victorian school of languages · victorian school of languages family staff bulletin 6 february...

VICTORIAN SCHOOL OF LANGUAGES

Family & Staff Bulletin 6 February 2019

The Minister for Education and Deputy Premier, Hon James Merlino, joined the staff of the Victorian School of Languages on 2nd February to launch the school program for 2019.

The State-wide conference was held at University High School and was attended by over a thousand teaching and support staff from around Victoria, including country and regional Centres such as Shepparton, Ballarat, Traralgon and Wodonga.

Also in attendance was Ms Jeanette Nagorcka, the Director of North Western Victoria Region and other senior Education Department Officers.

The theme of the conference was “Moving Forward: Developing Engaging and Challenging Language Programs”. This is part of the Department and Government strategy to improve teaching and student outcomes in all schools across the State.

The Minister was followed by Ms Stephanie Condon a DET Director who spoke about the Education State initiatives.

Minister Merlino praised the role of the language teachers: “The enthusiasm and passion you have for the languages of the world is so clear to me. I guess that’s why so many of your students excel. By sharing your love for languages, you are encouraging these young people to celebrate the world’s beauty and diversity with you. This is a wonderful gift – the keys to a wider world, and a

brighter future. Your work sits at the heart of Victoria’s vibrant multicultural spirit, and it is critical to our Government’s ambitions for the Education State.”

The Minister also went on to describe the importance of language studies: “Embracing a global perspective is vital for the future of Victoria.

Today’s students have been born into a networked world. They will work in globalised industries, alongside international peers. To do well, they’ll need to be confident interacting with people who live in different countries, speak different languages, and come from different cultures.

Together, our job is to help Victoria’s students prepare for this world. You are critical to this task”.

He also referred to the fact that some 1500 students study interactive online courses via VSL distance education, mainly students who live in country and regional Victoria.“But we’ve got to constantly think of other ways we can improve. Today I wanted to give you a sense of that new initiative”, the Minister added.

“I am pleased to announce that from 2019, the VSL will be able to offer distance education programs in selected languages to Year 6 students, and to both Year 5 and 6 students from 2020. This will be another incredibly exciting milestone for languages education in Victoria. Thank you for your commitment to providing these services to more young Victorians. Once again, this highlights the scale of your growth and the innovative spirit you continue to embrace.”

Principal Frank Merlino (not related to Minister) welcomed the staff and wished them a satisfying and rewarding year. He also provided an update on further staff training that would be delivered in 2019 and on the services the school was providing, ranging from vocational education language courses to the new certificate courses for teachers of Aboriginal languages. A number of other projects are being considered and will be announced once developments are completed.After morning tea there were two sessions on Professional Development for F-10 teachers, VCE teachers, and Centre Supervisory staff. The topics

Minister for Education opens 2019 VSL Conference

Minister for Education Hon James Merlino

Quality language programs since 1935

PAGE 2 FAMILY & STAFF BULLETIN 6 February 2019

included updates on Victorian Curriculum F-10 and Achievement Standards; the five Macro skills (Listening, Speaking, Reading, Writing, Viewing); Administrative systems; Effective feedback and assessment; Achieving VCE success; and Child Safe Standards.

After lunch there were a series of workshops for different staff categories: New teacher induction, Co-ordinators’ goals; supervisory staff managing complaints; new VCE Study designs; SAC planning for Year 12 VCE; and Librarians evidence-based teaching strategies.

The final session involved Centre staff meeting with their respective Area Manager in preparation for the start of classes the following week.

Thank you to all of our staff who presented and to the VCAA’s Maree Dellora and Maria Dikaiou; the Learning Specialist Michael Boss and Patricia Herr; Kathryn MacFarlane from Monash University; our Assistant Principals Stefo Stojanovski and Joe Tosic; Area Managers; and VSL teachers Wen Yue Zhang, Wei Luo and Deweng Song.

A special thank you to Assistant Principal Angela Natoli and her Team for organising the program and to Vanda Matruglio, the Area Manager for University High School, who had the task of managing the venue logistics and to the five outside helpers who assisted with the furniture and tidying up.

It is very exciting to have the school start the new year on such a high note.

Networking during the lunch break

AP Angela Natoli addressing new staff

Section of the audience

Gathering in the hall foyer

AP Stefo Stojanovski with supervisory staff

Mr Nick Beckingsdale, Ms Jeannett Nagorcka, Minister James Merlino, Mr Frank Merlino



Not all material you come across on the internet will be right for you or your family. Material may be inappropriate because it breaches your social, religious or cultural standards, or your own personal or family values.Inappropriate content may be violent, sexually explicit or promote unsafe behaviour, such as eating disorders. It may also promote and detail dangerous or criminal activity, or promote extreme political or racist views. Some inappropriate material may be prohibited or even illegal.Inappropriate content may upset or disturb children and teens or provide them with access to images and concepts their parents do not feel they are ready to explore.

Children and teens may seek out inappropriate content through website browsing or they may be referred to it by others, such as by email or instant messaging services.They may accidentally come across it by clicking on hyperlinks within websites, obtaining unexpected results from online searches, opening junk or spam mail, clicking on a pop-up, mistyping web addresses in a browser or incorrectly spelling terms in a search engine.Internet-enabled mobile phones offer 24/7 access to online content which can increase the risk of being exposed to inappropriate content.TIPS FOR STUDENTS• Think before you post. Content posted online can be there forever. You can put it up, but you can’t take it down.• Not all websites are okay - if you visit a site that makes you feel uncomfortable, leave the site immediately by clicking on ‘back’ or closing the browser.• Remember, not everyone online is who they claim to be. Don’t open email attachments if you don’t know the sender.• Don’t be embarrassed – talk to a trusted adult if someone sends you content that makes you feel uncomfortable or worried or if you have posted something that you think you shouldn’t have. You may be able to take steps to help the situation.

• If you have seen something disturbing online and you need help dealing with it, contact the Cybersmart Online Helpline on the Cybersmart website or call Kids Helpline direct on 1800 55 1800.TIPS FOR PARENTS• Be aware of how your child uses the internet and explore it with them. Discuss the kinds of sites that are okay to explore and those that are not, and talk about what you both like and don’t like about them.• Try to locate the computer in a shared or visible place in the home. • Warn your child about the consequences of accessing inappropriate content.• Consider using filters, labels and safe zones to help manage your child’s online access.• Remind your child not to open spam email, or click on pop-ups, prize offers or unfamiliar hyperlinks in websites.• Help your child use search engines to locate websites. Develop a list of favourites for younger children.• Teach your child that there are ways they can deal with disturbing material – they should not respond if they are sent something inappropriate and they should immediately leave the site if they feel uncomfortable or worried. Younger children should tell a trusted adult.• Reassure your child that access to the internet will not be denied if they report seeing inappropriate content.• Report content that you think may be prohibited to the ACMA’s online hotline: www.acma.gov.au/hotline.

For more information, contact:

Source: Australian Government ACMA

cyber(smart:) Dealing with Offensive Content

Australian Communications and Media Authority (ACMA) Cybersmart programCybersafety Contact CentreTelephone: 180000 880 176Email: [email protected]

NOT EVERYTHING IS APPROPRIATE



Student Study Tour to Italy At the end of last year a group of students of Italian from the VSL Brunswick Centre and VSL’s Distance Education section and two teachers, Enzo Calati and Vanda Matruglio, left for a three week tour of Italy, specifically in the Campania Region and Rome. The study tour was organised in partnership with the Accademia Italiana in Salerno.

According to the two teachers, “The aims for the students were to use Italian in a variety of real life context, to improve their communication skills in Italian and to enjoy a group learning experience given that our students don’t usually have the opportunity to undertake such a trip.”

The students spent most of their time learning their Italian at the Accademia Italiana Institute in Salerno, where they were placed in different classes according to their level of Italian. The Director, Dr Francesca Romana Memoli, and her staff were very welcoming. As global citizens, students had the opportunity to interact with students from other countries who were also attending the Accademia. For the afternoon sessions, students participated in various cultural excursions which included visits to Pompeii, Paestum, Amalfi Coast, Naples and other historical sights in and around Salerno.

During the three week stay in Salerno students had a unique experience placed with host families where they became more familiar with the Italian way of life. They were exposed to a variety of culinary experience which was truly appreciated by them. Students also had the opportunity to eat local dishes at authentic restaurants of the region.

The study tour proved to be a great success and a unique experience for the students according to the comments made by parents. One commented “Thank you for looking after our daughter who felt a little anxious in leaving her family for the first time. Now she has grown more confident and very thankful for the opportunity. Another commented “The tour was certainly worthwhile on all levels! Thank you!”

A very special thanks goes to Enzo Calati and Vanda Matruglio for organizing and leading a most successful tour.

At the Accademia Italiana, Salerno At the Colosseum, Roma

Temple of PaestumNew friends at the Accademia



Framework for Improving Student Outcomes (FISO) The Education State Vision, Initiatives and Reform Agenda outlines the government’s goal of supporting Victorian Schools and promote an environment of excellence and pride. Through the FISO continua of Practice Schools identify practices and behaviours to strategically plan for student’s improvement. Below are the key Improvement priorities and goals the VSL is addressing in our current Strategic Plan (2016-2019).

FISO Initiative

Strategic Plan – Improvement Goals

Key Improvement Strategies

Excellence in Teaching and Learning: Curriculum Planning and Assessment

By the end of 2019 the VSL will: Embed a culture of curriculum planning and assess the impact on learning and language programs, adjusting them to suit individual student needs so that students can reach their potential. Improve student learning outcomes through the implementation of the Victorian Curriculum and VCE as measured by improvements in the achievement data. This can be achieved by increasing teacher curriculum and pedagogical knowledge, content and capacity for strategies of teaching by strengthening the use of student assessment data and feedback to evaluate students’ progress, monitor the impact of teaching and adjust learning programs and interventions.

Curriculum Teachers share knowledge about curriculum content to sequence and organise learning programs. They discuss teaching strategies suited to different content areas. Teachers work together to plan lessons based on their understanding of different ways that students think about the specific content area. Teachers regularly update their knowledge of curriculum content and how to teach it effectively. Pedagogical content knowledge Teachers have the capabilities to choose learning area specific strategies and materials that are accessible, engaging and challenging for all students. Teachers use instructional approaches that align with the content area standards, and which develop all students’ understanding, knowledge, and thinking skills. Operate learning teams that work together to research and select teaching strategies, based on the content area standards and contemporary understanding of different ways that students think about the specific content area. Effective feedback and formative assessment Teachers to use assessment criteria and methods that match learning goals. Teachers to periodically assess student learning and provide feedback to students about their progress. Ensure that there are regular, formal opportunities for teachers to discuss assessment results with students and parents, in relation to transparent learning goals and expectations. Teachers identify how students can perform assessed tasks more effectively. Teachers use a variety of formative tools and approaches to diagnose student learning. Teachers examine assessment data in teams, using evidence to determine whether all students are being optimally supported and challenged.

Excellence in Teaching and Learning: Building Practice Excellence

By the end of 2019 teachers are prepared with strong knowledge in their Language area and have the skills to utilise high-impact pedagogical strategies to improve student learning. Teachers actively seek opportunities for feedback on their own learning and work with others in an effort to improve student outcomes

Incrementally expand teachers' capacity and skills by: • Building consistency and quality of teaching practice across the school • Organising and resourcing staff to collaborate with and receive feedback

from colleagues in order to progress their practice. • Conceptualising professional learning as something that happens in a

teachers’ daily work, and not just outside of class time, resulting in a work-embedded culture of professional learning and collaboration and self- reflection.

• Professional learning activities based around how teachers improve student learning.

Professional Leadership: Building Leadership Teams

By the end of 2019 the VSL will increase teacher capacity to lead groups in driving the schools’ improvement agenda by using shared vision, values and goals as measured by the staff survey results and other indicators

• Build knowledge and capability, share lessons about evidence-based improvement strategies, and use school data to measure impact and identify areas for improvement and monitoring performance

• Build knowledge and capacity to lead change to enhance school climate and professional learning culture

• Develop the capabilities of leading teachers and instructional leaders to strengthen their expertise, proven coaching and feedback methods



The VSL School Council 2019 Election

The following details are provided to the VSL community about the 2019 School Council Election. The Victorian School of Languages is a government school providing instruction to approximately 15,000 students in languages other than English. The school’s language program is delivered through both face to face teaching in centres across the State and through distance education mode. The face to face classes from Foundation to VCE are held during out of school hours in 28 metropolitan and 12 country and regional centres. The VSL distance education section offers 12 languages from beginners to VCE. School Council The VSL is governed by a School Council and this body provides leadership and direction for the School. Parents of VSL students are eligible to stand for election and/or vote for parent candidates.

SCHOOL COUNCIL COMPOSITION The Council of the Victorian School of Languages comprises the following membership: • 6 Parents (non DET employees) (elected) • 2 DET staff* employed more than 8 hours per

week (elected) • 2 staff* employed less than 8 hours per week

(elected) • 4 representatives from relevant agencies

(nominated) • 1 representative from DET (nominated) • 2 community members (nominated) • 1 Principal President to be appointed from one of these categories. *Staff refers to VSL employees. 1. FOR PARENTS OF VSL STUDENTS There are 3 vacancies for 2019-2021. CANDIDATES for one of the above positions should nominate on the correct form (see the next page of this Bulletin). Nominations must be delivered to the Head Office of the VSL, 315 Clarendon Street Thornbury, or mailed to PO Box 1172 Thornbury 3071, no later than 4pm on 7 March 2019. The PARENTS category also includes guardians or people who have the custody of a VSL student. 2. FOR VSL STAFF EMPLOYED WITH THE VSL MORE THAN EIGHT HOURS. There is one vacancy for 2019-2021. A separate nomination form is available from the VSL Head Office. The nomination date is the same.

3. FOR VSL STAFF EMPLOYED LESS THAN

8 HOURS PER WEEK (ie. Instructors/non teaching staff in VSL centres) There is one vacancy for 2019-2021. CANDIDATES for this position should nominate on the correct form and deliver nominations no later than 4pm on 7 March 2019 to the Head Office of the VSL or mail to PO Box 1172 Thornbury 3071. THOSE WHO NOMINATE A CANDIDATE MUST BE ELIGIBLE VOTERS. A LIST OF CANDIDATES will be posted at each VSL centre and the VSL Head Office on 7 March 2019.

ELIGIBILITY TO VOTE To be eligible to vote you must either be a parent or guardian of a student, or be employed by the VSL.

VOTING FOR CANDIDATES For all people eligible to vote - you may vote by post. To collect the ballot papers and envelopes, you need to attend the VSL centre listed in the section below marked - VOTING BY POST OR, for parents in country locations, a ballot paper and envelopes could be forwarded on request by the VSL (Tel. 03 9474 0500) OR you may vote by coming to the Head Office on 15 March 2019 before 4pm. The Election Meeting will be convened at 3.30pm although you may vote at any time during the day between 9am and 4pm.

VOTING BY POST To collect a ballot paper and envelopes for voting you should attend a nearby VSL Centre at the times indicated below. If uncertain, ring the VSL Head Office. Metropolitan and Geelong Centres – 9 March 2019 Voting will take place at all metropolitan and Geelong Centres on Saturday 9 March 2019. Other Centres – Between 9 March – 14March 2019 The following country centres will be contacted by the Area Manager separately Ballarat, Bendigo, Doncaster (mid-week), Glen Waverley (mid-week), McKinnon (mid-week), Mildura, Shepparton, Traralgon, Warrnambool and Wodonga. VSL Head Office – 13 March 2019 Staff based at the VSL Head Office will vote on 13 March 2019. VOTING TIMETABLE The postal votes, whether mailed or hand delivered, must reach the Head Office of the VSL by no later than 4pm on 15 March 2019. Frank Merlino Principal



School Council ElectionsSchedule 4: Notice of Election and Call for Nominations

An election is to be conducted for members of the School Council of the

Victorian School of Languages.

Nomination forms may be obtained from the school and must be lodged by 4:00pm on 07/03/2019.

The ballot will close at 4.00 pm on 15/03/2019

Following the closing of nominations a list of hte nominations received will be posted at the school. The terms of office, membership categories and number of positions in each membership category open for election are as follows:

MEMBERSHIP TERM OF OFFICE NUMBER OF POSITIONSParent member From 16 March 2019 to and inclusive of

the date of the declaration of the poll in 2021

3

DEECD employee member (VSL staff employed by the VSL more than eight hours per week)

From 16 March 2019 to and inclusive of the date of the declaration of the poll in 2021

1

VSL staff employed by the VSL less than 8 hours per week

From 16 March 2019 to and inclusive of the date of the declaration of the poll in 2021

1

If the number of nominations is less than the number of vacancies, a notice to that effect and calling for further nominations will be posted in a prominent position at the school.Frank Merlino, Principal

Schedule 5B: Nomination Form for Parent Member Category (and Centre Staff)I wish to nominate ................................................................................................... (or an elected position as a parent member on the Victorian School of Languages school councilCANDIDATES DETAILSName (use block letters)...............................................................................................................................................................................

Residential address.......................................................................................................................................................... P/code................

Contact phone (mobile or landline)......................................................... Email...........................................................................................

I am the parent / guardian of ............................................................................................, who is/are currently enrolled at this school.

The person I have nominated is the parent/guardian of ................................................, who is/are currently enrolled at this school.

The person I have nominated is an employeed of the Department of Education and Early Childhood Development but not engaged in work at and for the school.Yes / No (please circle)Name of Nominator (use block letters) .......................................................................................................................................................

Signature of Nominator ...................................................................................................... Date .............. / .............. / ..............

CANDIDATE TO COMPLETE:I accept the nomination and I am prepared to serve as a Parent member of the above-named school council. I hereby declare that I am not and undischarged bankrupt, of unsound mind, currently serving a sentence for an indictable offence, a registrate offender within the meaning of the Sex Offenders Registration Act 2004.

Signature of Candidate ....................................................................................................... Date .............. / .............. / ..............

You will be notified when your nomination has been received. Personal information provided in this form is collected as part of the school council election nomination process. The information may be used to determine your eligibility as a candidate and to nominate. Your personal information may be disclosed as a result of inspection prior to the commencement of voting or at any time up to one year from the declaration of the poll.

Your name will be included in a list of school council candidates and nominators (where applicable) posted in a prominent position at the school and for candidates, on a ballot paper (where applicable).

Further, the name, membership category, gender, term of office, office held (if any) of school council members and notification whether the member is an employee of the Department will be forwarded to the Department of Education and Early Childhood Development by the principal by 30 April each year as a record of council membership and may be used for statistical purposes.

You can access your personal information by contacting the principal on 9474 0500.

If you choose not to give some or all of the information requested your nomination may not be accepted. If you have any queries about the school council nomination process, please contact the principal.

School Updateswww.vsl.vic.edu.au

Key 2019 Term 1 Dates24 January Head Office staff return25 January AP’s & Area Managers return29 January Government school teachers resume2 February VSL Conference, U.H.S9 February Centre classes commence9 Feb - 15 March School Council elections15 March Labor Day Weekend - no classes16-24 March Cultural Diversity Week26 March Distance Education Parent-Teacher Interview Day 30 March Final Day Centre classes for Term 127 April Term 2 Centre classes begin

Curriculum Publications 2019 • Teachers Weekly Chronicle • VCE Teachers Manuals: First Language (Year 11 & 12),CCAFL, CHINESE SL/SLA, Second Language, Revised Second Languages (Year 11)• SAC Cover Sheets• Student Passports (F-2, 3-6, 7-10)• Coordinators Manual• New Teacher Induction Manual• Victorian Curriculum Planning and Assessment• Staff Handbook• VCE Student Handbooks (online)

Term 1 Professional Development 28 January Distance Education PD – Thornbury2 February VSL Conference, U.H.S20 February Leadership/Area Manager PD - Day 16 March VCE Language Audit meeting13 March New Centre Staff Induction - Thornbury20 March Leadership/Area Manager PD - Day 221 March Year 11 VCE Revised Second Language Teacher Meeting

Course development 2019 •Japanese 12 Online course•Italian 10 Online course•German 10 Online course•Arabic 10 Distance Education Course•Punjabi primary materials•Persian VCE Textbook•VCE Units 1-4 updates in 12 languages•Malayalam Primary textbooks•Urdu 5 & 6 Textbooks

A Love of the (Italian) language – the three Sutherland sisters We continue to be surprised by the number of students who demonstrate an exceptional love of learning another language. There is no better example than the three Sutherland sisters (Estelle, Mardi, Greer)

who, in different years, completed VCE Italian and all received a top score. None of them spoke Italian when they started classes at the Brunswick centre. Greer provides the following insight into their language experience:“Every Saturday morning, we woke up early and were driven by our parents to school so that the three of us could study Italian for the whole morning, for over ten years. Usually, when we tell people this, they respond with, “Oh, so you’re Italian?” When we tell them that we’re not, the frequent, bemused follow-up is, “Then why did you learn Italian?”Our parents happened to see a tiny advertisement in our primary school newsletter which prompted them to enquire at the Brunswick VSL. Realising how important language-learning can be, they enrolled us. The first word we learned was “sabato” and indeed our Saturdays became “Italian school” days, filled with plenty of memories. Although we had our occasional rebellion against going off to Italian school, we all grew to love the language. How can you not be charmed by a language which translates “thongs” as “infradita” – literally meaning “in between the toes”?

When we first started, there was one class for all primary school kids from Grade One to Grade Six, and it’s been wonderful to see it grow from that to the many classes which run now. We’ve been lucky enough to be taught by so many fantastic, dedicated teachers who really cared about challenging us to excel and fostering a love of all things Italy. Learning Italian has helped us in unexpected ways. It has improved our English skills by giving us an understanding of grammar, and made learning other languages like French a lot easier. Learning how to communicate across cultures has also been invaluable. Along the way we have learned so much about the Italian culture, as well as about the lives of Italians who have immigrated to Melbourne over the decades. It was fascinating to sit in classes where each person had a different dialectical word for ‘watermelon’ for example, and wonderful to feel that we were, in some way, a part of the Italian community.” After Year 12 all three went on to study Arts at The University of Melbourne.

Estelle, Mardi & Greer, Lake Maggiore

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