Blog

Welcome to the Cornerstone Blog featuring articles from our Principal, Mr Craig Fielke as well as members of the Senior Leadership team, Learning Area Leaders and teachers across the College. We hope that you enjoy reading these updates.

 

Education in Focus

Julie Sampson – Learning Director

I love photography. I grew up taking photos with my Dad’s camera and eventually bought my own Minolta SLR, both of which used film. There was that anticipation in waiting for the 24 or 36 photos in print from the local store, often times to only find that some of the photos did not turn out as expected.

Then came the digital camera. What a revolution for the avid photographer! I am now free to experiment, craft and edit my photography without the limitations of film. I can be the picture storyteller I love to be as a photographer.

Did you know that the first digital camera was invented by Kodak in 1975! However, Kodak was worried about protecting their film business, and missed the opportunity to move successfully into the digital age. “Unfortunately, the company had the nearsighted view that it was in the film business instead of the story telling business” (Forbes, online, Jan 2012). Kodak missed asking the right question and now have sold off any connections to cameras and photography, and only exist as a printing enterprise for business.

What is the right question to ask about education in the 21st Century? What are schools about in 2019? Are schools there to teach subjects, to impart information? Do we teach skills? Is our role to prepare students for their ATAR? Are we preparing students for their future vocation in the workplace?

For example, did you know that only approximately one quarter of all university students gain entrance via their ATAR? The Mitchell Institute reported that the ATAR is becoming less and less relevant as a tool for university entrance. This includes school students applying to universities.

If this is the case, what is our future role as a school, given that schools, families and media have placed a great deal of emphasis on structures, curriculum and methodologies to support gaining an ATAR and on academic success to get the highest possible ATAR for university entrance?

Without the constraints of prescribed curriculum, what would schools do to enhance the development of life-long capabilities in our students? Capabilities, more than specific information, will serve them better at university, in the workplace, in community activities and as valuable citizens of the global society. This is the new growing focus of SACE.

We will continue to value appropriate content and encourage students to strive for their best, but will the focus in education remain what we as a society have become accustomed to for a long time? We don’t want to be a ‘Kodak’ school and miss the opportunity.

This week the SACE Board has confirmed their renewed focus on the Research Project as a valued part of student’s learning. The subject will be reviewed from its current format but is confirmed as remaining an important component of the SACE.

Additionally the SACE Review conducted last year recommended the need for reduced content so that students can focus on deeper learning and opportunities to specifically develop the capabilities. In the SACE, these capabilities include creative and critical thinking, personal and social capabilities, ethical understanding and intercultural understanding.

Cornerstone College’s focus on the 6Cs (creativity, communication, connection, collaboration, critical thinking and control of learning) in Middle School supports and flows into the SACE capabilities in the Senior School.

We will continue to develop richer and deeper understandings as to how to develop these skills in classes. Hopefully the ongoing focus on these in the wider educational world will result in decisions that reduce the current crammed curriculum and allow students to explore their capabilities in greater depth.

It is not about dropping the content completely, but rather having a focus that allows students to explore their own deeper learning to develop core capabilities that will take them into their futures.

We await with interest the ongoing developments at SACE and in the tertiary sector, as the value of the ATAR is reconsidered and, hopefully, other meaningful measures are put in place to support those students who do wish to do further study.

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Adaptive Education

Natasha Cass – Adaptive Education Leader

Adaptive Education is an integral part of schooling at Cornerstone for many students. The care, support and flexible space are accessed by students from years 7-12 at various times throughout the day.

Once students enter their secondary school years, it is not unusual for them to begin wondering what the future holds. Are they able to complete their SACE certificate?

Will they find a job? Through Modified SACE programs and Life Skill lessons, the Adaptive Education staff cater for the needs of students. This practise makes a difference in students’ lives and adds value and enrichment to the curriculum offered at Cornerstone.

In senior school students work towards completing their SACE certificate. The SACE Board provides flexibility for schools to make reasonable adjustments in curriculum and assessment to enable students with disability to access and participate in SACE programs, and associated assessments, on the same basis as other students.

However, to meet the learning requirements of our high needs students, the SACE Board makes available a set of modified subjects.
Modified subjects are highly individualised subjects in which curriculum and assessment are designed around the development of one or more SACE capabilities and personal learning goals that are appropriate for the student.

This year students are engaging in a variety of modified SACE subjects tailored to enrich learning and improve learning outcomes. Adaptive Education staff design, write, resource and implement these highly demanding programs based on individual need.

Students are currently involved in the following subjects:

  • Modified: Business and Enterprise
  • Modified: English
  • Modified: Creative Arts
  • Modified: Maths
  • Modified: Research Project
  • Modified: Health

Running these programs allows students to achieve their SACE requirements, develop a sense of belonging and nurture self-respect as they are provided with opportunities to achieve success equal to their peers in a main stream school environment.

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Find Your Passion

Shane Schoff – Deputy Principal

Has anyone ever encouraged you to find your passion?

Find your passion and you will never have to work a day in your life. The idea here is being immersed in a passion won’t feel like work. Time flies when you are doing something you love. I love teaching, and time always disappears when I’m in the classroom.

Perhaps you have found something that you thought was your passion. Something that you initially loved doing, but then you have a ‘high gravity day’ – a day where gravity feels stronger, and you start to question whether you have really found your passion.

A fixed mindset can lead us to think we should always be highly motivated about our passions. Where did my passion go on a high gravity day? Maybe this isn’t my passion?

Finding your passion also implies that there is a thing out there that we can find. It is just waiting to be discovered. This type of thinking is based on the idea that our passions are fixed.

Carol Dweck (psychologist), in her book Mindset, poses an interesting question – What are the consequences of thinking that your intelligence or personality is something you can develop, as opposed to something that is a fixed, deep-seated trait?

If you believe that your traits are unchangeable – the fixed mindset – you will want to prove yourself correct over and over rather than learning from your mistakes.

In Mindset, Dweck writes: “There’s another mindset in which these traits are not simply a hand you’re dealt and have to live with, always trying to convince yourself and others that you have a royal flush when you’re secretly worried it’s a pair of tens. In this mindset, the hand you’re dealt is just the starting point for development. This growth mindset is based on the belief that your basic qualities are things you can cultivate through your efforts”.

A growth mindset creates a powerful motivation for learning. Why waste time proving over and over how great you are, Dweck writes, when you could be getting better?

Stretching yourself and sticking to it, even (or especially) when it’s not going well, is the hallmark of a growth mindset. This is the mindset that allows people to thrive during some of the most challenging times in their lives.

Finding your passion is not about uncovering a hidden super-power. Finding your passion involves wrestling with challenges to grow and develop capabilities. It is often through challenges our passions emerge.

And, interestingly, the greatest challenge that Christ faced, the cross, is what we refer to as the Passion of Christ.

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Resilience

Jamie Cameron – Wellbeing Director

Resilience is the ability to deal with challenging situations; being able to sustain some form of balance in our lives when things get tough.

According to Psychotherapist Joshua Miles, developing greater resilience includes the following benefits:

  • Improved learning and academic achievement
  • Lower absences due to sickness
  • Reduced use of risk-taking behaviours such as excessive drinking, smoking or use of drugs

When our young people navigate their way through challenges at the College, they are practising in a safe environment. As they make mistakes and are given the opportunities to learn from these mistakes, they build resilience. If others step in and fix things for them, their resilience development is impaired. Resilience can be learned in the usual way – practise.

It is important students learn what it feels like to be under pressure or to make errors, so when it happens in real life they are more experienced in dealing with it. Teachers and parents all want young people to become independent and balanced, fulfilling their potential. Allowing, even embracing, discomfort in the short term is necessary to maximise wholistic growth into the future.

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Dux of the College, 2018

Amy Hein – Dux of the College, 2018
Amy is pictured with Principal, Craig Fielke (left), her mother Merrilyn (right) and Learning Director, Julie Sampson (far right).

On Wednesday, 30 January we congratulated Amy Hein on being awarded Year 12 Dux, 2018.

Amy gave a wonderful address to the school which can be read below:

“I feel extremely humbled and honoured to have achieved the Dux award for the College in 2018, as there were a number of students that worked incredibly hard throughout the year and achieved exceptionally high results as well.

Cornerstone College has both taught me so much and offered me so much support throughout my entire schooling, and I would like to take this opportunity to thank some people specific to my time in Year 12.

Firstly, to my parents. Mum and Dad, you have quite literally been a part of my schooling every day, and done so many little things that have helped me out. Thank you for supporting me in following my passions and interests and forgiving me for getting slack about doing the dishes throughout Year 12.

To my friends, I can’t thank all of them enough. They have been with me for some of the happiest memories I will treasure forever and have supported me whenever I needed help. They are all so very special to me, and I hope to continue doing life with them all.

To my Year 12 teachers – Mrs Kennedy, you accommodated for a new art student in Year 12 and taught me so many life skills through your passion, also passing that passion on to me. Mr McDonald, your unwavering belief in me encouraged me through difficult patches, and your humour certainly helped to brighten Year 12 General Maths. Mr Brazzalotto, you were rightfully a harsh critique of my work, and I appreciated your wisdom as I strived to achieve my best. Miss Zerner, forever the optimist, you made light of the dullest moments of music theory, and constantly supported me in and out of the classroom. Ms Willis, you have been such a caring Home Group teacher throughout the last 3 years as well. I cannot thank each one of you enough for your support throughout Year 12.

A special thanks from me must go the Music department here at Cornerstone. The opportunities and experiences that music has gifted me throughout high school are immeasurable. If ever you have the chance to be involved in music and ensembles here at Cornerstone, grab the chance with both hands!

My most important thanks must go to our Heavenly Father. God has played such a massive role in my life. With God, there is no judgement, there is no bar to measure up to, no expectations for so-called ‘success’ – he accepts you just as you are.

With God, I feel loved and supported throughout any circumstance. Actively pursuing God totally changed my outlook and purpose in life, and I attribute all of my talents and successes on earth to Him.

How did I do it? Well, generally in the lead up to Year 12, you would have been told to prepare yourself – complete your prerequisite subjects, do subjects you have done before and been successful in, and stick to your subjects.

However, in Year 12, I took up Visual Art, a subject I had dropped in middle school, I changed Maths classes 8 weeks into the term. I kept myself busy with extra-curricular activities such as Music, and kept busy with dance lessons, catching up with friends, and church life.

In the lead up to Year 12, I found that, for me to do well, I needed to be happy and to stay positive. And I found that I could achieve this by keeping balanced. It was just as important for me to have healthy relationships and a healthy mind and body as it was to have a healthy-looking report card at the end of it.

And I achieved this by doing a variety of subjects and things outside of school, not just sticking to highly academic textbook subjects or focusing just on homework.

My point in telling you this is to show you that there is no recipe for success, or for a high ATAR. That being said, I don’t think true success in life can be measured by a number.

You probably hear it all the time that your ATAR won’t matter after the initial reaction, and I’d definitely agree.

I’m incredibly proud of every one of my close friends and peers that worked their hardest and got into the course they dreamed of, no matter the number.

Rather than my grades, I am proud of my experiences, from getting involved in as much as I could. I am proud that I pushed myself and put the maximum effort into every opportunity.

Finally, a big welcome back to all students! Whatever year level you’re in, you’ve got this one year, one year to make it count, whether that be trying out every elective in middle school. The Journey Year 10 experience, or whatever experience you have lined up for this one year.

Why are you here? I mean, why are you really here right now?

Maybe you’re excited about this year, maybe you’re dreading it, but this year is an opportunity, and it will really be what you make of it. School is an opportunity that we are lucky to have available to us here in Australia. You are blessed, you are privileged, you are loved.

Make yourself proud, make sure you make time to make yourself happy, and make others happy too. School may not necessarily be easy, but it’s also not going to be unenjoyable if you get out there and make the most of it.

You don’t have to excel at school by any means, but what you do here, and what you put in to your schooling, is going to define what you do out of school now, and out of school later.

As for me this year, I have enrolled in a Bachelor of Business majoring in Marketing at Uni SA. I’ll be continuing to pursue music in other areas of my life. I am continuing my casual job, as well as picking up dance teaching and singing teaching at a primary school level.

Cornerstone College has shaped me and helped me grow so much into who I am today. It has pretty much been my second home for the last 5 years, and I’m definitely sad to leave. You’re not leaving yet though – so make the most of it! Thank you.”

 

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Character Traits?

Matt Pearce – Middle School Learning Leader

Recently I sat down and watched the film Hacksaw Ridge. I had read much hype about this film and I had been putting off watching it because I didn’t want to be disappointed.

I shouldn’t have waited so long! The story is based around the life of Desmond T. Doss, a man who despite his objections to war and the killing of people, joined the US Military during World War II as an Army Medic.

By refusing to bear arms on religious grounds, Doss was ostracized by fellow soldiers for his pacifist stance but went on to earn respect and adoration for his bravery, selflessness and compassion after he risked his life – without firing a shot – to save 75 men in the Battle of Okinawa.

We all have stories of people who we admire because of the character traits they display, often in times of difficulty or conflict.

Focussing on developing these traits in adolescents provides the foundation for them to be good citizens when they mature into adulthood.

A learner will seek to:
1. Know and display good manners to all
2. Understand the difference between equity and equality
3. Have the courage to admit mistakes
4. Demonstrate an attitude of service to others
5. Work at their highest capability
6. Acknowledge and celebrate the success of others
7. Show compassion and empathy where possible
8. Act with fairness
9. Show love and be willing to receive love
10. Appreciate beauty, quality and mystery.

It might be a worthwhile conversation to have with you child/ren about what character traits you see in them and also spend time sharing stories of people who have inspired you to be a better person.

“By doing this, we can build this generation into people of character, who are courageous, humble, empathetic, act fairly and serve others. The ultimate measure of a person is not where they stand in time of comfort and convenience, but where they stand in times of challenge an controversy.”  – Martin Luther King

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To 30 Years and Beyond

Craig Fielke – Principal

I would like to thank the contribution from our community in helping to develop our strategic plan – To 30 Years and Beyond.

We are in the final phases of aligning key statements to achievable action plans, and the living document will be published for the beginning of the 2019 school year.

One exciting theme that flowed from our consultations is the opportunity to build upon the ongoing developments the College has sustained since being established, by reviewing our current, and recreating a Master Plan for the next 5-10 years of the College.

The Cornerstone College Board is in the process of engaging expert external advisors to support the discussions and preparation for the next phase of master planning for the College. During 2019, the College community will be consulted to capture the hopes, dreams and visions that will provide a foundation for our future planning.

The Master Planning Project will enable us to continue to deliver and provide a unique learning environment that allows an holistic approach to learning, a distinct sense of belonging for students, clarity in understanding and capacity to explore, create and innovate.

It is also vital to recognise that relationships are crucial in developing a sense of wellbeing and a focus on learning, and that we continue to create an environment that is connected, stimulating and empowering.

By utilising research, consultations and networking with a wide range of experts, students, staff and families, we will be able to continue providing rich and deep learning experiences for our students well into the 21st century.

I look forward to the invaluable input from our community over the coming months.

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Collaboration

Matt Pearce -Middle School Learning Leader

When I was going through my schooling, I used to love working with my mates in groups. I found that bouncing ideas off someone else was enjoyable and often we created a better product in the end. When I went to University, I found it a little more difficult. The pressure of getting the highest grade possible and working with people I didn’t know well, meant that I often judged other members of my group because they weren’t “thinking the same way I was”!

There was lots of stress because I didn’t necessarily trust other’s opinions and often they didn’t work the way I thought we should.

When collaborating, a learner will seek to:

  1. Work productively with others
  2. Balance listening and speaking, leading and following in a group
  3. Demonstrate flexibility and compromise
  4. Respect the ideas of others
  5. Recognise and use the strengths of others
  6. Encourage shared leadership
  7. Be wary of “group think”
  8. Assume shared responsibility for completing work
  9. Identify areas of agreement and disagreement, and
  10. Participate respectfully in frank discussion and debate

Increasingly, the work environment is relying more and more on collaboration between different groups of people, often from different companies or work environments.

Developing collaboration skills now, allows students to be “good” team members who learn to be flexible and who value as well as respect the strengths of others. It enables students to develop their skills in leadership and group responsibility and this will provide the landscape for a richer learning experience.

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The Value of Holidays

Cornerstone College Leadership Team

Summit to School is our traditional last day of Term 3 and a wonderful opportunity for our community to connect with each other and participate in an event with an equal measure of friendly competition, cooperation and fun.
It is also a time to enjoy the natural environment together, to get outside, experience fresh air and space, and have a time to think, laugh and talk. The Talent Show is always an enjoyable end to the day.

Summit to School is a great way to mark the end of the term and a fitting beginning for the holidays.
Holidays provide an important opportunity for rest and relaxation.

Away from the daily routine of school, students also have the time and space to engage with other interests and activities.
We acknowledge that for our Year 12 students, there will need to be time to have a dedicated focus on the final commitments of their academic year. We wish them every blessing in their study and preparations for final assessments in Term 4.
Our child/ren might not tell us, but they often crave spending time with family and friends over the holidays. If you can, find time to create some new memories, whether it be going to a movie together, visiting a museum, going on a bike ride, taking a short trip away camping, or simply spending time baking or completing tasks together.

Spending face to face time with friends (not through social media) is also important. While two-thirds of teenagers communicate with friends daily on social media, just over one in 10 see friends in person during the holidays. Maintaining and investing in time with friends contributes significantly to the strength and depth of meaningful relationships.
Finally, holidays provide an opportunity for our children to reflect on how they are going at school and to set some goals for Term 4. We encourage parents to have conversations to provide support and direction in this area.

May the Lord bless you and keep you and your family safe over the term break. We look forward to students returning for Term 4 on Monday, 15 October.

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Leading Learning

Craig Fielke – Principal

I recently have had the privileged to reflect on this topic for the national educational magazine, Independence. You will be able to read the full article later this term at the following url:

https://ahisa.imiscloud.com/AHISA/Resources/Independence_Journal/AHISA/Resources/Independence_Journal.aspx

I provide the following snippets from the article and encourage you to read the full article when it becomes available:

As Stephen Covey eloquently expressed in his book “The Eight Habit”, the key to the effectiveness and sustainability of an organisation, and the underpinning to any structure and process, is the capacity to find your voice and to inspire others to find their voice.

Lead learning begins with being clear and honest about your vocational purpose (an unapologetic, explicit and persistent focus on student learning and wellbeing) and personal wellbeing (resilience, contentment and fulfilment). The quality of the relationships and level of trust you have within your community then underpins the ongoing culture of learning you distribute widely. This is obviously supported by the programs, structures and processes that are clearly defined, consistently enacted and broadly owned.  A concurrent cohesion of these elements provides great synergy for a learning community.

I think three key things flow from this approach for students:

  • Students being more engaged with feedback and learning rather than being simply results focussed
  • You develop much more self-directed and empowered learners.
  • There is enhanced empathy for, and improved relationships with staff. There is a greater sense that we are in this learning journey together.

It is very important to have clearly defined and structed mechanisms to articulate, drive, measure, celebrate and review learning, but people and relationships must come first, middle and last if you want a sustainable and deep culture of learning. In general, this comes down to three broad considerations – the value you place in people, the care you show and the voice you give them.

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Failed Generation

Craig Fielke – Principal

This was the headline bolded presented on the front page of ‘The Advertiser’ on Monday 30th April 2018. There was a follow up article which highlighted key aspect of a recent report on the review of the Australian education system and recommendations for the future. There was significant reference to the PISA “2015 World Rankings” in Reading, Mathematics and Science of Australian students. This statistic is based on PISA test results of students in all educational sectors of Australia.

More detailed analysis of the data reveals the following:

PISA 2015Australian Schools’ Average Score and (OECD Rank)Australian Independent Schools’ Average Score and (OECD Rank)
Reading Literacy503 (16th)544 (1st)
Mathematical Literacy494 (25th)532 (equal 5th)
Scientific Literacy510 (14th)552 (2nd)

Source: AHISA (Association of Heads of Independent Schools of Australia)

Regarding the PISA 2015 results, Australian Independent Schools, including Cornerstone College rank exceptionally well from a global perspective and out-perform all other educational sectors in Australia. More information about PISA can be found at: http://www.oecd.org/pisa/

There is always opportunity to make progress in education. I am a strong advocate for continuing to reflect on and interrogate current practice to ensure we provide the most effective and valuable learning for our students. I am also very confident Cornerstone has and will continue to be at the forefront of quality learning and sustained wellbeing for our community.

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Visionary Insight

Craig Fielke – Principal

History is littered with predictions and visionary insights, that over time, have been proven quite inaccurate.

Here are just a few:

“Fooling around with alternating current (AC) is just a waste of time. Nobody will use it, ever.” – Thomas Edison, 1889.

“There is not the slightest indication that nuclear energy will ever be obtainable. It would mean that the atom would have to be shattered at will.” – Albert Einstein, 1932.

Remote shopping, whilst entirely feasible, will flop – Time Magazine, 1966.

“Children just aren’t interested in witches and wizards anymore.” – Anonymous publishing executive writing to J.K Rowling, 1996.

“There’s no chance that the iPhone is going to get any significant market share.” — Steve Ballmer, Microsoft CEO, 2007.

In reality, without the imagination, curiosity, creativity and daring to be wrong, many of the advancements in our world may never had come to fruition.

Here are but a few of God’s ‘visionary insights’:

” For God so loved the world that he gave his one and only Son, that whoever believes in him shall not perish but have eternal life.” –  John3:16

“Jesus was given to die for our sins, and he was raised from the dead to make us right with God.” – Romans 4:25

” Then Jesus declared, “I am the bread of life. Whoever comes to me will never go hungry, and whoever believes in me will never be thirsty.” –  John 6:35

” Jesus once again addressed them: “I am the world’s Light. No one who follows me stumbles around in the darkness. I provide plenty of light to live in.” –  John 8:12

 

Predictions and visionary insights can influence our hopes, dreams and realities of the future. For humanity, there can be a mixture of success and failure, of challenge and opportunity in predictions and visionary insights. While there can be a deviation of accuracy from human wisdom, from God there is a strength, certainty and assurance, which has great importance for our planning and actions.

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The Power of Imagination

Craig Fielke – Principal

As Albert Einstein once reflected:

“Logic will get you from A to B. Imagination will take you everywhere.”

So why is imagination important? Well, here are some thoughts, which I hope we all can reflect upon and utilise in the year ahead:

Imagination stimulates creativity and innovation.

Every field of human endeavour has been blessed and progressed by people allowing their imaginations to stretch and expand their thoughts.

Imagination is an inventive force for our future.

When we focus only on the day to day, we are prone to recreate the same experiences. But, when we use our imagination to focus on the reality beyond our current experience, wonderful change can occur.

Imagination compels and propels.

Thinking of the possibilities and opportunities can stir a strong sense of meaning and purpose.

Imagination provides a sense of awe.

Perhaps this can be best exemplified by children playing, and the joy and marvel that imagination brings.

Imagination can help us to deal with the challenges we face in our world.

Imagination can enable us to take some time out, recharge, refocus and empower us to cope with what may otherwise seem insurmountable.

In short,
Imagination enables us to wonder, think and act to a width that we would otherwise believe to be impossible, and to hope, connect and serve to a depth we would otherwise think impossible to believe.

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Hearing or Listening

It seems a little while now, but earlier this year, I undertook some extended Annual and Long Service Leave. It was aligned with our eldest child completing their secondary schooling and the opportunity to travel, possibly one last time, as a family. One of the most enjoyable aspects of my leave was the opportunity to holiday with my family in the USA. It was a fantastic trip, filled with adventure, experiences and enjoyment. However, one vivid memory was linked to my very unsuccessful belief that my inability to cope physically with theme park rides had miraculously been cured. Whilst at Universal Studios in Florida, I had managed to cope with a couple of tamer escapades, and with blind courage, decided the Simpsons Rollercoaster was for me. After many pieces of wise and considered advice from my family, and numerous visual and verbal warnings from the operators, I had heard much and listened little. Suffice to say that at the ‘click’ of the door that preceded the beginning of the ride, I knew I was in trouble. The bright, colourful, spinning lights, the loud rambling sounds and varied, violent random movements went on and on and on. One hour after this ‘experience’ I began to feel slightly normal again. If only I had listened and not only heard. So, what does ‘good listening’ involve and achieve? As a start, I suggest three ideas:

  1. Good listening requires patience and concentration.
  2. Good listening asks perceptive questions.
  3. Good listening prepares us to respond well.

As we teach and learn, it is important to “listen well”, as it will make a significant difference in the journey and outcome of our relationships and learning.

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It’s Holidays Parents – Now What?

Summer is one of the seasons that many Australians particularly look forward to, as they have the opportunity to experience and enjoy things like the sun, the surf, catching up with friends and the wonderfully long summer of Cricket… well each to their own.

I know for some parents, it does also provide some challenges, as they juggle a range of commitments while their children are not at school.

Well here is a list of some ideas that you may like to suggest to your child so that they get the most out of the break ahead. So sit them down and suggest:

1. Rest, relax and recuperate
It is important to be able to be able to de-stress from the year gone by and recharge for the year ahead. Catching up with friends, doing things you enjoy that you may not had much time to do, or taking up a new adventure are some things that may help.

2. Volunteer
There is a great opportunity to consider and actively pursue ways to support and help out your community in some way. At the very least, helping at home is a great start.

3. Take up a holiday job
This not only builds a range of skills, develops networks and improves your CV, it also provides a little more independence and choice with your finances.

4. Catch up on studies
Depending on your year level, a little preparation and organisation for the year ahead can help you ‘hit the ground running’.

5. Clean your room!!
Do I need to say anymore?

You may also like to hear me discussing what children can do over the Summer Holidays in my latest Pow Wow with Mel Dzelde on PowerFM by clicking here:
http://www.powerfmsa.com.au/shows/power-pow-wow/63986-educating-our-kids-on-holidays

Have a blessed and safe Christmas!

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Learning for the 21st Century

There continues to be many words, thoughts and debates around the focus, scope and sequence of education and learning into and for the 21st Century. For me, at the heart of the why and how sits these five words and a quote from Nelson Mandela:

Purpose, Meaning, Contribution, Influence, Legacy

“Education is the most powerful weapon which you can use to change the world.”

If you’d like to hear more about Learning for the 21st Century at Cornerstone, listen to my latest POW WOW with Mel Dee from PowerFm by clicking here.

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Happy or Healthy Minds

One area of significantly increased focus within learning communities over recent times has been the psychological wellbeing of their students and staff. Decisions around resourcing, curriculum, special programs, whole school models and the like, have been made to provide a means to support and guide people to a better understanding and empowerment of their own and community wellbeing. An often embedded element is the ‘happiness’ or ‘positive emotions’ state. Over time, through reflection and experience, and encounters with the thoughts and works of a number of educators and psychologists, it has become increasing apparent that attention to a broader and deeper application of the mind in wellbeing is required. Understanding how the mind works and developing habits and skills to healthily engage with the wide and varied experience of life is an important key to overall wellbeing.

This year, Cornerstone College has been fortunate to begin working with Dr Tom Nehmy, with a focus on healthy minds. There has been an intentional emphasis on recognising and practicing the habits that will better enable students, as Tom stresses, to:

  • Be resilient in the face of stress
  • Demonstrate flexibility in the way they think and respond to change
  • Have balance in their view of the world: a combination of being positive in attitude but also realistic in their thinking
  • Make helpful decisions consistently
  • Manage emotional impulses
  • View messages from the media (including social media) with a critical eye
  • Cultivate self-compassion, not just self-esteem

Having positive emotions and being happy are important, but there is so much more that contributes to a healthy mind.

If you would like to learn a little more about The Healthy Minds Program, click on the link below to hear Dr Tom Nehmy and Cornerstone College Middle School Learning Leader, Matthew Pearce, chat to Mel Dee on PowerFM.

Healthy Minds Program, PowerFM

You may also like to visit The Healthy Minds website:

Healthy Minds website

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Service Learning

One way Cornerstone actively facilitates service learning is through involvement in Australian Lutheran World Service (ALWS) programs.

A recent example involved Cornerstone Science Teacher, Mr Andrew Weiss, who joined eight other teachers from Lutheran schools across Australia to take part in an ALWS Teacher Study Tour. These teachers visited refugee camps in the small African country of Djibouti. Djibouti is one of the poorest and least developed places on the Earth. Lutheran World Federation (LWF) works in two refugee camps in Djibouti: Ali Addeh and Hol Hol, both of which the teachers visited as part of the tour. When visiting these camps the teachers were involved in shared learning and teaching experiences.

In September, 3 students and a staff member from Cornerstone  will be joining with other Lutheran Colleges around Australia, travelling to Cambodia with ALWS’ Student Christian Learning and Service Tour. They will be working with ‘Life With Dignity’,  which is an autonomous Cambodian Non-Governmental Organisation (NGO) that ALWS have partnered with in Cambodia for over 20 years. The focus of their work is rural integrated development and empowerment programs, so the students spend quality time in rural villages learning about the joys and challenges of rural life in Cambodia and the need for justice action.

Last year Cornerstone students and teachers joined Habitat for Humanity in Cambodia. They worked alongside families to lend muscle to help build homes. Habitat for Humanity believes a decent home provides much more than bricks and mortar. It’s the foundation for the future, giving families the opportunity to be more secure, healthy and content,  and leads to stronger communities that can grow and sustain themselves.

There are a growing number of ways that schools can engage students and teachers with the opportunity to develop the core value of ‘service’ through service learning experiences.

If you’d like to hear more about service learning at Cornerstone, listen to Andrew’s interview with PowerFm on the link here.

 

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Growth Mindsets

One aspect of quality education is the ability to critically consider the latest research and ideas that support and enhance the learning and wellbeing of students. While original ideas can provide wonderful inspiration and energy for transformation, often, the ability to refine and redefine previous thoughts also provide significant opportunities for progress. Carol Dweck is perhaps the most recognisable voice to the ‘Mindset Movement’, someone who has given an effective and meaningful language, and a tangible set of tools and strategies for learners to understand the why, what and how of improvement in learning. In simple terms, recognising brain power can grow and understanding how this will occur, provides learners with a sustainable ‘growth mindset’, realistic strategies and learning for life. Like Cornerstone College, many schools now intentionally teach and embed the thoughts and practices of growth mindsets.

If you have not had any experience in mindsets, perhaps a good place to start is with the following Ted Talk:  The power of believing that you can improve.

You may also like to hear me discussing growth mindsets in my latest Pow Wow with Mel Dzelde on PowerFM by clicking here.

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New School Speak

Last year, Cornerstone College celebrated its 25th Anniversary. At times like this, reflecting on the past and contemplating the future are natural. It is interesting and significant to note the changes and background to the educational priorities and foci over these years. The mission and purpose of a school, broader educational philosophy, government policy and ‘megatrends’ all form part of the vision and planning, now and into the future, of any educational community.  Education is also packed with terms and acronyms that can distance and confuse the very people that are an integral part of student learning; the parents and caregivers. Part of our role as educators is being able to share and explain, in constructive ways ‘what and why we are doing things’, often in new and creative ways. In my most recent conversation with Mel Dee at PowerFM, I reflect and discuss some of the current ‘states of play’.

Click here to listen to my interview with Mel Dee on PowerFM discussing new school speak.

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Serenity Now! – Coping with those Year 12 Exams

For many Year 12 students, their first experience of significant external examinations is just around the corner. So how can you be prepared and calm throughout this journey? Here are a few of my tips, gained from investigation, discussion and personal experience.

Leading up to the exams:

  • Be planned, organised and disciplined with your study. Use your strengths of how you learn best in revising the year’s work and remember to refer to previous exam papers and examiner reflections.
  • Ensure your dedicated study space is set up to optimise your time and focus.
  • Eat well and exercise.This helps maintain health, alertness and overall wellbeing.
  • Your brain will work best when it’s well rested, so it is vital to continue getting those 8 – 10 hours of sleep per night.
  • Engage in activities that enable you to have a sense of relaxation, calmness and serenity. This will vary for each person. Reading, walking, cooking, gardening, spending time with family or friends are some examples.
  • Continue to maintain a consistency, normality and balance in your daily life.

On the exam day:

  • Set the alarm to wake a little earlier so that you have plenty of time to eat breakfast (yes, do eat breakfast) and organise yourself.
  • Double check you have everything required for the examination and that it is in working order.
  • Head to the exam with plenty of time.
  • Take some brain food (fruit and nuts) and a bottle of water to the exam.
  • Go to the toilet before the exam starts.
  • Read all the questions carefully before starting to help you plan your answer order.
  • Unless there is a set sequence to which you must adhere, start answering the questions that you feel most confident about.
  • Keep to the planned time on a particular section/question so you can have an opportunity to answer all questions in the exam. And, leave any questions that you are unsure about for the end.
  • Try to leave time to review your answers.

And some advice you can gently give to your parents, is that it is important to provide as much support for the above to occur in a calm, encouraging and caring manner. Their words and actions will make a difference to your mindset and preparation for the examinations. This is one time in your life where reducing or minimising other commitments may be valuable.

Finally, remember that the results of the examination may have an influence on your short term goals and aspirations, but they do not define who you are, the dreams you have or the opportunities you can take into the future.

Click here to listen to my interview with Mel Dee on PowerFM discussing coping with exams.

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Let’s talk about homework

One topic that produces a wide range and varied views amongst students, parents and teachers alike is that of homework.  From my perspective, it does make a difference to students’ learning, but ‘the devil is in the detail.’ Signifcant bodies of research have produced a range of conclusions, with some quite opposing views. There are, however, some common threads that are worth consideration.

Homework must be much more that rote learning, and at its heart should build essential skills, deepen a student’s understanding and extend their learning. For younger students homework should spread beyond academic focus, also emphasise the habits and mindsets of learning and must include reading at its heart. Older students need homework that is purposeful and meaningful and gets the ‘best bang for its buck’. Students will gain much more from homework when they feel a strong sense of ownership to their homework, with a blend of review, practice and ‘stretch’.

The quality, targeted focus and the optimal quantity of homework (I suggest around 10 minutes per year level as a guide), does make a difference in both the attitude towards learning and the level of success a student experiences. It is too simplistic to say “Do more of the same stuff you did today in the same way.” The strategies employed to enrich homework, when associated with the understanding related to a student’s learning styles and the context and purpose of a learning experience, can have a profound and ongoing effect on the depth, width and length of the learning.

There are many and varied competing demands in the lives of our students that were perhaps not as complex a generation ago. This means that the planning and organisation of homework around other weekly demand needs to be carefully considered.

Within the home, consideration of place, space and time are essential. Limiting distractions, especially of the technological kind, is important. Parents also need to be mindful to provide enough controlled freedom, with minimal ‘over the shoulder’ supervision, to enable a reasonable balance of support, guidance and self-determination.

Homework still has a place to build essential skills and attitudes and complement the learning that occurs within the school. The challenge and opportunity is to ensure that homework does make a tangible difference to the experience and quality of learning for each student.

Click here to listen to my interview with Mel Dee on PowerFM discussing homework.

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Co-ed or Single Sex School? Confused? Here’s the pros and cons……

While there exists co-ed and single sex schools, there will always be debate of their value, worth and benefits and, as an extension, which is the better? It can be an enormously emotive and divisive issue.

While gender composition of a school may be vital for some, I believe it can distract from the deeper consideration and declaration of the heart of good teaching, learning and education. If the structure of either coed or single sex schools was the defining factor of what makes THE difference, then it would be a debate very worth having. From my experience and learning, there are more central elements to consider and ensure are embedded within a school language, culture and practice. That is not to say that we should be mindful, that at times, there will be differing needs and structuring of the learning environment which will benefit girls or boys.

Significantly, the research by educational researchers such as John Hattie have consistently demonstrated a range of gender neutral factors that make a substantial difference in student learning. From his extensive research, Hattie makes the key point that the “biggest effects on student learning occur when teachers become learners of their own teaching, and when students become their own teachers.”

For the time being, there will still exist the option of coed or single sex schools, and for some, this remains an important distinction. How we ensure there is great quality and care in the learning, development and wellbeing of all students is always at the forefront of my thinking. I suggest that it is critical to look beyond the gender composition, and at the heart of what makes for excellent teaching and learning, regardless of the background, capacity, ability or gender of the students.

For me, what matters most is not whether a school contains co-ed or single sex students, but how we put into practice what best, supports, engages, inspires and empowers them.

Click here to listen to my interview with Mel Dee on PowerFM discussing the pros and cons of co-ed and single sex schools.

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The hopes and dreams of NAPLAN

It has now been 8 years since the introduction of NAPLAN (National Assessment Program – Literacy And Numeracy) in Australia, with related expenses now costing the Government around $100m a year. It is fair to say, there have been varied views and levels of reaction to its purpose and value. As we look into the future, there is also intent to enhance and extend the systemic testing of students’ ‘learning’, in and beyond NAPLAN.

So what have we gained and learned due to NAPLAN?  From my perspective, the test itself is a tool that can support the improvement of individuals and cohorts numeracy and literacy skills. Perhaps an unintended consequence of NAPLAN is the broader discussion on what is at the heart of great and sustainable learning, and what is important to teach? I believe there has also been an enhanced collaboration of educators and a sharpened focus on using authentic and valid data to measure learning and improvement.

On the flip side, the development of and focus on various forms and reporting of ‘league tables’ lacks authenticity, value or clarity of purpose, especially when they are often generalised to system or ‘philosophy’ comparisons. Factors such as differing approaches schools have to preparation and access for students and the complex nature of school demographics add to the futility of such comparisons. NAPLAN is also an extremely narrow measure of learning. The real opportunity for schools is how to maintain focus and reliably quantify the learning and development in areas that are critical for living and thriving in the 21st Century. Empathy, creativity, grit, collaboration, kindness, critical thinking and problem identification (not just solving) are just a few of the areas that need equal or perhaps greater attention, and ones that will transform and empower well beyond what NAPLAN could ever hope and dream to achieve.

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Do Year 7s belong in High School?

It’s fair to say, given the fact Year 7 is still predominantly undertaken within a Primary School in SA, families have an important and sometimes challenging choice about when to make the transition from Primary School.

In 2014, Cornerstone College extended its educational offering to Year 7 and expanded its Middle School as part of this transition. This year we welcomed our second year of Year 7s into our community. Over the last 12 months, families have embraced this new opportunity and the feedback has been overwhelmingly positive. So I thought it was worth sharing the reasons why we, and our Year 7 parents, see the value in commencing High School in Year 7.

Obviously, I am a strong advocate for Year 7 moving to a High School environment, and here’s why – at the heart of my support is their readiness and the opportunities; be they social, emotional or learning, which match the developmental stage of the Year 7 student. Other reasons also include:

  • The ability to combine specialist Middle School teachers with the expertise of teachers in key learning areas.
  • Access to a wide range of dedicated facilities such as Design and Technology, Music, Drama, Art and Science.
  • The readiness, and often strong desire for Year 7 students to be stretched as learners and to be connected with older students.
  • The aspirational and inspirational environment senior school students can provide.
  • Greater capacity to effectively implement the Australian Curriculum.
  • Aligning with all other mainland Australian state educational systems, where Year 7 students are in a High School setting.

While I understand there can be great emotional, structural and financial challenges in moving all Year 7 students to a High School setting, I believe the opportunities are so much greater and a better match for today’s adolescent.

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