Gold coin and food tin donation.
30: Cross Country Run F-12
1: Last Day of Term 1 – Dress Up Day
2-5: Easter Weekend
19: First Day of Term 2
The Value for Week 9 is:
Determination is a quality that makes you continue trying to do or achieve something that is difficult. Determined people never give up, they keep trying.
God promises to always help us, and we can do amazing things through him.
“I can do all things through Christ who strengthens me.” Philippians 4:13
“And let us not grow weary of doing good, for in due season we will reap, if we do not give up.” Galations 6:9
Primary pick up time is now permanently at 3:20pm.
Family pick up (Primary/Secondary siblings) and Secondary only pick up time is still 3:30pm.
When Charles Darwin left Australia 185 years ago this month, he stated that he left “without sorrow or regret.” Darwin had a little bit to say about Australia; he was amazed by the platypus and the rat-kangaroo, impressed with the well-built roads and fascinated by the relative lack of crime. Not too bad for a country that was being settled by convicts. He also noted that Australians appeared poorly spoken, preoccupied by money and he accurately predicted the country would one day be a place of significance.
After he left, he wrote the now famous book entitled, On the Origin of Species by Means of Natural Selection, or the Preservation of Favoured Races in the Struggle for Life. If it sounds a little racist, that’s because … it is.
Of course, there are those who deny Darwin’s racism and maintain that his book was not about humans and that natural selection didn’t apply to them. However, comments like that simply indicate that they probably haven’t yet read Darwin’s next book The Descent of Man where he outlines his racial theory. Not good.
So, what of Darwin and his ideas? What has he left behind? Here in Australia, we have a city named after him and then there is his theory on life. For some years now evolution has been described as a theory in crisis and yet there is irrefutable evidence that the beaks on the birds were different as he sailed through the Galapagos going from one island to the next.
These changes or adaptations have been described as microevolution because while the beaks were different, they were still attached to the same type of birds. However, Darwin extrapolated his idea over long periods of time and presumed that changes from one species to another could also occur. This significant change in approach from observation to speculation is what we call macroevolution. When one looks for evidence that a species has changed into a completely new type of animal, the data is far more fragile.
Perhaps we can excuse Darwin because when he was alive molecular biology had not yet developed as a science. Now scientists know that every visible change requires a modification to an intricate coding system that makes the idea of random mutation and natural selection a very poor explanation for the complexity of life.
Just as Darwin analysed and commented on Australia, we Australians should be mature enough to analyse and comment on Darwin’s legacy. We know that intellectual freedom inspires us all to find better explanations for the world around us.
It’s worth a thought.
Mark B Vodell
Poster designed by Hayley – Y7
The promotion of excellence is an important part of the Gilson College vision and academic scholarships are one way that excellence can be promoted. Scholarships are available for current students and those applying for entry into the College.
If you are interested in having your child sit for a scholarship test, please follow the link below for further information and registration. Register no later than Monday 19th April 2021. Registrations received after this date will incur a late fee or may not be accepted.
Tutoring Program – Government Funding
Tutor Learning is a $250 million initiative that will support all Victorian Government schools and non-government schools. Funding will be provided in the 2021 school year to non-government schools based on need. Gilson College has secured some of this funding. This funding will enable schools to recruit tutors to deliver additional targeted teaching support to students in a way that best suits their context. It will enable greater enhancements to support the diversity of students’ needs:
- Some of whom will need intensive support to address learning gaps.
- And others in attending to the stresses placed upon their social and emotional needs.
Gilson College students are chosen based on the funding criteria which is based on student data. The College’s Academic Committee has met analysed data and then selected students based on this criteria to participate in the tutoring program during 2021.
The tutoring program will take place during school hours for Primary students and outside of school hours (before/after school) for Secondary students during Terms 2 and 3. The tutors for our program are Mrs Jo Starrett (Secondary) and Mrs Gwenda Walsh (Primary). Each will work with groups of students or 1:1 as required. Each student who has been selected will have an Individual Learning Plan with goals that are being targeted through the tutoring program. During Term 1 we have established individual learning plans for students and met with our tutors to create our targeted program accordingly.
Our Learning & Teaching Coordinator Mrs Kerta will contact families individually if their child is eligible to participate in the tutoring program with specific details of the support and plan for their child. It is important to note that students who are not selected will continue to receive support for learning and wellbeing through the school’s existing provisions. The tutoring program provides support in addition to existing interventions.
We are very grateful for this financial support and that we can provide additional tutor support for our students. Parents will be notified if their child is participating in the tutoring program during the week.
Connecting with boys
By Michael Grose
Teaching and raising boys has long been a fascination of mine. As a primary teacher it was boys who provided me with the most joy and the most headaches.
As a father of a boy and two girls it was my son who provided the most sleepless nights, although all gave me my fair share.
As a parenting educator I always field more queries about raising boys than girls. Questions about boys have usually focused on learning, lack of confidence and poor or aggressive behaviour while queries about girls have often had a relationship or mental health or focus.
Fortunately there have been some great boy champions in this part of the world who have shown the way for parents, teachers and other professionals. Steve Biddulph, Dr Tim Hawkes and Maggie Dent are personal favourites. While each comes from a different background and offers a diverse perspective, they each share the same belief that adults must form deep connections with boys if they are to influence them, especially in adolescence.
The need for approval
Retired psychologist and esteemed parenting educator and author Steve Biddulph emphasises the importance of adults liking boys and feeling comfortable in their company. Teachers in particular will experience success, he maintains, if the boys believe that they genuinely like and approve of them. Conversely, boys shut down and won’t try for teachers who don’t understand or like them. Approval is at the heart of successfully teaching and raising boys.
The place of banter
Esteemed educator Dr Tim Hawkes, author of Ten conversations you must have with your son, maintains that banter and small talk are essential elements in conversations with boys. He busts the myth that ‘boys don’t talk’ wide open and says that fun, trivia and jest are the foundations for more serious, significant conversations that a parent will have with their sons.
Dr Hawkes encourages parents to have serious conversations with boys about the things that really matter such as values, health and sex, rather than hope that their sons will develop their own ideas by osmosis, or worse, from peers and social media.
Dr Hawkes revealed a communication gem in his book. He wrote that family banter is the secret ingredient that allows parents to hold meaningful conversations with teenage boys. He’s on the money, as fun and laughter provide parents with permission to take their children to some serious spaces for enlightenment and learning.
Parenting author and educator, and former teacher and counsellor Maggie Dent reminds parents and teachers that many boys battle both their physiology and a sense of shame when they move into adolescence. Contrary to popular opinion, teen boys crave connection with significant adults. Our clumsiness and unease in their company often becomes a barrier. Dent’s experience of raising sons, as well as her professional work with teen boys has taught her that adults need to show compassion, commitment and communication smarts if they are to connect with boys.
Ask what they think to find out what they feel
In my many years of experience in teaching and parenting boys, I’ve learned that if you want to find out how a boy is feeling, ask him what he is thinking. For instance, if he experiences rejection at school and he is obviously unhappy, ask him what he thinks about the situation rather than how he feels. He will actually tell you how he feels in the process. It is important that parents understand this and put this knowledge to good use if they want an entry point into their son’s emotional life.
Helping tween and teen boys navigate the world is challenging parenting territory. It’s tempting to put off the conversations that we need to have because they seem too hard to initiate. As the experts above state – each in their own way, the key to communication lies in our ability to form deep connections with the boys in our lives.
Shout out to the Year 4 & 5 girls who helped Mrs Neuschulz pick these herbs and cherry tomatoes from our very own school veggie garden.
It was such a lovely gesture to individually bag them up for staff to take home and enjoy. It’s obvious the students are really enjoying the Gardening Club and love sharing what they harvest around the school.
On Wednesday the 17th of March, the year 9/10 food tech class went on an excursion to Peppermint Ridge Farm at Tynong North because we are learning about the influence of Aboriginal plants on our society today and how they impact our food choices every day. Mrs Humble and Mrs Delvin came with us.
At the farm, we got an opportunity to learn about different types of Aboriginal foods. We made Pesto from Warrigal Greens and Mountain Pepper which was spicy! We used the pesto on our pizza and it tasted very delicious, better than actual pizza sauce! We cooked this in an authentic Italian outdoor pizza oven.
We also got a chance to taste different types of teas made from Lemon Myrtle, Anise Myrtle and River mint. Julie the owner was very knowledgeable and she taught us how we can use many different plants in some of the dishes.
It was very interesting to learn about how Aboriginals used some of these plants for medicine and in their cooking many years ago.
~ By Aresca
Finska – FINISH the game with exactly 50 points.
Year 7A did well, with surprisingly three teams scoring exactly 50 points in 15 minutes of playing the game.
The e-waste skip has now arrived and is located near the Bin area in the Village carpark
The skip will be available until 02 April 2021 to give you the opportunity to recycle small household electrical appliances.
The following items are accepted in the e-waste skip: Any small household electrical items with a cord or battery, including televisions, computers, laptops, tablets, printers, faxes, scanners, copiers, keyboards, speakers, monitors, gaming consoles, modems, set top boxes, routers, server, vacuum cleaners, toasters, hair dryers, hi-fi equipment, video and DVD players, electronic toys and other household electronic appliances.
What will NOT be accepted in the skip:
- Any whitegoods – refrigerators, freezers, dish washers, washing machines, clothes dryers and microwaves
- Solar panels.