air a trail of aromatic perfumes. Knowing that she could easily run to the castle before the ball started, but that she could only go if she was wearing suitable attire, the beautiful farm girl tried on all of her mother's and sister's elegant dresses, but none of them fitted. Lamenting at the thought that she may not get to talk to Orlando, the beautiful farm girl sat down on her bed on the floor, next to the fire. Mercifully, just when she was about to break down, her godmother, Carlos, appeared. Not known for communicating what she was doing, Carlos waved her wand, and the beautiful farm girl was abruptly clothed in the finest dress since the one Orlando's great grandma had worn at her wedding. On top of that, she also had a pair of beautiful cow hide shoes that fitted perfectly onto her rather large feet. Politely thanking Carlos, she rushed out the door, saddled up one of her cows, and hurtled off in the direction of the castle.

Quivering with rage, Orlando sat on his throne, moodily rejecting any of the lovely ladies' requests to dance. Really peeved that the beautiful farm girl hadn't showed up, he turned his attention to the plateful of tacos on the table in front of him. Suddenly, there was a commotion at the main entrance and all the guests started 'oohing' and 'aahing' at whatever was coming in. Tediously, Orlando made his way over, and what a sight he saw: the beautiful farm girl was standing at the entrance, clothed in the finest dress he had ever seen. Uncertainly, she said, "I am Pedrica, and I wish to marry you." Vaguely, Pedrica noticed a bowman in the crowd, with a lethal looking arrow knocked to the string pointing straight at her. Without hesitating, she fled on her cow, leaving one of her well-designed cow hide boots on the castle steps. Xenon, the chief guard,

Bronte Manser

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needs, but thankfully we managed to work around all the problems. It was a very enjoyable, tiring, stressful yet great fun evening! And all our guests looked like they enjoyed themselves too!

Liberty Parcell & Abigail Churches

searched the whole of Orlando's kingdom, and finally found Pedrica feeding her cows. "Young woman, you have been summoned to the castle by none other than Prince Orlando, to be his wife". Zealously, Pedrica jumped on her already saddled cow, tore off toward the castle, and she and Orlando got married and lived happily ever after, eating burritos and herding cows together.

Isaac Edgecombe

YEAR 10 LADY CHEFS!

On Thursday 28 May the Year 10 girls produced a delicious 3 course meal for our parents, Uncle Andrew and some of our teachers—just have a look at our menu!

Entrée was a choice of a mixed antipasto platter with caramelised mushrooms, marinated roast capsicum, lemon fried chorizo and crumbed bocconcini or Thai-style red curry pumpkin soup with prawns. The main course was either crispy peri peri pork belly in a homemade tomato sauce or herb crusted lamb cutlets; served with hassle back potatoes and a fresh garden salad with a lemon dressing. The dessert finale—aromatic rhubarb and apple crumble, indulgent Lindt chocolate pudding served with ice-cream or a creamy panna cotta with berries. We think they were spoilt for choice!

Our theme for the night was ‘rustic garden’ so it was decorated with beautiful fresh flowers and (lots!) of apples. Overall everything went well, apart from the few mishaps that occurred throughout the night. During the setup we had some difficulties with the fairy lights and while serving, the dishwasher decided to have the night off, so we had to do all the dishes by hand. We also got a bit mixed up when it came to dietary

THIS IS YEAR 10!

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Book in here or phone Heritage College: 8266 5122

When writing to the Philippians, Paul said, “God will supply every need of yours according to his riches in glory in Christ Jesus” (Phil.4:19). The Lord Jesus Christ taught that “your Father knows what you need before you ask him” (Matt.6:8; 6:32 ESV). It is important to note that neither the Lord nor Paul say that God will give us what we want! He knows our need better than we do and supplies more than what we deserve. When it comes to relationships and behaviours, Dr.Kathy Koch has identified five needs intrinsic to all people: security, identity, belonging, purpose and competence.

Security can be defined by the question, “Who can I trust?” Everyone, especially children and young people, need this sense of safety that comes from trusting in God and His Son, in trustworthy people, and in themselves as they learn to do what’s right no matter the situation. Security is, in fact, grounded in forgiveness. Knowing that we have a loving God that forgives and that our friends forgive us for our mistakes provides the greatest sense of security imaginable. It is also important, however, that we can forgive ourselves. Sometimes we are our own worst critics and can become quite depressed with our failures. The security we have in the knowledge that God has the power to forgive the worst in us can help us acknowledge our own sin and discharge the shame we feel in an overwhelming sense of relief.

Identity can be defined by the question, “Who am I?” The way we define ourselves influences our behaviour, so we must be brutally honest in seeing ourselves as God sees us. It is neither beneficial to ignore our weakness nor to deny our

COUNSELLING CORNER strengths. In the end, we need to be confident in God’s ability to work with us in all aspects of our life and accept the person we are, building on our strengths and working hard to improve our faults. As Paul wrote, “I can do all things through Christ who strengthens me” (Phil.4:13). Our identity will become more healthy and whole as our relationship with our Heavenly Father grows and strengthens.

Belonging can be defined by the question, “Who wants me?” When we have family and friends that love us, we have a strong sense of belonging. When we realise how much God loves us and desires to connect with us, that sense of belonging exponentially grows. Peter wrote, “Humble yourselves therefore under the mighty hand of God, that he may exalt you in due time: casting all your care upon him; for he careth for you” (1Pet.5:6-7). Amazingly, as our Lord Jesus Christ said, “Fear not, little flock; for it is your Father's good pleasure to give you the kingdom” (Lk.12:32). It is when we connect with people of good character, who share our beliefs, interests and talents that we are bound together by both our similarities and our differences. The challenge sometimes is for us to take the risk to build a new friendship or to trust another person. However, if we go out of our way to mix with others at the meeting or young people’s activities, the reward will be great.

Purpose can be defined by the question, “Why am I alive?” To this Paul provides the clear answer: “whatsoever ye do, do all to the glory of God.” (1Cor.10:31). Our purpose is to do the will of our Heavenly Father to bring glory and honour to His Name. One of the keys to finding purpose is hope, because hope gives rise to purpose. Our hope is the Hope of Israel, i.e. the resurrection out of the dead that will lead to life in the Kingdom of God on earth. If we desire to partake in God’s Kingdom in the future, then we need to behave in a Godly way now in the present. “For I reckon that the sufferings of the present time are not worthy to be compared with the glory about to be revealed in us; for the earnest looking out of the creation doth expect the revelation of the sons of God; for to vanity was the creation made subject--not of its will, but because of Him who did subject it --in hope, that also the creation itself shall be set free from the servitude of the corruption to the liberty of the glory of the children of God” (Rom.8:18-21).

Competence can be defined by the question, “What do I do well?” Competence is connected to the four previous needs. We’ll believe we have

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ENTERTAINMENT BOOK

Heritage College is once again selling the all-popular Entertainment Book. The Entertainment Book’s purchase price is $65 (with $13 benefiting our school) and is now available from the Front Desk. If you would like to order a copy, please see the Front Desk, or complete the order form here and send it in with cash or provide credit card details. Thank you for purchasing your Entertainment Book through Heritage College!

competence and can develop more effectively when we have trustworthy people inputting into our lives (security). This is related to who we are (identity), is often discovered as we commit to others (belonging) and is found in God so that we can fulfil our unique purpose. Purpose makes competence necessary, for without it we don’t need to be good at anything. It is through the many experiences of life that we develop competence. Trusting God in new challenges and new relationships, and learning how to seek His wisdom, allows the development of strengths and the raising awareness of limitations. Competence will allow us to be fitting vessels for the character of God which He desires to perpetuate for all eternity.

God is truly able to meet all our needs. In Him we find security, a sense of identity, true belonging, purpose and completeness, and a competence which flows from Him. “Behold, God is my salvation; I will trust, and not be afraid: for the Lord Yahweh is my strength and my song; he also is become my salvation” (Isa.12:2).

Graeme Shugg

“Be of good courage and He shall strengthen your heart, all you who hope in

Yahweh.” (Psa.31:24)

P&F

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Heritage College · PO Box 371, Oakden SA 5086 · office@heritage.sa.edu.au · Ph. 8266 5122

HERITAGE CONTACTS

PRIMARY CLASS TEACHERS

Primary classes, teachers and their contact details for 2015, God willing, are as follows:

Reception Heather Pillion:

hpillion@heritage.sa.edu.au

Year R/1 Jesslyn Witton:

jwitton@heritage.sa.edu.au

Year 1 Wendy Newton:

wnewton@heritage.sa.edu.au

Year 2 Emma Yuile:

eyuile@heritage.sa.edu.au

Year 3 Sue Lomman: slomman@heritage.sa.edu.au

Year 4 Joanna Weedon:

jweedon@heritage.sa.edu.au

Year 5 Brett Arnold:

barnold@heritage.sa.edu.au

Year 6 Sarah Kemp:

skemp@heritage.sa.edu.au

Year 7 Jason Hauser

jhauser@heritage.sa.edu.au

SECONDARY HOME GROUP TEACHERS

Home Group classes, teachers and their contact details for 2015, God willing, are as follows:

Year 8 David Knight:

dknight@heritage.sa.edu.au

Year 9 Chris Ryan:

cryan@heritage.sa.edu.au

Year 10 Tim Badger:

tbadger@heritage.sa.edu.au

Year 11A Jason Bobis:

jbobis@heritage.sa.edu.au

Year 11B Vit Jurevicius: vjurevicius@heritage.sa.edu.au

Year 12 Evan Franco: efranco@heritage.sa.edu.au

For issues related to academic progress or general behaviour, please contact: Tim Badger for Years 8-10 (tbadger@heritage.sa.edu.au) or Evan Franco for Years 11-12 (efranco@heritage.sa.edu.au).

Uniform Shop Details:

Monday afternoons 3:00—3:30 pm

Friday mornings 8:30—9:00 am

Orders: uniform@heritage.sa.edu.au

Notification of Student Absences, Bus

Changes and all Front Desk Enquiries:

Email: reception@heritage.sa.edu.au