Issue 2. March 2020

30 Racecourse Road

Sunbury, VIC 3429

Tel: (03) 9744 1066

Fax: (03) 9744 7695

www.sunburysc.vic.edu.au

Email: sunbury.co@edumail.vic.gov.au

This year we have been basing our Connect Program on the work

of an organisation called the Resilience Project. As you know

resilience is one of our school’s four key values (and it is also an

increasingly important skill in modern life). The three key

elements of the Resilience Project are Gratitude, Empathy and

Mindfulness.

As we find ourselves in difficult circumstances at the moment, I

have been trying to build my own resilience by balancing my

concern for my school, my community and my family with some

reflections on what I have to be grateful for. Without wishing to

downplay the significant difficulties many members of our school

community have been facing and will continue to face, I have also

found much at the school level to provide an opportunity for

gratitude.

While concerned about the programs and events that we have

had to cancel at the end of this term and into the next, I am also

grateful for those things we have had the opportunity to

run — like the Year 7 Camp, the Literacy Information Night and

the Japanese Information Night. I am also grateful that we have

been able to find alternative dates for many of the events we have

had to postpone — the Year 8 Camp, the Year 9 Lake Dewar Day

Camp, the Athletics Carnival and the Presentation Ball have all

been rescheduled for much later in the year.

I am also extremely grateful to be working in such a wonderful

school community. The messages of support for our staff and

our students have been greatly appreciated, and the kindness

shown by our parent community has been enduring. Our

students have remained focused, friendly and thoughtful

throughout the various changes — and we are enormously proud

of them. And our staff have embraced the situation with dignity

and professionalism — and have thrown themselves

unswervingly into the extra time and energy needed and the

challenge that preparing for possible new ways of operating has

manifested.

I would like to thank all members of the school community for

the support for the school as an entity during these uncertain

times. I hope it is clear that this goes both ways. Our school is

here to support our community. Please don’t hesitate to let us

know when that support is needed. Our students’ learning and

our students’ wellbeing are the twin foundations of our school. If

something gets in the way of either of these things, please make

sure we know about it. Together we will make a difference — for

this I am very grateful.

Principal’s Message Darryn Kruse

Darryn Kruse

Principal

Assistant Principals’ Message Craig O’Bree, Jared Dyson

Fiona Scott-Young & Siobhan Shaw

Mobile Phone Policy

We would like to thank parents and guardians for their ongoing support in the implementation of the

state-wide mobile phone policy. It is evident when talking to students

throughout the term, that families have had discussions at home

about safe and appropriate use of mobile phones. We have noticed in

the yard at recess and lunchtime that there is an increased amount of

talking and positive social interactions between students, because

they are no longer on their mobiles phone and are enjoying each

other’s company. Information on the mobile phone policy and

supporting research has been posted on Compass.

Home learning

With the holidays quickly approaching it is timely that we mention the importance of home learning.

Please ensure that your child/children have a space at home that is conducive to study. This space needs

to be quiet, comfortable and organised. Encourage your child to only use this space for learning. When

they are doing other activities on-line they should move from that area. When your child leaves that space

their mind will realise that they can take a break and recharge until the next session. Making this a

‘designated study zone’ allows your child to preserve their association with learning.

Ongoing staff professional learning

At our recent curriculum day, all of our staff participated in professional learning around vocabulary

instruction, specifically applying that within our instructional model (GENAR). Our teachers are working

towards a consistent approach and understanding of what effective vocabulary instruction looks like. This

important work is part of our school strategic plan and will be a major focus of our teaching and learning

this year. We know that students’ vocabulary knowledge is directly tied to their success in school.

Encouraging your child to read more and having conversations about what words mean and how they are

connected would support the work we are doing this year with all of our students.

Literacy Fiona Scott-Young

We would like to encourage all students to read as much as they can over the holidays. Our

students will benefit from sustained reading and it will help with their success at school and in

their future lives. We have attached information for parents/guardians regarding supporting

their child at home with their literacy (see below). This will complement the work that is

currently being done in independent reading lessons and will improve our students’ literacy

skills.

A reminder to all Year 8 students to return their literature circle books to the Hub. Please

remind your child to look in their locker and at home for any literature circle books.

All Years 7-10 students will have the opportunity to borrow a book from the Hub to read over

the holidays. We also encourage all of our school community to access e-books and audio books

using our Wheelers e-platform. Login details are as follows:

https://sunburycollege.wheelers.co/ Login is your user name: e.g. KRU0006 Password for Year 7s: Hub1 Password for Years 8-12: Library1 Our Year 7 English Enhancement group have begun weekly sessions in the Hub. These students

work with Ms Scott-Young on a variety of extended tasks and activities. The Year 7 group are

encouraged to assimilate new knowledge to generate a broader set of conceptual links, using

wider inference, creativity and problem solving.

Reading Strategies Information Fiona Scott-Young

Assisting your child with their home reading

There is a difference between reading words and comprehending words. To assist your child at home encourage them to do

employ the following strategies. Readers should do the following in order to ensure they understand what they’re reading:

Monitor

To become aware of your thinking as you read and monitor your understanding and keep track of meaning

To monitor your child should:

• Monitor their understanding and keep track of meaning

• Listen to the voice in their head to make sense of the text

• Notice when they stray from thinking about the text

• Notice when meaning breaks down

Activate and Connect

Making meaningful connections with the text and your own life

Your child should:

• Access their prior knowledge and experiences

• Use 3 ways to make connections

Text to self - Comparing and evaluating background experiences and images with information and

descriptions presented

Text to text - Comparing and analysing characters, plots, themes, information, purposes, descriptions,

writing styles and versions of texts

Text to world - Comparing and considering text information with knowledge of the world

Question

Good readers generate questions before, during and after reading

Your child should:

• Use what, when, where and who type questions

• Use how and why type questions for deeper understanding

• Once a question is formed, aim to determine their answer by continuing to read

Predict

An educated guess about what happens next

To predict your child should:

• Activate prior knowledge

• Think on both a literal and inferential levels

• Supplement or modify your knowledge

• Make connections

Reading Strategies Information Fiona Scott-Young

Visualise

Recreating an image in your head of what you’re reading

To visualise a child should:

• Use all 6 senses (6 being emotions)

• Imagine the taste, sight, touch, emotions, sounds, sight, smells that take place

• Recall prior knowledge

• Connect and compare to own experiences

Infer

Think about what the writer means but has not stated

To infer your child should:

• Use the information that is in the text

• Use prior knowledge

• Pause and reflect on what they are reading

Summarise

Representing in a few sentences and in your own words the most important ideas or events

To summarise your child must:

• Identify important information

• Distinguish between topic and main idea

• Identify and generalise important information and ideas

• Sequence events and ideas

• Identify genre and text structure

• Paraphrase

• Question

Synthesise

Combining prior knowledge with new information to create new thoughts, ideas, opinions or perspectives

To synthesise a child should:

• Summarise information and determine the most important details

• Carefully consider the purpose and meaning of the text

• Think beyond the text

• Answer the ‘how’ and ‘why’ questions themselves

Analyse

Examining information in detail, typically in order to explain and interpret

To analyse a child should:

• Think deeply about the meaning of text information • Compare and contrast information to

• Develop their own thinking about information

• Discuss meanings in texts

• Think about “why”

• Interpret information creatively and insightfully

Reading Strategies Information Fiona Scott-Young

Critique

Evaluating and assessing elements of content after reading.

To critique a child should:

• Reflect on information

• Develop own ideas

• Use content to make informed opinions and conclusions

• Question content to develop understanding and ideas

How else can you assist your child with their reading?

• Read the set texts with your child out loud (English novels, Science / Humanities text books, other required reading)

• Discuss the content and prompt them to think beyond the text

• Discuss the novel they are reading during their independent reading sessions

• Read their novel so you can have some meaningful conversations

• Model the strategies by telling them what you’re thinking about when you read

• Model reading in front of them by:

- Reading yourself

- Having 20-30 minutes in the evening allocated to Independent reading for the whole family

Home reading tips for parents/guardians

When your child is reading with you and encounters words that are unfamiliar or difficult for them you can use the Three Ps

technique (Pause, Prompt and Praise) to support them.

Pause: When your child comes to a word that is unfamiliar, try not to jump in staight away. Wait and give them time to work

out the word. They can use a range of decoding strategies such as chunking, breaking the word up into syllables, using visual

clues etc.

Prompt: If your child successfully works out the problem word, suggest they go back to the beginning of the sentence and re-

read it (to recap meaning) before reading on.

If your child has not worked out the difficult word, prompt them with some quick, low key suggestions. Say things like:

• Think about what’s happening in the story / text

• Are there sounds or parts of the words that you do know?

• What word could make sense there?

If prompts like these are not working, simply tell your child the correct word. Try not to spend too much time prompting, as

your child will find it difficult to maintain the overall meaning of what they are reading.

Praise:

Praise your child’s reading efforts and success. It needs to be a positive experience for you and your child.

POSITIONS OF RESPONSIBILITY - 2020 PRINCIPAL: Darryn Kruse ASSISTANT PRINCIPALS: Craig O’Bree Jared Dyson Fiona Scott-Young Siobhan Shaw

HOUSE LEADERS KLA LEADERS

BATMAN

Belinda Brants

Kate Hedin

ARTS/TECHNOLOGY

Janet Sevior

LOTE—JAPANESE

Chiemi Shepherd

CLARKE

Heath Simpson

ENGLISH

Peter Stipcevic

MATHS

Tracey Martin

EVANS

Megan Fitzgerald

PHYSICAL EDUCATION/HEALTH

Lukas Sfyris-Qoon

SCIENCE

Adrian Daniell

JACKSON Chris Fellows

SPORT

Jordan Gray

HUMANITIES

Sarah Heath

LP7 COORDINATORS LP7 SIGNIFICANT TEACHER

Ray Qoon

Daniel Lombardo

Rachel Withers

7A Monique Bailey

7B Jacob Gaut

7C Rachel Withers

7D Trevor Shipp

7E Jane Selmes

7F Daniel Lombardo

7G Catherine Borg

7H Stephanie Kukula

7I Ashleigh Thielke

7J Ray Qoon

PROGRAM COORDINATORS JUNIOR PROGRAMS LEADER (Years 7-9) Marc Westgarth

SENIOR PROGRAMS LEADER (Years 10-12) John Lane

LEARNING SUPPORT Nita Hutchesson

LIBRARY RESOURCES Helen Richardson

INSTRUMENTAL MUSIC COORDINATOR Candeece Brown

PROGRAMS ASSISTANT Helen Vosti

SPORTS ACADEMY COORDINATOR Bo Kelly

WELLBEING AND ENGAGEMENT COORDINATOR Kim Porter

VCAL COORDINATOR Julie Newton

WORK EXPERIENCE John Fitzgerald

CAREERS, PATHWAYS and VOCATIONAL PROGRAMS LEADER Wes Pfitzner

NIKE 2019

YEARBOOK

If you have ordered and paid for a copy of Nike

2019, please collect from the General Office.

If you would like

to purchase

a copy -

it is $25

Previous year editions are also available for purchase.

UPDATING DETAILS FOR 2020

It is very important that student, parent/guardians

ADDRESS, PHONE NUMBERS, EMERGENCY CONTACT DETAILS

AND OCCUPATION DETAILS

are up to date and correct for

ALL STUDENTS at the College.

If any of your details have recently changed please update yours and/

or your child’s details by visiting the General Office.

Student Absences

If your child is away from school for part of the day, Please phone the absence line (select option 1) before 9:30am on the day of absence with the reason — e.g. appointment. Your child must go to the Learning Hub to see Ms Vosti, with a note for a late pass upon returning to school. If your child will be absent for the whole day or more. Please enter the absence in Compass with the reason — e.g. illness.

Parents/Carers will receive a phone call from the Attendance Officer when a student is absent without a notification.

Compass Attendance Guide for

Parents/Guardians

If you would like any assistance with Compass attendance or requiring to reset

your Compass password, please contact Laura our Attendance Officer on

9744 1066 (Select Option 1)

CAMPS, SPORTS & EXCURSION FUND (CSEF) ($225 per year for eligible secondary school students)

If your circumstances have changed please ensure you are aware of the Camps, Sports, &

Excursion Fund, Applications close on the 14 April 2020. New applicants should contact the school office to obtain a CSEF application form

or download from https://www.education.vic.gov.au/about/programs/Pages/csef.aspx

HOW TO APPLY FOR CSEF Families holding a valid means-tested concession card or temporary foster parents are eligible to apply. On the first day of term two—14 April 2020, a parent or legal guardian of a student must: Be an eligible beneficiary of one of these cards: - Veterans Affairs Gold Card - Centrelink Health Care Card - Pensioner Concession Card - OR they must be a temporary foster parent - OR the student is 16 years or older and holds a valid concession card (such as a Youth Allowance Health Care Card) AND the parent or legal guardian must submit an application by the due date. If you successfully applied for the CSEF at Sunbury College in 2019, you do not need to complete an application form in 2020 unless there has been a change in your family circumstances. You need to complete an application form if any of the following changes have occurred:

- new student enrolments; your child has started at Sunbury College or changed schools in 2020 or you did not apply in 2019. This includes all Year

7 students.

- changed family circumstances such as a change of custody, change of name, concession card number, or new siblings commencing at the school in 2020. - If you enrolled at Sunbury College in 2019 after applying for CSEF at your previous school then you need to fill out a new CSEF application for 2020.

Learning Resource Hub Helen Richardson

Helen Richardson Library Manager

All Year 7-9 classes have now commenced reading sessions in the Hub and all students have now

borrowed and started reading a novel. We encourage all students to read for at least 60 minutes

per week outside of these classes.

Hi- Lo Books for Struggling Readers Hi-Lo books can motivate struggling readers by providing books on topics that are engaging and which are also targeted toward their independent reading level. Hi-Lo books can help build reading fluency, vocabulary, background knowledge, and interest in reading. They also have the advantage of looking like chapter books and are written about interesting topics with easy readability. We are currently building up our collection of suitable books.

The school has access to ebooks and audio books via Wheelers eplatform.

Login details are as follows:

https://sunburycollege.wheelers.co/

Login is your User name: e.g. KRU0006

Password for Year 7s: Hub1

Password for Year’s 8-12: Library1

During the months of February and March we have given out 256 core value raffle

tickets: Batman 42; Clarke 76; Evans 49 and Jackson 89. Students can be awarded raffle

tickets for demonstrating more than one of our core values.

Our top two core values were Responsibility and Endeavour. It is fantastic to see so

many of our students being accountable for their actions and constantly striving for

excellence.

The winners for our Term 1, Week 3 - February Core Value raffle are:

Nat Dunne (Yr 10) for demonstrating Endeavour and Jason Jacobs (Yr 8) for Respect –

Congratulations!

The winners for our Term 1, Week 6 - March Core Value raffle are:

Joshua Valdes (Yr 8) for demonstrating Endeavour and Lana Van Berlo (Yr 9) for

Responsibility – Congratulations!

These students have been acknowledged by appearing on the TV screens around our

school and awarded vouchers to treat themselves to some goodies from our canteen.

Our green Compass posts for staff to acknowledge positive behaviour in relation to each core value have been well received. By the end of Term 1, Week 7, staff had posted 1790 green posts which is amazing!

Since the start of the year our SW-PBS focus is incorporating our classroom matrix outlining positive expectations related to each of our core values within our instructional model GENAR. These posters have been professionally printed and are now in all classrooms:

School Wide Positive Behaviour

Support (SW-PBS) Update Marion McCasker

Marion McCasker

Leading Teacher—Student

Engagement and

Positive Behaviour Support

Sport Jordan Gray

INDIVIDUAL STUDENT SUCCESS STORIES

It is fantastic to hear about students who have experienced success in their chosen sporting fields outside of school. If you know of someone, it would be great to hear about it and share his or her achievements.

INTERSCHOOL SPORTS

A REMINDER TO ALL PARENTS AND STUDENTS:

It is a Sunbury College and School Sport Victoria requirement that all students representing the school in sporting teams must wear their school PE/Sport uniform. The uniform required is the maroon college polo and grey college shorts. They must also wear appropriate footwear (this does not include Ugg boots or thongs) and white socks. If the student does not have the required full sports uniform on day of competition, they are expected to wear their full college academic uniform and get changed at the event venue into their playing attire. Students will need to clarify with their coach what the playing uniform is prior to competition. Any student who fails to follow this policy will not be permitted to represent the college.

CRICKET

Seniors

Our senior girls cricket team made it through to the western metro region (WMR) unchallenged by local teams. They will compete on 17 March for a chance at state finals.

Team: Amelia Alexander, Sarah Baker, Beth Barry, Chelsi Bowman, Alannah Burnett, Olivia De Haan, Kara Gifford, Charli Gilmore, Jessica Hourigan, Madeline Jones, Emily O’Brien and Emma Webb.

The senior boys team defeated Alice Miller at Boardman Oval in the local round. They then took on Bacchus Marsh at Clarke Oval in the divisional round. They came through with an easy win and are now on to the WMR with the senior girls team.

Team: Nicholas Bond, Joshua Bowden, Joshua Creevey, Jake Egan, Jakob Feist, Josh Goater, Logan Johnston, Jezz Petrincic, Robert Ryan, Kyle Stout and Brandon Vucica

Intermediate

The intermediate boys cricket team made it through to the next round which is in Term 4.

Team: William Bond, Shawn Bowden, Tyler Caldone, Josh Crump, Aiden Jones, Callum McMahon, Daniel Schwarzen-berg, Owen Thompson, Brody Watts and Jackson White.

Juniors

The junior boys cricket team demonstrated commitment to their sport, training regularly in the lead up to game day. The Year 7 boys team one a game and lost a game and were unfortunate to not go through to the next round.

Team: Xavier Barresi, Brandon Bish, Matthew Burnett, Josh Harris, Ben Howell, Jake Howell, Charlie Hynes, Ocar Murray Wilson, Angus Ross and Jordan Salm Hall.

Sport Jordan Gray

TENNIS

Our tennis teams did an excellent job of dealing with the wet conditions left behind from the day before. The intermediate girls and senior boys teams made it through to the Western Metro Region rounds whilst our Year 8 mixed team and intermediate boys teams put up a good fight but did not make it through.

Senior Boys - 6 May at Geelong

Intermediate girls - 11 May at Geelong

Team: Josh Crump, Elizabeth Crump, Lachlan Crump, Alannah David, Sally Dewar, Amelie Freze, Josh Goater, Reisha Goundar, Braxton Hall, Tahlia Libreri, Seth Mack, Daniel Ouston, Lachlan Peake, Rafael Tavares de Abreu, Benjamin Willis and Elno Zographos.

Helpers: Jezz Petrincic, Brandon Chenhall and Daniel Trombini

SWIMMING

Unfortunately, due to stormy weather our annual Swimming Carnival was cancelled. It was rescheduled for 26 Feb-ruary for the students who were in events or trials.

Western Ranges Division Swimming

As a team, Sunbury College performed exceptionally both in and out of the pool. This was one of our smallest groups that we have taken to this event but it was a mighty group! Some students were there for a single event, multiple events, individual or relay events and they were all invaluable and a huge part of the teams success. There were students who jumped in events well above their age group and students who came along on the day knowing that they may not get a single swim yet still did it for the team.

Out of the pool, the positivity and team spirit were high as we supported and cheered for each other. It was so wonderful to hear them clapping for each other, seeing the pats on the back and the high fives as swimmers got out of the pool. Hands down, we were the most enthusiastic school there.

At the end of the day we won the division swimming carnival beating Melton Secondary College by 9 points! Cinching the win in those last relay events.

Congratulations to Felix Ostanin, Thomas Black, Syd Guyett and Alex Killender who qualified for the WMR in their individual events and to Kim Deeble, Mia Brcan, Elizabeth Crump, Darcy Cek, Matthew Jackson, Jay Laker, Connor Lloyd and Josh Crump who qualified for various relay events.

The next round will be help on 26 March at Geelong Aquatic Centre.

SUNBURY COLLEGE—SPORTS CARNIVAL DATES 2020

SWIMMING

Western Metro Regionals Geelong Thurs 26/3

School Sport State Finals MSAC Weds 22/4

ATHLETICS

Western Ranges Division Aberfeldie Tue 1/9

Western Metro Regionals Melbourne Thurs 17/9

School Sport Victoria State Aths Centre Tues 16/10

CROSS COUNTRY

Western Ranges Division Gisborne Thurs 29/5

Western Metro Regionals Brimbank Thurs 18/6

School Sport Finals Bundoora Thurs 16/7

Jordan Gray

Sports Coordinator

Sport Jordan Gray

DATE EVENT VENUE STAFF

Wed

22/4

**State Swim

MSAC T.B.C

Wed

6/5

WMR

Senior boys tennis

Geelong Lawn Club DS

Fri

8/5

Inter boys and girls

AFL

Boardman Oval NMA

TP

LSQ

Mon

11/5

WMR

Inter girls tennis

Geelong Lawn Club JG

Mon

11/5

WMR senior girls softball

WMR senior boys baseball

Stead Park

Princess Hwy

Geelong Baseball Centre

KHE

TP

Wed

14/5

Senior boys

AFL

Boardman Oval HS

LSQ

Mon

18/5

WR Senior

girls soccer

Kurunjang Reserve BKE

Tue

26/5

Year 7 & 8 girls, junior boys net-ball

Boardman Stadium WPF

ZEW

Fri

29/5

WR Cross Country Sankey Reserve JG

JK

BMA

Wed

3/6

Year 8 boys Soccer Kurunjang Reserve NL

Wed

5/6

Junior girls AFL Boardman Oval CE00

JG

Thur

11/6

Year 7 and 8 Boys AFL Boardman Oval BKE

JG

ZEW

Thur

18/6

WMR cross country Brimbank Park JG

BMA

Fri

28/6

Year 7 and 8 Boys and girls badminton

Senior boys and girls basketball

Boardman Stadium CPO

LSQ

KHE

Japanese Chiemi Shepherd

Chiemi Shepherd

シェパード千恵美

Languages Coordinator

(Japanese)

Year 7 Japanese Information Night

On Monday 16 March, our principal Darryn Kruse, Japanese teachers Chiemi Shepherd, Mamiko Shimizu

and Vicki Oki were very pleased to welcome Year 7 parents and students to our annual Japanese

Information Night.

We were so pleased to see the interest of participating parents about their children’s Japanese learning

and they even left with a memento or two to help support their Japanese character retention!

Shepherd-sensei spoke about teaching materials and cooking tips, Shimizu-sensei outlined the benefits of

learning a language and apps to help learn hiragana while Oki-sensei spoke about the Look-Say-Cover-

Write-Check method and what students were learning in the classroom.

We made Japanese rice balls together (omusubi) so that parents and students learned how to make a

quick and easy lunch that used rice for a difference from a sandwich.

Thank you all for coming and we hope that the tips we covered work well for learning Japanese!

Year 10 Work Experience 2020 9 June – 19 June

(Note: 8 June is Queen’s Birthday)

New students in Year 10 need to collect an Information Booklet from the Careers Office if you have not already been handed a copy. All Year 10 students will be issued with a two page summary sheet of instructions early this term. Hopefully students have been organising a placement during their school holidays – if you have then return any paperwork to Careers as soon as possible. If you have not then you need to come into Careers and get some help to secure a placement.

Work Experience MUST be organised by the end of Week 1 Term II.

Students will be required to complete the compulsory Safe at Work General or Industry Specific Modules prior to Work Experience commencing.

White Card training was conducted on 4 March this term. If you are intending to work in a trade during Work Experience then you need to complete this Construction Induction Training. The training costs $55 and enables you to work on any residential or commercial construction site. The module you complete is part of any Pre-apprenticeship or Apprenticeship program. If you would like to do the next training then call into Careers and put your name down on the list as well as collecting a parent consent form.

Parent queries about the Work Experience Program should be directed to Mr Fitzgerald at

fitzgerald.john.g@edumail.vic.gov.au

Work Experience John Fitzgerald

John Fitzgerald

Pathways Counselling & Support/

Work Experience Coordinator

The careers and pathways team understand that students and families need to consider changes to their educational setting, if you are considering a move from Sunbury College. Please make an

appointment with the Careers team, we believe it’s important to support every child find a suitable education setting and pathway outcome, we are more than happy to support your move

and ensure that your son/daughter has the appropriate pathway plans as they move to their new education setting.

Careers News Wes Pfitzner

News & Updates

Careers Expo 2020 Cancelled

It is with much sadness the announcement was made that this annual event has been cancelled for 2020. Year 11 students who had already completed payment and permission will have a credit added to their account. We have been advised of the 2021 dates, Thursday 29th April, week 4 of term 2. We will provide all 2020 Year 11 students the opportunity to attend this event and meet the exhibitors to discuss If students and families would like the opportunity to meet with the careers team, please contact Wes Pfitzner or John Fitzgerald 9744 1066 or Wesley.pfitzner@education.vic.gov.au or john.fitzgerald@education.vic.gov.au

Kangan Institute Update

What is NEXT STEP? NEXT STEP is a free service available to 15 to 24 years olds looking for advice on study pathway options and career planning.

Helen is passionate about her role and provides personalised advice to help find the right study pathway for individuals.

Helen can also assist with post-secondary School study options and help individuals navigate the TAFE/Tertiary system.

NEXT STEP is open to not only Kangan Institute students but also parents, community agencies, school career advisors and employment networks seeking information regarding study pathway options.

If you would like more information on NEXT STEP or to book a time to see Helen please call 13 TAFE (13 8233) or visit nextstep@kangan.edu.au

Victoria University Update

Study Information Evenings

Attend an information evening to find out everything you need to know about studying at VU!

Learn about the new way to do uni in the VU Block Model, our pathways, industry connections and course options.

Don’t miss the chance to speak with academics and current students and hear all about the great opportunities on offer to help you reach your goals.

Register your attendance in a study area that interests you.

https://study.vu.edu.au/informationevenings

May information sessions

Engineering, Built Environments & IT, 19 May, 6–7pm, Footscray Park Campus Creative Arts & Humanities, 21 May, 6–7pm, Footscray Park Campus Music, 26 May, 6–7pm, Kindred Studios(external link)

Youth Work, Criminal Justice & Community Development, 27 May, 6–7pm, Footscray Park Campus

Education & Early Childhood, 28 May, 6–7pm, Footscray Park Campus

June information sessions

Psychology & Social Work, 2 June, 6–7pm, Footscray Park Campus Biomedical, Exercise, Environmental & Biotechnical Sciences, 3 June, 6–7pm, Footscray Park Campus

Careers News Wes Pfitzner

UCAT Preparation The University Clinical Aptitude Test (UCAT) is an admissions test used by the UCAT ANZ Consortium of universities in Australia

and New Zealand for their medical, dental and clinical science degree programmes.

The UCAT ANZ test replaced the UMAT (Undergraduate Medicine and Health Sciences Admission Test) from 2019 (for university

entry in 2020).

The test helps universities to select applicants with the most appropriate abilities and professional behaviours required for new

doctors and dentists to be successful in their clinical careers. It is used in collaboration with other admissions processes such as

interviews and academic qualifications.

It is also an opportunity to stand out from other applicants and demonstrate aptitude for a demanding programme of study.

The UCAT ANZ is a computer-based test delivered in Pearson VUE test centres throughout Australia, New Zealand and at some

overseas locations.

Please note that some pathways to medicine / dentistry / clinical sciences will not require the UCAT ANZ. For some applicants a

different test may be required. For details candidates should refer to the websites of the universities to which they intend to

apply.

To register for tests, use this link. https://www.ucat.edu.au

GAP Year with the ADF The Australian Defence Force 2020 Gap Year applications are now open for roles across

the Navy, Army and Air Force. You can gain valuable skills and work experience while

enjoying a good salary package, making friends with like-minded people and seeing

more of Australia!

So if you’re interested in; Administration, Aviation, Combat, Hospitality, Leadership,

Logistics, Seamanship or Security then perhaps investigate this option for next year.

Visit: https://www.defencejobs.gov.au/students-and-education/gap-year

A Career in the Snow Educating Adventures (EA) have been in operation at over 30 resorts around the world

for 10 years, providing school leavers with a great career pathway program.

EA are now taking applications for Ski and Snowboard instructor internship positions for 2019 and 2020 at all locations in Eu-

rope,

the USA, New Zealand, Canada and Japan. These instructor internships provide full training, accommodation, exams, lift passes

and a guaranteed job offer at the end.

The program requirements are:

Intermediate to advanced skiing or snowboarding ability.

Genuine interest in snow sports.

Positive attitude and good work ethic.

Ability to work as part of a team.

As of 18 years of age by November 2019.

For more information, you can visit: https://easkiandsnowboard.com/careers-instructor-jobs-brochure?utm_source=edm&utm_medium=email&utm_campaign=careeraumarch

Careers News Wes Pfitzner

Helpful Quizzes and Links Are you not really sure what your career goals and plans are as yet? You are not alone.

While you’re unsure, it’s helpful to do some research. Undertake some career quizzes, have a think about your skills and abilities

and how you like to spend your time. Here are some great websites to get you started:

My Future - https://myfuture.edu.au/

Skills Road - https://www.skillsroad.com.au/my-account/my-careers-quiz

Care Careers - https://www.carecareers.com.au/quiz/career-quiz

Job Outlook – https://joboutlook.gov.au/careerquiz.aspx

Good Education Group - https://www.goodeducation.com.au/good-careers-guide/

With a 16.7% projected increase in employment growth in the next 5 years*, becoming a Chef may be a career you wish to pursue if food is your passion. Chefs plan and organise the preparation and cooking of food in a number of settings including; restaurants, café’s, resorts, retirement homes, hospitals and hotels. Chefs: Plan menus and determine food and labour costs.

Recruit and train staff. Plan staff rosters and supervise the activities of cooks and assistants. Discuss food preparation issues with managers, dietitians and other staff members. Order food, kitchen supplies and equipment.

Demonstrate techniques to cooks and advise on cooking procedures. Prepare and cook food. Explain and enforce hygiene regulations.

Freeze and preserve foods. Often chefs are required to work shiftwork including weekends and public holidays, sometimes on a 24 hour rotating roster. The work may be quite busy, especially at peak hours of the day and/or night. So during these periods, it is important to be able to concentrate under pressure. The range of duties carried out by chefs vary according to where they work and specific role they are appointed to. In larger establishments, the Chef de Cuisine or Head Chef generally does more supervising than cooking. Senior chefs have to attend staff meetings, where they discuss problems related to their areas, and receive or issue instructions to other managerial staff. In small restaurants, the head chef may prepare food, assisted by other cooks or apprentices. As well as expert cooking knowledge, chefs involved in supervision need a general knowledge of the skills and activities of all their workers. Chefs who have management responsibilities may also perform duties such as complaints resolution and maintenance of financial records. Chef Specialisations are – Chef de Cuisine (Head Chef - menu creation, management of kitchen staff, ordering and purchasing of inventory and

plating design). Chef de Partie (a cook who is in charge of one area of a restaurant's kitchen. In smaller kitchens, he or she may work

alone, while in larger ones, a Chef de Partie may supervise others working at the same station).

Commis Chef (a basic chef in kitchens who works under a chef de partie. They will learn a specific station’s/ranges or sections responsibilities and operation. A Commis Chef may have recently completed formal culinary training or still un-dergoing training).

Demi Chef de Partie (is responsible for keeping a portion of line cooks or station chefs’ on time and organized during production).

Sous Chef/Second Chef (A Sous Chef is second in command after the Executive Chef in a professional kitchen). To become a chef, it is important to; have a high level of cleanliness, enjoy cooking, be able to organise efficient work schedules, have good interpersonal, communication and customer service skills, are able to work as a leader and as part of a team, are punctual, are able to work under pressure and stay calm in difficult situations.

Career Focus –

Food Chef

Wes Pfitzner—Careers, VET & Pathways Leader

Wesley.Pfitzner@education.vic.gov.au

Phone: 9744 9023

Careers News Wes Pfitzner

There are different qualifications and apprenticeship opportunities depending on what type of chef you want to become whether it be a qualified Chef via an apprenticeship, a pastry chef or commercial cook. To become a qualified chef in Australia, it takes approximately 3 years to complete your training and make the transition from apprentice to qualified chef. This training is usually made up of working four days a week in a restaurant and one-day attending class at TAFE or college. In addition to TAFE, culinary schools or specialised colleges are an alternative way to get cooking qualifications. Many of these institutes are highly regarded in the world of culinary arts and have excellent campuses to facilitate your learning. Like TAFE courses, culinary schools also require a combination of practical industry placement and class work. Remember: Entry requirements and costs of courses may vary, so make sure you do your research before making your final decision. Below is a list of institutions that offer pathway courses and apprenticeships in Victoria:

Note: * NA – Not applicable. * As subjects, course structures and requirements can vary between institutions, it is necessary to contact your chosen institution for further information. Sources: http://lmip.gov.au/default.aspx?LMIP/EmploymentProjections, www.goodcareersguide.com.au Edited by: Sarah Crozier

Institution Campus Course Duration

Academia Aus-tralia

Melbourne Cert III in Commercial Cookery – VET Certificate IV in Commercial Cookery - VET

1 Year 1.5 Years

Acknowledge Education

Melbourne Cert III in Commercial Cookery – VET Certificate IV in Patisserie - VET

1 Year 1.5 Years

Box Hill Institute Box Hill Diploma of Hospitality Management (Specialising in Commercial Cookery) – VET Diploma of Hospitality Management (specialising in Patisserie) - VET

2 Years 2 Years

Chisholm Institute

Dandenong, Frankston, Morn-ington Penininsula., Work-place.

Cert III in Commercial Cookery Cert III in Commercial Cookery - Apprenticeship

Full Time – 11 mths Part Time – 3 years

Dandenong Cert III in Patisserie Full Time – 8 mths Part Time –2 Years

Dandenong, Frankston, Work-place.

Cert IV in Commercial Cookery Full Time – 6 mths Part Time – 2 years

Dandenong, Frankston. Cert IV in Pattisserie Full Time – 10 mths Part Time – 2 years

Holmesglen Insti-tute (Le Cordon Bleu Culinary Arts – Moorabin)

Moorabin & Waverley

Certificate IV in Commercial Cookery 1 Year

Waverley Certificate IV in Patisserie 1 Year

Melbourne Poly-technic

Prahan, Preston Certificate III in Commercial Cookery - VET 1 Year

Victorian Insti-tute of Technolo-gy

Melbourne CBD Certificate III in Commercial Cookery - VET Certificate IV in Commercial Cookery - VET

1 Year

William Angliss Institute

Melbourne & Lilydale Cert III in Commercial Cookery - VET Certificate IV in Commercial Cookery – VET Cert IV in Commercial Cookery - Apprenticeship

1 Year 1.5 Years 3 Years

Melbourne Certificate II in Kitchen Operations – VCAL/VET Certificate IV in Patisserie/Certificate III in Commer-cial Cookery – VET Certificate III in Commercial Cookery & Certificate IV in Pattisserie - VET

1 Year 1.5 Years 1.5 years