Issuu

MAGAZINE

SCG

MAKING WAVES IN YEAR 7 LEADING FUTURE EDUCATORS SCIENCE GOES VIRAL DESIGNING ROBOTS OF TOMORROW

LEARNING BEYOND

LIMITS

SCG MAGAZINE: ISSUE 2 • 1

Issue 1, January Issue 2, April 2021

CONTENTS

06 04

08 17 18

23 | LUNAR PARK PHYSICS TAKEOVER

FEATURES 06 | LEADING FUTURE EDUCATORS VCE Chemistry teacher, Angie Atal Carreon, is leading and educating the next group of pre-service teachers at Monash University as a Teacher's Associate. 14 | SCG CRICKET TEAM HISTORY IN THE MAKING 2021 has begun with history in the making as we established our very first SCG Cricket team.

17 | SCIENCE GOES VIRAL Kinda Lutfi (Class of 2020) is looking ahead to unlocking new discoveries on how the human body fights pathogens as she studies her Bachelor of Science at the University of Melbourne. 24 | HEARTS RACE IN SPORTS SCIENCE CENTRE The launch of our new Sports Science Centre is redefining the way we teach health and fitness at Southern Cross Grammar.

26 | A BRIGHT NEW YEAR In the spirit of reconciliation, Southern Cross Grammar acknowledges the Traditional Custodians of country throughout Australia and their connections to land, sea and community. We pay our respect to their elders past and present.

SCG MAGAZINE: ISSUE 2 • 2

PRINCIPAL’S MESSAGE

The return to on-site schooling has been well celebrated throughout our wonderful school community! With most learning being back on-site in Term 1, classrooms have once again been filled with the hum of students’ learning, and hallways and playgrounds filled with joyful sounds of friends enjoying one another’s company. This edition of the SCG magazine showcases that the return to on-site has been much more than face to face learning; indeed, it has been a return to vibrancy! Our core skills of literacy and numeracy, in fact all semantic learning, is enhanced and embedded when it can be applied authentically. From the writing that followed the Year 1's Farm visit, to the focused mindsets of our Year 12 students following their retreat, this Term has allowed us to celebrate with a renewed appreciation, the many rich activities that make up our dynamic school, Southern Cross Grammar. Our staff, both in the classrooms and behind the scenes, have worked tirelessly to return to the many traditions and events once enjoyed in Term 1 at SCG. Impressively, staff have also stretched to build the offerings at our school to include a number of innovative new events and opportunities for students to enjoy. Passion projects have been launched in the new Year 7 and 8 project lessons,

extension STEM and Music classes, and new camps, such as the Year 7 coastal camp have been thoroughly enjoyed by our students. Creative industry electives are now also well underway to support the development of both vocational and creative skills for our senior students and the F-12 wellbeing classes have also proven to be a great addition, in times when we all need to ensure the children in our care are being supported in this vital area.

throughout their time at SCG and indeed throughout life. With the Resilience Project being launched as a significant addition to strengthen our wellbeing program, parents and students responded enthusiastically to Martin’s messages and energetic manner.

The return to on-site has been much more than face to face learning; indeed, it has been a return to vibrancy! House and interschool sports made a welcome return with the highest attendances at house swimming in SCG’s history. Interschool sports was also a highlight with cricket teams introduced for the first time.

In a year where the restrictions in place have required almost all activities to be refined or reinvented, it is so impressive to see the achievements of so many highlighted once again, throughout our Autumn edition of our magazine.

We have welcomed back parents to music nights and launched two new significant programs in Years 2 and 5 with strings and band being offered for the full year to build on the strengths of our musical programs and lessons across the school.

Behind every smile, every setback, every performance or achievement, is a community committed to the student experience —a commitment to working together, through good and trying times, to build a positive future for the children in our care. Congratulations to students, staff and families for navigating this time with such great determination, care and resilience.

The nervous energy and great pride demonstrated by some of our younger students was inspirational and a great opportunity to celebrate the way all members of our community encourage children to challenge themselves

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It’s almost hard to believe that ten months ago, the thought of being able to leave our 5km and —later—25km radius seemed like a distant dream as we navigated the challenge of lockdowns and remote learning. However, as students dived into the pool in Feburary 2021, surrounded by House colours, while being cheered on by their peers, the Swimming Carnivals felt like a warm welcome back to normalcy after time spent away from events that make our school the vibrant community we enjoy. The Years 3-6 and Years 7-12 Swimming Carnivals took place indoors, for the first time, at the Splash Aqua Park and Leisure Centre in Craigieburn to eliminate chances of having to reschedule the event due to bad weather.

At Southern Cross Grammar we are privileged to have students who show great leadership and maturity across our Primary Years and Secondary Years, and the Year 3-6 Carnival was no different. As part of their practical component, our VET Sport and Recreation students attended the Years 3-6 Carnival to assist students participating in novelty events and staff during the event. However, with many younger students taking part in the Carnival for the first time, VET Sport and Recreation students quickly took to helping students who needed assistance in the pool.

“We originally had [VET Sport and Recreation students] assisting students on novelty events and helping teachers on jobs (ribbons, place giving, aqua park supervision) however, as the day unfolded it was evident some The Sport Department’s decision to hold students needed assistance in the pool, the event indoors served our community especially since most hadn't swam since well as only a few days from the event, a 2019," Taylor said. storm was scheduled to occur—and did occur—during the event.

As students dived into the pool, surrounded by House colours, while being cheered on by their peers, the Swimming Carnivals felt like a a warm welcome back to normalcy after time spent away from events that make our school the vibrant community we enjoy. A key to the Carnivals’ success lay in the personalisation of the event with activities for all students to enjoy regardless of their swimming ability. Depending on how comfortable they felt in the water, students could compete in swimming events, test their balance and agility on inflatable obstacle courses, play outdoor Volleyball, or splash about and explore the Aqua Park.

"We asked the VET Sport and Recreation students if they could help any students who were struggling to swim or needed encouragement to finish their race, and without a second thought, they were straight in the water assisting students wherever they could.”

“Giving students options to have fun on the water slides, in the Aqua Park, and even play some volleyball with their friends added to their enthusiasm for the event, and enjoyment during the day, and made the Carnival a success” Michael Pell, the Head of Sport (7-12) said.

Renelda Veli, the Primary Years Alpha Captain said, "The Year 3-6 Swimming Carnival gave us an awesome opportunity to compete against other SCG Houses. We were able to challenge ourselves by going on the balance beam, or having a race on the inflatable obstacle course. It was great to see such positive team spirt, not to mention the countless coloured ribbons being handed out, and I look forward to next year's Carnival.”

For Taylor Moss, the Head of Sport (3-6) and many Years 3-6 students, the 2021 Swimming Carnival marked their first carnival since 2019, having missed out on a carnival last year.

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In all, Beta house won the Year 3-6 Carnival and Alpha won the Year 7-12 Swimming Carnival.

OUR YEARS 3-12 STUDENTS MADE THEIR TRIUMPHANT RETURN TO THE POOL IN THE FIRST HOUSE EVENT SINCE OUR RETURN TO ONSITE LEARNING.

OUR SWIMMING TRIUMPH

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LEADING FUTURE EDUCATORS VCE Chemistry teacher, Angie Atal Carreon, is leading the next group of pre-service teachers at Monash University as a Teacher's Associate. Having taught for nearly 13 years, Angie Atal Carreon is a powerhouse of VCE Chemistry knowledge, and since 2017 has been leading and mentoring preservice teachers studying at Monash University as a Teacher's Associate. With most of her students studying their Masters in Education, Angie shifts pre-service teachers' thinking of teaching from theory to practice. She guides them through the VCE Curriculum (Study Design), gives them student work to assess, discusses the practical aspects of her role as a VCE Chemistry teacher and aspects of being a teacher they should consider such as moderation and modification, and how to personalise their teaching to foster high performance in their students. "There's a real component to teaching," Angie says. "It's not just about what you learn in your lectures and read in the theories. Imagine being a fresh teacher and having to mark your very first experimental report or practical report; it's daunting. Sometimes I share [anonymous] student work and get the pre-service teachers to practice their assessing [skills]. Having experienced and having done that while you're at university is really important."

Angie assists a student I'm doing [in my teaching practice] and why I'm doing it. Having to then justify why I do it to pre-service teachers often makes me re-evaluate. So even though [my sessions] are for pre-service teachers to gain an understanding of what I do day to day, it is really valuable for me because after each session I walk out and think, Hang on, I could be doing this differently and I could do this better. So, for me, it's a real learning experience as well."

her teaching practice here at Southern Cross Grammar as she prepares her Secondary students for VCE success and bright futures beyond our campus. This was encapsulated early in Term 1 when she held a Commitment Ceremony for students. During the Ceremony she encouraged students to think about, and write down, two things —one academic, and the other nonacademic— that they wanted to commit themselves to achieving during the year.

Angie comes from a family of educators and was drawn to Science at a young age. "My mother is a Nurse and I inherited my love for the sciences from her," Angie said. "My maternal grandmother and paternal grandfather "As teachers, we have to be life-long learners. Being a teacher's were both educators and at school, my associate means I get to reflect on what I'm doing [in my love for science drew me to studying the [core] subjects such as Biology and teaching practice] and why I'm doing it." Chemistry," she says. "I was drawn to the practical components and the ability to Angie's leadership extends beyond "Getting students to understand connect things [as it speaks to] who I'm Monash University's lecture theatres that they're on their own pathway like as a person." and tutorial rooms; she has also had the is incredibly important and [at the Being a teacher means being a lifelong privilege to make further contributions Commitment Ceremony] I told students, learner and contributing to pre-service in the lives of some of the pre-service "It's a commitment to yourself and [what teachers' learning at Monash University teachers she has taught on campus. you want to achieve]." Part of that was as they prepare for the next stage of "I've helped three or four teachers also getting them to understand that their career has impacted the way Angie through their Victorian Institute of it's okay if you commit to something views her teaching practice and keeps Teaching (VIT) registration. In that and it doesn't work out. All you want to her open to re-evaluating and refining position, you are more of a listener as see is progression and improvement, the way she approaches her students you try to mentor teachers in their own and it doesn't matter how it appears in learning. path, which I've enjoyed doing." comparison to everyone else; it's your Guiding her students with choosing their [pathway] that matters." "As teachers, we have to be life-long learners," Angie says. "Being a Teacher's own pathway is incredibly important Associate means I get to reflect on what to Angie and is at the cornerstone of SCG MAGAZINE: ISSUE 2 • 6

Inside Monash University's Learning and Teaching Building (Image courtesy of John Wardle Architects) SCG MAGAZINE: ISSUE 2 • 7

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LEARNING COMES TO LIFE Our Year 1 and Year 2 students studying the science of zoology had the joy of encountering farm animals and native wildlife.

From riding ponies to holding a python, students' science investigations into living things was one to remember. Year 1 students' exploration of living things took them to Animal Land Children's Farm in Diggers Rest to interact with farm animals and learn about how farmers look after their farm.

animals including a Woylie (Brush Tailed Bettong), Murray River Turtle and Saltwater Crocodile.

During their excursion students milked a cow, fed ducks, petted baby rabbits and chickens, rode a pony and fed sheep and goats.

conservation and the small things we can do daily to ensure our wildlife can thrive in their natural habitat. This has spurred students to take action to do their part to preserve our wildlife, at school and at home.

told us why it is important not to waste paper so I've been using less paper."

When speaking of her class' collective A highlight from the incursion was the efforts following the incursion, Lauren collective looks and gasps of excitement Hedditch said, "We have been recycling The excursion was another milestone for from students as presenter, Tia, our paper effectively and sharing the Class of 2032 as they experienced introduced them to Tiny: a three metre resources around our classroom so that their first excursion as Southern Cross Olive Python. animals like Connie the Barking Owl and Grammar students. "Travelling on a big Socks the Sugar Glider Possum don't "I've always wanted to hold a snake bus was a great achievement because lose their habitat. after seeing one on the news," Jay it was students' first excursion as they Pannu said. "[Holding one] was the best didn't get to go on one last year due experience ever." to COVID-19," Shannen Spiteri, a Year 1 teacher, explained. Year 2 students also learnt about the importance of

"We liked riding the pony because it was fluffy and made us laugh," Valencia Cooper and Georgia Tsiokos said. "The bunnies were our favourite because they stayed on our laps." To compliment Year 2 students' studies on living things and various aspects of Biological Science including habitats, plants and ecosystems, they took part in Reptile Encounters' Feathers, Fur and Scales incursion. During the incursion they had opportunities to hold, pat and learn about native Australian

While learning more about our native wildlife, students also learnt about the importance of conservation and the small things we can do daily such as using less water, to ensure our wildlife can thrive in their natural habitat. This has spurred students to take action to do their part to preserve our wildlife, at school and at home. Baylasaan Abu-Hassan, who proudly got to hold Sabrina the Woylie, said, "Tia

"We are also aiming to reduce our litter so that Rex the Long Neck Turtle doesn’t end up with rubbish in his water habitat." A hallmark of Southern Cross Grammar is our students' enthusiasm to learn. The support shown by our passionate staff who remain committed to prioritise finding ways to enrich their students' learning has been a wonderful way for younger students to not only expand their knowledge, but also make an impact in the world around them. SCG MAGAZINE: ISSUE 2 • 9

OUR YEAR 7 AND 8 SELECT ENTRY STEM STUDENTS HAVE HARNESSED ELASTIC ENERGY TO DESIGN AND BUILD SPRING POWERED CARS, USING EVERYDAY MATERIALS.

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POWERING GLOBAL SOLUTIONS

With cars making up a significant portion of our carbon emissions, students were tasked to find an eco-friendly alternative to power cars and redesign cars to function with this new way of power. By using the Design Thinking process students settled on using spring energy to build mousetrap cars out of basic materials such as string, wood, hot glue guns and a mouse trap. "A key focus in our department is to make students scientifically literate on global issues. To do this we have been integrating global scientific awareness in students' learning and in the Select Entry Program we have done this through the Design Thinking Process," Rajnesh Ram, the Head of Science and STEM said. Students' designs ranged from big cars to medium sized cars with large back wheels and small front wheels; cars with three wheels and cars shaped like racing cars. To conclude the project students presented engineering reports to their peers detailing their design iterations, their car's use of energy and their research process. "It has been incredible to see the students work so effectively in their teams, sharing their ideas and exhibiting a high level of emotional intelligence in their feedback to one another," Select Entry Teacher, Iman Balla said. "They also demonstrated beautiful camaraderie and resilience which allowed them to overcome some disheartening failures with creative solutions and support from fellow team members." Completing the Design Thinking tasks has built students' capacity in critical thinking. This knowledge will serve them well as they prepare to commence work on their next project: building a water filtration system for a refugee camp in Uganda as part of the Water Works Program. "We need students to know that STEM is more than building objects with icy pole sticks in a classroom. STEM has real world applications. With most universities using this model of building objects that extend beyond the lab and into the real world, undertaking projects like the Water Works project sets our students up for strong futures and opens them to STEM's impact in people's lives," Rajnesh said.

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FOLLOWING THE EARLY SUCCESS OF OUR FIRST COHORT OF SELECT ENTRY STEM STUDENTS, WE INTERVIEWED TIANYI WANG AND MADDY SALOMONBEST TO LEARN ABOUT WHAT DREW THEM TO APPLY FOR THE PROGRAM AND THEIR PLANS FOR THE FUTURE.

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TIANYI WANG my curiosity into Engineering and Mathematics," she said. Tianyi auditioned for a place in our Select Entry STEM Program last year as she prepared to join our School at the start of 2021. "I wanted to explore STEM further," she said, "I was quite nervous [while preparing my application] and I spent a lot of time on it, editing and revising." A wonderful builder with a keen eye for shapes and composition, Tianyi's passion for STEM began with a Lego set she received for her seventh birthday. Her interest in the field grew further once she made the link between Visual Arts concepts and her curiosity for building and engineering. "Through Visual Arts, we can better understand the composition or the structure of an object [...] and that expanded

Tianyi's building skills and aptitude for finding innovative solutions shone during her audition and cemented her place as one of the first students in the Program, something she is excited about as she only began learning Science in Year 4. "I didn't have any Science classes until [Year] 4 so Science is still a brand-new topic to me." When talking about her dreams and what she wants to achieve, Tianyi

said, "I want to change the world or make a difference in the world through Engineering and Science." Tianyi's experience so far in the Program is putting her on track to make that dream a reality in the future as she and her peers immerse themselves with finding solutions to global issues such as pollution by building a spring powered car as an energy efficient solution. Her advice for students who are thinking of being part of the Select Entry STEM Program in the future is to be confident with their ideas and ask for help when needed. "Don't be too nervous and always try your best. Always express your idea to the class or your group, don't hold them back. When you don't understand something, it's okay to ask [your] teacher."

MADDY SALOMON-BEST at home as part of our Years 5/6 Middle Years STEM Program. "I enjoyed conducting all my science assessments at home (especially growing mould on bread under my bed), as well as the coding assessment we had to complete," she said.

Maddy's decision to apply for the Select Entry STEM Program was a long time coming. A keen student who enjoyed Maths, Science and Coding in her Primary Years, Maddy has been passionate about STEM for as long as she can remember and in 2020, was the recipient of the Year 7 STEM Award and Academic Excellence Award. "My passion for Science and Maths drew me to the [Select Entry] Program," Maddy said. "When I heard about it, I thought it would be a Program I would be interested in, as it covers all the areas I enjoy."

While there wasn't much Maddy could do to prepare for the audition with the task being an unseen practical, Maddy's ability to apply concepts she learnt earlier that term in Science to her audition, helped her secure a place in the Program. "I guess we were all lucky that we had just completed a Rube Goldberg machine in our science classes just before the audition," she said. "This was extremely beneficial for the task that we were given on our audition day." As Maddy navigates her way through the Program she often thinks of her grandfather, a retired engineer, who shares her passion for STEM. "My grandfather inspires me," she said.

Even while in remote learning last year, she found joy in completing experiments "He is now retired but he had an

amazing career. He started off with an engineering degree and ended up being the managing director of Cadburys. "Whilst in the position he helped open the first Cadbury in China. I believe he was also involved in the original design of the Curly Wurly chocolate bar." Maddy is currently exploring her pathway options as she searches for a career that will be both challenging and rewarding. "I am hoping that the STEM Program will help me develop skills that will help prepare me for the years ahead and a career where I can make a difference, and feel like I'm contributing to society," she said. Maddy's advice to students thinking of applying for the Select Entry STEM Program is to be passionate about STEM and eager to learn. "If you enjoy subjects like Science and Maths, like group work, and want to further your knowledge in areas that we cover in our Science classes, then think about applying for the Program." SCG MAGAZINE: ISSUE 2 • 13

SCG CRICKET TEAM HISTORY IN THE MAKING

OUR YEAR 7 CRICKET TEAM COMPETED FOR THE FIRST TIME AT FAIRBURN PARK ON MONDAY 22 MARCH AND DEFEATED CREEKSIDE COLLEGE AND BRAYBROOK SECONDARY COLLEGE TO SECURE THE TITLE.

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2021 has begun with history in the making as we established our very first SCG Cricket team. Headed by Michael Pell, the Head of Sport (7-12), the team's formation speaks to the synergy between our staff and students, and the positive collaborations that take place across our school. "The students deserve the credit for beginning the initiative," Michael said, "and as such, the Year 9/10 and Year 7 team was formed." Cricket trials and auditions were popular with students as many tried out for the team during the first weeks of term, something Michael believes speaks to the popularity of the sport in our school community.

years to the point that we have not only one but a number of very competitive teams across multiple year levels,” he said. "I am very passionate about the game and look forward to working with students who share my passion into the future." Like David and Michael, Amaan A. and Simar Tokhi, both members of the Year 7 team, began playing the game as young children with their families and are excited to be part of SCG's Cricket team. "My whole family plays Cricket and my older brother inspired me to play," Simar said.

With our first team of SCG Cricketers being history makers in their own right, the team's formation and accomplishments so far speaks more broadly to the generosities our staff have shown in mentoring students, especially in their adolescent years as they navigate their way into adulthood. Having finalised the team in week 8 of Term 1, the Year 7 students competed for the first time on Monday 22 March at Fairburn Park in Ascot Vale at the Year 7 Interschool Sports competition against Creekside College and Braybrook Secondary College. They defeated Creekside College by 12 runs and Braybrook Secondary College by 20 runs to secure the Title. Coaching and leading Southern Cross Grammar's first Cricket team speaks to Michael's passion for the game, his family roots and vivid memories of his childhood playing Cricket with his father and younger brother. "Many of my childhood memories involve playing Cricket in the backyard, going to or watching Cricket on TV and being around my local club playing all summer long. So watching students' try out for the team, train, and compete has brought back many wonderful memories from my childhood." Also assisting with coaching the Cricket team is David Wildsmith, the Head of Year 5/6 and 8/9. David too, grew up playing Cricket and has played representative Cricket at state level and competitive Cricket at both Premier and Sub-District levels. “It has been a pleasure to watch the interest in Cricket at SCG grow over the

Their highlight so far in their Cricketing venture at SCG has been having the opportunity to play Cricket with their school friends and learn from David and Michael. At Southern Cross Grammar we encourage our students to connect with their local clubs and teams, and in doing so, foster close relationships in their communities and apply their learning from SCG in broader ways across the community in preparation of life as SCG Alumni and Graduates. As such, both Amaan and Simar play Cricket in our local community as members of the Caroline Springs Cricket Club, and have done so for six years. With our first team of SCG Cricketers being history makers in their own right, the team's formation and accomplishments so far speaks more broadly to the generosities our staff have shown in mentoring students, especially in their adolescent years as they navigate their way into adulthood. At a time where we seek to support young boys in becoming good men, having a team led by committed staff shows how good modelling leads to good students and graduates who lead our school, and wider community, in positive ways.

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DESIGNING ROBOTS OF TOMORROW Sartaj Chaddha’s passion for robotics has seen him design a drone that could one day revolutionise the way firefighters respond to emergencies. From the moment five-year-old Sartaj Chaddha flicked through the contents of a science magazine, he knew his life would never be the same. "The magazine described the wonderful world of robotics and I was taken aback by what I saw, and all the things I could create," he said. Nine years later, Sartaj's inventions has seen him design a robot that can tread through a hole in a wall, a homemade RC plane with two motors, and a robotic elephant that can raise its trunk and walk, to name a few. His favourite creation so far is a sprayer drone, created in collaboration with his father, out of carbon fibre. The drone was designed with a removable attachment that can remotely spray fire extinguishers and paint. "By doing this, it opens us to the possibility of doing dangerous jobs like firefighting or complex tasks like painting skyscrapers and cleaning skyscrapers, remotely," Sartaj explained. During lockdown, Sartaj created two robots: a wheelless car and an automated robot that follows a visual line embedded on the floor. "Both robots were a success, though I attempted to create an advanced robot that could draw the school's logo. While it was not successful due to the very limited resources I could find to help me code and draw [during lockdown], I am now planning to complete the robot before moving onto another project I have in mind," he said. Sartaj has been studying Robotics Engineering as an elective for two years and credits the subject with advancing his knowledge, saying, "I have learnt a lot about how different types of ^ From top to bottom

[Image one and two]: Before joining SCG in 2019, Sartaj and some friends in his school's Robotics Club created a robot that could tread through a hole in a wall. A 3D render of Sartaj's drone with a removable attachment that can remotely spray fire extinguishers and paint SCG MAGAZINE: ISSUE 2 • 16

contraptions can be used in a project. Take for instance a mousetrap car: you can use the mousetrap alone to make the car move. Doing this has taught me how to use different types of forces and actions in my creations." Sartaj aims to one day become a robotics engineer or robotics entrepreneur and create inventions that solve big problems in our world. "I love innovation and finding problems, and I hope [to create] solutions to world problems with robotics to build a better world.

SCIENCE GOES VIRAL Kinda Lutfi (Class of 2020) is looking ahead to unlocking new discoveries on how the human body fights pathogens as she studies her Bachelor of Science at the University of Melbourne. She credits the freedom she was given to design her own experiments while studying Biology at Southern Cross Grammar with expanding her enthusiasm for the subject. "[Southern Cross Grammar] gave me opportunities to plan my own experiments and experience the spontaneity of Science first-hand. In Biology, we were able to carry out our own experiments to create a scientific poster, which was exciting as I had heard of students at other schools who were given data sets [to base] their posters on. [For my experiment] I focused on a weakened strain of E. Coli, and tested out different antibiotics to see which ones were most effective. Although there were many confounding variables in my experiment, the whole process of creating [my] own experiment, collecting data, and having the opportunity to reflect on [my] experiment made an impact."

Kinda is studying a Bachelor of Science at the University of Melbourne Our immune system is the most complex Kinda's curiosity about the human body part of our body outside the brain and and its connection to the world around we only know a fraction about it. us began as a child. "The idea that our lives are made up of interconnected Kinda Lutfi (Class of 2020) hopes to be relations between Chemistry, Physics at the forefront of finding answers to and Biology was something I was questions about our immune system that have puzzled scientists for years as amazed by. [I also wondered] about the scientific explanation behind certain she studies her Bachelor of Science at things: like how birds flew and why the the University of Melbourne, with plans to major in Immunology in her third year. universe was so big," she said. "There is still so much we have not uncovered in relation to how our body fights pathogens effectively and how our body recognises itself," she said. "We are currently in an age where technology is advancing at an unbelievable rate, and in ten years’ time, who knows how many unasked questions we can answer?"

As she grew older, she favoured pursuing Biology as it was the easiest to apply to her everyday life. "Biology allowed me to understand more about how we live, why we live and what facilitates our living. I would learn about cellular respiration and think, Wow, that's why we need oxygen." Kinda's search for knowledge saw her complete VCE Biology in Year 11.

A native Arabic speaker, Kinda’s interest in language and commitment to enriching her learning also saw her study French in Year 12. Her aptitude for language has merged into her studies at the University of Melbourne where she has decided to study Spanish as her breadth subject, outside her Bachelor degree. Her aptitude for language will without a doubt benefit her as she works towards finding solutions to issues that impacts people across the globe. As Kinda works towards making research breakthroughs in the future, she is also making the most of her first year at University, meeting new people and enjoying being a campus student. "[University] is quite spontaneous. Campus life and the people you meet gives you the agency to express yourself freely and do what you feel like doing at any given moment."

ARE YOU A SOUTHERN CROSS GRAMMAR ALUMNI? We'd love to keep in contact with you as you accomplish great things beyond SCG. Scan the QR Code to complete our Alumni Form. SCG MAGAZINE: ISSUE 2 • 17

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MAKING WAVES IN YEAR 7 As the world opens up again, the Class of 2026 have launched into the opportunities to step out of their comfort zone with enthusiasm and resilience as they've navigated their first term of secondary schooling, and challenged themselves at their Year 7 camp in Balnarring. Having spent most of their last year of Primary schooling in remote, the Class of 2026 have begun their first term of Secondary School launching into the new and exciting stage of their journey at Southern Cross Grammar. For the cohort, this meant managing risks in a controlled environment, challenging themselves and fully immersing themselves in their three-day Year 7 camp in Balnarring. The Camp centred around the key Year 7 themes of Joy, Routine and Challenge, and offered students opportunities to develop and deepen their connections with one another and staff. During the camp, they participated in a number of activities including snorkelling, surfing, bushwalking and reef studies. They worked together to set up camp, cook meals, and even came up with a performance for their very own SCG's Got Talent (Camp Edition) on their final night of Camp. "The Year 7 camp was my first time camping in a tent, and was an extraordinary experience," Satvik Arveti Venkata Naga said. "We had the chance to participate in unique and entertaining activities including bushwalking five kilometres, surfing and snorkelling. Participating in the activities was mindblowing because there is so much you can do while camping." Camp provides tangible ways for younger students to build their resilience and capacity to work beyond their nerves and fears, and for many students (and staff alike), attempting a novel activity like surfing and the euphoria of being able to ride a wave standing up has stayed with them long after the Camp. Tianyi Wang snorkelled for the first time during the camp and it's something she is excited to do again on a warmer day. "I'm not really a sea person so I was actually a bit scared at first before we went out to sea," she said. "However, I gave snorkelling a go and now I've tried it, I want to do it again." The Year 7 Camp marks the formal end to our Year 7 Transition Program.

Students took to the waves at camp body boarding, surfing and snorkelling. The program began in Term 4 2020 as the Class of 2026 and their families set their sights on the year ahead, with an Information session that introduced the newly appointed Head of Year 7, Jade Panozzo.

parents, students and staff reflects this program was a success."

This was then followed by two Step Up Days in the final week of Term 4, where students met their teachers for the first time, participated in their 2021 classes and were introduced to key organisational aspects of Secondary School such as how to read their timetable and use Schoolbox to manage their study program. The Program eventually progressed to the Year 7 Parent Evening on 9 February 2021. During the event, parents connected with staff and fellow families, asked further questions about the Program and saw the 2020 upgrades across our campus for the first time in a school tour led by Principal, Matt Dodd. "The Year 7 Transition Program has been a welcome addition to our Year 7 Program," Jade Panozzo said. "The Program has aided in our students feeling settled, developing key connections and feeling prepared for the important transition from primary school to secondary school. The feedback [we have] received from

^ Students enjoyed snorkelling and seeing diverse marine flora and fauna. Students prepare a meal at camp. SCG MAGAZINE: ISSUE 2 • 19

For many students camp marked their first time snorkelling or surfing. Secondary Schooling is a massive shift in the way students learn and navigate schooling with new teachers, a different timetable with new subjects, and further opportunities to learn independently, and the Class of 2026 have found their footing quickly both individually and collectively. "Our Year 7 students have done an exceptional job at navigating the many changes that come with the transition from Primary School to Secondary School," Jade said. "Students have had the opportunity to immerse themselves in activities such as Harmony Week Activities, Interschool Sports Teams and Extra Curricular Clubs such as Cosplay Club and Run Club. A number of these activities have allowed students to develop bonds with not only students from their Year level but students in other Year levels at Southern Cross Grammar. "[The Class of 2026's] positive and productive attitude throughout the term is especially impressive as we were also thrown into a five-day lockdown midterm." The Year 7 Transition Program goes beyond forging new friendships; by giving students opportunities to step out of their comfort zone and take SCG MAGAZINE: ISSUE 2 • 20

charge of their learning and forge new relationships, the Program has laid important foundations for students' success as they journey through the year ahead, their time at Southern Cross Grammar, and into the world as Graduates and Alumni in the future. "Students have learnt, and are still learning, important life lessons related to organisation, how to build and maintain connections and safe risk taking," Jade said. "I believe the experiences they have been given so far during the Transition Program is preparing them for their future years of secondary schooling and life beyond Southern Cross Grammar."

^ Students prepare to surf the waves. Exploring the rocks at Balnarring Beach during the Year 7 camp.

SUPPORTING POSITIVE STEPS After months of excitement, The Resilience Project launched at Southern Cross Grammar with sessions hosted by Martin Heppell, a Resilience Project Partner and Facilitator.

During the parent launch of The Resilience Project, parents were empowered with strategies to support their mental health and wellbeing During the launch, Martin Heppell introduced staff, students and parents to the concept of GEM (Gratitude, Empathy/Kindness and Mindfulness) and its benefits in improving our wellbeing and resilience. He also empowered parents with strategies to manage their own wellbeing and mental health, and gave advice on how to model those healthy behaviours for their children. Our secondary students experienced a powerful lesson in empathy and gratitude, during their session with Martin, as they moved around the room to thank someone who had been kind to them. "It was a powerful moment to witness," Lauren Smith, the Head of Wellbeing Curriculum, said. "The energy in the room lifted dramatically. You could feel the happiness in the room radiating out of [students] and the smiles on their faces as they thanked one another and realised the impact they had on another person's life." The Resilience Project comes at a significant time for our school and strengthens our Foundation-Year 12 wellbeing curriculum, following the 2020 improvements to our wellbeing program including the expansion of our Health and PE offerings, appointing new Heads of Year Levels 7-12 for the

first time in our school's history, and expanding our facilities. "We now have a whole school approach to wellbeing, through the Wellbeing Curriculum and the new Student Care structures we have in place," Deborah Hollis, the Dean of Wellbeing and Pedagogy said. "The Resilience Project will play an integral part in assisting all of us to develop our emotional literacy and care for ourselves, across all facets of our life. By encouraging the GEM approach, we hope our students can increase their ability to cope with life's challenges and provide them with the optimum environment to achieve their best." The Program has been well researched by the University of Melbourne. In the University's 2017-2019 evaluation of The Resilience Project investigators, Professor Lisa Gibbs and Dr Karen Block, found that students who participated in the program significantly increased their daily practice of gratitude compared to students in nonprogram schools, thereby improving their confidence and self esteem, wellbeing and ability to express emotions, and relationships at home and at school. At Southern Cross Grammar we pride

ourselves in our ability to embrace contemporary ideas supported by the latest research to selecting the best methods to educate and care for our students. We have also partnered with The Resilience Project's Centre of Resilience and the University of Melbourne to receive longitudinal data on our students' progress as they journey through the Program. Doing this provides the school and Wellbeing team with valuable evidence-based insights into our students' needs and ways we can adapt our program to respond to their needs. "Before launching the Program, our [Years 3-12] students were surveyed by The Resilience Project Centre —a section of the University of Melbourne— and we will soon receive the data in to see what areas we need to focus on for their wellbeing. We will also be doing these surveys every year and over time, as we complete them, we will have [insights] into what is working and what we need to focus on," Lauren said. We are excited for the new chapter of our whole-school wellbeing program, and we have no doubt the strategies we will practice in the weeks and months to come will have long-term benefits for our whole community. SCG MAGAZINE: ISSUE 2 • 21

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CRACKING THE CODE FOR SUCCESS The project began with a simple shape and eight weeks later, Year 10 Digital Technologies students developed their first modular program using Python Turtle: a programming language that enables students to code shapes and pictures.

them as Southern Cross Grammar graduates and alumni.

Digital Technologies aims to provide students with practical opportunities to explore programming to solve a wide range of problems. Its use of complex problem solving and thinking outside the box drew Joshua and Zack to pick the subject, having done the subject in their early years of Secondary school.

programming— it also raises students' awareness to the impact everyday devices like mobile phones and laptops have on our environment: something Joshua and Zack are looking forward to exploring in their next project about e-waste.

"Coding is all about breaking larger tasks into a logical sequence of step-bystep instructions, identifying errors and coming up with new solutions if needed. By teaching students how to code, we "Ms Gowdy would draw a shape on [strengthen] their critical thinking skills the board and we'd code to make the and problem-solving skills, both of which shape," Joshua explained. "However, Ms are in high demand by employers," Gowdy would progressively increase the Digital Technologies teacher, Judith complexity of the shape and add new Gowdy said. things we hadn't done before, like linear Digital Technologies goes beyond functions." teaching students coding and

“I’d taken [the subject] in previous years and I’d always been quite good at it so I thought it might be something I could do in the future as a career, so I thought taking the subject this year would help,” Joshua said. As a modern school, we are committed to introducing our students to industryleading technologies to prepare them for the exciting pathways that await

Every year, millions of electronic devices are discarded in Australia causing serious environmental problems such as soil and water pollution. The two-fold e-waste assessment will see students create a photo-essay and infographic aimed at increasing people’s awareness of e-waste and its effect on global communities and the environment.

an e-waste or a recycling station, the devices are often put in the rubbish bin with other household waste and items,” Zack said. “[As a result], all the hazardous materials leak out or goes into the air, which is harmful for us and the environment.” ^ Joshua Otsuka and Zack Barbara in their Digital Technologies class

SCAN TO SEE JOSHUA'S CODE IN ACTION.

"When people discard their electronic devices, instead of putting them in

LUNAR PARK PHYSICS TAKEOVER As part of the VCE Physics curriculum, Year 12 students visited Lunar Park on 11 March for the Luna Park Physics Day event hosted by Vicphysics Teachers' Network. The event provided students with opportunities to collect and analyse data, which is an integral part of their performance descriptors. Head of Science and STEM, Rajnesh Ram, said students enjoyed consolidating their theoretical knowledge with real world examples and grew their Physics networks by sharing their ideas with other Year 12 students at the event.

^ Year 12 Physics students outside Lunar Park ready to see Physics in real world applications

"Students had fun going on various rides while collecting data to analyse using various Physics principles that govern the operation of the rides. Students also had the opportunity to mingle with Year 12 Physics students from other schools in Victoria to collaborate and share ideas." SCG MAGAZINE: ISSUE 2 • 23

HEARTS RACING IN SPORTS SCIENCE CENTRE The launch of our new Sports Science Centre is redefining the way we teach health and fitness at Southern Cross Grammar.

Our newly launched Sports Science Centre has taken a shape of its own with state of the art equipment and technologies for students to partner their passion for Physical Education with science.

which sees students collect and analyse primary data from their own and others' physical activity to identify major fitness components and energy system contributions to refine and improve their performance in physical activity or sport.

The recent installation of Heart Zones, a heart rate tracking software, has brought new opportunities to prepare Physical Education students for the many sophisticated pathways the field has to offer.

"Our Year 10 Sports Science students are excited to incorporate the data from [Heart Zones] into their training programme as it not only tracks their progress but also feeds into what they are learning as part of the unit," Liam said.

The software works with students wearing a heart rate device (in the shape of a smart watch) to track their heart rate in real time as they do a physical activity. The data connects to the large screen in the Centre, giving students and staff an overview of everyone's heart rates simultaneously. "The introduction of Heart Zones is an exciting addition to our Sports Science Centre," Liam Ogden, the Head of Health and Physical Education, said. "With access to real-time data, the device opens new doors for our VCE Physical Education students to view, collect and analyse data, as data analysis forms a large component of the VCE Physical Education units."

The Health and Physical Education team are planning to introduce younger students to the software and teach them how to use it to set them up for further studies in the area in future years. "We are planning to introduce the equipment to younger students from as young as Year 6 to Year 8 so that by the time they are in Year 11 or Year 12, when they are studying VCE or other Sports subjects, they will already be confident with using the technology and can get straight into analysing the data and applying it in their assessments and study," Liam said.

Introducing younger students to stateof-the-art fitness technologies such 2021 saw the launch of the Sports as Heart Zones and [training them] on Science elective for our Year 10 students how to use it goes beyond sharpening

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their fitness skills and training —it also prepares them for the exciting pathways in the Health and Fitness industries. "Our installation of new equipment like Heart Zones shows our younger students, and senior students, that there's more to Physical Education than running around and getting sweaty," Liam explained. "By introducing students to data technologies and building their capacity in using these technologies, we open students to the many pathways in Physical Education such as Sports Science and sports rehabilitation."

^ From top left to right

VET Sports and Recreation students are inducted into the Sports Science Centre at the beginning of Term 1 The Heart Zone in action after being installed in the Sports Science Centre

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A BRIGHT NEW YEAR As many gathered to celebrate the Lunar New Year with our local Chinese community acknowledging the Year of the Ox—a symbol of strength and determination—we celebrated our community's strength and composure with SCG staff and students leading the way through the Lunar New Year celebrations in lockdown and our return to site. The Premier's announcement of Melbourne's snap lockdown the day before Lunar New Year saw our Languages department, staff and students adapt planned festivities for remote. As a school committed to raising global citizens, students celebrated the Lunar New Year at home creating lanterns, greeting cards and learning more about the significance of the most important celebration in the Lunar Calendar. "While in remote, we dedicated our Chinese classes to learning how to make greeting cards, lanterns and red packets. We also learnt Chinese Lunar New Year songs, watched cultural shows, and students made their own Fu (Fortune) name stickers to celebrate," Jack Tan, the Foundation to Year 7 Languages teacher, said. In our first assembly after lockdown, our Head of Languages, Elin Lin, spoke about the significance of Chinese New Year and the Year of the Ox. "With Chinese being our major foreign language at Southern Cross Grammar, celebrating Chinese New Year as a school gave our students opportunities to have a deeper appreciation of [Chinese] culture, and share in the joy as we look ahead to a new chapter of SCG MAGAZINE: ISSUE 2 • 26

growth and strength," she said. Year 8 student, Annie Huang, performed the GuZheng, a traditional Chinese instrument, for the first time in front of the school at the Assembly. Inspired by her mother's love for the instrument, Annie began playing the GuZheng three years ago and successfully auditioned for a place in our 2021 Select Entry Music Program in Term 4 last year.

Year 5 student, Aayman Kakkar, was composed during the event as he stepped forward with enthusiasm to speak publicly for the first time, about the symbolism behind the Year of the Ox. "I was thrilled to have the chance to speak in front of teachers and students during the Lion Dance incursion," Aayman said, "To prepare, I went over the speech a number of times until I felt confident."

"Celebrating Chinese New Year as a school gave our students opportunities to have a deeper appreciation of the culture, and share in the joy as we look ahead to a new chapter of growth and strength." "I was incredibly nervous, yet excited, to share the [GuZheng] with the school, and before presenting, I practised a lot at home," Annie said. "The claps and happy faces around me [after my performance] was a relief and I'm happy to have had the opportunity to perform." To mark the the last day of celebrations, our Foundation to Year 6 students were awed by a cultural experience of drums and dance by the Jowgakuen Lion Dance Troupe.

When speaking about the meaning behind the Lion Dance, and its significance during Chinese New Year celebrations Elin said, "The Lion is a fierce animal and symbolises courage, strength and excellence because in Chinese culture, the Lion is the king of forests. So we use the Lion Dance to scare away the evil spirits of the past year and welcome in the new year. The Dance also strengthens people's outlook for the coming year."

^ From top left to right

A primary student holding a Chinese lantern at the Lion Dance incursion Annie Huang plays the GuZheng for the first time in front of the school during our Assembly Elin Lin, the Head of Languages, speaks about the significance of Chinese New Year Students watch The Lion Dance performance in awe SCG MAGAZINE: ISSUE 2 • 27

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