From the Principal

Improving Student LearningBack in June ‘The Weekend Australian’ published its Annual Lists of the highest performing schools across the nation based on the previous year’s NAPLAN Test results. Whilst the way in which ‘The Weekend Australian’ compiled its various tables is somewhat arbitrary (and as Principal I always question the nature of these Tables), nevertheless it was highly pleasing to see St Andrews ranked 43rd in the State of Queens-land for the 2013 NAPLAN Results. When one consid-ers that there are approximately 1300 State Schools, and another 450 Independent and Catholic Schools in Queensland this places St Andrews in the top 1% of schools - a most meritorious achievement.

NAPLAN Testing was of course never meant to be-come a compilation of such tables, but rather to give schools another source of data about the learning of their students. At St Andrews we use NAPLAN data, along with other evidence and information we gener-ate through other assessment tasks (both formal and informal), as well as daily professional interactions with students in our classrooms to inform the teach-ing and learning program - What are we doing well? What needs greater attention? Where do we focus our efforts next to improve student learning?

A key aspect of improving Student Learning is ensur-ing the teachers continue to grow and develop their professional practices. Critical to this is providing opportunities for teachers to learn from each other, to work together collaboratively, and to discuss and reflect on teaching and learning practices with col-leagues. At St Andrews this is facilitated in numerous ways - lesson observations and feedback by peers and senior staff, collaborative planning, troikas and profes-

Issue 3 / 28 August 2014

sional learning partners, action research, ‘teachers as learners project’, and teach-meets. Most recently we have begun to use the P-12 Staff Meetings to enable teachers to learn from each other. At our most recent P-12 Staff Meeting a couple of weeks ago, the focus was on Differentiation (different ways for students to engage in and demonstrate their learning), with a va-riety of teachers across the College, of varying degrees of experience presenting to colleagues, and then engaged in professional discussions around what had been presented. It was a little humbling to watch the level of professional expertise amongst St Andrews teachers, and exciting to hear the conversations that it sparked around how they might incorporate it into their practice. The importance and value of these ses-sions to our commitment to improving student learn-ing was reinforced to me in an email from one of our experienced senior teachers who wrote - “I acquired practical and relevant strategies and reinforcement of what I currently do in striving to differentiate”.

Learning Beyond the ClassroomIn previous newsletters I have written about the Col-lege’s Strategic Intent for the next four years - ‘Educat-ing Hearts, Minds and Hands’. This reflects the Col-lege’s approach that education and learning is not just what happens in the classroom. A St Andrews Educa-tion is much more than this. We strive to develop the whole child. Learning experiences beyond the class-

room are an important part of this. Often these experiences take our children and young people out of their comfort zones, into ‘the challenge zone’, and as a result of embracing the challenge, important learning and development occurs. In the last few weeks a whole host of these beyond the classroom experiences have occurred - among them Year 11 Leadership Camp, the Kokoda Challenge, the Language Teachers Association Language Speaking competition, and the Year 8 Personal Project. In the coming weeks there will be other opportunities such as the Year 10 City Experience, the Growing Good Men Project and the Year 9 Edge Program. Because these programs push our students into their Challenge Zone they learn to embrace challenge, overcome their fears, learn the importance of persisting and not giving up, that hard work and effort is necessary to achieve anything worthwhile in life, that by work-ing together we can accomplish more, and that we are capable of far more than we think possible. In all these activities there are important stories to be told, but the one that sticks out in my mind is one of our Kokoda teams who walked the last 10 kilometres of the gruelling 96 kilometre trek helping another person not connected to the College, whose team-mates had pulled out. They supported this person to the finish line, and then 50 metres short of the finish, stopped and let their fellow competitor finish ahead of them to the applause of the crowd. Those young people learnt more about themselves and the human spirit in those last 10 kilometres than could occur in any other setting, and exemplified an Education of the ‘Hearts, Minds and Hands’.

Official Opening of the Lower CRC ProjectIn late July the Lower CRC project was officially opened. It has been exciting over the last few weeks to watch students and staff embrace the use of this new facility. We are calling this learning space ‘The Learning Hub’. Building design and architecture always communicates a message - so what does ‘The Learning Hub’ facility communicate? I believe that there are 4 key messages.

Firstly, the Tuckshop and the Eating Area communi-cates the importance of Community here at St An-drews. The preparation and eating of food is some-thing that occurs in community. Food, meals, and the gathering of people together around food have been an important part of building community and be-longing to a community for thousands of years. This facility is both symbolic and actual of this. Already it has been wonderful to watch our students gather at breaks in this space around food and build their sense of belonging and connectedness.

Secondly, by locating Student Services here, and giv-ing them a home, it says that we value the unique

nature of every learner. Student Services has as its primary focus, seeks to meet the individual learning and developmental needs of the student, and aims to promote an integrated, effective and caring learning environment for children, irrespective of their cultural, cognitive, social or emotional backgrounds. This space gives practical expression to this.

Third, the decision to locate Languages in this space reinforces the College’s commitment to a broad, liberal, pre-vocational education. Languages, along with other liberal arts are a keystone of a St Andrews Education; for to use Martin Luther’s words from 500 years ago “a city’s best and greatest welfare, safety and strength consist in its having many able, learned, wise, honourable, and well-educated citizens”.

Finally, the decision to call the space ‘The Learning Hub’, with the large flexible learning area, stands as a clear statement that learning is our core business, and our reason for being. The Learning Hub in its design incorporates the best of formal and informal learning, of independent and collaborate learning, of ubiquitous anywhere, anytime learning, and of visible learning.

It has been exciting over the last few weeks to watch students and staff embrace the use of ‘The Learning Hub’. As a College Community we look forward excit-edly to many years of use of this magnificent facility and all that takes place in it to enable St Andrews to ‘Celebrate the Gospel. Nurture the Individual. Empow-er Lifelong Learners.’

Tim Kotzur Principal

Celebrating the Gospel One of the parts of our mission statement is “Cel-ebrating the Gospel.” The founders of St Andrews Lutheran College wanted our College to be a school of academic excellence and christian outreach to the young people on the Gold Coast. To this end the Gos-pel is central to everything we do at the College. Staff at the College see this as a huge privilege and respon-sibility to not only provide a great academic educa-tion but to also share the Christian message with the students of St Andrews.

Staff WorshipOn most days the Junior School staff have the op-portunity to come together in the form of a devotion. Chaplains or other staff members give an inspirational message, share their personal faith journey or discuss Christian theology. It is a great way for the staff to be-gin their day and develop their Christian faith and give practical experience to a“Gospel Centred School”.

Joy Schloss sharing her devotion on her spiritual journey

walking the Camino Track in Spain.

Student WorshipStudent worship takes on many forms including devo-tions, singing Christian songs and chapel services. At our chapel services the students and staff sing Chris-tian songs, pray and listen to thoughtful messages. Our children are presented with the good news of the Gospel, and are reminded of God’s love from them. Parents are always welcome and invited to attend our chapel services every second Tuesday afternoon begin-ning at 1:40pm. This semester they will be held on the odd weeks of the term.

Lived EverydayAs a Christian learning community St Andrews as-pires to provide a culture and ethos permeated by the core values of love, justice, compassion, forgiveness, service, humility, courage, hope, quality and apprecia-

Middle & Senior School NewsOur character is basically a composite of our habits. Because they are consistent, often unconscious pat-

terns, they constantly, daily, express our character. Stephen Covey

At St Andrews we look to educate the whole person and to encourage all students to be young men and women of character. This term, across the Secondary School we have continued to embed the wellbeing model of PERMA (Positive Emotions, Relationships, Meaning and Accomplishment) which focuses on character strengths and Art Costa’s ‘Habits of Mind’, as an essential part of Teaching and Learning Frame-work called Dimensions of Learning. While many of the Habits have been a natural part of the professional practice of our teachers for many years, implementing Habits of Mind across the campus gives us a common language and raises both awareness and self-reflec-tion in our students. In short Habits of Mind promote mindfulness.

‘Great thinkers’ as those who can skillfully and mind-fully employ Habits for success. Each term, we have explored and celebrated four Habits across Years 7-12 and in Term 3 we are focusing on; Thinking and Communicating with Clarity and Precision (Criti-cal Thinking), Taking Responsible Risks, Gathering Data Through All Senses (Creative Thinking) and the Self-Regulating Habit of Applying Past Knowl-edge to New Situations. A brief description and an example of each Habit in action is to follow: Thinking and Communicating with Clarity and Precision - Language and thinking are closely en-twined; like either side of a coin, they are inseparable. Students who are skilled at thinking and communicat-ing with clarity and precision support their statements

Junior School News

tion. These values are taught during Christian Studies but are also shared in chapels and devotions. While it is expected that these values are practiced during chapel times, the mark of a great Christian school is to see the values lived out on a daily basis and in par-ticular when no one is looking. One of the things that I love about St Andrews is that I do see these values role modeled by the teachers and the students living out these values with their daily interactions with each other.

Darrin SchumacherDeputy Principal/Head of Junior School

with explanations, comparisons, quantification, and evidence. This skill plays a critical role in enhancing a person’s cognitive maps and ability to think critically and to transform their thoughts into clear and correct responses. A focus on this Habit encourages concise, coherent and clear responses. Last Friday, Year 12 stu-dents had their final QCS test preparation session, and these sessions, much like work done across normal secondary classes, focus on assisting students to iden-tify where they need to improve on the clarity, depth and precision of their answers by providing essential and detailed feedback for reflection.

Taking Responsible Risks – Mistakes often pro-vide the best opportunities to learn something new. Responsible Risk takers live on the edge of their competence. They accept the risks of failure as part of the learning process and view setbacks as interesting, challenging, and growth producing. Some students seem reluctant to take academic risks because of their fear of failure. At St Andrews we hope that students will learn how to take intellectual risks to stretch their thinking. In an age of innovation and uncertainty, a growth-mindset that views the process of finding out the answer as more important that simply getting the correct answer aligns with this style of creative and complex thinking and risk taking. In Year 7 math-ematics classes Mrs Roper has begun a new trend by referring to risk-takers as being the ‘yetties.’ There are regular occasions for students to self-select to work in small groups to look at those things they just haven’t mastered ‘yet’. It has been a true joy to see the change in some student’s mindsets from not believing that they are simply not good at mathematics to be-ing a risk taking ‘yettie’ with far more confidence that they are simply ‘yet’ to get a particular skill or topic.

Gathering Data Through All Senses – Gathering data through all the senses is about students using taste, touch, sight, smell and feel to gather as much information as they can in order to be successful. Us-ing multiple sensory pathways builds detailed under-standing of new data and relates new information to past experiences. When an adult investigates a strange or unknown liquid they usually smell it first. They test the smell to see if they have encountered it before. When students encounter an interesting ob-ject they hold out their hand and ask to have a look. They don’t want to see the object; they want to touch it. At the Middle School Expo, the Science labs were once again over flowing with students and families wanting to touch, smell, look, feel and learn through experiencing everything that was on display. So too were the Home Ec, CRC, Learning Hub and Language rooms. It is that rich experiential learning that builds neural pathways and deep understanding.

Applying Past Knowledge to New Situations - Relevant learning is learning that is interconnected. Young people sometimes struggle with this Habit, as they tend to compartmentalize their learning into dis-crete subject areas. Teachers at the College continue to look for ways to assist students to integrate their past learning across year levels and disciplines; for in-stance the skills involved in solving equations in Math-ematics is linked to balancing equations in Chemistry. Students don’t always find this transference easy.

Applying past knowledge and drawing on prior learning enhances students’ success by helping them to build on a body of knowledge rather than just to accumulate information; to think critically and to test new knowledge. This Habit also links educa-tion in a classroom to ‘real life’ experiences by making meaningful connections beyond the classroom. The joint Year 8 and Year 11 Ser-vice Learning initiative supporting Gold Coast Youth Services in Miami, with a food and toiletries drive, added the authentic-ity of ‘doing’ to the studies of steward-ship that were occurring in Christian studies classes for both year levels this term.

Art News

Gold Coast EisteddfodDance TroupesLast Friday our Jazz and Contemporary Troupes competed in the Schools Section for Dance at the Gold Coast Eisteddfod. With over 25 schools in every category, our troupes competed very well, with our Jazz Troupes receiving Highly Commended for both of their routines, A Little Party and Dancing Fool, both choreographed by Paula Guild. Special congratula-tions to our Contemporary Dance Troupe who placed 3rd with their Circus routine, choreographed by Kim Reynolds.

Best of luck to our JS Dance Troupe who will compete on Monday 1 September.

BandsLast week saw all 4 of our Bands enter the Gold Coast Eisteddfod. This is the first time in the 6 years our existing program has been running where all groups went to the competition, which is a really positive af-firmation for the progress of the program.

Congratulations to all groups who played very well and to Matt Pearson, Anthony Simmonds and Paul Oakley-Grant for their work with our young musi-cians.

Special congratulations to both our Mini Musos and our Jazz Band who both received Very Highly Com-mended in their relevant sections, Well done!

Gold Coast Secondary Schools Drama FestivalLast Friday night our Year 10 Drama Class competed in the Intermediate Section of the Gold Coast Second-ary Schools Drama Festival with a piece they devised called Once Upon a Time. Special Congratulations to the following students who each received Highly Commended for their Individual Performance

Elliott Baylis, Isabella Leary, Elizabeth Stewart, Liana Hargreaves.

To see these approaches to life and learning modelled is indeed a powerful way to learn. At home, parents might like to reinforce the benefits of these habits and look for opportunities to acknowledge their children when they are demonstrated. Please contact me at the College if you are interested in more detailed information about Habits of Mind.

Virginia Warner Deputy Principal/Head of Secondary School

The Piece also received 2 Highly Commended Awards:Witty Dialogue – Mobile Phone SceneMagic Moment – Car Accident Scene

Well done to all involved.

Cultural Awards 2014Our annual Cultural Awards will be held Friday 10th October (Term 4 Week 1).This is a wonderful showcase of the year that has been an opportunity to acknowledge individual stu-dent achievement.

Below is the criteria for Cultural Awards in 2014 in both JS/MS and SS.

Essential Criteria for all levels: Active Participation in school cultural activities Bronze AwardThis is awarded to students who have been involved in several ( 3 – 4 ) cultural groups/activities throughout the year OR Passed Grade 5 or above in Music, Dance or Speech & Drama Exam ORare nominated for outstanding contribution to a school ensemble/activity. Silver AwardGrade 5 or above in Music or Speech & Drama Exam + involvement in cultural groups/activities through-out the year OR Major Award at Regional level (GC Drama Festival / Eisteddfod Championships etc). Gold AwardRepresentation at State level or equivalent in chosen discipline OR Major Award (eg. Top of State in Speech & Drama Exam).

In the JS we base the awards on information gathered from rolls and PAT Staff. If your child has been in-volved in Arts Activities outside of school, please email priscillas@salc.qld.edu

NB This information must be received before the end of Week 8 to be considered.

YEARS 8-11 REC SPORTAll Years 8-11 students are in the process of select-ing two preferences for Term 4 REC SPORT. Could all parents please discuss the choices with their child(ren) so that you know which activity your child has se-lected? Could you then please visit the Parent Lounge to give permission for your child to participate in the Rec Sport Program? There is more information on the Parent Lounge. Any students who select Surfing, Stand Up Paddling, Indoor Rock Climbing, Gym, Out-rigger Canoeing or Fitness First Class, will also receive another indemnity form from the operators which will need to be signed and returned. If you have any ques-tions please contact Mr Manion at andrewm@salc.qld.edu.au

Andrew ManionHead of Sport

Sport News

In the MS/SS students will be invited to submit a Cultural Awards Survey which allows us to determine levels of awards presented at the start of Term 4.

Cilla ScottHead of Arts

Dates to remember August/September

Friday 29Gold Coast Show Day Holiday Monday 1 JS Dance Troupe EisteddfodTuesday 2QCS TestingYear 10 City Xp - Brisbane self guided excursionSouthern Lutheran Associated Primary Schools Athletics CarnivalAssembly 1.40pm Multi Purpose HallWednesday 3QCS TestingGold Coast Chess Tournament, Carrara StadiumThursday 4SQBD Touch Carnival Yr 8 Mixed, 15 Boys, 15 Girls, Open Mixed at Coomera.Friday 5 Year 2 Excursion to Mudgeeraba Heritage MuseumYear 1 Generations Morning, Multi Purpose Hall – 9.00amPrep Disco – Theatre – 6.00pm to 8.00pm

P&F News

The P & F will be holding a Car Boot Sale in Term 4 – Please see the flyer attached. Spaces are limited so book early to avoid disappoint-ment.

FeteThere are only two full school terms until the Fete in 2015 and we are still looking for a Convenor.

If you or anyone you know is a great organiser and has a few spare weeks in May next year, please contact the P & F Executive.

We would love the Convenor to be part of the St An-drews school community, however if we cannot find a suitable person by Term 4 we will have to look outside the College and this could incur considerable costs which will affect the profits. ALL the profits go directly back

into the College to fund projects and the last few fetes have assisted in funding the COLA.

The P & F committee will be there to assist along the way, but we need someone who can take the “reins” and liaise with other stall convenors to keep the momen-tum rolling. This is a large community event and you will have the opportunity to liaise with many College and Community Members.

Daniel Renneberg P&F Executivepandf@salc.qld.edu.au

Closing Soon! Purchase an Entertain-ment Book and go into the draw for a chance to win a double pass to Yatala

Drive-in!

Entertainment Memberships contain thousands of valuable up to 50% off and 2-for-1 offers from many of the best restau-rants, cafés, arts, attractions, hotel accommodation, travel and much more!

The price is $55.00 per book and $11.00 from each book goes to fundraising for the College. Books are available from Recep-tion, Junior School Administration and the Uniform Shop.

*CLICK HERE TO PURCHASE NOW*

Father’s Day Stall

Great gifts for your special dad, all gifts only $5

We will also be selling raffle tickets under the bus shelterboth days limited numbers available!!

$2 Each or 3 for $5

Wednesday 3rd & Thursday 4th September

Time Wednesday 3rd September Thursday 4th September8:30am - 8:50am Prep Year 58:50am - 9:10am Year 1 Year 69:10am - 9:30am Year 2 Year 39:30am - 9:50am Year 4

Traffic at St Andrews